Qualifications and Assessment Review: consultation analysis

Technology and assessment

Section 5 of the consultation paper examined how digital technologies could best be used in Scotland's qualifications and assessment system.

The potential of technology

Q7: How should Scotland's qualifications and assessment system make best use of digital technologies?

Overview of responses

Responses to this question were received from 602 respondents. Comments included suggested uses for digital technology and considerations for its successful use. Many comments were nuanced, with individuals providing balanced answers covering positive and negative aspects of technologies. However, the balance of opinion is in favour of its use with most respondents suggesting uses for digital technologies in qualifications and assessment. Some highlighted the potential of technology to improve efficiency, but there were also concerns, particularly infrastructure constraints such as the availability of suitable IT equipment for schools and learners.

Below, we summarise the suggested uses of technology as well as issues to be considered and the advantages and barriers associated with digital approaches.

Suggested uses of digital technology

Many respondents advocated greater use of digital and online approaches to exams and assessment. Ideas included online written exams, the option for learners to respond to questions verbally, and the potential of incorporating online simulations, video and/or audio recordings and elements of gamification into assessments. Several respondents proposed creating a digital platform to record learners' skills and achievements, possibly using existing resources like Glow and My World of Work. Enabling learners to submit coursework online was another idea put forward by several respondents.

"We have long argued in this faculty that more of the exams or coursework assessment should be completed and submitted digitally. The technology exists to allow pupils to log into a portal using their candidate number and complete assessments there." – Learner/teacher/school

Considerations

A hybrid system with both digital and non-digital methods was advocated by several respondents. For example, some felt there should always be a paper-based alternative for assessments. A few others said digital technologies should only be used when necessary, for example where learners have difficulty writing.

"A mix of digital and non-digital assessments would provide a more accurate picture." - Individual

Some respondents highlighted a need for national guidance to promote consistency in the use of digital technologies across Scotland. A few suggested schools and local authorities should pool resources and share learning in using digital technologies, such as the creation of online assessment banks that all schools could draw on.

Advantages

Advantages of using digital technologies were noted; several highlighted the benefits for learners with additional support needs who may find handwritten exams challenging. Respondents felt digital technologies would make it easier for these learners to access exams and assessments. There could be benefits for learners with other challenges associated with traditional exams including those with physical disabilities, and those in remote areas who may benefit from taking part in exams from home rather than travelling to a central location. Other benefits included the ability to upload revision and class materials online for learners to access from home.

"As a parent of a child with dyslexia, using digital technology would put her more on an equal ground." – Individual

"We feel that digital technologies should be used to 'level the playing field', via the likes of Immersive Readers, etc." – Inverkeithing High School

"I think technology can be very useful for people who have writing, reading and or communication issues as it can be easier on a computer." - Individual

Some comments focused on how technology could make the qualifications and assessment system more efficient. Respondents gave examples of where technology could reduce the workload involved in the system, including using technology to:

• Verify candidates' word counts in assessments rather than teachers or markers.
• Allow for typed exam scripts, which are easier to read than handwriting.
• Enable learners to submit assessments online rather than using printed copies which need to be posted to markers.
• Automatically mark multiple choice assessments rather than teachers.
• Reduce the time between submitting an assessment and receiving the results.
• A few respondents also highlighted the cost savings and environmental benefits of reduced printing and postage.

"Exams should be digitally produced, and the pupils should type their answers. This would remove many issues like scanning exam scripts and trying to read pupils' writing." – Individual

"One obvious example is the new Higher Applications of Maths course. Students learn on computers, and the assessment is done on a computer... then printed, scanned in, and marked by the SQA just like a paper assessment. It would be better for files to be sent directly to the SQA." - Individual

Some reflected on the increased use of digital technologies in everyday life and the world of work and commented that using digital technologies in assessment would help learners to enhance digital skills that will be useful in later life.

Barriers

While the consensus was largely in favour of using digital technologies, respondents identified several barriers they felt must be addressed.

Most commonly, many respondents identified unequal access to digital devices as a barrier to using digital technologies in qualifications and assessment, particularly among learners from less affluent backgrounds.

"The EIS recognises the important role digital technologies can play in Scotland's qualifications and assessment system. We would preface any input by noting that digital inequity remains a serious issue for many learners, who lack access to IT devices and to wireless/broadband connectivity. We would further note that digital poverty can be hidden and is easily overlooked." – Educational Institute of Scotland

"It would be unfair to do assessments online as not everyone has equal access to this. A good start would be to ensure all students in Scotland have access to a school iPad." – Learner/teacher/school

"Equality of access should be fully considered, alongside a national standard, to ensure every young person can benefit from these developments." – Learner/teacher/school

Another theme among many respondents, including in CCG discussions, were the infrastructure constraints associated with digital technologies. Several described IT equipment in schools as old, slow, inadequate or unreliable. Some said there was not enough equipment available in schools. Variations in access to technology across schools and local authorities were highlighted by some, and a few noted differences between state and independent schools. Other ideas for addressing these barriers included investing in the equipment available to schools and learners.

Slow or unreliable internet connection was another issues calls for the Scottish Government to act on broadband connectivity across the country.

"School infrastructure needs to exist and be reliable to sustain any system. In effect, the infrastructure needs to be able to handle the demands. This Is not always the case." – Lasswade High School Staff

"It should not be forgotten that a necessary condition of online assessments is that all schools need to have reliable Wi-Fi provision and sufficient bandwidth for all candidates at all times. This is certainly not the case at present." – Broughton High School, Edinburgh

"The MSYPs explained that the thorough roll out of devices and internet access, particularly to those from low socio-economic backgrounds, would lessen the digital gap." – Scottish Youth Parliament

"Scottish Government as part of a long-term plan must commit now to guarantee broadband connectivity across all of Scotland." – School Leaders Scotland

"In order to maximise the use of technology, there would have to be significant upgrading of equipment, internet access and knowledge with concomitant financial implications." – Scottish Network for Able Pupils

Several respondents noted that teachers' ability to implement any new digital approaches could be constrained by a lack of time to make the changes required. Another recurring theme among several respondents was concern around lack of digital skills among learners. Some respondents also emphasised the need to ensure that all teaching staff have adequate skills to use digital technologies in the classroom.

Other barriers, each identified by some respondents, included:

• A view that digital approaches are inappropriate for some subjects. Subjects including maths, science, and subjects that require performances were identified as unsuitable for assessment via technology.
• A recognition that digital approaches will not suit all learners and that some will require additional support to use digital devices. For example, learners with visual impairments may need access to screen reading software.
• The potential for learners to cheat in online exams by, for example, plagiarising online material, using AI to create answers for them, hackers obtaining and passing on information about the content of exams, or someone else completing the exam on behalf of a learner.

A small number of respondents mentioned: concerns about security, including the privacy of learners' personal information recorded online; the negative impact on spelling and handwriting that could arise from regular use of digital devices; the limitations of digital approaches compared to face-to-face contact; and the importance of learning from other countries' use of digital technologies in qualifications and assessment.