UAE Educators Discuss Student Concerns Over A-Level Exam Results Obtained Through the PoE System

In April this year, Cambridge, Pearson Edexcel, and OxfordAQA cancelled all IGCSE and A-Level exams in the UAE for the May/June 2026 session due to security concerns related to the ongoing conflict between the US, Israel, and Iran. Instead of sitting formal exams, thousands of students were assessed through PoE—collecting coursework, internal assessments, and completed projects throughout the academic year.

Fatima Martin, Director of GEMS New Millennium School in Al Hail, stated that the PoE results for AS and A-Level students were fair and reflected the demonstrated performance of students over time. She noted that 'in our experience, the grades awarded to many students closely matched predictions, which instills confidence in the process.' She also positively commented on the approach of Cambridge International Education, noting that 'CAIE recognized the unprecedented circumstances faced by schools across the Middle East, especially in the UAE, and responded with a robust and well-structured assessment model.'

Nevertheless, some parents expressed dissatisfaction on social media, calling the results 'shocking' and 'unfairly strict.' One parent reported: 'My child received a shocking grade in a subject where she achieved her highest scores throughout the year.' This parent stated an intention to appeal the assessment to the Cambridge board.

For many students, the PoE process became a test of endurance, even if the final result was positive. One student, who received grades of A*A and B, which were lower than the predicted A*A*A, expressed the view: 'I don't feel that the portfolio of evidence gave me a fair chance to get a good grade, because to gather the evidence, we worked twice as hard in half the time.' The student, who took the Cambridge board exams, added: 'Furthermore, we had no clarity on how the board assesses our evidence, and still do not. I sincerely believe the scores would have been better if we had actually taken the exams.'

Another student studying at a Dubai school directed his frustration towards the Cambridge board, which he found 'very strict.' He compared it to Pearson Edexcel, which, in his opinion, offered a 'justified' alternative using 'enhanced assessment' based on previously taken exams. He remarked: 'I think Pearson and Edexcel boards allowed for enhanced assessment, which based student grades on exams they had already taken. This was much more justified given the conditions. It seems to me that the Cambridge board was very strict, and we found it very unfair.'

Despite the criticism, school leaders generally maintained a much more positive outlook. Andy Kai Fong, Deputy Director of Secondary Education at GEMS Wellington Academy Silicon Oasis, expressed satisfaction with his students' results. He stated: 'The portfolios of evidence were an accurate reflection, and this was reflected in the results obtained by the students. From this perspective, in an unusual year, we are pleased with our children's results.'

Fong also highlighted the enormous emotional burden experienced by students and families. He noted: 'I think what remains unnoticed is the level of stress, tension, and upheaval that these families and children went through not by their own fault.' He continued: 'But after having gone through it, and obviously having gone through Covid several years ago, it was truly a turbulent journey for them. Therefore, everything they achieved is a fantastic recognition of all their efforts.'

Sheridan Tisell, Head of Secondary Education at Dubai British School Emirates Hills, expressed confidence in the process, noting that the evidence was collected 'under formal examination conditions and replicated real A-Level exams.' However, he acknowledged a serious issue: 'the huge amount of work that unexpectedly fell on teachers, which exam boards usually perform.'

Rebecca Coulter from Dubai British School, Jumeirah Park, added that 'the approach provided a more condensed assessment period, during which students underwent a more intensive schedule of short assessments alongside their coursework and other evidence.'

Mike Davis, Deputy Director of Quality Assurance, International Collaboration and Innovation at Safa Community School, described the colossal effort required for the PoE system to function. He reported: 'Behind the results is a remarkable joint effort involving students, teachers, department heads, and senior management, with over 7000 pieces of evidence collected, quality-checked, and electronically submitted to examining and awarding bodies.'

He also mentioned that 'staff and students worked tirelessly both in school and remotely to complete portfolios, coursework, practical assessments, and supplementary evidence. The school even organized a 24-hour evidence drop-off point to ensure students were not disadvantaged by logistical issues and that every opportunity to demonstrate their knowledge, skills, and achievements was utilized.'

Despite assurances from school leadership, the emotional and psychological pressure on students was undeniable. One female student perfectly described it: 'It annoys me that I couldn't pass A-Levels. I am glad it's over and that I succeeded, but I am upset for my friends who scored much lower than they deserved.'

She also noted that 'several people are in negotiations with their universities to find out if they can still be accepted, even if they didn't meet the requirements, and some are heading to backup universities.'

This underscores a fundamental anxiety: that universities, despite assurances, may not place the same value on PoE grades as on traditional A-Levels. It is clear that students, teachers, and school leaders who managed this unprecedented process deserve recognition for their resilience.