Qualifications reform 13/11/2018 Qualifications reform
We are here DATA Biog, chem and phys – numbers (trend) 13/11/2018 DATA Biog, chem and phys – numbers (trend) 1/2/3 science progression trends – HML Tariff and POLAR 1/2/3 science - JACs We are here (more or less) Overview of what is currently live: New Highers Revised VQs Interim WBQ 13/11/2018
The UK picture – A levels Open market: Coupled and decoupled Science practical embedded Decoupled Science practical grade Coupled Science practical embedded
A level & AS level changes (England) 13/11/2018 A level & AS level changes (England) Modular to Linear Decoupled (but co-deliverable) AS – marks do not count towards final A level grade Still no ‘double-counting’ for AS and A level in the same subject Terminal examinations Assessment by examination (other methods only where necessary) Science practical – separate pass/fail for practical IMPACT of A level changes Will be challenging to manage mixed model of old and qualifications, and differences between England, Wales and NI Unclear if/how practical sciences will feature in offers Concerns about accuracy of predicted grades Need to align offer making with standard state sector curriculum IMPACT of AS level changes Use of AS in admissions is variable; not used widely in entry requirements and unlikely to change Loss of AS results could lead to greater reliance on subjective information e.g. predicted grades, personal statement, reference – and/or greater reliance on GCSEs BUT also concern about accuracy of predicted grades Increase in admissions tests unlikely Concern about impacts on widening participation Universities will want to know the curriculum that schools will offer
The UK picture – GCSEs Open market: National 4 and 5 9-1 and A*-U 9-1
GCSE changes (England) Fundamental change from 2015 (new specifications being taught in English language, English literature and mathematics) New grading 9 -1 plus U Predominantly exam-based Reduction in ‘tiering’ (different examinations/assessments for different ability groups) In English language, spoken language skills will be assessed and reported separately. IMPACT of GCSE changes Interim challenge of modular to linear Achievement of GCSE grade C in English Language and Maths is standard (likely to be grade 4 under new grading structure) Some professionally accredited courses specify GCSE requirements GCSE results may be used to discriminate between candidates for very competitive courses Will be challenging to manage mixed model of old and new qualifications, and differences between England, Wales and NI Uncertain as yet how new grading will be used for admissions to medicine, veterinary science and dentistry courses
13/11/2018
Changes to level 3 Vocational Qualifications 13/11/2018 Changes to level 3 Vocational Qualifications Driven by changes to school performance tables VQs must meet the criteria set by DfE in order to count 91% will not do so from 2016 For accountability purposes VQs will now be classified as: Applied General qualifications Tech level qualifications
New level 3 VQs Applied general Tech level qualifications Purpose = to provide a broader vocational education. Designed for ‘students wanting to continue their education through applied learning.’ Must meet a number of criteria, including endorsement by at least 3 HEPs Tech level qualifications Purpose = to lead to a ‘recognised occupation’ (DfE examples include engineering, accounting, construction, manufacturing, agriculture, IT) Must meet a number of criteria, including endorsement of 5 employers registered at Companies House
Two stage reform for level 3 VQs 13/11/2018 Two stage reform for level 3 VQs Each stage will introduce new criteria for VQs to meet in order to count towards school performance tables Interim stage First teaching of VQs on an interim basis began from 2014 and will count towards school performance tables in 2016 Full stage Only VQs that meet full criteria will count towards 2018 tables IMPACT of VQ reforms Applied General and Tech Level classifications sees the introduction of both: external assessment Applied General – 40% Tech Level – 30% synoptic assessment Reduced choice for learners Challenges of changes in assessment Changing skills and attributes of VQ learners as a result of increased academic rigour Challenges for schools/colleges of managing a mixed model of delivery from staggered changes HEPs will need to reassess their understanding of VQs Managing the volume of change (especially from 2017) Maintaining fair and transparent admissions is paramount Fewer “standard” applications – processes more demanding and time-consuming Loss of reliance on historic evidence base; will take years to rebuild offer-making strategies Treatment of GCSEs, AS and A levels from England, Wales and NI Narrowing of curriculum breadth and subject choice: Possible impacts on WP I & A will need to be stronger