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The problem began when the exam regulator lost sight of the ultimate goal—and pushed for standardization above all else.
When the UK first set out to find an alternative to school leaving qualifications, the premise seemed perfectly reasonable. Covid-19 had derailed any opportunity for students to take the exams in person, but the government still wanted a way to assess them for university admission decisions.
Chief among its concerns was an issue of fairness. Teachers had already made (...)