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On a cloudy August day in London, students were angry. They flocked to Parliament Square by the hundreds, in protest — their placards emblazoned with support for unusual allies: their teachers, and an even more unusual target: an algorithm. With the virus still raging throughout Europe over the summer of , students knew that their final exams would have to be canceled, and their assessments — somehow — changed.
What they could not have imagined, however, was that thousands of them would end up with lower than expected grades as a result. Students protesting knew what was to blame, as apparent by their signs and chants: the automated decision-making ADM system deployed by the Office of Qualifications and Examinations Regulation Ofqual. The government wanted to avoid the excess of optimism that would have resulted from human judgment alone, according to its own estimates : compared to the historical series, grades would have been too high.
Some were desperate, some broke down and cried. Scared that the government was casually — and opaquely — automating their future, no matter how inconsistent with their skills and efforts, students screamed for the right not to have their life chances unduly affected by bad code. They wanted to have a say, and what they said should be heard.
They replicate the assumptions and beliefs of those who decide to deploy them and program them. The machine may be scary, but the ghost within it is always human. And humans are complicated, even more so than algorithms. The protesting students were not as naive as to believe that their woes were solely the fault of an algorithm, anyway.
