In the face of overwhelming public pressure and looming legal action, the government last week scrapped its algorithm for calculating A-level grades. This resolved pressing concerns about the algorithm’s accuracy and fairness, even if it also created fresh problems for students and universities. But algorithms will continue to play a growing role in public sector decision-making in the UK, across almost all areas and levels of government. It is therefore essential to learn the lessons of this debacle so that history is not repeated.
Much of the A-level controversy focused on substantive issues around how the algorithm operated. For example, was the government right to calculate grades based principally on a school’s historical results rather than a student’s academic performance, and to apply the algorithm only to cohorts of a certain size? These are critically important questions.