The standardisation process failed during the COVID-19 exams fiasco, but so too did the policy process

In the summer of 2020, after cancelling exams, the UK and devolved governments sought teacher estimates on students’ grades, but supported an algorithm to standardise the results. When the results produced a public outcry over unfair consequences, they initially defended their decision but reverted quickly to teacher assessment. These experiences, argue Sean Kippin and Paul Cairney, highlight the confluence of events and choices in which an imperfect and rejected policy solution became a ‘lifeline’ for four beleaguered governments.