Independent Review of Qualifications and Assessment: consultation analysis

Feedback on the Review

Q9: Given we are now in the final phase of the Review we would be interested to receive any feedback on our approach to this important exercise.

CCG discussions

Relatively few CCGs answered this question, although those that did valued various aspects of the consultation process and were generally more positive about it than respondents to the School and College survey.

Positive feedback about the Review

Those who felt positively about the process fed back that they enjoyed the iterative nature of the Review, and the opportunity to feed in at various stages of the discussion. They also mentioned that the working groups that had been created to gather the CCG response has been productive and efficient.

Again, many mentioned the transparent and inclusive approach the Review had taken to engaging with stakeholders and this was felt to be highly positive. They felt this would offer the most rounded impression of the Review.

"Overall, the variety of approaches to engagement across the system and the differing opportunities that have been through formal written submissions, CCGs, open forums and have added hoc opportunities, has been valued and welcomed." – [CCG Discussions: Those who design, develop and offer qualifications]

Negative feedback about the Review

Those who were more negative about the consultation approach tended to report the timescales involved (the process had felt too rushed to these groups and they queried whether the correct people had been consulted), and the lack of detail in some of the proposals that CCGs wanted more information on in order to be able to comment (e.g., lack of detail on equity/the attainment gap and how the proposals would address these problems).

School and College survey

There was a split between School and College survey respondents – some were positive about the process, but a greater proportion had negative feedback about at least one aspect of the Review.

Positive feedback about the Review

The minority that were wholly positive about the Review most commonly reported how valuable, transparent and robust the process had been, noting in particular the three-stage approach of the consultation which has afforded schools and colleges the opportunity to participate at various points throughout the Review.

Relatedly, some School and College survey respondents appreciated the breadth and depth of the Review – that those consulted included different education settings (alternative providers, mainstream schools/colleges); stakeholder types (learners, parents/carers, teachers, researchers, employers); and approaches to gathering feedback (site visits, focus groups etc.). This '360 view' was felt to be inclusive – vital for any consultation.

Another, smaller group of School and College survey respondents felt the consultation process, its inclusivity and openness, was an example of the positive cultural shift needed in the Scottish education system.

"This seems to have been a more open process than the last National Conversation about Education. Thank you for ensuring that all stakeholders have had the chance to give their opinions." – [School and College survey: School community]

Negative feedback about the Review

Those School and College survey respondents that were negative about the Review highlighted a number of areas of concern – many of which were in direct contrast to the positive aspects raised by other School and College survey respondents:

• Negative feedback focused most commonly on what School and College survey respondents felt to be the insufficient consultation of classroom teachers in specific subject areas. They worried that subject specialists were being told to make changes to their teaching without being given the 'right to reply' about the impact of the proposals on teachers.
• Others highlighted what they perceived to be the lack of awareness raising about the Review. They felt that the Review had not been well advertised, highlighting how they had only become aware of the Review in Phase Three.
• Related to a lack of awareness, many schools complained about a lack of time given to respond to each phase of the consultation and they had a perception that the Review had been a rushed process, conducted at a busy time for schools which meant that not everyone had a voice.
• Another key objection School and College survey respondents had was a perceived lack of clarity/transparency/detail in the proposals. At all stages, these School and College survey respondents felt that not enough information was provided in the proposals for people to give a considered response.
• A minority also felt that their feedback had not been taken into account during earlier phases of the consultation and therefore did not feel any confidence in the process.

"There has not been enough consultation with those who will have to implement the proposals in the classroom. The Review was only sent out via the unions and received at the busiest time of the year as we struggle to finish courses and meet coursework deadlines. The closing date for the consultation is in the middle of the school holidays^[9]. Many teachers who would have liked to respond may not even be aware of this consultation as a result of the timing and the low-key way in which the Review has been issued. This Review is time-consuming to read and respond to. Given its importance, every teacher and school should have been allocated time to study and discuss this Review." – [School and College survey: School Community]