Independent Review of Qualifications and Assessment: consultation analysis

The Proposed Model

The model for change – March 2023

The model for change considered during Phase Three is illustrated by this figure. It was stressed that the various terms used to describe each part of the proposed new qualification are working titles rather than agreed terms.

Scottish Diploma of Achievement (SDA): All learners would work towards a Diploma of Achievement. This allows evidence of learner achievements to be gathered across a broader range of areas than is currently the case. For the SDA to be awarded, the learner would have to demonstrate achievement in all three elements of the model illustrated (and described further below). It is anticipated that all senior stage learners would leave education settings with a profile of their achievements in each of the following three areas.

Subjects and Learning Programmes: These would be individual subjects, courses and learning pathways. They exist under the current system. It is proposed that in the new model, courses/programmes would be progressive over two years, and that additional ways of gathering evidence that are less susceptible to formulaic responses will be explored. While the study of individual subjects will remain a crucial part of education, in the new model other areas of the Curriculum for Excellence (CfE) would be recognised as being equally important.

Learning in Context / Interdisciplinary studies: The new model proposes the introduction of an interdisciplinary element to the qualification. This would be a project-based approach where evidence is gathered based on achievements across knowledge, skills and competencies in action. This could focus on a global challenge, e.g., climate change, migration or social justice; a local community task; or independent living skills. The Review notes that currently there are many different skills frameworks in play in Scotland and suggests that a single skills framework would be more helpful. While many schools and colleges are already involved in projects and programmes like this, it is recognised that the timeline for the introduction of this part of the qualification profile will require careful consideration and particular forms of support.

Personal Pathway: The third strand of the new model provides learners with opportunities to select aspects of their experiences that reflect their interests such as in drama, music, or sport; the contributions they make to society, such as taking a leadership role in a school or college activity; and their future aspirations including work experience and entrepreneurship. While this component would be subject to discussion with every learner, it is envisaged there would be common characteristics across all learners' Personal Pathways: including evidence of social, cultural and economic activity.

Other issues: As well as reflecting on the proposed model for change, the third phase considered the following issues, within the context of implementing the proposed model:

• The balance between internal and external assessment within a new system, with examinations continuing to form part of the new approach, where appropriate.
• How better to integrate 'academic' and 'vocational' qualifications and the language that should be used to describe courses and programmes.
• The potential to adopt a digital learning profile that would allow evidence to be gathered effectively.
• The changes considered necessary to the wider education system to support future reform of qualifications and assessment.

Analysis

Q1: Do the three areas described offer learners the potential to gather and reflect a broader range of achievements important for their future progress? Is there anything you would add or delete?

CCG discussions

The CCG groups generally agreed with the proposal that the new model would both continue to offer learners opportunities to demonstrate achievement in subjects and have greater opportunities to demonstrate wider achievements.

Positive statements from the CCG groups associated with this included:

• The Scottish Diploma of Achievement (SDA or the Diploma) should/will be available to all learners.
• It offers opportunities to reflect a broader range of the learners' knowledge, skills and achievements, and it will collect a greater depth of information about student learning.
• It meets the needs of a broader constituency of learners, with some learners and parents/carers commenting that the proposals offer the potential to be more responsive to young people with learning difficulties/disabilities than current approaches.
• It is more flexible and responsive to learners' interests generally, which may increase interest in the curriculum and improve attendance.
• It will prepare learners for future learning and assessment approaches.

Challenges: CCG respondents considered that implementation of the model would be challenging. The main issues highlighted were as follows:

• A view needs to be taken about the relative weightings between the three elements.
• Work will need to be undertaken to ensure all three elements of the model can be delivered successfully.
• The need to ensure the benefits of exams, such as structure, objectivity and motivation, were not lost; and to ensure that provisions for early leavers were put in place.
• A need to ensure that a framework of clear and effective assessment is put in place for across the range of assessment approaches.
• A number of implementation issues, including measures to promote awareness of the new model among stakeholders; measures to address equalities issues; and measures to support rural settings.

"The three areas do offer the learner greater opportunity to show to an employer or FE a broader range of their achievements and this is very welcome by business… [I] am interested in the weighting of each area in the achievement of the overall qualification." – [CCG discussions: Those who use qualifications]

School and College survey

Many survey respondents were positive about the proposed model, with learners and parents/carers especially likely to draw out its benefits. However, many of these respondents either qualified their support by commenting the proposals needed further work to demonstrate how they could be implemented successfully, or said they doubted the proposals would be delivered effectively.

Overall, most of the survey respondents raised concerns about the model. The issues raised by the School and College respondents were very similar to the CCGs: the balance between the elements of the proposed model; delivering the three elements of the model successfully; and assessment issues. A number of implementation issues were also raised including addressing learner disengagement; ensuring the model's requirements fits with the way colleges deliver education; ensuring the model recognises/supports Gaelic Medium Education; and taking the needs of highly able learners into account.

"I agree with all three [elements of the model] as appropriate visionary concepts; the challenge is going to be making it possible to deliver these in a manageable, sustainable, equitable and consistent way across schools." – [School and College survey: School community]

"I don't think this is in any way workable. What I'm reading here is a potentially ideal system for educating adults. Not children. Have you any idea how stressed-out students of school age become over internal assessments and evidence gathering as it stands today. To add more would be intolerable. Leave the system as it is with progress in subject areas." – [School and College survey: School community]