Qualifications and Assessment Review: consultation analysis

Options for qualifications and assessment

This section of the consultation invited respondents' views on options for qualifications and assessment. Chapter 2 presents an analysis of responses to Q1a-Q3b:

• Q1a asked respondents if information should be gathered across all four capacities of the Curriculum for Excellence: Successful Learners, Confident Individuals, Effective Contributors and Responsible Citizens.
• Views on the kinds of information that should be gathered on learners' progress and achievement in each of the four capacities were collected in Q1b.
• Q2 explored what, if any, information on learners' achievements obtained outside school and college should be gathered.
• Q3a asked if information should be collected on learners' skills and competencies in their Senior Phase; how this could be done in practice was the focus of Q3b.

Curriculum for Excellence – four capacities

Q1a: Should information be gathered across all four capacities?

The first consultation question was a closed question which asked if information should be gathered across all four capacities of the Curriculum for Excellence: Successful Learners, Confident Individuals, Effective Contributors and Responsible Citizens. Almost all (96%) respondents answered Q1a. Among those who answered, there was clear support for gathering this information: 61% agreed, 23% disagreed, and 17% were unsure.

Q1a: Should information be gathered across all four capacities?

Base	n=	% Yes	% No	% Not sure
All answering	681	61	23	17
Individual – unclassified	366	57	29	14
Organisation responses	62	73	11	16
Learner/teacher/school response	253	63	16	21
Post-school sector – Colleges and University	8	63	25	13
National Agency or Public Body	14	79	0	21
Trade Unions and Professional associations	10	60	30	10
Young person's organisation	8	88	0	13
Other non-education	7	57	14	29
Local Government and Local Authorities	7	86	0	14
Other education	5	80	20	0
Parent body/group	1	100	0	0
Unknown	2	50	0	50

The table above shows the number and percentage of respondents answering Question 1Half or more of all sub-groups supported the proposal.

Support was highest among organisations (73%), followed by learner/teacher/school respondents (63%) and unclassified individuals (57%). However, levels of support varied by type of organisation, from high levels among young people's organisations (88%) and local government (86%) to lower levels among non-education organisations (57%).

Q1b: Please consider each of the capacities in turn. What kinds of information should be gathered on learners' progress and achievements in each capacity?

Overview of responses

This question was answered by 590 respondents. While responses to Q1a highlighted majority support for collecting information on the four capacities, open comments reflected a more nuanced consideration of the breadth and ease of collecting this information across the four capacities. Comments included suggestions for the types of information to gather about learners' progress and achievements in each capacity and reflections on the challenges involved in collecting information. Each of the four capacities is covered below.

Successful Learners

Several respondents noted that progress in this capacity could be evidenced through achievement and attainment in subject qualifications. A few stated this makes it easier to measure this capacity than the other three; very few respondents identified any significant challenges with measuring this capacity.

Some acknowledged the role of formal exams in assessing this capacity. However, another theme was the negative aspects of exams, such as their reliance on rote learning and the stress they can cause for learners. Several highlighted the importance of coursework and continuous assessment in collecting information about progress and achievements.

"Not everyone is suited to one-off exams and as such the ongoing assessment and staggered submissions should be recognised more than they currently are." - Individual

A few proposed that extra-curricular activities and contributions in class should be considered when gathering information.

Some respondents suggested skills that could be evidenced as part of this capacity. These included critical thinking, literacy, numeracy and the ability to work with others.

Confident Individuals

Respondents gave various suggestions about how to gather information related to this capacity. Several said it could be evidenced through coursework, most notably delivering presentations and working as a group. Some commented that information about learners' contributions to class discussions could provide evidence of their confidence.

According to some other respondents, extracurricular activities can also provide information about learners' confidence. These activities are wide-ranging and include family and caring responsibilities, sporting activities, volunteering, participation in award programmes such as Duke of Edinburgh Awards, and contributions to wider school life such as performances and roles such as house captains.

Another common theme, however, concerned challenges around assessing and evidencing this capacity. Some respondents pointed to the subjective nature of confidence, difficulties in finding measurable metrics of confidence, and the wide range of factors that can influence an individual's confidence. A few expressed concerns about how to evidence confidence among quieter, introverted learners who may find tasks like presentations difficult but display confidence in other ways.

"I am unsure as to whether information on the three unreported 'capacities' (Confident Individual, Effective Contributor and Responsible Citizen) can be quantified and verified to a national standard." – Learner/teacher/school

Effective Contributors

As with Confident Individuals, several respondents suggested that Effective Contributors could be evidenced through coursework, especially group tasks and presentations. Several felt information about extra-curricular activities could be gathered. They highlighted how learners' contributions to wider school activities, such as concerts and community and voluntary pursuits, can provide valuable evidence of contributing. However, some respondents again highlighted the challenges of gathering objective and measurable information about this capacity.

"Take a broad view of what effective contribution looks like. This might be in an academic sense or might be the classic pupil leadership role, but more likely it will be largely uncelebrated but equally important ways. For example, a kid who is a good friend and helps others who are struggling is a true contributor. Or maybe they contribute outside of school, for example by being a young carer or helping out an elderly relative, or by helping out with their football team or being involved in their community in some way. There ought to be a better way of gathering information about the richness of young people's lives, particularly for those whose families cannot afford to send them to all the expensive clubs and classes." - Individual

Responsible Citizens

Responsible Citizens was viewed as the most challenging capacity to gather information about. Some respondents noted this is another subjective principle, with some uncertainty about what measures should be used to identify a Responsible Citizen.

However, several suggested that extra-curricular activities within and outside school could provide evidence, and some highlighted the importance of positive contributions and behaviour in class. However, only a small number said this capacity could be evidenced through coursework or exams.

Other themes

Some respondents commented on the importance of considering a learner's strengths, weaknesses, and circumstances as an individual, including any additional support needs, learning difficulties and socio-economic background. These respondents emphasised the importance of recognising all learners' achievements and acknowledging that progress will look different for some learners than others.

"The capacities (specifically confident individuals) look different for each individual in each subject, so how do we effectively collect information on this?" – Kilwinning Academy (staff)

Several respondents used this question as an opportunity to critique the four capacities and CfE more generally, with issues including the limitations of the four capacities as a structure to record evidence of achievements and skills development.

As discussed in the overarching themes section, another issue raised by some respondents was a concern about the workload implications if teachers were expected to devote additional time to collating information related to the four capacities beyond what is already collected for subject qualifications.

Other themes, each identified by a few respondents, included:

• While a few felt that Successful Learner is the most important capacity, a small number highlighted a risk that the other three capacities could be neglected at its expense and called for parity of esteem across all four.
• Considerations around how to record the information, with ideas including a national online portfolio of achievements or digital skills passport. A few compared this to the previous National Record of Achievement but noted a need to learn lessons from that initiative.
• Ensuring the information gathered is meaningful, useful and not a tick-box exercise.
• Evidence should be collected across a learner's life and educational career, including achievements in the early years, BGE and post-school, not just the Senior Phase.
• Who should provide evidence of a learner's achievements, with small numbers calling for learners' self-reflections to be used along with teachers' observations and feedback from parents, carers, peers and others in the community.
• Challenges around socio-economic inequalities restricting access to extra-curricular activities among some learners.
• Suggestions for interdisciplinary approaches including the potential of a baccalaureate-type qualification in contributing to the four capacities.
• The need for enhanced status and parity of esteem for practical skills alongside more traditional academic learning.
• The importance of recognising the distinctive approaches to Gaelic Medium Education and of measuring learners' progress in these settings appropriately.

Out of school and college achievements or awards

Q2: What, if any, information on learners' achievements obtained outside school and college should be gathered? Please explain your response.

Overview of responses

Responses to this question were provided by 617 respondents. Responses included suggestions for the types of information that should be gathered on learners' achievements obtained outside school and college. Comments also covered how this data could be gathered and the benefits and challenges associated with collecting it.

Information that should be gathered

Many respondents called for information about learners' participation in extra-curricular activities to be gathered. This included participation in a broad range of clubs and hobbies, including sports, music, drama, art, baking, youth organisations such as the Guides, Scouts and Cadets, religious organisations and learning opportunities outside school, including lessons in modern languages and City & Guilds qualifications.

Among these respondents, opinion was evenly split on whether only accredited activities should be recorded. Some felt only activities recognised or certified by an official body should be included, such as Duke of Edinburgh Awards, Dynamic Youth and John Muir Awards, graded musical exams, martial art belt rankings, cycling qualifications, first aid training, college courses or national or regional sports representation.

"Any such achievement should be those achieved through recognised national bodies. Otherwise, such 'achievements' are worthless." - Individual

However, some others argued any participation in a club or hobby, regardless of certificates or proficiency gained, should be considered.

"Whether the achievements are personal and individual or in formal organisations, they should be discovered and acknowledged." - Individual

The importance of collecting information about volunteering with local charities and community groups, especially where learners have achieved a Saltire Award, was a recurring theme.

Other types of activity which some respondents felt worth recording included:

• Work experience and employment.
• Caring and family responsibilities.
• Evidence of meta-skills^[1] including teamwork, public speaking and critical thinking.
• Some others were less specific but felt all achievements and experiences should be included; however, a few commented only information relevant to potential employers, universities or colleges should be recorded.

A few respondents proposed accrediting achievements outside school or college through the Scottish Credit and Qualifications Framework (SCQF). A small number proposed introducing a baccalaureate-style award, or emphasising the existing Scottish Baccalaureates, where academic achievements and other experiences can be recognised.

How the information could be gathered

Some respondents said learners should record their activity and achievements themselves. Another common theme was the importance of supporting learners to do this: some requested a national online portal where learners could record this information, while another idea was for schools to help learners record their achievements by, for example, providing time in school to reflect on and note down their activities.

A few respondents put forward other individuals who could provide information about learners' achievements outside school or college, including parents and carers, teachers, community members, and tutors or coaches from extra-curricular activities. One advocated considering peer feedback.

Benefits of collecting this information

The main benefit of collecting this information, identified by some respondents, is that demonstrating learners' achievements and skills outside school or college could strengthen their applications for employment or university.

"This would allow future employers to also look and see someone's additional achievements." – Craigmount High School

Some acknowledged the importance of recognising all learners' achievements, including those who do not obtain national qualifications. Another theme was the importance of this information in providing a clearer picture of each learner as an individual, encompassing their interests, hobbies and achievements in extra-curricular activities.

Other advantages, each described by a few respondents, included:

• Its potential as evidence towards a qualification or achievement of CfE capacities.
• Helping teachers better understand their learners' strengths and weaknesses, thereby devising strategies to teach them more effectively.
• Inspiring or incentivising further engagement in extra-curricular activities.
• Providing information to help employers, universities and colleges consider applications from learners.
• Helping learners to decide future career or study plans.

Challenges

Several respondents pointed out that gathering information about achievements outside of school or college could discriminate against those who may be unable to access extra-curricular activities to the same extent as others for various reasons, including cost, time limitations, parental support, local availability, health issues and caring responsibilities.

"Learners' achievements and opportunities outside of school are highly dependent upon parents and carers capacity to transport their children, afford to pay for these activities or, in some cases the learners individual needs so we must be careful not to prejudice against those learners who are vulnerable or disadvantaged." – Dumfries and Galloway Council, Education and Learning Directorate

"Teachers were worried that the finances of individual families would overly influence outcomes, and that some pupils would be able to secure the relevant badges of attainment while others would have fewer opportunities to accrue the needed cultural capital." – NASUWT

A higher-than-average level of poverty among Black and Minority Ethnic (BME) communities, as well as instances of racism, were identified by a small number as barriers to individuals from these communities accessing out of school or college activities.

"A range of known barriers impact Black and Minority Ethnic learners' access to opportunities to gain awards and achievements outside of school. Racism within mainstream services targeted at young people is one such barrier... Black and Minority Ethnic households are twice as likely to experience poverty... Activities with a cost, including basic costs such as travel, may be inaccessible for many. Allied to this, the parents of Black and Minority Ethnic learners are more likely to be working in occupations with long or non-standard hours, making the practicalities of getting to and from clubs and activities more difficult." - Coalition for Racial Equality and Rights (CRER)

A few respondents noted that schools can help to address these socio-economic disadvantages by ensuring there are equitable opportunities for all learners to take part in extra-curricular activities regardless of socio-economic background. Other suggestions by a small number included: recognising a broad range of activities, including caring responsibilities, part-time work and volunteering, when collecting information on achievements outside school and college; and introducing a mandatory requirement for school learners to take part in voluntary work.

"It should be noted that there are potentially significant equity issues around extra-curricular activity, including e.g. affordability and geographic inequality of access. These can to a limited degree be ameliorated through strengthening youth work and school partnership." – Awards Network

"Not every family can afford to take classes outside school, not just money wise but also time wise. If school can provide different activities to pupils, and encourage all to join, that would be great!" – National Parent Forum of Scotland

Some argued the proposal is unnecessary because the information is already being collected. For example, the bodies that govern extra-curricular achievements gather information about the awards achieved through their programmes for example the John Muir Trust records information about young people achieving the John Muir Award, while sporting governing bodies hold details of young people's achievements in their sports. Respondents also pointed out that learners can include the information on their CVs, LinkedIn profiles and employment, university and college applications, and teachers can refer to it in written references, without it being collected elsewhere.

While the consultation paper does not detail any role expected of schools in gathering this information, some respondents pointed to challenges around teachers' time and resources to support information collection.

Other themes related to difficulties ensuring a consistent approach across schools and colleges; and the importance of data protection and privacy, with some respondents emphasising learners' right to keep their extra-curricular activities private.

Small numbers referred to uncertainty around who should gather the information and how it should be collected, and the risk that learners may engage in extra-curricular activities primarily to improve their CV rather than to enjoy the activity itself.

Skills and competencies

Q3a: Should information be gathered on learners' skills and competencies as part of their Senior Phase?

Q3a was answered by almost all respondents (96%). Among those answering there was strong agreement that information about learners' skills and competencies should be gathered in their Senior Phase: 75% agreed, 11% disagreed and 14% were unsure.

Q3a: Should information be gathered on learners' skills and competencies as part of their Senior Phase?

Base	n=	% Yes	% No	% Not sure
All answering	678	75	11	14
Individual – unclassified	368	72	14	14
Organisation responses	56	84	2	14
Learner/teacher/school response	254	77	8	15
Post school sector – Colleges and University	8	75	0	25
National Agency or Public Body	11	91	0	9
Trade Unions and Professional associations	9	78	11	11
Young person's organisation	7	86	0	14
Other non-education	6	83	0	17
Local Government and Local Authorities	7	71	0	29
Other education	5	100	0	0
Parent body/group	1	100	0	0
Unknown	2	100	0	0

The table above shows the percentage and number of respondents answering Q3a about learner skills and competencies

Over seven in ten of all sub-groups supported gathering additional information as part of the Senior Phase. Support was highest among organisations (84%), followed by learner/teacher/school respondents (77%) and unclassified individuals (72%). While there was some variation, most organisations supported the proposal with only one anonymous professional body not giving their backing. There was also some evidence of uncertainty, particularly from the post-school and local government sectors.

Q3b: If you have views on how this might best be done please provide them here.

Overview of responses

Q3b was answered by 513 respondents. Comments focused on how information on learners' skills and competencies could be gathered in the Senior Phase and the benefits and challenges of collecting this information.

Information gathering

The most prevalent suggestion from many respondents, was for skills and competencies to be embedded and evidenced through subject-based qualifications, with meta-skills built into learners' existing classes. On the other hand, a few respondents felt there should be separate classes or qualifications explicitly focused on skills for life, learning and work.

"I can only see this being viable if all courses offered in schools in the Senior Phase had built in acknowledgement of the skills and competencies necessary to successfully pass the courses/award." – Learner/teacher/school

"Pupils should be able to demonstrate how they combine skills in a groupwork task and be assessed on how well they improve and work with others. This should be part of N4/5/H in every Secondary Subject." - Fife Council, QAHS

There was a clear preference among many for coursework and continuous assessment, rather than formal end-of-year exams, to capture evidence of skills and competencies. However, a few suggested exams could gather evidence; another less common idea was a combination of continuous assessment and final exams. Some, however, made negative comments about end-of-year exams, noting they encourage rote learning rather than demonstrating skills and competencies. The balance between internal and external exams is covered in more detail at Q4. The key point raised in these comments was the move away from an end-of-year exam, regardless of whether it is internally or externally assessed

Another issue was who should provide evidence of learners' skills and competencies. As in Q2, several felt learners should provide self-reported evidence of their skills and competencies, with some calling for teachers' observations to be considered too. Gathering evidence from external organisations such as extra-curricular activity leaders, learners' peers, and parents and carers were advocated by a few respondents.

Also similar to Q2, several respondents called for an online portal where learners could record evidence of their skills and competencies, with a few proposing time in PSE classes or with pastoral care staff for learners to collate this information.

Challenges

A recurring theme among several respondents was the lack of time and resources available for teachers if they are expected to support information gathering alongside their already heavy workload. However, a few respondents suggested this issue could be addressed by integrating the information gathering into curricular time for Senior Phase learners.

Some respondents identified challenges in gathering objective, fair, accurate and consistent information about learners' skills and competencies across different schools, particularly regarding the types of information that should be recorded. Respondents felt Scottish Government guidance would support consistent application of this proposal.

"There needs to be a level of consistency across the system. Gathering the information needs to be managed carefully." - Midlothian Primary and Secondary HTs and QIOs

Doubts over how far these skills and competencies can be measured or assessed were also expressed by some. Respondents noted that some soft skills are difficult to assess in a subjective and quantifiable manner.

"These skills are very difficult to measure - how do you measure resilience (particularly without taking account of background)?" - Individual

Other challenges, each mentioned by a few respondents, included:

• Gathering information on skills and competencies should not be a tick-box exercise but rather should collect robust evidence based on learners' performance.
• Evidencing skills and competencies should not detract from academic learning.
• Learners with additional support needs or learning preferences that make them less suited to group tasks may find it challenging to evidence some meta-skills.

Benefits

Although the question did not ask specifically about the proposal's potential benefits, a few respondents noted that an enhanced understanding of their skills and competencies could help learners to decide on future study or career choices. A small number felt gathering this information could improve learners' job applications.

Other themes

Some respondents emphasised the need for a clear skills and competencies framework for Scotland to show the links between curricular classes, skills and competencies, and which subjects develop which skills and competencies. A few said schools could do more to help learners recognise the skills and competencies they gain through their studies through, for example, teachers giving learners information about the skills each qualification aims to develop.

Less commonly mentioned themes, each raised by a few respondents, included:

• The potential of interdisciplinary learning approaches to develop and gather information about skills and competencies.
• A need to ensure the skills and competencies evidenced match what is required in the labour market by, for example, consulting with employers and universities.
• The importance of recognising skills and progression in Gaelic Medium Education.
• Skills and competencies should have more parity of esteem with more traditional academic learning in schools.
• Evidence of skills and competencies should be collected throughout a learner's school career, not just during the Senior Phase, and throughout their life after they have left school.