Pensionierter Lehrer sagt, dass die Noten des 12. Schuljahres im "unfairen" Bewertungssystem aufgeblasen werden

A retired teacher in South Australia has raised concerns that year 12 students' grades are being unfairly inflated through a grading system that allows for inconsistent marking practices. Ann Fenton, who previously taught in Murray Bridge and Mount Barker before returning to short-term contracts in 2025, claims that some educators are manipulating the grading process to benefit their students. She alleges that this practice creates an uneven playing field, giving certain students an advantage over others when entering university. Fenton’s claims gained attention after she shared her experience with 891 ABC Adelaide. She described how a teacher at one of the schools where she worked presented an assessment that was submitted for moderation at an A-grade level alongside lower-quality work from another school that was also marked at the same level. According to Fenton, this meant students whose work did not meet the required standards still received high marks, potentially affecting their future academic opportunities. The South Australian Certificate of Education (SACE) Board, responsible for overseeing the grading system, maintains that there is no evidence of widespread exploitation of the system. The board explains that teachers must submit samples of student work for moderation, ensuring consistency across different schools. Moderation involves having these samples reviewed by other teachers employed by the board, who then determine whether the marks assigned align with established standards. Small schools, according to the SACE Board, often collaborate with other institutions to increase the number of samples available for moderation. If a moderator finds that the sample work is appropriately graded, it is assumed that the remaining students within that group have also been assessed fairly. This process aims to maintain uniformity in grading across the state. Fenton expressed frustration after speaking with SACE Board staff, saying she felt the issue was not taken seriously enough. She reached out to Liberal education spokesperson Heidi Girolamo, who subsequently informed former education minister Blair Boyer. Boyer reportedly supported the SACE Board’s position, as evidenced by a letter obtained by the ABC. Fenton also took to Facebook to share her concerns, prompting responses from approximately 40 teachers, both from public and private schools, who described similar experiences. One anonymous teacher suggested that comparing assignment marks with exam results could help identify instances of grade inflation. They proposed an independent audit of school results against exam outcomes over the past few years as a potential solution. Other teachers have voiced support for Fenton’s claims, with some expressing dismay at the apparent lack of integrity among colleagues. One teacher noted that a colleague had advised them that not participating in such practices might disadvantage their students, a statement they found dishonest. These accounts suggest that the issue is more prevalent than previously acknowledged. The Independent Education Union (IEU) has also commented on the situation, with its South Australian branch secretary, Tim Oosterbaan, noting that the volume of feedback supports the idea that grade inflation is occurring. He attributed this phenomenon partly to the competitive nature of private schools, though he did not elaborate further. The SACE Board continues to emphasize that multiple safeguards exist to prevent grade inflation, including the moderation process and ongoing oversight. However, the controversy highlights growing concerns about fairness in the grading system and the need for greater transparency and accountability. As discussions continue, the outcome of these debates will likely shape future reforms aimed at ensuring equitable evaluation of student performance.