Qualifications and Assessment Review: consultation analysis

An approach to benefit all learners

This section of the consultation sought views on how a future system of qualifications and assessment should fairly reward learners regardless of their age, disability, gender identity, race, religion/belief, sex, sexual orientation or socio-economic background.

Equity

Q8: How can we make sure that proposals for a future qualification system will uphold the rights of all learners to demonstrate their achievements?

Overview of responses

The consensus among respondents was heavily in favour of ensuring that a future qualification system upholds the rights of all learners to demonstrate their achievements.

"Yes, no matter who you are, you should be graded fairly and it should be about your learning abilities." – Individual

Responses to this question, answered by 550 respondents, included a wide range of disparate suggestions to achieve this aim, such as: flexible approaches to teaching and assessment; providing additional support for learners who need it; involving learners, parents and other stakeholders in designing the qualifications system; greater standardisation and consistency in subject and assessment options across schools and local authorities; taking measures to reduce bias in the system; and the importance of recognising a broader range of skills.

Approaches to teaching and assessment

Most commonly, many respondents highlighted flexible teaching and assessment approaches as a means to better satisfy different learning needs and styles among all learners. Proposals included enabling learners to select different forms of assessment, for example, verbal or written, digital or paper-based, depending on their preferences.

"A range of assessment opportunities which reflect all learning styles. Learning which is delivered using a blend of all learning styles." – Individual

"By understanding and accommodating different learning styles." - Individual

"We should have a wide variety of options that are meaningful. A 'one size fits all' approach (which is what we have at the moment) is only a 'one size fits a select few' at most." - Individual

There was some disagreement about the importance of exams. Some respondents called for reduced focus on high-stakes end-of-year exams, regardless of whether they are externally or internally assessed, and more focus on coursework or continuous assessment. However, a few felt externally assessed exams are more likely to uphold learners' rights by removing any potential for conscious or unconscious bias in marking.

Support for learners with additional support needs

In addition to providing flexible teaching and assessment methods for all learners, as discussed above, several respondents emphasised the importance of providing support for learners who need additional support or alternative arrangements. Examples of learners who might need additional support include those physical disabilities, sensory issues, mental health conditions, neurodiverse learners and individuals for whom English is a second language. Respondents emphasised that different groups require different support, but examples of measures called for included additional time in exams, coloured paper or backgrounds, exam papers translated into other languages, flexibility around the need for learners to perform with a backing track in expressive arts qualifications, and more generally providing more Support for Learning resources in schools.

"Qualifications should be accessible to all our young people and learners, with in-built capacity to adapt to accommodate specific student needs or disabilities so that all qualifications are within reach to those who would like to earn them." – Scottish Funding Council

"Making sure anyone with additional support needs get the support needed for them." – Notre Dame Primary

"Special arrangements would need to be made in some cases, e.g. some disabilities. This is already being done, for example for children with dyslexia." - Individual

Co-design

Several called for learners, teachers, parents and carers, and other stakeholders with expertise in specific areas to be involved in co-design of the qualifications system to identify their needs and how to embed them into the system.

"Achieving this aim will require substantial, meaningful collaboration with practitioners and stakeholders who understand how equality can be effectively embedded, including those whose expertise is informed by lived experience." - Coalition for Racial Equality and Rights (CRER)

Greater standardisation and consistency

Another suggestion made by several respondents was the need for more standardisation and consistency across schools and local authorities, regardless of their size, location and socio-economic profile. This mainly focused on consistent availability of subjects but also included standardisation in terms of resources and options for assessment.

"Learners should have access to a wide range and levels of qualifications in a more consistent way across Scotland, because the range of subjects that may be available to some groups of learners may advantage or disadvantage some groups over other groups depending upon the level of deprivation in their catchment and where it is located." – University of Glasgow, School of Education

Measures to reduce bias

Some comments included suggestions for reducing the potential for conscious or unconscious bias in any future qualifications system. The importance a credible and transparent new system, with rigorous quality assurance and moderation, was emphasised by some. A few noted that the current practice of anonymous marking of exams helps to uphold learners' rights and reduce any bias. A small number called for regular training for teachers, including those involved in setting and marking exams, to avoid any potential conscious or unconscious bias. Calls were also made by a few for the qualifications system to be culturally sensitive by, for example, not scheduling exams during Ramadan.

"If Scotland is to move forward with more formative assessment relying on coursework marked by teachers, how will we ensure that racial bias (and other forms of bias) does not affect grades?" - Anti-Racism in Education - Curriculum Reform Sub-Group

Recognise a wider range of skills

Some proposed greater recognition of learners' skills and achievements gained outside formal qualifications. This would allow all learners, including those with fewer academic qualifications, to celebrate their achievements. Some called for more provision and recognition of practical and skills-based courses in school and non-academic routes after S4 such as apprenticeships. This would be beneficial for learners less suited to more traditional academic subjects.

"At its centre, it must uphold the rights of all learners to recognise and celebrate all achievements that are valuable to them." – YouthLink Scotland

Other themes

Several respondents discussed the need for greater time and resources to be made available to teachers and schools to allow them to meet the needs of all learners, while some others called for more use of digital technologies, as discussed in Q7.

Another idea from some was for education staff to have greater awareness of children's rights and the United Nations' Convention on the Rights of the Child (UNCRC). A few reflected on the incorporation of the UNCRC into Scots law and the need to ensure the qualifications and assessment system is aligned with its principles, particularly in terms of equitable access to qualifications and out of school opportunities as well as the need to consider young people's views on the education system.

"Many learners noted feeling like their education was happening to them rather than with them and called for constant evaluation and consultation to uphold Article 12 of the UNCRC (the right for children and young people to have their views heard and taken seriously)." – Scottish Youth Parliament

"As Scotland moves to incorporate the UNCRC into Scots Law, The Prince's Trust believes an equitable and rights-based offer for all learners around education must include access to youth work opportunities. Our vision for Scottish education is that every young person can experience their right to an education which helps them to develop their personality, talents and abilities to their fullest potential (UNCRC Article 29)." – The Prince's Trust

A few respondents commented on a gender imbalance in certain subjects; for example, an under-representation of girls in STEM subjects but an over-representation in languages and expressive arts. These respondents called for all qualifications to be accessible and inclusive for all learners regardless of their gender identity.

Another theme raised by a small number of respondents is the need to recognise the distinctive nature of Gaelic Medium Education (GME) and to increase the qualifications available in Gaelic.

"This is a great opportunity to work towards a system that is more equitable and inclusive. At the moment pupils in GME are unable to access a full Gaelic medium curriculum, 3-18. The majority of GME pupils still do not have the opportunity to continue to develop their language skills in secondary education. This is an essential area for development relating to GME pupils. The rights of GME pupils to gain awards and qualifications through Gaelic must be guaranteed in any system and evidence provided that these rights are safeguarded." - Comann nam Pàrant (Nàiseanta)

"The concept that Scottish Education is provided in the medium of English or Gaelic should permeate all strategic thinking and development planning." - Bòrd na Gàidhlig

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

• Ensuring employers, colleges and universities understand and value the new qualifications system.
• Addressing inequalities is an issue that cannot be addressed by schools alone.
• Support for learners exceeding expectations and those with additional support needs.
• Flexibility around the age at which learners can sit qualifications and leave school.
• The continued need for the appeals system.
• Reducing pressure on teachers from attainment targets and school league tables.
• The importance of learning from approaches in other countries.
• A few respondents in CCG discussions raised issues around access to National Qualifications among home-educated learners.