Independent Review of Qualifications and Assessment: consultation analysis

Qualifications and assessment system

Q6: What changes to existing practice, if any, would you recommend to support the development of a new qualifications and assessment system?

CCG discussions

The key issues raised during the CCG discussions were as follows:

• Stakeholder communications: The importance of communicating the changes to stakeholders to ensure that everyone understands what the qualifications are, what they represent and how they should be interpreted/used by HE/FE institutions and employers. Ensuring buy-in and commitment from all parties and stakeholders was considered key to the success of the new model.
• Resourcing: It is critical to ensure schools/colleges (i.e., teachers/leaders) have the time, skills/tools and resources to deliver the new qualifications in a way that meets the goals of the model. This was felt to be particularly important in terms of ensuring consistency in approach across Scotland.
• Best practice: Sharing best practice will be important in the first few years of implementation; it will provide a continuous feedback loop, helping to ensure leaners get the most out of the new approaches.
• Priorities: The need to shift accountability focus to 'what matters most': skills profiles of young people, four 'capacities' as outlined in the CfE, positive destinations (HE/FE, high-quality employment).
• Inspections: A shift is needed in terms of inspections, to focus less on grading schools via a 'national template', and towards what individual schools offer their learners in terms of a rounded education in Subject Studies.

"Real change will require genuine commitment with associated space and time to upskill practitioners and create time in timetables for new approaches to be delivered." – [CCG discussions: Those who design, develop and offer qualifications]

"It's all important, society needs to change and this would be a huge culture shock for Scotland requiring change from everyone. Get rid of league tables and stats because they will always bring us back to the subjects. Professional learning will also be of the upmost importance, a huge amount of planning and up-skilling to do." – [CCG discussions: Curriculum]

School and College survey

Respondents to the schools and college survey highlighted several changes they would make to existing practice to support the development of the new qualifications and assessment model.

Teacher education and training: Many respondents to the School and College survey highlighted the need to review initial teacher education, and to develop new teacher training modules focused on understanding the new model/approach. Most respondents felt that dedicated continuous professional development/career-long professional learning (CPD/CLPL) courses would be required, particularly as teachers are likely to be required to deliver assessments in an interdisciplinary context. Linked to this, they stressed that time would be required for teachers to develop the skills/tools /resources to support the new system.

Inspection: Many respondents to the School and College survey highlighted the need to review inspection processes in relation to the proposed model. They made a range of suggestions to improve inspections, in light of the proposals: pause inspections until schools had a chance to implement the new model; more frequent, interim inspections; and remove the prior warning schools are given before an inspection, as they felt the current system does not give a true account of school operations. A few felt inspections should reflect the model – i.e., be more holistic, and less focused on ratings; more about helping schools to learn and develop.

Stakeholders: Many respondents felt it was key that the changes were communicated clearly to qualification users, with a view to the new approach being widely recognised/understood, as well as setting clear expectations around what results mean in terms of a learner's performance and skills. Some felt that liaison with universities/colleges and employers was needed to develop rigorous assessment materials – as these groups understand which skills and knowledge are required for HE/FE courses/vocational qualifications and the workplace.

Other issues: Other School and College survey respondents felt change was required in the following areas to implement the new model for qualifications and assessment:

• Allowing sufficient time for teachers to develop high quality lessons and assessment tools.
• Ensuring sufficient funding is allocated to cover the additional requirements such as teacher training, developing materials, continual assessment, as well as IT.
• Some were concerned about accountability and the performance of schools in relation to the new model. They generally felt that there should be a greater focus on measuring progress and value added rather than final outcomes.