Education reform: evaluation strategy 2026 - 2034
This evaluation strategy sets out how the process and impact of the Education Reform Programme will be evaluated over 2026 to 2034 and how progress towards the short, medium and long term outcomes will be reported.
4. Evaluation questions
The evaluation will present evidence of the programme’s impact on the outcomes identified in the ToC. The WPI Economics evaluability assessment identified a series of evaluation questions, which will be refined to match the evolving policy landscape. The evaluation will answer high level questions initially on the process of delivery and implementation, engagement, cost and equity; and will subsequently focus on the impact in terms of the clarity of the new offer, approach to assessment, recognition of wider learning, coherence of learning, implementation of learning, and any unintended consequences. Sub questions will be formulated under the following headings to probe for particular details.
The provisional evaluation questions below map onto the objectives identified in the work produced by WPI Economics and subsequent collaborative work developing the ToC:
Process evaluation questions
Delivery, progress and implementation
1. Which elements were delivered, how were they implemented in practice across education settings and learner groups?
2. What factors supported or hindered delivery across different parts of the reforms?
Engagement and experiences of stakeholders
3. How did stakeholders, educators and learners experience reforms and implementation?
4. What were the enabling factors and barriers to effective engagement with stakeholders, educators and learners?
Cost
5. What were the costs of delivery and were reforms delivered within agreed budgets?
Equity
6. How was equity incorporated into delivering the reforms?
Impact evaluation questions
Clarity of curriculum and learner progression
7. How is the evolved technical framework facilitating high quality learning and teaching?
8. How has cross-curricular learning been meaningfully embedded within the curriculum?
9. How are the reforms leading to more effective transitions and clear progression for learners between Early Learning and Childcare (ELC), primary and secondary; and between Broad General Education (BGE), the senior phase and post-school destinations?
Approach to assessment
10. How do educators and learners experience the flexibility and demands of assessment?
11. What early evidence is there that new forms of assessment and flexibility are supporting positive attainment and recognition of achievement for all learners?
Recognition of wider learning
12. What are stakeholder, educator and learner perceptions of the value and usability of mechanisms for recognition of wider achievement?
13. How is the National Digital Profile and other new mechanisms supporting learners to evidence their learning and attainment?
Delivery by educators
14. How were educators supported and able to embed and effectively deliver the updated curriculum and new forms of assessment?
Coherence of learning
15. How have the reforms supported greater coherence between curriculum, and assessment and qualification systems?
Unintended consequences
16. What changes to curriculum, assessment and qualifications had unintended consequences or disproportionate impacts on particular groups?
Improving learner outcomes
17. To what extent have programme deliverables been associated with an improvement in learner outcomes?
Contact
Email: socialresearch@gov.scot