Qualifications and Assessment Review: consultation analysis

Have we missed anything?

The consultation's final question invited respondents to raise any other comments about qualifications and assessment not previously covered in the consultation.

Question 9: Is there anything else in relation to the reform of qualifications and assessment which is not covered in this consultation which you would like to raise?

This question was answered by 373 respondents. Most comments re-iterated themes that have been addressed in previous questions; this chapter therefore presents themes raised in response to this question that have not been covered elsewhere in this report.

Some respondents discussed the approach that should be taken to establish a vision for Scotland's qualifications and assessment system. However, opinion was split between those who felt there should be immediate radical change, and those who advocated a more gradual, incremental approach.

Those who called for a gradual, incremental approach did not detail precisely how they would like change to happen. However, they emphasised the need to consider and reflect on both the current system and forecasted future digital, environmental and economic challenges before making an informed decision about reform. One called for adaptations to take place in stages in contrast to the rapid introduction of CfE.

"I think we need to talk about adaptation of our current system in stages rather than a CfE style 'big bang' change." – Boroughmuir High School

"We need to consider the purpose of education when considering both the review of qualifications and assessment; and the wider, system-wide reform as outlined in the National Discussion on Education. If we are truly 'putting the learner at the centre', then we need to design and provide an educational system that supports and enables them to develop the competencies, skills, values and attributes – as well as knowledge – that will enable them to thrive in an increasingly challenging future – as well as seize the opportunities that this presents." – Learning for Sustainability Scotland

A few called for more collaboration among schools, colleges and universities. Ideas included co-designing subjects' curricula to ensure they meet the needs of further education, more alignment between the evidence collected in both schools and colleges, and creating more flexible links between schools and colleges to assist learners interested in a vocational pathway such as Foundation Apprenticeships.

A small number discussed teachers' pay and working conditions such as the bureaucracy and paperwork involved and concerns around poor learner behaviour. A few comments mentioned buildings and infrastructure that support the system including room capacities for exams.