The plans give schools great flexibility in deciding how teachers make judgments, students are assessed against parts of the curriculum they have been taught, and no algorithm is used to moderate grades like last year.
But the teachers told itThe independent one You have doubts about the fairness of this system to students across England, as well as the possibility of a possible inflation rate.
"It relieves the responsibility for grading in individual schools that have to develop their own methods of calculating, moderating and assigning grades," said a teacher who wanted to remain anonymous The independent one.
"There may not be a one-size-fits-all approach across the country. This messy mix means students don't know how their grade fits into the national context."
Meanwhile, secondary school teacher told Pete Bowdery The independent one: "I can't help but feel like teachers are doomed."
"If the government steps down and trusts the teachers, we are sure to see inflation like never before."
He adds, "It seems that the decision to give teachers power is far more political than anything – the government doesn't want a repeat of last year, so do what they can to stay clean."
Ratings were in chaos last year when the A-Level scores of thousands of students were downgraded due to a controversial algorithm used to standardize teachers' estimated grades before a U-turn allowed students to make original teacher predictions.
Since no algorithm was used to moderate grades this year, the school minister said Government trusts "teachers' judgment" and insisted that there be controls in place to ensure consistency for the hundreds of thousands of students in England affected by a coronavirus disorder.
However, Dame Alison Peacock of the Chartered College of Teaching said, “We applaud the rhetoric of 'trust teachers not algorithms'. There is a clear concern, however, that this sudden desire to trust teachers and hand them over the process is a smoke screen leading to it. When the government blames the profession, results day comes. "
Meanwhile, Jonathan Mountstevens, an assistant principal, told the story The independent one He found statements about trust in teachers "irrelevant" because "it is meaningless to trust people that they are doing a job that they cannot do".
He said, "Teachers cannot award grades with any degree of fairness or accuracy if the evidence used varies widely between schools, if there are no standardized assessment conditions, no common class boundaries, and nothing to anchor grades to a standard."
Mr Mountstevens of Beaumount School in Hertfordshire said he also expected teachers "to be under immense pressure from students and parents to mark generously".
Meanwhile, Pepe Di Iasio, a school principal in Rotherham, welcomed the flexibility that schools have been given with assessments this year and said it was the "right decision".
As part of this year's plans, teachers will be able to use "a range of evidence" in determining grades, including the ability to use questions posed by examination boards, classwork and mock exams, and students will only be judged on what they were taught.
"It will surely be the fairest way to respond to an incredibly difficult year for any young person preparing for an exam and no one wants to see a return to last summer's fiasco," said the headmaster of Wales High School The independent one.
"Students will feel confident that their teachers know them best and can adjust their assessments to present a fair challenge to the learning they were able to cover."
The plans for grading this year were broadly welcomed by the unions. The National Education Union said the approach was "probably the least worst option available".
The School and University Directors' Association said the system was "the fairest way to give [student] grades in these very difficult circumstances" and supported the flexibility required, while the NAHT union said the plans "seemed a way forward find the horrible mess of last year ".
ON survey The Chartered College for Teaching found that its members were divided on how they viewed the plans. 41 percent said they supported this year's system.
Respondents were mainly concerned about "persistence, trust and guilt of teachers and added workload," said the body.
A teacher who wanted to remain anonymous told the story The independent one She thought that setting grades was "difficult for teachers".
"Obviously, some will inflate the grades – not even on purpose – so the grades will be very high and less meaningful," said the secondary school teacher.
"Inflation will rise even last year as I think teachers should be more generous to this year's group, which missed a lot."
The Ministry of Education revealed plans after a consultation on how grading should be done this year, and said schools will run multiple reviews, such as checking consistency of judgments among teachers and following correct processes, by as much Ensure fairness as possible.
At the same time, the audit boards are conducting their own controls through a combination of spot checks and more focused scrutiny to raise concerns.
However, Robert Halfon, the Tory education committee chairman, said he feared there might be a "wild west" approach to grading this year given the differences between schools.
"There is very little standardization," he told Times Radio. "It will only be based on what a single child has been taught."
Frank Norris, Special Advisor on Education and Schools for the Northern Powerhouse Partnership, said, "Without the need to establish inter-school moderation, there is a real risk that the government's approach will create class inconsistencies."
On Thursday, Gavin Williamson, the education secretary, said the examination boards will be conducting checks to "root out wrongdoing" and insisting that the grades assessed by teachers are fair.
Additional coverage by the Press Association