Independent Review of Qualifications and Assessment: consultation analysis

Summary and conclusions

Overall support for the model was mixed. While many respondents were positive about the objectives underpinning the proposals, many of those responding had at least some reservations about how the model would work in practice and a significant minority outwardly rejected the proposals. This suggests there could be opposition to the model if it were to be implemented, with most School and College survey respondents and CCGs needing reassurance about the impact of the model on the educational system as a whole.

Regarding the Subject Studies aspect of the model, exams were the focus. While respondents tended to welcome a reduction in exams (from a learning quality and teacher/pupil stress perspective), most were concerned about what this would mean for learners, teachers and schools in terms of 1) alternative assessments (and how these would be agreed, developed, reviewed/evaluated, factored into teacher workload etc.), and 2) learner performance/choice (extent of choice learners would have, failing an 'exit' exam, skills learners would lose by not sitting exams regularly). More detail is needed in respect of both these issues to reassure schools/colleges and CCGs about the desirability of the model.

The Learning in Context element of the model was warmly received in the main, with many positive about the opportunity it would afford learners to deepen their knowledge/learning experience in an interdisciplinary context. There were, however, concerns around the practicalities of implementing this element of the model, ensuring that all learners learn/are assessed fairly, irrespective of individual learning needs or the education setting; the practicalities of delivering effective project-based learning; and ensuring that delivery does not impinge teachers/schools too significantly (from a workload/timetabling perspective).

CCG and School and College survey respondents generally supported the Personal Pathway element of the model in principle, but highlighted that the challenges of delivering it in practice were considerable. They could see the benefit of this particularly for learners who are not academic. However, they were concerned about equity between learners and felt this would advantage some learners (e.g., those from affluent backgrounds); many felt that further work will be required to demonstrate how all learners will be enabled to demonstrate achievements across meaningful extracurricular activities. A clear decision on how this element will be validated and assessed will also be required.

There was support for the Scottish Diploma of Achievement – that would contain an easily accessible and updatable profile of the learner's achievements. CCG and Schools and College survey respondents generally wanted more detail about how it would be presented and how it would be used by employers and HE/FE institutions. They felt the principal challenges to successful delivery would be related to the weighting between each element of the SDA and whether users of the SDA would understand it and have confidence in its value. Engagement with stakeholders will be vital to ensure a smooth transition to the new approach.

CCG and School and College survey respondents were typically extremely concerned that the model had the potential to exacerbate the inequalities that exist between schools and between learners. The groups most affected are likely to include learners with ASN, home educated learners, young carers and learners from lower socio-economic backgrounds, as well as schools in lower socio-economic areas and rural areas. Respondents stressed that during the detailed development stage of the model, a great deal of work will be required to develop approaches to address these inequalities.

To support the introduction of the new qualifications and assessment system, respondents felt the following would need to be considered:

• Staff development: Initial teacher education and CPD will need to be developed to support the new models of learning and assessment.
• Inspections: There may be a need to reassess the focus of inspections, so they are more flexible and better able to assess what schools offer their learners in terms of a rounded education in Subject Studies/across the model.
• Development and delivery time: Many felt the Review process had been rushed considering the major changes being proposed to the education system and cautioned that adequate time should be allocated to ensure an effective transition. They felt stakeholders would need to be engaged throughout the transition phase to ensure buy-in from all those who will be affected and an implementation plan would need to be developed.