Independent Review of Qualifications and Assessment: consultation analysis

Scottish Diploma of Achievement

Q5: What are your views on the idea of a Scottish Diploma of Achievement for all learners in Scotland?

Q:5a: If you support this idea, what actions should be taken to make this approach work in practice? What alternative would you propose that would be consistent with the vision and principles identified in Phase One of the Review?

CCG discussions

Generally, the CCGs welcomed the proposal to introduce the Scottish Diploma of Achievement (the SDA or the Diploma). In particular, the learner CCG was in favour of this proposal: they felt it would recognise broader achievements and was accessible to a broader range of learners.

Implementation

Consultation with stakeholders: Some CCGs commented that consultation will be critical to effect successful transition to the new model. For example, universities mentioned they will need much more information to prepare for the changes, e.g., it would be helpful to have clarity/information about learners' grades in S5 so they will be in a position to start making offers/conditional offers, rather than having to wait until S6.

Implementation plan: Some CCGs stressed that a fully worked through implementation plan would be required. This would include a clear description of the roles and responsibilities of those involved, including teaching and non-teaching staff; and setting out resource, engagement and communication strategies. Examples of how this could be taken forward included a collaborative approach to implementation planning that includes teachers, learners, parents, employers and wider education partners; a toolkit resource kit, to assist with engagement with employers, that includes examples of what is possible with the Diploma; and a pilot phase being undertaken by one/a few local authorities (or a period to reflect on lessons that could be drawn from relevant projects already underway). Some recommended/expected an evaluation of processes and outcomes to be built into the implementation and delivery phases.

Grading: CCGs' views on weighting were mixed: whether all three elements should be given equal weight; whether Subject Studies should be given greater weight; and whether the Diploma should simply report outcomes across all elements. Regardless, most agreed that subjects should be graded/levelled and the Diploma as a whole should not be graded.

Clear procedures have to be put in place for learners who do not achieve the Diploma, e.g., because they leave before the award is made or they do not complete the necessary requirements.

Digital platform: CCGs thought that an integrated online platform to track progress and grades, that both the learner and the teacher can access and monitor, will be essential. This will have to be compatible with the full range of operating systems, including Microsoft, and Google-based platforms on Apple/Android; by default, it must be suitable to run on a range of devices, including smartphones.

One CCG (parents/carers) commented that some learners may not want a digital profile. It was also appreciated that digital access was limited in some parts of the country. It was therefore suggested that an analogue alternative should also be considered.

Resources: CCGs stressed the need to resource the Diploma properly. Time will be needed for development and implementation; support, resources, and structures for schools will be required; training and resources will be required for teachers/ college lecturers; and a great deal of work will be needed around timetabling and the structure of the school day. In addition, collaboration with partners/other stakeholders etc. will need to begin, to support learners through the Learning in Context and Personal Pathway elements: this is also likely to identify resource requirements in terms of time, staffing and funding.

"We need to highlight what young people are good at rather than them failing exams and showing what they are bad at." – [CCG discussions: Learners]

School and College survey

Positive responses

Many of the respondents welcomed the proposals to introduce the Diploma. The main reasons for this were as follows:

• The Diploma would showcase the full range of learners' achievements.
• It would reflect learners' social and community-based contributions.
• It would provide a more rounded picture of a learners' qualities and would therefore be beneficial to future employers and universities.
• The achievements and certification would align with the learner's aspirations and next steps in their education/employment.
• It would offer opportunities to reflect the attainments of all learners, not just the most academically able.

Many commented that presenting the profile digitally was especially helpful. It could contain a much fuller record of achievements than a traditional paper certificate, allow easy access to the information, and could be updated.

Many of those welcoming the proposals qualified their support, commenting they would need more information about the proposals; clarity around how it would be used for accessing employment/academic placements; and reassurance around validation processes. They also expressed some concerns with respect to equity.

Implementation

However, many School and College survey respondents, mainly teachers, expressed reservations about the proposals. They too felt more information was needed before they could decide; they felt that the SDA would result in a substantial amount of additional work for teaching staff; had concerns relating to assessment and validation; had concerns about credibility/buy-in from key stakeholders; concerns relating to equity; and felt that it was a largely untested and possibly unnecessary change.

Proposal underdeveloped: Many felt unable to comment at this stage as there were not enough details about the proposal. Many likened the Diploma to the Scottish Baccalaureate, and often noted that the interest/uptake of this was very low.

Exams and assessment: Respondents felt that more information is needed on how the Diploma will be monitored and assessed. There were concerns that the inequality gap between learners may widen, and they were concerned that the Diploma might not be suitable for all learners.

More detailed work is required on how the components of the Diploma will be assessed: with single units and/or the use of final examinations, and how this relates to the overall picture of the Diploma.

Many called for a framework to be created to ensure consistency, and to ensure the values and principles of the SDA are upheld. This would support a recognised standardised system for all Scottish schools and colleges, whereby grades and assessment can be tracked and monitored.

Funding and resources: Many respondents voiced concerns over what they might reasonably be expected to achieve, given the current lack of funding and resources available to many schools and colleges. Respondents were clear that the SDA has to be properly resourced if it is to be successful: in terms of time for planning and development; staffing levels and training; promotion; implementation time (school day); and budget.

Workload: Some respondents were concerned about an increase in workload and general administration on top of their already busy schedules. It was suggested the new system would need to be streamlined to minimise wasted time. The approach would need to maintain the learner's motivation and attention, with accountability falling on them rather than teachers. Support workers with a specified role helping learners work towards completion of the Diploma would be essential.

Credibility: Many were concerned potential employers and universities would understand the new system. There were particular concerns that the Diploma would create a further distinction between the Scottish and English systems and might adversely impact Scottish learners wishing to move into higher education/ seek employment in England and beyond.

Equality: Many felt they either could not support the Diploma or held serious reservations, because of equality issues. They noted that without substantial funding and increases in staffing levels, the Learning in Context and Personal Pathway elements would reinforce inequalities.

Major change: Several respondents commented that the proposals for the Diploma represented a major shift in the way schools operate and in how learners are assessed. They stressed it can only be successful if there is a true commitment to implementing and delivering the Diploma, and to promoting it to the stakeholders who will be using it.

The name: Some suggested that the name should be changed, as the term 'Diploma' is associated with awards made at further/higher education level.

Other suggestions:

• Public, private, and tertiary sectors would need to be involved for the Diploma to be effectively communicated to those outside the school/college community.
• The roles and responsibilities of those involved need to be clearly defined; there should be teams providing and developing the support.
• There is a need for a standardised collaborative approach to ensure all schools and colleges fully understand the Diploma.

"I would support it. My ADHD neurodiverse daughter has skills which go currently unrecognised, and this lowers self-esteem when recognition is only academically acknowledged." – [School and College survey: Other]

"It will be a massive time suck. Teachers will spend hundreds of hours putting it together and the benefits will be minimal. It will have no prestige, and students will recognise that it is a waste of their time. It is not a school's job to do this. Schools should educate children. The Scottish Diploma seems to be a set of ideas on how to do everything BUT educate children… It will be a massive, ongoing, dispiriting waste of time for all involved. And it is not a teacher's job to do it. We teach our subjects. Let us be good at that. Let us get better at that. Allow students to do the Duke of Edinburgh's Award if they want to do all these things. But do not expect schools to divert classroom time and teachers' time to this." – [School and College survey: School community]