Qualifications and Assessment Review: consultation analysis

Conclusions

The range of views identified in this consultation provides an essential evidence base for the Scottish Government to draw on when planning Scotland's future qualifications and assessment system. Overall, there is clear support for reform, demonstrated by:

• Just over three-fifths (61%) agreed that information about learners should be gathered across all four capacities of the Curriculum for Excellence.
• Many felt information should be collected about learners' achievements outside school and college, for example participation in extra-curricular activities including sports, music, drama, art and youth organisations such as Scouts and Guides.
• Strong support (75%) for the proposal to gather information on learners' skills and competencies as part of the Senior Phase, with a clear preference for this to be captured using coursework and continuous assessment.
• Support for improved use of digital technologies including online exams and assessments, a digital platform to record learners' skills and achievements, and enabling learners to submit coursework online.
• Clear backing for ensuring a future qualification and assessment system upholds the rights of all learners to demonstrate their achievements.

Respondents were in favour of introducing a leaving certificate in the Senior Phase to provide more holistic recognition of learners' achievements, skills and competencies. However, there was no clear consensus on the proposal to introduce an achievement, award or qualification at the end of the BGE.

There was no clear consensus on what a 'better balanced' assessment system would look like. Many favoured a mixture of continuous assessments or smaller, regular tests and exams. Many requested eliminating end-of-year exams entirely, regardless of whether they are internally or externally assessed; however, some others supported the current exam structure. There were also differences in opinion regarding the relative merits of internal and external assessment, with several calling for a combination of the two.

Some themes were mentioned by a large proportion of respondents at multiple questions, often highlighting issues to consider when implementing the proposals. Most common was the potential negative impact on teachers' workload, followed by a concern that gathering information on achievements outside school and college could discriminate against those who cannot easily access extra-curricular opportunities. Calls were also made for consistent, standardised approaches to be used across Scotland, and for parity of esteem for academic and vocational or skills-based qualifications.

This report provides a high-level analysis of the range of respondents' experiences, expertise and views^[3]. While there is broad support for reform, the nuance in respondents' perspectives means it is unlikely the proposals will fully satisfy all stakeholders. Phase 3 of the Review will therefore help to refine and clarify the finer details of the proposals.