UAE educators are supporting students after the release of A-Level grades, offering reassurance, guidance and practical advice to help them understand their results and consider their next academic steps.
UAE Teachers Help Students Navigate Concerns Following A-Level Results.
Some parents expressed frustration online, calling the grades excessively harsh, while educators largely viewed the results positively and applauded students for their dedication, perseverance and hard work.
Thousands of students across the UAE received their A-Level grades last week after an unusual assessment process was introduced in response to the cancellation of the scheduled examinations. Rather than completing traditional written papers, students were evaluated through a Portfolio of Evidence (PoE) system that brought together work produced during the academic year.
The alternative assessment method has received support from several educators, who described the process as carefully structured, comprehensive and appropriate given the exceptional circumstances surrounding the examination season. School leaders have also sought to reassure parents and students that the grades were determined using evidence gathered over an extended period rather than relying on a single examination sitting.
The results followed the cancellation of the May/June 2026 IGCSE and A-Level examinations in the UAE by Cambridge, Pearson Edexcel and OxfordAQA. The decision was taken in April amid safety concerns linked to the continuing conflict involving the US, Israel and Iran.
With conventional examinations no longer considered viable, schools had to adopt alternative arrangements to assess students completing their international qualifications. The Portfolio of Evidence system became the basis for evaluating academic performance, allowing schools and examination authorities to draw on work that students had completed throughout the school year.
Rather than measuring performance through a single set of final examinations, the PoE approach considered a broader range of academic evidence. This included coursework, internal assessments, assignments and other work completed during the academic year.
For students, the change represented a major departure from the examination format they had originally prepared for. Many had spent months preparing for formal A-Level papers before the examinations were cancelled. The introduction of an alternative assessment method therefore required schools, teachers, students and parents to adapt quickly to an unfamiliar process.
Despite the unusual circumstances, educators have said the system provided a meaningful way to judge students’ academic progress. By considering work completed over a longer period, the assessment process was intended to provide a more comprehensive picture of what students had achieved.
Educators Defend the Alternative Assessment
Fatima Martin, principal of GEMS New Millennium School, Al Khail, said the results received by AS and A-Level students appeared to provide a fair reflection of their performance across the academic year.
According to Martin, the grades were broadly consistent with the academic evidence available to schools and, in many cases, were close to the grades students had been expected to achieve.
She said this alignment offered reassurance to students and their families, particularly because the results were produced under circumstances that were very different from a conventional examination year.
For students waiting to find out whether they had achieved the grades needed for university applications, the uncertainty surrounding the examination cancellations had created additional pressure. The fact that many final grades were consistent with earlier academic expectations helped provide confidence in the assessment process.
Martin also praised Cambridge International Education for responding to the extraordinary circumstances faced by schools in the region.
She said the examination authority recognised the challenges created by the situation across the Middle East and developed an assessment framework that allowed students to be evaluated despite the cancellation of formal examinations.
A Different Approach to Measuring Achievement
The Portfolio of Evidence system differs fundamentally from the conventional examination model.
Under normal circumstances, students completing A-Level qualifications typically prepare for final examinations that can have a significant influence on their overall grades. These assessments provide a standardised environment in which students answer questions under controlled conditions.
The cancellation of those examinations meant that an alternative method was required.
The PoE model instead allowed academic evidence accumulated during the year to play a central role. Students’ coursework, internal assessments and other completed assignments could be considered when determining their final performance.
This approach meant that students were not judged solely on how they performed on a particular day. Instead, the assessment drew on evidence demonstrating their knowledge, skills and academic progress over a longer period.
For educators, this required careful consideration of the work produced by each student. Teachers had to ensure that the material submitted for assessment accurately represented the learner’s performance and provided sufficient evidence of achievement.
Why the UAE Examination Series Was Cancelled
The 2026 examination season was disrupted by security concerns arising from the regional conflict. In April, Cambridge, Pearson Edexcel and OxfordAQA announced the cancellation of the May/June IGCSE and A-Level examinations scheduled to take place in the UAE.
The decision meant that thousands of students who had spent much of the school year preparing for their final examinations would not sit the papers they had expected to take.
The cancellation created a significant challenge for schools because final grades still had to be determined. Students needed results for a range of purposes, including university applications and decisions about their next stage of education.
The alternative assessment process was therefore developed to ensure that students could receive qualifications and grades despite the absence of conventional examinations.
For schools, this involved gathering and reviewing evidence that had already been generated through normal teaching and assessment activities during the year.
Reassurance for Students and Families
The release of results brought a mixture of relief and concern for students and parents.
For many students, receiving their grades represented the end of a period of uncertainty. They had been preparing for examinations that were eventually cancelled and had to adapt to a different assessment model.
Parents, meanwhile, were naturally concerned about whether the alternative approach would accurately reflect their children’s academic abilities.
Educators have attempted to address those concerns by explaining that the PoE process was designed to use a broad range of evidence rather than making decisions based on limited information.
Martin’s comments suggest that the results received by many students were broadly consistent with the grades their schools had predicted. This was seen as an encouraging sign that the alternative process was capable of producing outcomes that reflected students’ demonstrated performance.
For students whose results were close to their predicted grades, the outcome may have provided additional confidence that their academic efforts throughout the year had been recognised.
The Role of Coursework and Internal Assessments
One of the most important elements of the alternative approach was the use of work completed during the academic year.
Coursework and internal assessments can provide teachers with a detailed understanding of a student’s abilities. Unlike a single examination, these forms of assessment can demonstrate how students approach different types of tasks over time.
Assignments can show subject knowledge, while projects and other coursework may provide evidence of analytical thinking, research skills and the ability to apply concepts.
Internal assessments can also give teachers an opportunity to evaluate students under different circumstances rather than relying on one final examination.
By bringing these different forms of evidence together, the PoE model was intended to create a broader assessment record.
Challenges Faced by Schools
Implementing an alternative assessment system was not without challenges.
Schools had to work within a revised framework while ensuring that the evidence provided for each student was accurate, reliable and representative of their academic performance.
Teachers also had to manage the expectations of students and parents, many of whom were unfamiliar with how the new system would work.
The timing added another layer of complexity. The cancellation of examinations occurred after students had already spent considerable time preparing for their final papers.
Schools therefore had to transition from examination preparation to an evidence-based assessment model within a relatively short period.
Educators had to communicate the changes clearly while continuing to support students academically and emotionally.
Importance of Fairness and Consistency
For any alternative grading system to be accepted, fairness and consistency are essential.
Students and parents need confidence that grades have been determined using reliable evidence and that comparable standards have been applied across the cohort.
The PoE system was designed to address this by using work produced throughout the academic year rather than relying on a single assessment event.
Educators supporting the approach have emphasised that the system provided an opportunity to recognise students’ sustained academic performance.
This was particularly relevant in a year when students were unable to demonstrate their abilities through the normal examination process.
The use of multiple pieces of evidence can also reduce the influence of an unusually good or poor performance on one particular day. Instead, the student’s wider academic record becomes part of the assessment picture.
Impact on University Plans
A-Level results are particularly important because they often play a major role in determining students’ next steps after school.
Many students use their grades when applying to universities in the UAE and overseas. Results can influence whether students meet the entry requirements for their preferred courses and institutions.
The uncertainty surrounding the cancelled examinations therefore had implications beyond the school environment.
Receiving final grades through the PoE system allowed students to move forward with their academic plans rather than waiting indefinitely for a conventional examination session.
For those who achieved the grades required for their chosen universities, the results could provide an important sense of closure following months of uncertainty.
Students who did not receive the grades they expected may still have questions about their outcomes and the assessment process. Schools and examination authorities may therefore continue to play an important role in providing information and guidance to affected families.
A Year Unlike Any Other
The 2026 A-Level results season has been unlike a typical examination cycle in the UAE.
Students began the academic year expecting to sit formal examinations, only to have those assessments cancelled because of circumstances outside the education system.
Schools were then required to adapt to an alternative model while ensuring that students could still receive recognised qualifications.
The experience demonstrated the importance of having contingency arrangements capable of maintaining academic assessment during periods of disruption.
For educators, the priority was to ensure that students were not unfairly disadvantaged because they could not sit the examinations they had prepared for.
The Portfolio of Evidence approach provided a mechanism through which existing academic work could be used to determine final outcomes.
Educators’ Confidence in the Process
The positive response from educators reflects their view that the alternative system was capable of recognising students’ efforts over time.
Martin’s assessment that many students received grades close to their predicted results was particularly significant because predicted grades can provide an indication of expected academic performance before final examinations.
While predicted grades are not themselves a substitute for formal examinations, the alignment between predictions and final outcomes was viewed by educators as reassuring.
It suggested that the evidence-based approach had captured many students’ established levels of achievement.
Martin also highlighted Cambridge International Education’s response to the situation, saying the organisation had recognised the exceptional challenges faced by schools across the region.
Supporting Students After Results Day
The role of educators does not end with the publication of grades.
Students may need advice on university applications, course choices and alternative academic pathways depending on their results.
Those who achieved their expected grades can move forward with greater confidence, while students who received lower-than-expected results may require additional guidance.
Schools can help students understand their options and determine the best course of action based on their individual circumstances.
For parents, reassurance and clear communication are also important. The unusual assessment process means that some families may have questions about how grades were calculated and why particular outcomes were awarded.
Providing transparent information can help students and parents better understand the circumstances behind the results.
Looking Ahead
The 2026 experience may also provide useful lessons for the education sector. The cancellation of major examinations demonstrated how quickly schools can be required to adapt when circumstances make traditional assessments impossible.
The successful implementation of an alternative system depends heavily on the availability of reliable academic evidence and cooperation between schools, teachers, examination boards, students and families.
While traditional examinations remain an important part of international education, the UAE’s experience has shown that alternative assessment models can provide a way forward during exceptional circumstances.
For the thousands of students who received their A-Level results, the immediate priority is now to focus on their next steps.
Despite the unusual route taken to reach results day, educators have argued that the PoE system provided a credible basis for assessing student performance.
The approach allowed academic work completed over the course of the year to contribute to final outcomes and, according to school leaders, gave many students results that reflected their established performance.
As students begin university applications and prepare for the next stage of their education, the focus will shift away from the disruption of the examination season and towards their future academic and professional goals.
Parents and Students Share Their Reactions
While many educators have expressed confidence in the alternative assessment process used to determine the 2026 A-Level results, the response from parents and students has been more mixed. Some families have raised concerns about the grades awarded, particularly where final results appeared to differ significantly from a student’s performance during the academic year.
Several parents turned to social media to share their experiences and question whether the Portfolio of Evidence (PoE) approach had accurately reflected their children’s abilities. Some described the grades as unexpectedly low and argued that the outcomes did not correspond with the academic records their children had built up over the course of the year.
For families who had expected results based on consistently strong school performance, receiving a lower-than-anticipated grade came as a major disappointment. Some parents said they were particularly surprised when their children achieved results that appeared inconsistent with their previous assessments.
One parent said her daughter received a grade that was far below what the family had expected in a subject where she had consistently achieved the highest marks throughout the academic year. The parent indicated that the family intended to request a re-evaluation of the result through the Cambridge examination board.
Such reactions highlight one of the main concerns surrounding the alternative assessment process: whether work accumulated throughout the year was interpreted in a way that accurately represented individual students’ academic performance.
Students Describe a Demanding Assessment Process
Students have also shared their experiences of completing the Portfolio of Evidence. While some were satisfied with their final grades, others said the process itself was extremely demanding.
For students who had originally expected to sit conventional examinations, the switch to an evidence-based system created a different kind of pressure. Instead of preparing for a defined set of final papers, students had to ensure that their academic work provided sufficient evidence of their knowledge and abilities.
One Cambridge student said the PoE system required a considerable amount of effort within a relatively short period. According to the student, the process involved producing substantially more work than expected in a compressed timeframe.
The student ultimately achieved grades of A, A and B*, but said the outcome fell short of the previously predicted A, A and A**.
Although the final grades still represented strong academic performance, the student felt that the assessment process had not provided an equal opportunity to demonstrate what could have been achieved through traditional examinations.
The experience illustrates the difference between preparing for a standardised examination and compiling a collection of evidence over an extended period.
Concerns About the Amount of Work Required
One of the student’s main criticisms was the amount of work required to build the portfolio.
According to the student, preparing the necessary evidence meant putting in significantly more effort within a shorter period than would normally have been required for final examinations.
The student felt that the workload created additional pressure at a time when students were already dealing with uncertainty caused by the cancellation of their exams.
For many A-Level students, the final year of school is already demanding. Students often have to balance coursework, internal assessments, university applications and preparation for examinations.
The sudden shift to an alternative assessment model meant that some students had to adjust their approach to academic work while also dealing with uncertainty about how their final grades would ultimately be determined.
Lack of Clarity Over Marking
Another major concern raised by students was the perceived lack of transparency surrounding how the evidence submitted through the PoE system was assessed.
The Cambridge student said they were not fully aware of the precise criteria being applied to their evidence or how individual pieces of work contributed to the final grade.
For students accustomed to examination-based assessment, this uncertainty could be difficult to manage. In a conventional exam, students generally understand the format, syllabus and type of questions they will encounter.
An evidence-based system can feel different because students may not know exactly how individual assignments or assessments will ultimately contribute to their final outcome.
The student argued that greater clarity about the marking process could have helped them understand what was expected and how to prioritise their efforts.
They also expressed the view that they might have achieved stronger results if they had been able to sit the originally scheduled examinations.
Preference for Traditional Examinations
The concerns expressed by some students do not necessarily mean that they rejected assessment altogether. Rather, they felt that conventional examinations would have provided a clearer and more standardised way of demonstrating their knowledge.
The Cambridge student said they believed their performance could have been better if the final papers had taken place as originally planned.
Traditional examinations offer students a defined assessment environment. Everyone sitting the same examination is typically tested on the same syllabus and under similar conditions.
For students who had spent months preparing for those papers, the cancellation meant that their preparation had to be redirected towards a completely different assessment method.
Some students felt that this change affected their ability to demonstrate their academic capabilities.
Comparison With Other Examination Boards
Another Dubai-based student expressed similar concerns about the Cambridge assessment process and described the board as particularly strict.
The student compared the Cambridge approach with the method used by Pearson Edexcel, which they believed offered an alternative form of grading that drew on students’ previous examination performance.
According to the student, this approach appeared more appropriate given the unusual circumstances surrounding the cancellation of the 2026 examinations.
The student said they believed the Pearson Edexcel method provided a more reasonable way of recognising the work students had already completed under formal examination conditions.
From the student’s perspective, using previous examination performance as part of the grading process offered a clearer indication of academic ability than relying entirely on a newly developed evidence-based assessment system.
Different Experiences Across Examination Boards
The reactions also demonstrate that students’ experiences may have varied depending on the examination board through which they were completing their qualifications.
Cambridge, Pearson Edexcel and OxfordAQA each had to respond to the cancellation of the UAE’s May/June 2026 examinations, but the approaches to awarding grades were not necessarily identical.
This meant that students following different examination boards could experience different assessment processes and have different expectations about how their final results would be determined.
For students and parents, those differences could make comparisons difficult.
A student who had spent the year preparing for one examination board might have received a different form of assessment from a student following another board, even though both were affected by the same external circumstances.
This has contributed to some of the discussion among families about whether the various approaches provided comparable opportunities for students.
Parents Seek Reassurance
For parents, the most important issue is whether the final grade accurately represents their child’s academic ability.
Parents who saw a significant difference between predicted grades, school performance and final results may naturally question the outcome.
Some have said they intend to pursue formal review or re-evaluation procedures where they believe a grade does not accurately reflect the student’s performance.
Such requests provide students and families with a mechanism for seeking further clarification when they believe the result warrants additional examination.
The reaction also highlights the importance of communication between examination boards, schools and families.
When an assessment system is introduced under exceptional circumstances, parents may require more information about how grades were calculated and what evidence was considered.
Students Faced an Unusual Academic Year
The concerns expressed by students need to be considered in the context of the exceptional circumstances surrounding the 2026 examination season.
Students had prepared for formal examinations before those papers were cancelled because of security concerns in the region.
The sudden change meant they had to adapt to an unfamiliar assessment process while continuing to meet academic expectations.
For some, this meant compiling evidence from coursework and internal assessments. For others, it may have involved adjusting to different grading procedures depending on their examination board.
The disruption came during an important period in students’ education, when A-Level results can have a direct influence on university admissions and future study plans.
This made the uncertainty surrounding the assessment process particularly significant.
Balancing Different Perspectives
The mixed response to the results illustrates the challenge of evaluating students when conventional examinations cannot take place.
Educators supporting the PoE system argue that using evidence collected throughout the year provides a broad picture of student achievement.
Parents and some students, however, have questioned whether the system gave every learner the same opportunity to demonstrate their abilities.
Both perspectives reflect legitimate concerns arising from an unusual assessment environment.
Teachers have first-hand knowledge of students’ academic performance, while students and parents experience the assessment process from the perspective of those directly affected by the final grades.
The difference in views also demonstrates why transparency is important. Students are more likely to trust an alternative assessment system when they understand how their work has been evaluated and why a particular grade has been awarded.
The Question of Predicted Grades
Predicted grades have also become an important reference point for students and families assessing their results.
A predicted grade represents a school’s expectation of how a student is likely to perform under normal assessment conditions. When a final result differs substantially from that prediction, students may naturally wonder why.
For example, the Cambridge student who received A*, A and B had been predicted A*, A* and A.
While the final results remained strong, the difference between the predicted and awarded grades led the student to question whether the alternative assessment had fully captured their ability.
This does not necessarily mean that a predicted grade should automatically become the final grade. Predictions and final assessments serve different purposes.
However, significant differences can lead students and parents to seek explanations, particularly when a student has consistently performed strongly throughout the academic year.
Calls for Greater Transparency
A recurring theme in the student feedback is the desire for clearer information about the assessment criteria.
Students want to know what evidence was considered, how different pieces of work were weighted and what standards were used to determine final grades.
Greater transparency could help reduce uncertainty and give students confidence that their work has been assessed consistently.
This is particularly important when students are unable to sit conventional examinations and must rely on an alternative process.
Clear communication can also help parents understand why a result may differ from a school’s prediction or previous academic performance.
Looking Beyond the Results
Despite the criticism from some students and parents, many students have still achieved strong grades through the alternative assessment process.
The A-Level results provide an important milestone, but they are not the only measure of a student’s academic ability or future potential.
Students who received results below their expectations still have several potential options, including speaking with their schools, exploring review procedures and considering alternative university or course choices where necessary.
For students who achieved their expected results, the focus can now shift towards university and career plans.
The experience of the 2026 examination season may also lead schools, students and examination boards to reflect on how alternative assessment systems can be improved in the future.
A Complex Response to an Unprecedented Situation
The differing reactions to the Portfolio of Evidence system underline how challenging the 2026 examination season was for everyone involved.
Educators have defended the approach as a practical and robust solution to an extraordinary situation, while some parents and students have questioned whether it delivered results that accurately reflected individual performance.
For students who believe their grades do not represent their abilities, formal re-evaluation and review procedures may provide an opportunity to seek clarification.
At the same time, the experience demonstrates the importance of having transparent and clearly communicated assessment standards when traditional examinations cannot take place.
Ultimately, the 2026 A-Level results were produced under circumstances that were very different from a normal examination year. Students had to adapt, teachers had to gather and assess evidence in new ways, and examination boards had to develop methods for awarding grades without the usual final papers.
The mixed reaction from parents and students reflects the difficulty of balancing fairness, consistency and practicality during such an unusual period. While many educators believe the PoE approach provided the best available solution, some students continue to feel that conventional examinations would have offered them a clearer and fairer opportunity to demonstrate their knowledge.
As students move forward with university applications and future academic plans, the focus will gradually shift from the assessment process itself to what comes next. Nevertheless, the concerns raised by families may remain an important part of the wider discussion about how students should be assessed when unforeseen circumstances disrupt traditional examinations.
Positive outlook
School Leaders Remain Positive About Student Outcomes
While some parents and students have raised questions about the alternative assessment process, school leaders across the UAE have generally taken a more positive view of the A-Level results. Several educators said the grades appeared to provide a credible reflection of students’ academic performance despite the unusual circumstances surrounding the 2026 examination season.
Andy Kai Fong, Secondary Principal at GEMS Wellington Academy Silicon Oasis, said he was pleased with the results achieved by his students. In his view, the Portfolio of Evidence system successfully captured the academic performance demonstrated by learners during the year, and the final grades broadly reflected the evidence submitted for assessment.
Fong said the outcome was particularly encouraging because students had been required to complete their qualifications in a year unlike any other. With the scheduled examinations cancelled and an alternative assessment model introduced, both schools and students had to adapt to circumstances they had not anticipated at the beginning of the academic year.
He described the results as a positive outcome for the students and said the school was pleased to see their efforts recognised.
Recognising Students’ Efforts
Fong also drew attention to an aspect of the examination disruption that may not always be visible when results are announced: the emotional and psychological pressure experienced by students and their families.
The cancellation of the examinations and the subsequent introduction of the Portfolio of Evidence system created uncertainty at an already important stage of students’ education. Learners had spent months preparing for their final papers before being told that the examinations would not take place as originally planned.
Families then had to adjust to a new assessment process while waiting to understand how their children’s grades would ultimately be determined.
According to Fong, the disruption created significant stress, uncertainty and upheaval for young people and their families. These circumstances were not caused by the students themselves, yet they had to deal with the consequences while continuing to complete their academic work.
For students approaching the end of their secondary education, the uncertainty was particularly challenging because A-Level results can influence university applications and future career plans.
A Difficult Period for Young People
Fong noted that the current generation of students has already experienced considerable disruption during their education.
Many of the students receiving their A-Level results in 2026 were also affected by the disruption caused by the Covid-19 pandemic earlier in their school years. The experience of another major interruption to their education added another layer of difficulty.
The combination of previous disruption and the latest examination changes meant that students had to demonstrate resilience on more than one occasion during their secondary education.
Despite these challenges, students continued working towards their qualifications and ultimately received results that could help them progress to the next stage of their education.
Fong said the achievements should therefore be viewed not only in terms of the grades themselves but also in the context of everything students had experienced while working towards them.
The Importance of Acknowledging Resilience
The comments from school leadership highlight the importance of recognising the effort required from students during an exceptionally difficult academic year.
A-Level students normally spend significant amounts of time preparing for final examinations. In 2026, however, they had to adapt to an entirely different assessment process after the scheduled examinations were cancelled in the UAE.
This required students to continue producing academic evidence and completing coursework while also coping with uncertainty about how their work would be evaluated.
For many learners, the situation demanded flexibility and persistence.
Fong believes the results provide an opportunity to acknowledge those efforts. Regardless of the challenges they encountered, students continued their education and completed the requirements necessary to receive their qualifications.
Support From Schools
School leaders also played an important role in helping students navigate the uncertainty.
Teachers and school staff had to communicate changes to students and families, explain the alternative assessment process and continue supporting learners as they prepared their academic evidence.
For students worried about their grades, having consistent guidance from their schools could help reduce some of the uncertainty.
The positive response from school leaders also reflects their confidence that the evidence submitted by students provided an appropriate basis for determining final grades.
Fong’s comments suggest that, from the school’s perspective, the outcomes broadly matched the work students had produced and the level of achievement they had demonstrated during the year.
Looking Beyond the Grades
The response from school leaders also encourages a broader view of what the 2026 results represent.
A grade is only one part of a student’s academic journey. Behind each result is a year of study, preparation, coursework, assessments and personal effort.
In an ordinary examination year, much of that effort culminates in a final set of papers. This year, students had to demonstrate their abilities through a different route.
For Fong, the achievements of students should therefore be considered in the context of the unusual circumstances they faced.
The ability to continue working and achieve strong outcomes despite uncertainty is itself an important accomplishment.
Acknowledging Families’ Role
The disruption also affected parents and families.
Parents had to support students through changing examination arrangements, uncertainty about grades and concerns about future university plans.
Families may also have experienced practical and emotional pressures associated with the wider regional situation.
Fong’s comments acknowledge that the experience was shared by students and their families rather than being limited to the classroom.
The successful completion of A-Level studies therefore represents an achievement involving not only students and teachers but also parents and wider support networks.
A Positive Message for Students
Despite the concerns raised by some families, school leaders’ overall response has been encouraging.
The positive assessment of the Portfolio of Evidence system from educators such as Fong suggests that schools believe the process provided a reasonable way to evaluate students when conventional examinations could not take place.
More importantly, his comments place emphasis on the determination shown by students throughout the year.
The final results represent the culmination of a challenging period during which young people had to adapt to circumstances beyond their control.
For students now preparing to move into higher education, the results can serve as a reminder of their ability to overcome disruption and continue progressing towards their goals.
The 2026 examination season may have been unusual, but school leaders believe the achievements of students deserve recognition.
Fong’s perspective is that the results should be viewed alongside the difficulties students and families experienced rather than in isolation. The combination of academic performance, adaptability and perseverance makes the achievements particularly significant.
As students move forward, the hope is that the experience will not define their future but instead become another example of their resilience and ability to adapt when circumstances change unexpectedly.
An Unprecedented Assessment Journey
School leaders across Dubai have highlighted the extraordinary amount of work that went into completing the 2026 A-Level assessment process after conventional examinations were cancelled. Although the Portfolio of Evidence (PoE) system provided an alternative route for students to receive their grades, educators said its implementation required an exceptional level of organisation, cooperation and commitment from schools, teachers and learners.
Sheridan Teasel, Head of Secondary at Dubai British School Emirates Hills, said he was confident that the evidence submitted by students provided a meaningful representation of their abilities. According to him, much of the work was carried out under conditions designed to closely resemble formal examinations, with students completing assessments that mirrored the structure and demands of their usual A-Level papers.
This approach was intended to maintain academic standards while giving students an opportunity to demonstrate their knowledge despite the cancellation of the scheduled examinations. By replicating elements of the normal examination environment, schools sought to ensure that the work submitted could provide reliable evidence of students’ capabilities.
However, Teasel also pointed to the substantial additional workload placed on teachers as a consequence of the changed assessment arrangements.
Normally, examination boards would take responsibility for setting, administering and marking final examination papers. With those assessments cancelled, a considerable portion of that work effectively shifted towards schools and their staff.
Teachers were therefore required to manage responsibilities that would ordinarily have been handled externally. They had to organise assessments, gather evidence, monitor student performance and ensure that the necessary material was prepared and submitted in accordance with the requirements of the alternative system.
Teachers Took on Additional Responsibilities
The change placed considerable demands on teaching staff, particularly because it occurred during an already busy stage of the academic year.
Teachers had to continue delivering lessons while simultaneously supporting students through the new assessment arrangements. They also had to ensure that the evidence being collected accurately represented student performance.
This required careful planning and coordination between classroom teachers, heads of department, senior leaders and administrative teams.
Rebecca Coulter of Dubai British School, Jumeirah Park, described the assessment period as more concentrated than a conventional examination cycle. Students were required to complete a series of shorter assessments within a compressed timeframe, alongside coursework and other forms of academic evidence.
Rather than preparing exclusively for a small number of final papers, students therefore had to manage several different assessment requirements at once.
For some learners, this meant balancing shorter assessments with existing coursework and other evidence that needed to be compiled for their portfolios.
The compressed nature of the process meant that both students and teachers had to work efficiently to ensure that all required material was completed within the available timeframe.
A Huge Coordinated Operation
Mike Davies, Vice Principal for Quality Assurance, International Collaboration and Innovation at Safa Community School, described the scale of the operation required to make the PoE process work.
Behind the final grades was a large collaborative exercise involving students, teachers, department heads and senior school management.
The school collected, reviewed and quality-checked more than 7,000 individual pieces of evidence before submitting the material electronically to the relevant examination and awarding organisations.
The figure illustrates the sheer scale of the task.
Each piece of evidence had to be handled carefully to ensure that it was properly recorded and associated with the correct student and assessment. Quality assurance was particularly important because the evidence was being used to determine final qualifications in place of conventional examinations.
The process required close cooperation between different parts of the school. Teachers were responsible for producing and reviewing academic evidence, while department leaders and senior staff played roles in checking the material and ensuring that the required standards were maintained.
Students and Staff Worked Beyond Normal Hours
Davies said students and staff worked extensively both on school premises and remotely to complete the portfolios.
The work included coursework, practical assessments, supplementary evidence and other academic material required to demonstrate student achievement.
The process did not simply involve collecting documents that already existed. In many cases, schools and students had to organise additional assessments and evidence within a relatively short period.
This created significant logistical challenges.
To ensure students had every possible opportunity to submit the necessary material, Safa Community School even established a 24-hour evidence drop-off facility.
The arrangement was designed to prevent logistical difficulties from becoming an additional disadvantage for students. By providing an around-the-clock facility, the school attempted to make it possible for learners to submit their work regardless of their schedules or circumstances.
The initiative demonstrates the lengths to which schools went to ensure that students could present a comprehensive record of their academic achievements.
More Than Just Collecting Evidence
The PoE process required considerably more than simply gathering assignments.
Schools had to ensure that the evidence was authentic, relevant and sufficiently comprehensive to demonstrate the student’s knowledge and skills.
Teachers and senior leaders therefore had to examine the material carefully and apply quality-control procedures before it was submitted.
The responsibility was particularly significant because the evidence would contribute directly to final grades.
Any missing or incomplete material could potentially affect a student’s ability to demonstrate their achievement.
As a result, schools worked to provide multiple opportunities for students to showcase their abilities through different forms of assessment.
This included academic coursework, practical work, shorter assessments and supplementary evidence.
An Intense Experience for Students
While educators focused on the logistical and academic demands of the process, students experienced the situation from a different perspective.
For many learners, the cancellation of their A-Level examinations was disappointing in itself. Students had spent months preparing for traditional examination papers and expected to complete their final assessments in the usual format.
Instead, they had to adapt to a new system involving portfolios and additional assessments.
The change created uncertainty about how their final grades would be determined and whether the alternative approach would accurately reflect their abilities.
Some students also faced an intense workload as they worked to compile the evidence required for their portfolios.
The compressed assessment period meant that learners had to manage several deadlines while continuing to complete other academic responsibilities.
Mixed Emotions After Results Day
The publication of the results brought relief for many students, particularly those who achieved the grades required for their university offers.
However, relief was often accompanied by frustration and disappointment.
One student said she was unhappy that she had never been given the opportunity to sit the A-Level examinations she had originally prepared for.
At the same time, she acknowledged feeling relieved that the process had finally ended and that her own results had worked out positively.
Her comments also reflected concern for friends who she believed had received grades below what their academic performance deserved.
This illustrates the mixed emotions surrounding the results.
For students who achieved the grades they needed, the outcome represented a successful conclusion to a difficult period. For others, the results created new uncertainty about university admission and future plans.
University Offers Became Another Concern
One of the biggest sources of anxiety for students was whether universities would accept PoE-based results in the same way as grades achieved through traditional examinations.
Although students had received official A-Level grades, some were still concerned about whether their results would satisfy the conditions attached to university offers.
The student explained that several classmates had not achieved the grades specified in their university offers.
Some were attempting to negotiate directly with their universities to determine whether they could still secure admission despite falling short of the required conditions.
Others were preparing to attend alternative institutions that had been identified as backup options.
For students who had spent years planning for a particular university or degree programme, this uncertainty could be particularly stressful.
Concerns About the Value of Alternative Grades
The situation also highlights a broader concern surrounding alternative assessment methods.
Students may receive official qualifications, but they can still worry about whether their grades will be perceived in exactly the same way as grades obtained through conventional examinations.
This concern is particularly relevant when university offers are based on specific grade requirements.
A student who narrowly misses a required grade may wonder whether the university will consider the exceptional circumstances surrounding the examination cancellations.
Such decisions ultimately depend on individual universities and their policies, but the uncertainty can create additional pressure for students waiting to determine where they will study.
Recognition for Students and Teachers
Despite the challenges, the experience has also demonstrated the resilience of the education community.
Students had to adapt to an assessment system that was introduced after they had already prepared for conventional examinations.
Teachers had to assume additional responsibilities and manage substantial amounts of evidence while continuing their normal academic duties.
School leaders had to coordinate large-scale operations involving thousands of individual documents and assessments.
Administrative and support teams also played an important role in ensuring that evidence could be collected, checked and submitted on time.
The process therefore required cooperation at almost every level of the school environment.
A Remarkable Administrative Achievement
The scale of the evidence collected by some schools provides an indication of how complicated the process became.
Thousands of documents and assessments had to be organised, reviewed and quality-assured before being submitted electronically.
This required schools to maintain accurate records and ensure that the evidence associated with each student was complete.
The work also had to be carried out under significant time pressure.
For teachers, the responsibility went beyond their usual classroom duties. They had to become involved in assessment administration, evidence management and quality assurance on a much larger scale.
For students, the process required them to remain engaged and productive despite uncertainty over the eventual grading methodology.
The Human Side of the Results
The statistics and administrative details do not fully capture the human experience behind the results.
Every grade represented months of study, preparation and effort.
For students who achieved their expected outcomes, results day provided an opportunity to move forward with their university plans.
For those who fell short of their expectations, it could mark the beginning of another period of uncertainty as they considered university negotiations, alternative institutions or other pathways.
Parents also had to support their children through the process, often without having clear answers about how the alternative assessment system would ultimately affect final grades.
The emotional impact therefore extended beyond students and into their families.
Resilience Through Another Disruption
The 2026 examination disruption was particularly significant because many of these students had already experienced major educational disruption during the Covid-19 pandemic.
For students who were completing their final school years after navigating earlier interruptions to education, the cancellation of another set of major examinations represented another unexpected challenge.
Yet they continued their studies and completed the assessment requirements necessary to receive their qualifications.
That persistence is one of the key themes emerging from the response of school leaders.
Lessons for the Future
The experience may also provide lessons for schools and examination organisations about how education systems can respond when traditional assessments become impossible.
The successful implementation of the PoE process required flexibility, technological infrastructure, detailed planning and close communication.
Schools demonstrated that they could quickly reorganise assessment systems when circumstances demanded it.
At the same time, the concerns expressed by some students show that alternative systems need to provide clear information about marking, evidence requirements and how final grades are determined.
Transparency can help students understand what is expected of them and reduce uncertainty during an already stressful period.
A Difficult Year With a Significant Achievement
The 2026 A-Level results cannot be separated from the circumstances in which they were produced.
Students did not simply complete an alternative set of assessments. They navigated an entirely different route to qualification after the cancellation of the examinations they had expected to take.
Teachers assumed additional responsibilities, schools created new systems for collecting evidence, and senior leaders coordinated large-scale quality-assurance operations.
At the same time, students had to manage academic pressure and uncertainty about their university futures.
The fact that schools were able to compile and submit thousands of pieces of evidence demonstrates the scale of the collective effort.
While the final grades remain the most visible outcome, educators believe the determination shown by students and staff deserves equal recognition.
For those who achieved their university requirements, the results provide an opportunity to move forward. For students who did not meet their conditions, difficult decisions may still lie ahead.
Nevertheless, the experience has demonstrated the ability of students, teachers and school leaders to adapt under extraordinary circumstances.
The 2026 A-Level results are therefore more than a set of grades. They represent the culmination of a challenging assessment journey that required flexibility, collaboration and resilience from the entire school community.
