Qualifications and Assessment Review: consultation analysis

How evidence should best be presented

Respondents' views on how best to present evidence of learning and achievements were sought in this section.

Q5 explored the idea of introducing an achievement, award or qualification at the end of the Broad General Education (usually S3), possibly in the form of a digital profile that lists learners' skills, experiences, learning and qualifications.

Q6 invited respondents' comments on a leaving certificate in the Senior Phase that could include evidence of a broader range of achievements beyond subject-based qualifications, such as achievements in individual curriculum areas, skills and competence development and contributions to communities.

Recognising achievement at the end of the Broad General Education (BGE)

Q5: Please share your thoughts (advantages/disadvantages) on the idea of introducing an achievement, award or qualification at the end of the BGE.

Overview of responses

Over nine in ten respondents answered Q5. There was no clear consensus among respondents, with comments evenly split between arguments for and against the proposal. Some also discussed what would need to happen for the achievement, award or qualification to be introduced successfully.

Arguments for the proposal

Several respondents suggested this proposal could incentivise more focus among BGE learners; learners might work harder at this stage if they know it will lead to an achievement, award or qualification. Similarly, a few felt it could enhance teachers' focus on BGE if learners are working towards an achievement, award or qualification.

"Qualification from the BGE is a great idea that will aid student motivation and educational staff's attention given to the BGE." – Individual

"Provides more motivation for those in BGE." – The High School of Glasgow

Another recurring theme was the opportunity to give every learner evidence of their skills, which could be especially beneficial for those likely to gain fewer academic qualifications. Respondents emphasised the positive effects on learners' confidence and self-esteem if their achievements are recognised and celebrated.

Some respondents felt this proposal could prepare learners for the Senior Phase by providing experience of working towards an award. At the same time, some suggested it could inform learners' study and employment choices by giving them and their teachers a better understanding their strengths, weaknesses and interests.

Arguments against the proposal

The most common argument against the proposal, put forward by several respondents, was the pressure it could put on teachers to achieve attainment targets in BGE and to have results compared with other schools via league tables. Similarly, some referred to teachers' lack of time and resources to administer an achievement, award or qualification amidst an already busy curriculum. Another theme mentioned by some was the strain that the pressure of being assessed could put on learners' mental health.

"Learners' and teachers' workload is already at critical. Who is going to design, implement and mark all these assessments?" – Learner/teacher/school

"The Review has set out no evaluation of the balance of costs and benefits of this proposal, including how it might impact adversely on the already unsustainable workloads teachers and leaders face." – NASUWT

"It is not clear what the purpose of such an achievement, award or qualification would be. The EIS would have concerns around any significant addition to the BGE at a time when de-cluttering the curriculum is an urgent priority." – Educational Institute of Scotland

Other arguments against the proposal, each identified by some respondents, included:

• Schools already track achievements in BGE, through methods including SNSA.
• The achievement, award or qualification would not be useful because it would quickly be superseded for most learners by Senior Phase qualifications in S4.
• BGE should be about learning rather than working towards formal qualifications.
• Learners are already formally assessed enough in school; there is no need to begin the process earlier.

A small number warned this proposal could disincentivise learners from further study. Learners may be deterred from continuing to attend school if they find BGE difficult or demoralising, or if they see this award as satisfying the minimum requirement of education and lose focus or do not consider continuing past this point.

"The worry is that more young people/families will see this as fulfilling a basic requirement of education and not entertain the idea of continuing past this" – Individual

"We have some concern over the terminology and language used here in that 'culminate' does not sit well with 'progression in learning' or 'lifelong learning'. Furthermore, there is a danger that the existence of such a certificate might result in inappropriate gaming and target setting." - School Leaders Scotland

A few pointed out learners do not have enough academic experience or evidence to achieve an award by the end of BGE. A lack of maturity among learners to cope with being assessed at this age was another less common concern.

What would need to happen to introduce the achievement, award or qualification

Several respondents emphasised that this achievement, award or qualification would need to be equitable, with provision made to recognise the accomplishments of learners with additional support needs and other challenges, including neurodiverse individuals, that may hinder their performance at school.

"Equity is an issue again. Less affluent young people will not get as many opportunities." – Kyle Academy Extended Leadership Team

"Only if there is a chance for students with poor executive skills and chronic ill health to be given proper learning support. Otherwise, they will still get nothing, doesn't matter when or what you call it." - Individual

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

• Learners should be involved in selecting and recording evidence contributing to their achievement, award or qualification so they can showcase what they see as their most significant skills and achievements.
• A profile of learners' skills and achievements should be produced with no formal assessment or exams.
• If implemented, this idea should not add to teachers' workloads.
• A few respondents felt this proposal indicated learners may be allowed to leave full-time education at the end of the BGE. They requested greater clarity around this.

Recognising achievement in the Senior Phase

Q6: Please share your thoughts (advantages/disadvantages) on the idea of introducing a type of leaving certificate in the Senior Phase.

Overview of respondents

Responses to this question, which was answered by 625 respondents, focused on the advantages and disadvantages of the proposal to introduce a leaving certificate in the Senior Phase. There was also some discussion of issues that would need to be considered for the certificate to be introduced successfully.

Advantages

The consensus was in favour of this proposal. Several respondents would welcome a leaving certificate that recognises a broader range of learners' achievements, skills and competencies than are evidenced through the current qualifications and assessment system. Respondents noted a leaving certificate would provide a more holistic record of learners' achievements. It could include: skills and competencies developed in the classroom; through out of school hobbies and activities like volunteering; contributions to wider school life such as participation in performances; and other extra-curricular activities delivered in school such as the Youth Philanthropist Initiative and Mentors in Violence Prevention.

"More personalised recognition of achievement is required. Allow room to show exactly where pupils have excelled across the school e.g. digital skills, communication, contribution to wider school activities." – Individual

"This would provide a more accurate picture of their school experience and related learning/achievement than is currently provided by the SQA certificate awarded in August each year." – Learner/teacher/school

Another recurring theme, mentioned by several respondents, including universities and colleges, was that a leaving certificate would provide useful information for employers and universities about learners' skills, competencies and achievements. Similarly, several respondents felt it would help learners to identify achievements to include on their CVs and UCAS applications.

"A leaving certificate is very common in many international and comparable education systems, and they are regularly used in our admissions process to assess wider skills and competencies of applicants." - University of St Andrews

Some noted that a leaving certificate would formally mark the end of a learner's school career, providing an overview of their achievements and a sense of closure.

Other arguments for the proposal, identified by some respondents, included its value in celebrating all learners' achievements, especially those who lack formal qualifications, and to enhance learners' confidence and motivation to work hard at school by formally recognising a broader range of achievements.

"We welcome the consideration of a leaving certificate available as part of the Senior Phase, potentially include a broader range of evidence of achievements than subject-based qualifications." – Children in Scotland

Disadvantages

Again, as noted in the overarching themes section, several respondents argued that this proposal could put added pressure on time among school staff if they were expected to compile evidence for the certificate.

"Potential benefits to this but what would the workload implications be for staff, and would there be an impact on teaching time for existing qualifications?" – Maths Department, Ardrossan Academy

Other recurring themes mentioned by several respondents included doubts over whether a leaving certificate would be of value to employers and further education providers unless it provides information that is helpful to them - for example in making recruitment and admissions decisions - and is not available elsewhere.

" Consideration of the purpose and objectives need to be clear and widely understood for this to be of value to external settings such as colleges, universities, and employers. May not be suitable for use in university admissions as could only be issued at the end of the Senior Phase." – Universities Scotland

Several respondents noted a view that information about learners' skills and competencies is already captured in various ways including subject qualifications, individual CVs and teacher references. Respondents felt that a leaving certificate is not required because it would duplicate this information.

"This doesn't seem necessary and is irrelevant for school leavers as they already have a certificate of academic achievements from the SQA." - Braes High School Captains

Similar to the discussion around the pros and cons of considering learners' achievements outside school and college in Q2, some respondents warned this proposal could discriminate against those less able to take part in extra-curricular activities due to time or financial pressures.

A few respondents warned that the requirement to work towards a leaving certificate, as well as formal qualifications, could add to the pressure and stress on learners. A small number noted this certificate should not be seen as marking the end of an individual's learning, as learning continues throughout life.

Considerations for introducing the leaving certificate

The main issue to be considered when introducing a leaving certificate, identified by some respondents, is how to ensure consistency across Scotland in terms of the information to be included on the certificate and methods for verifying it.

"Who would validate and authenticate this certificate and find out whether indeed a learner had achieved what they claimed?" – Individual

Some respondents requested more clarity about the status of the leaving certificate compared to more formal qualifications. In particular, a few respondents were concerned there could be a two-tier system where some learners achieve formal qualifications and others leave school with only their leaving certificate.

When to award the certificate was also considered by a few respondents. Comments highlighted the importance of recognising that different learners leave school at different points, so the certificate should be awarded at a time suitable for each learner.

"When would this certification take place? Many of our pupils leave at the end of S5 to take up apprenticeships so could potentially leave without any qualifications if this is an S6 certification." - Individual

A few respondents noted that learners should be involved in developing their own certificates so they can select examples of their achievements and reflect on their strengths and weaknesses.