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Thank so much you for asking these questions. It's a pity she evaded the main points raised of unfairness and anomalies between centres in that some centres stopped teaching very early, insisted on formal exams and may judge work more harshly than others. She chose to focus on the process used and appeals.
It is reassuring that the universities seem to have agreed to be as flexible as possible. This doesn't overcome the problem that some centres may award higher grades due to the different assessment strategies (rather than comparative ability) and if nationally there are increased numbers of students with top grades, students at some centres may get places before students who were assessed more harshly. With higher overall grades, fewer places may be given to students slightly missing their grades and fewer clearing places available at top universities. This means that capable students who were disadvantaged by the assessment methods used by their centres may lose out to those similarly capable at more lenient centres. Pity she didn't answer these issues.
It is reassuring that the universities seem to have agreed to be as flexible as possible. This doesn't overcome the problem that some centres may award higher grades due to the different assessment strategies (rather than comparative ability) and if nationally there are increased numbers of students with top grades, students at some centres may get places before students who were assessed more harshly. With higher overall grades, fewer places may be given to students slightly missing their grades and fewer clearing places available at top universities. This means that capable students who were disadvantaged by the assessment methods used by their centres may lose out to those similarly capable at more lenient centres. Pity she didn't answer these issues.