Hi

This is a first for me, to complain about results but I've just received the lowest set of results ever

I had 11 candidates.............

1 x Grade 6 (who went first)
1 x Grade 4
1 x Grade 3
8 x Grade 1

All passed, not a single merit or distinction! I can't believe it, I'm so disappointed for my pupils who had all worked really hard! The only result which is what I expected was my Grade 6 candidate. The mark was exactly what I predicted actually but................

I dont think I've ever had a Grade 1 candidate just receive a pass ( no offence to those who are pleased with a pass) and all these pupils were, in my opininon, merit or distinction candidates

I dont know what to say to the parents and pupils, I dont want to upset them by saying that I am disappointed with the mark but at the same time, I don't want them to think I'm pleased with it either

I've emailed the board to ask them to double check to see if an error has been made

It's a shame that you feel that way, as you obviously worked really hard with your pupils. It is annoying when that happens and I think you've done right to email the board to double check, just in case. Maybe they had a tough examiner, or the nerves just really got to them? On the bright side, at least they've passed!

How many candidates have you had in the past?

Yes, it could just be nerves but all of them? 8 x Grade 1 passes! I cant believe it! Dont get me wrong, I'm delighted they have all passed of course but they all deserved much better marks. I feel sad for them

John, I've been teaching and entering candidates for nearly 10 years now so....... LOTS

I can see where you are coming from, completely, if you thought they were capable of more, it really is a shame. But if it was me, I would encourage them to still be happy about the pass, as at the end of the day, they haven't failed have they? So it's not like they have to resit it again - so that's good!

It is a shame though...

Having had something similar happen to my students last term, I can sympathise. I was just relieved that the whole bunch were a secure lot, so they all managed 111 or more, but I was disappointed for them. However secure we feel in our teaching and predictions, a set of results like this can set ourselves questioning our judgement.

Do you happen to know any other teachers who had this examiner? It might help to see if their marks were lower than expected too.

Your HLR may be able to help with that. The only time I've been involved with a complaint about results only one out of a group of 4 teachers (and I think it was the least experienced) felt that the marking was at the level they expected. Two of them had completely unexpected failures and made formal complaints. My one candidate on that occasion was marked lower than I thought she deserved. The occasion was a private visit to my house, organised for teachers from the immediate area whom I knew, so I was able to liaise with them easily.

The most important thing is that they don't have to resit. From my own experience of dancing exams compared to music exams, the music marking is sooo much more consistent! For example, in Modern Theatre Dance I had 2 highly commended grades followed immediately by a low pass plus. Two of my friends who were expected to get 70%+ were failed because it turned out the examiner had recently been marking pupils from a prestigious dance school in London. Two students who failed another exam retook in a fortnight to both get highly commended. I know this probably won't make you feel much better but just be confident that in you next exam session the chances of you having another dud examiner are very minimal!

I really can understand how gutted you must be, the only thing that I can of to say is to possibly explain to your pupils and parents that you are not pleased with the results as you feel you had a very harsh examiner (happens in every aspect of life and exams). You can say that you were delighted that even under such circumstances they/their child had done well enough to pass and that you are confident that in the future they will get grades that are more befitting of their talent and work rate.

You are absolutely right, I feel awful and keep wondering how was I so wrong? Have I become complacent, did I overestimate my pupils abilities etc... I feel like it's my fault

I am pleased that everyone passed but still feel that not even one out of 11 candidates got better than a pass is odd One pupil who did Grade 4 got 100!! A bare pass, I'm stunned! This pupil is a lively girl, not given to nerves, loves to show what she can do etc..

I cant help but wonder if the examiner still had his high grade marking head on because my Grade 6 pupil went first and got exactly what I expected. Not very likely of course but......... I don't know, I'm just looking for a reason that isn't me I suppose

I am of course going to tell all my pupils that I am delighted and will only mention my disappointment if they do.

I only know one other teacher locally (where I work, they arrange special visits but mine were at the centre) and I will ring her to see if she had the same examiner and if so, is she happy with the results.

Thanks everyone

When will you get the comments sheet? Maybe this is an example of how just getting the mark on it's own causes more worry than it is beneficial.

The Grade 1's at least will never have experienced previous merits or distinctions.

That's what I thought too, as it would have been their first exam, unless they did Prep Test? So I guess the experience might have been more nerve wracking for them, maybe?

I'm sorry that you're disappointed with the results. You are obviously a very experienced teacher and know what you are doing. I agree it's strange not to have some merits or distinctions in a bunch like that. I once had a batch of candidates (about 12) who all had the same comment about their singing. Now you could argue that that was a fault with the teacher. But I looked back through their previous remarks sheets for both exams and festivals, and this comment had never been made before (nor have they since). How can 12 candidates all suddenly develop the same fault? I very nearly e-mailed the board but didn't in the end - maybe I should have. I decided that Mr. Examiner had probably just been on a training course where the fault was perhaps focussed on. We were disappointed with the marks too. At the end of the day I suppose that they can't ALL be as good as each other. No consolation though.

I've found it to be very true that just getting the mark alone online without the comments sheet can be more worry than it's worth. I actually had one grade 2 who I'd predicted probably about 112-116 or more who came in at 102! It was only when I got the comment sheet that it all made sense-it was obvious she had got really nervous ; in fact every single fault that got picked up was something we'd had to work on during lessons, and had got to grips with but fell down under pressure. When I rang the parent with the result, she said' oh yes, we got to the exam almost late and she was really tired from a late night concert the day before and got unusually flustered. To be honest, seeing that I only got the online result a day before getting the postal ones anyway, it's a mixed blessing!
The rest of this term's results have been exactly as predicted-2 distinctions, 2 merits, 2 passes so far-and perfectly reflects the students and the amount of work put in-but I have had the occasional odd term with seemingly much more exacting marking and hardly anyone even getting a merit!

Yamaha

worth following up - I know only too well the feeling of sadness when a pupil doesn't achieve what you thought they would.

However, sometimes it works the other way. I've just picked up my on-line result (only two pupils with results this time, the rest were Prep Tests) and I'm feeling elated. They passed! I was seriously worried about them both - neither is particularly able naturally and both are "mother driven". I cannot tell you how relieved I am - the results are fair and I'm looking forward to getting the mark sheets now.

Hope you get some feedback for your candidates.

Oboist

However, sometimes it works the other way. I've just picked up my on-line result (only two pupils with results this time, the rest were Prep Tests) and I'm feeling elated. They passed! I was seriously worried about them both - neither is particularly able naturally and both are "mother driven". I cannot tell you how relieved I am - the results are fair and I'm looking forward to getting the mark sheets now.

Oboist
[/quote]

Yes, this is true-I've taught students for whom a pass is a real triumph and reflects a lot of hard work on the part of both of us.

Well, I got the mark sheets today and I still feel that the marks are low

I've sent a text message to all my pupils and their parents and will speak with them later today or at the next lesson. I didn't of course express and dissatisfaction at the award, just CONGRATULATIONS One parent wants to speak tonight and I know that she is going to be upset, this is the parent of the pupil who just got 100 at Grade 4. She doesn't know that yet though, I only sent the category of mark in my message

Anyway, there's nothing I can do about it now except appeal, which I dont want to do really, it doesn't seem worth it to me

Thanks everyone for your support

Hi Yamaha
I certainly feel for you on this one. I know how experienced you are and how dedicated. If I were you I would write to the Board. The Appeal system is, in my opinion, fairly pointless as if the appeal is upheld the only remedy is for the candidate to take the exam again. However in this case I think you need to put your mind at rest. I believe when there is an appeal the statistics of the examiner in question is looked at to see whether there marking is generally in line with others so you might get some info here.

Exams are not a perfect assessment tool! Most exams in the early grades aren't more than 20 minutes and the examiner has to make a very quick assessment of what they hear during that time. Personally I like the Trinity Guildhall mark scheme better because they have to assess the candidate under general headings, eg accuracy, communication etc which I think means they can't be quite so "wayward"

Yamaha I would chalk this up to bitter experience. Whatever you do don't let it undermine you. Yes, of course you need to consider whether you overestimated your pupils (although I'm sure you didn't). Look carefully at the mark sheets. Did they all score low in say Aural tests or sightreading. Did any of the pupils gain merits or distinctions for their pieces? How where the scales? Did the grade 1s all play the same combination of pieces? what was the spread of their marks?

Don't let the pupils feel that you blame yourself (or them) Be positive and see what you can all learn from this (nasty) experience. As soon as they have another successful grade or performance under their belt they will forget about it.

Last term I was doing my customary speech to a pupil about exams just being a snapshot of how she plays and how whatever she got wouldn't change how musical etc etc she is. I commented that we often learn more from our failures than our successes. I must have been VERY convincing because when she passed she was quite upset that now she couldn't learn from a failure!


CHIN UP!

Thanks for your reply Margaret

I was thinking of writing to the Board, not to appeal but just to let them know. I think it must be useful for the Board to have this kind of feedback about their examiners anyway.

My Grade 1 pupils, all of them did In the Pink of course but apart from that, no they weren't all the same, a mixture of A1, A2, A3 etc.. although naturally there were some pupils doing the same pieces. If they were all playing the same material I would have seriously considered my approach to teaching the pieces in question An example of the differences in two of the Grade 1 candidates who both presented piece A2....... one got 22 and one got 28!

Scales and aural were good, with many gaining full marks at Grade 1 aural. Sight reading was not so good with the Grade 1 pupils, something that even if the examiner was a bit over strict, I need to address. I was aware of this though, so this isn't the area that suprised me. One boy got 18/21 for his sight reading

I just hope my pupils aren't disappointed. My grade 4 will be though, her parents had promised her £40 for a PASS, £50 for a MERIT and £100 for a DISTINCTION!! Needless to say, she worked her socks off!

PS. Love the story about your pupil who was hoping to learn from a failure !!

Does anyone else find this a bit shocking? I'm feeling quite speechless. The poor kid - perhaps the extra pressure contributed to her getting the lowest pass mark as well as the stingy examiner.

My daughter who is a teacher and now also mother of a nearly-2-year-old, recently introduced me to the writing of Alfie Kohn. So far I've read his book Unconditional Parenting: Moving from Rewards and Punishments to Love and Reason and found it very thought-provoking. For readers' views of another of his books Punished by Rewards: The Trouble with Gold Stars, Incentive Plans, A's, Praise and Other Bribes go to the following Amazon page where you can read a number of Customer Reviews.

http://www.amazon.co.uk/gp/product/custome...239&s=books

I haven't read the book but judging by the comments the theory is probably soundly based.

We've been giving birth to children since long before we learned to talk. Before our brains evolved to do verbal language, infants only learned to do things by copying. Setting an example (without telling the child they are supposed to be learning from it) is still a good way of producing preferable behaviour. Suppose you want your child to read counterpoint and harmonization. One way is to give them the book and tell them to read it for half an hour every day. Another way is to read it yourself and wait until they ask if they can read it. Of course, that takes more effort on the parent's part - especially when I can't tell a fugue from a toccata - but it can be very effective (especially with teens who instinctively observe the law of reverse effect and will want to do the opposite of whatever the parent says).

This example setting extends beyond or, rather, begins before wresting with Piston on Orchestration. It is less likely that parents who don't demonstrate any passion or commitment to anything will find their child passionately committed to music or anything else. That's probably not a popular message but it's true. It's not exclusive and there are exceptions, but it's harder for parents who don't bother, to get their children to care. Parents who have hobbies other than watching TV, especially hobbies they can be observed doing by the child, are more likely to find their child enthusiastic about their own hobby, be it music or anything else.

Children learn by example all the time - without meaning to. Parents are the most readily available example, certainly in the first four or five years. That's the time to have Radio 3 on or, even more importantly, to be taking your child to live music. It doesn't have to be of a high standard but it does have to be live. Expose your child to live music when they are infants and their brain can learn music as a language at the same time it learns English. Recorded music is no substitute. (Similarly, if you want your child to speak Japanese when they grow up have someone Japanese read in Japanese to them while they're in their pram. They won't understand a word but their brain will get wired to recognize the phonemes so that when they learn it later in life they'll do so as a mother tongue. Recordings don't work.)

On the subject of Reward, it's very important. Neurologically, reward is an essential part of the learning process. The mistake is to make the promise of reward the incentive and motivation for the endeavour in the first place. It's one thing to give your child a reward for washing up/tidying their room or any other positive behaviour, but "Tidy your room and I'll give you £1" is likely to produce kids who absolutely won't tidy their room unless they are paid so to do. Reward doesn't have to be material. Appreciation and approval are preferable most of the time.

I expect that's a load of stuff no one wanted to know, so I hope you'll forgive me.

Best wishes

barry

I do have sympathy with you , however at least they all passed. As well as learning for the failures , focuss on the good marks that you have quoted for the indivual sections. I am a parent and not a teacher , and I read with interest and horror the comments about rewards/incentives. I do not believe that incentives promised in advance is a good thing - not just because of the pressure it puts on the kids , but with music they have to want it themselves. I watch pressurised kids playing at music festivals - who are technically competent , but show no emotion when playing. My daughters achievements are rewarded , but as a surprise - she does not approach her music to get the reward , she does it because she wants to, and loves it. Sorry for going on - it just annoys me so much when parents put pressure on the kids with music.

We're currently on vacation in Spain, but my son emailed his piano teacher back in the UK and she told him the good news that he had passed (grade2 piano). He didn't do as well as he did last year G1 merit). This time he got 118 marks (2 marks off a merit) She had the marks sheet in front of her and said that there were some adverse comments in every section, especially sight reading and aural.
In her opinion , assessing the 28 pupils she has put forward this year across the range of grades, the marking by AB examiners has been somewhat harder.

I think the marking is getting more stringent - last session all of mine received passes and I'd been expecting 2 merits - their performances were great all round - but I didn't tell them, thankfully. That way, they were thrilled to pass.

I teach an 11-year-old who was highly motivated by doing grade 1, but before that I'd had trouble with her, as the parents wanted her to learn the clarinet more than she did. Once her dad said to me "I think she should be made to learn" to which I explained that wouldn't work in the long term. The girl eventually decided she did want to play, so we continued. Then a few weeks ago, she announced to me that if she passed her grade 1, her parents were going to buy her a laptop!!! The following week, she LOST her clarinet and all of the music, and couldn't practise for 12 days. So her dad bought her a new clarinet 2 days before her exam. The next day, the old one turned up. She took the exam, but has now been told she's not responsible enough to have the laptop yet. What a family! Will let you all know how she gets on.

I really hope that if my daughter wants to learn an instrument, it's her choice, not mine! And if she ever passes an exam, we will treat her to some new music or a nice day out - not a computer for grade 1! I hope all my colleagues here will help me to stay a bit grounded!

This kind of thing really is unbelievable! I'm not sure quite what kind of message it's supposed to give to a child? Luckily I don't think any of my pupils have ever been bribed to take exams - we do it because they want to and they are always involved in the decision-making process.

Whatever you think about bribes, how inconsistent is that?

I know! I think it's awful!

When I was a primary school teacher, I had a wealthy little boy in my class who was promised a financial reward if he achieved a Level 5 in his English SATS. He was bright and my teacher assessment for him was Level 5, but in his test he achieved a Level 4. He was gutted (I think it was something like £100). When I was little, I was really happy when my grandparents bought me a box of new pencil crayons for a good school report, and that was only 20 years ago!

(maybe I should take this to the OLTVA)

Olive

My brother's friend was getting £100 for every C or above he got in his GCSEs, which I thought really didn't imply the right things aboot how the real world works...

And if you tell your matters to OLTVA, we will be happy to complain about them until that lovely young man in the white coat comes to give the dearies their medicine.

When I failed my grade 6 piano (my teacher had upped and moved to Spain a few months previously), my mum still bought me a mars bar I was never interested in rewards, I still went on and passed grade 7 with merit and got no mars bar

Nice one possom - I approve!!

A mars bar !! Excellent