A-level results: why algorithms get things so wrong – and what we can do to fix them

When A-level grades were announced in England, Wales and Northern Ireland a few weeks ago, nearly 40% were lower than teachers’ assessments. The grades were formed using an algorithm based on the schools’ past performance and the grading process had “significant inconsistencies”, as acknowledged by the Education Secretary Gavin Williamson. Following numerous protests against the unfairness of the system biased against students from poorer backgrounds, the government abandoned its decision and students received grades based on their teacher’s assessments. Still, algorithms affect decision-making in many aspects of our lives including healthcare, policing, banking, insurance, or social media. In this blog republished from the Conversation, Amany Elbanna, Royal Holloway and Jostein Engesmo, Norwegian University of Science and Technology discuss the pitfalls of algorithmic decision-making and the possible social implications related to fairness and justice.