Qualifications and Assessment Review: consultation analysis

Overarching themes

Given the broad nature of the Review, many themes were evident in each question. There was, however, also significant overlap in responses, with some themes mentioned by a large proportion of respondents at multiple or most questions. This chapter presents an overview of these overarching themes from most to least commonly mentioned.

Time and resources

The most prevalent overarching theme was concern about the time and resources needed to implement proposals put forward in the consultation. This issue was raised in response to every consultation question. Several respondents noted teachers' existing heavy workload, which could be exacerbated if they are expected to implement proposals, and there were concerns that this additional role could detract from teaching curricular content.

Respondents often felt the proposals were unrealistic given the current workload and curricular demands; however, others called for teachers to be given time and support to implement the proposals. For example, if teachers are expected to play a role in recording learners' achievements outside school and college (Q2) then they will need time allocated for this task. Similarly, if they are required to play a greater role in assessing learners' work, they will need training and time to fulfil this role (Q6).

"This would be more information and data gathering that would land at a teacher's desk at the expense of delivering high-quality lessons in class." - Individual

"For this to be done well, teachers need development time to think about how best to address this, and there needs to be time in the curriculum to give this real value. Teacher time to work on this should be future-proofed, so not only to set this up, but sustained over time." - Scottish Universities Inclusion Group

"There has to be appropriate training and time for staff to ensure they understand the nature of the changes and prepare for these changes." - Shetland Islands Council Children's Services Directorate

Other suggestions included ensuring that teachers' role in implementing the proposals, for example recording out of school or college achievements and gathering information on learners' skills and competencies in the Senior Phase, is as quick and easy as possible. A few called for the Community Learning and Development (CLD) workforce to support teachers.

"The assessment should not be onerous and time-consuming." - Individual

"A fully funded CLD workforce, recognised with a parity of esteem alongside other professional educators, such as teachers. Discussions were had regarding the benefits of this, including how it may ease pressure on teachers." - CLD Standards Council Scotland

Inequalities

Socio-economic inequalities were a recurring theme across many questions. Most notably, respondents were concerned the proposal to gather information on learners' achievements outside school and college (Q2) could discriminate against those who cannot access extra-curricular opportunities easily due to financial pressures, caring responsibilities or a lack of parental time. This was also a prevalent theme at Q7, where investment was called for to address inequalities in access to digital devices. Respondents identified this as a barrier to making greater use of technology in the qualifications and assessment system.

"Many families will not have the funds that allow them to participate in activities that more affluent peers have. There is a danger that inequality will be accentuated and entrenched." - Individual

"Equality of access to broadband/wi-fi and IT equipment must therefore remain a continuously high priority for Scotland's families and young people, so that this ambition could be achieved." – Scottish Funding Council

"You can't expect someone to learn the same on a device that is outdated, breaks down and doesn't produce what is needed, when the person next to them has all the best gear." – Learner/teacher/school

Racial inequalities were mentioned by a few respondents and more details of this are provided at our analysis of Q2 and Q4.

Additional support needs

The potential for the consultation's proposals to help learners with additional support needs was a recurring theme across several questions. In particular, respondents felt digital approaches to qualifications and assessment could support learners who find traditional handwritten exams difficult (Q7). There is also the opportunity to use adaptive technologies such as screen readers to support learners with sensory impairments or physical disabilities. Similarly, several respondents emphasised the need to support learners who qualify for additional support, including those with English as an Additional Language to help uphold the rights of all learners to demonstrate their achievements (Q8).

"Many MSYPs shared their experiences of technology as learners with additional support needs and felt that the use of laptops was extremely helpful." – Scottish Youth Parliament

"It may be more inclusive to allow students with special educational needs to use digital devices to give their answers rather than traditional paper-based examinations." – The Institute of Physics

"The qualifications and assessment system must provide support to learners with learning or language difficulties, or disabilities, by offering, for example, assessment methods adapted to their needs and exams in other languages." - Enginuity

Consistent and standardised approaches

There were repeated calls to ensure consistency and standardisation when implementing the consultation's proposals. Respondents emphasised the need for a consistent approach across Scotland to, for example, gathering information on the four capacities (Q1b), collecting details of learners' achievements outside school and college (Q2), compiling data on learners' skills and competencies in the Senior Phase (Q3b), the balance of internal and external assessment (Q4), and using digital technologies in qualifications and assessment (Q7). Offering a consistent range of qualifications and subjects across different schools and local authorities was identified by some respondents as an important part of upholding the rights of all learners to demonstrate their achievements (Q8).

"Consistent approach and embedded within the curriculum." – St Andrew's RC High School, Kirkcaldy

"It would have to be collected in a fair, transparent, reliable, verified, and consistent manner." – University of St Andrews

Respondents called for consistency to be achieved through investment and guidance from the Scottish Government.

"There needs to be a national drive (and follow-through on previous commitments) to ensure all pupils have access to the resources to enhance their learning in courses, as well as in how courses are assessed." - Calderglen High School

"Must be national guidelines if this is to be formalised." - Individual

Celebrating and recognising each learner's achievements

The importance of celebrating and recognising the achievements and progress of all learners was another recurring theme. Several respondents highlighted that introducing an achievement, award or qualification at the end of the Broad General Education (BGE) phase (Q5) would help to recognise achievement among all learners, including those less suited to traditional academic learning. Similarly, respondents noted gathering information about learners' achievements outside school or college (Q2) would allow all learners to recognise and celebrate their achievements. This could help learners to feel valued and is particularly important for those with fewer academic achievements.

"This would allow pupils to draw and reflect on these experiences from a young age giving pupils a sense of achievement which is not solely qualification driven." – National Parent Forum Scotland

"Allow a pupil to acknowledge their skills and qualities for their future workplace. Demonstrates a pupil's skills in a range of subject even if not related to their future career." – Girvan Academy S6

Parity of esteem for skills-based qualifications

Across many questions, some respondents felt traditional academic subjects have a higher profile and priority in school and that more should be done to raise the profile of skills-based vocational qualifications such as Foundation Apprenticeships. This theme was most prominent in Q8, where respondents called for these qualifications to be given greater recognition to uphold all learners' rights.

"Make skill-based achievement have the same value as exam-based. Give more schools access to skills-based learning." – Individual

"Deliver academic content as well as broader skills acquisition." – Universities Scotland

"The system will need to ensure parity of esteem between academic and vocational qualifications." – Youth Scotland