Independent Review of Qualifications and Assessment: consultation analysis

Personal Pathway

Q4: What are your views on the proposals designed to recognise achievements in respect of personal learning?

CCG discussions

What the CCGs liked about the Personal Pathway

The CCGs welcomed this proposal: stating that it promotes opportunities for achievement beyond academic learning, the chance to participate in activities they might not have otherwise had the opportunity; and could be particularly valuable for young people who were doing less well in subject areas.

It gives learners the opportunity to broaden their learning, reflect on their experience and to evidence it. Teachers highlighted that, as well as providing valuable opportunities for non-academic learners, these proposals would force schools to offer more choices and meet the needs of all their learners. From the perspective of users of qualifications, the proposed element was really exciting, it offered a way to learn more about the learner, and possibly an opportunity to discriminate between several applicants with the 'same' qualifications.

Guidance and implementation

Guidance: Some commented that guidance, or information, on what the Personal Pathway entailed would be very useful. There was a concern that people would think that it was just about formal/certified activities, like The Duke of Edinburgh's Award. Being clear that it was far broader would ensure stronger engagement from learners, and greater understanding from other stakeholders.

Opportunities: Some respondents commented that it was important to ensure there were opportunities for learners to participate in Gaelic and in ethnic minority languages and different cultural activities.

Social, cultural, economic strands: Few respondents commented specifically on the proposal that each learner would include evidence in a range of areas. A few sought greater clarity on the three strands set out in the proposals. For example, it was suggested the economic strand could include more explicit reference to employability and skills for work; and the social strand could offer opportunities to introduce social enterprise, peer education, community activism and so on. It was also suggested requiring learners to demonstrate achievements across all three strands should be revisited, given the equity concerns that have been expressed.

Resources and support: There were real concerns, even among some who were very enthusiastic about what this element promised, that in practice it was just not realistic. The learners CCG were concerned that timetabling constraints and limited opportunities would mean they would not have the flexibility to choose to do what they wanted; while lack of time outwith school hours, lack of support from teaching staff and lack of support from wider networks would further limit their opportunities/ success.

Assessment

Light touch validation: There was a broad consensus that the Personal Pathway activity should be validated. There was also general agreement that this element would not benefit from graded assessment.

Embracing and supporting difference: Respondents highlighted that some learners, for example neurodivergent young people, will find gathering and presenting information more challenging than others. Solutions suggested included: additional CPD training for teachers, destigmatising help and support; and building support into the system right from the start (not as an add-on/afterthought).

Evidence collection: There was an expectation that learners would lead on evidence collection, with minimal support and guidance from staff. Respondents generally considered that a digital approach to collecting evidence for this element would be essential, with a few suggesting an app would be helpful.

Data management: Real concerns/questions were raised about the management of the evidence collected. In particular, CCGs discussed issues around consent and ownership of the data, especially as the evidence collected would almost certainly include images and information relating to leisure activities/employment/caring responsibilities/volunteering activities. The types of questions that respondents raised were:

• Would teachers have access to this information; would they be able to edit it?
• Would the school retain images/information once the project was completed/assessed?
• Would learners be penalised for redacting private information?
• Who would see each learner's Personal Pathway information?

Some respondents were concerned that learners could be obliged to collect and share personal information (for example a young person who cares for family members with health or addiction problems; someone who volunteers with vulnerable people; someone who coaches a youth team). It was also suggested that some young people may not realise until too late that they could be adversely affected by sharing intimate aspects of their lives: and settings must be prepared to identify such cases and provide timely and individualised support.

Equity

There were significant concerns in relation to inequity with many commenting that the element was biased in favor of learners from affluent/socially advantaged homes who would be able to easily arrange, participate in and afford extracurricular activities. Almost all the respondents highlighted inequalities, noting for example that learners in lower socio-economic areas and rural areas lack access to the same opportunities as city learners from affluent families.

However, several respondents felt that although inequality was clearly an issue, that did not mean the element should not be offered, but that work should be undertaken to address the challenges identified.

Other issues raised

Volunteering roles: One CCG respondent cautioned that they are finding it really hard to get volunteering opportunities for staff in their company and suggested early discussions with key organisations such as the Scottish Council for Voluntary Organisations (SCVO) to discuss the implications of the potential increase in demand and how best to manage it, would help delivery of this element.

Private life: Some of the respondents felt that young people's right to a private life should be respected. Keeping some activities 'just for fun' was really important.

"If I've got 50 or 60 applicants that have exactly got the same qualifications at the same grades, it's what differentiates one individual from those other 49 people that are applying for the job." – [CCG discussions: Users of qualifications]

"Delighted to see it there, but I think this really needs to come with heavy caveats, because what I really wouldn't want to see is young people whose parents can't support or pay for them to embrace on outside of school experiences, and not even just pay for them, but give the kind of psychological and emotional support that goes with all of these things too. To be excluded or to be even pushed further down the pecking order, because that particular part of their journey isn't being highlighted enough. So, sorry, I'm just a wee bit conflicted about it." – [CCG discussions: Those who design, development offer qualifications]

School and College survey

What respondents to the School and College survey liked about the Personal Pathway element

Many School and College survey respondents welcomed the proposal for a Personal Pathway for a range of reasons, including the following:

• Provides an opportunity for them to be recognised for their extracurricular activities.
• Encourages learners to recognise the skills they are developing in everyday life.
• Learners can take responsibility for their own learning via participation in the extracurricular activities.
• Learners contribute more to the community and volunteer in different organisations.
• Opens up a more diverse range of areas for learners to achieve in.
• Learners can fully consider what they want to do when they leave education.
• An opportunity to reflect on achievements, but from a wider perspective than just their grades.
• An opportunity to appreciate and celebrate different cultures.
• Recognises the abilities and interests of less academic students.

Issues and concerns

Overall, respondents in the School and College survey were more negative about the Personal Pathway proposal. This was especially the case for responses from teachers and from colleges. Their key concerns were that learners from disadvantaged backgrounds and areas would have far fewer opportunities to achieve than others; concerns issues relating to the assessment/validation of the evidence, and some particular concerns about the data collection process itself; and concerns about the staff time, training and general resources that would be required to deliver the element effectively.

Equity

Many of the respondents raised concerns about unequal access to opportunities. The factors included limited family support/assistance to provide motivation and support to access volunteering/internship/work placements; low household income to fund things like cultural, sports, and social activities; learners with additional support needs and health inequalities; care experienced young people; and the location of the school/college, which impacts on the availability of opportunities available locally. Digital exclusion will also be important as access to ICT and other technologies is likely to be required to support evidence collection and presentation.

Many respondents thought measures should be put in place so that those from disadvantaged backgrounds/lower socio-economic areas could benefit from the opportunities offered by the Personal Pathway. Suggestions included delivering opportunities via schools; scaffolding support; increasing the number of specialist staff; funding places on existing programmes such as The Duke of Edinburgh's Award; and one-to one ICT provision to enable evidence collection. However, many felt addressing systemic inequalities would be challenging and very resource intensive, with some concluding that on balance it may not be successful.

Assessment

A number of issues related to assessment were raised.

Mandatory: Several respondents questioned whether this element would/should be mandatory. Some raised specific concerns that learners could be required to provide information about their private lives/activities to the school/state to receive their Diploma.

Validation and assessment: There was a general view that some form of verification or oversight of this element would be required. Some suggested that a national framework and/or assessment guidelines would be helpful, to ensure consistency across topics/themes and across the country. If this element is to be measured, then a set of standardised assessment measures/metrics, together with guidance, should also be provided.

Value of activities: Some respondents suggested guidance/clarity on the types of activities that would be eligible/ineligible for Personal Pathway would be helpful. Who will determine which activities will count towards evidence of achievement? How will they decide which activities learners can/can't use for the Personal Pathway?

Oversight: Respondents sought clarification on who would be responsible for assessing, participation, and outcomes. It was noted that many young people will already be participating in award programmes that are externally assessed, such as The Duke of Edinburgh's Award, The Saltire Award, etc., – will further validation of these course be required?

Evidence collection: Many sought clarification on who would be responsible for collection of evidence for the Personal Pathway, with most assuming that learners would have primary responsibility for evidence collection. This raised several concerns: staff felt supporting learners to complete the evidence-based requirements would be very time intensive; ensuring learners have access to suitable digital technology could be resource intensive; verification and assessment could become complex as the variety of evidence that learners submit widened.

Other assessment issues:

• Managing the paperwork for The Duke of Edinburgh's Award is currently very time consuming; this approach could not be scaled up to a large number learners.
• Concerns about creeping commercialisation as a consequence of these proposals; for example, new digital platforms for evidence collection and firms setting up to deliver opportunities for learners.
• Administrative burdens being placed on local/private organisations. Will organisations/clubs etc. be asked to provide verification evidence for learners? There were concerns this may result in their withdrawing places from learners.

Implementation

The main issues highlighted in relation to implementation were as follows:

• Resources: Respondents commented that many learners, especially those without access to ICT, ICT skills and support from peers/family, will struggle to manage this element independently. Even those most enthusiastic about the approach felt that staffing, budget and other resources are needed to support learners with this element.
• Time: Many respondents felt that time will need to be allocated within the school day both to support learners to participate in projects and to assist with collating/documenting evidence from activities.
• Specialist staff: Respondents were generally unclear where the staffing responsibility for this element would lie, and this would need to be resolved. A few suggested pastoral care/pupil support/guidance teachers, but stressed these staff are under significant time pressure, and unlikely to have capacity to take on additional duties.
• Co-ordination with existing programmes/bodies: Several respondents referred to ongoing school-based and national initiatives from which lessons can be learnt. For example: The Duke of Edinburgh's Award, The Saltire Awards and Sports Leader Awards, Foundation Apprenticeships; John Muir; Young Enterprise.

Other issues raised

• Commercial exploitation: A few respondents were concerned learners' data could be exploited if a commercial organisation is used for the data management.
• Focus: A few respondents were concerned that gathering evidence would become the core activity, not the learning experience.

"We have concerns that this type of model is much easier for pupils who are already engaged in activities and who have parents/carers who support such engagement with both time and financial resources. Schools would have to be able to tap into active schools, youth and community networks; and to support all pupils to achieve this would have significant implications in relation to capacity. The principle of 'all have the opportunity to engage' in this would be challenging to resource." – [School and College survey: School community]

"The unfortunate reality is that pupils will struggle en masse to sustain upkeep of such records, and a significant administrative burden will then sit with schools in terms of catch-up tasks unless time is set aside in school to facilitate this." – [School and College survey: School community]