AN UPDATE FROM OFQUAL

Isabel NisbetActing CEO

12 November 2009

Outline

An update on Ofqual

Maintaining standards

What’s on the agenda

An independent regulator in an Election year

Ofqual

Established by Apprenticeships, Skills, Children and Learning Bill 2009

Will report to Parliament, not Government

Five statutory objectives:– Standards in qualifications – Standards in [National Curriculum and Early Years] assessments – Public confidence – Awareness – Efficiency

Ofqual’s vision

The independent regulator of qualifications and assessments that are

valued and trusted by learners, users and the wider public.

Ofqual’s vision

The independentindependent regulator of qualifications and assessments that are

valued and trusted by learners, users and the wider public.

Ofqual’s vision

The independent regulator of qualifications and assessments that are

valuedvalued and trusted by learners, users and the wider public.

Ofqual’s vision

The independent regulator of qualifications and assessments that are

valued and trusted by learners, users and learners, users and the wider publicthe wider public.

Where we are now

Royal Assent today (we hope!)

Consultation soon on how Ofqual will exercise its new functions, powers and duties

Working on transitional arrangements

Preparing for vesting as an independent regulator

Vesting Day

The longer term

Where we are now

Royal Assent today (we hope!)

Consultation soon on how Ofqual will exercise its new functions, powers and duties

Working on transitional arrangements

Preparing to be an independent organisation

Where we are now

Royal Assent today (we hope!)

Consultation soon on how Ofqual will exercise its new functions, powers and duties

Working on transitional arrangements

Preparing to be an independent organisation

Appointing our new Board

Where we are now

Royal Assent today (we hope!)

Consultation soon on how Ofqual will exercise its new functions, powers and duties

Working on transitional arrangements

Preparing to be an independent organisation

Appointing our new Board

Meantime, regulating NOW at a time of change and challenge

Maintaining standards

Standards of what?

Standards of assessment and standards of performance

Standards of assessment

The height of the hurdle, not how many people jump over the hurdle

Language of consistency, fairness, lack of change – compare the rhetoric of “driving up standards” [of performance against the standard]

Measuring change requires unchanging measures

No win for the student:– “If fewer students than the previous year are awarded the grades

then they were weak students, unable to reach the standard; if more students gain the grades then the examination was so easy that the grades are worthless” (Kathleen Tattersall, 2008)

The public interest in examination assessment standards

For schooling – means to reinforce the National Curriculum (England only) (all countries) A vehicle for providing public assurance about the education of young people To provide a measure for the attainment of:

– Individuals – Schools– The nation?

To provide a basis for discrimination among applicants:– Further/Higher Education– Employment – The exam content must be valid (in relation to the matters of

concern to the selector)– The exam results should be reliable

The public interest (ctd)

An assurance of competence/fitness to practise

Public protection/safety – Invasion of the human body – Work with vulnerable members of the public – Work which affects the safety of the public – Work required to provide public goods (e.g. roads, environmental

infrastructure) – Consumer protection

Maintaining standards in public examinations

Setting appropriate standards for the attainment to be shown

Defining how categories/grades are to be awarded

Ensuring that the award means what it says and can be understood/used

Ensuring that different versions of the SAME qualification (eg A level history) are genuinely comparable

Fairness to candidates

Commanding confidence

Maintaining exam standards – how we do it

Ensure that the organisations running the exams are able to control their own standards (institutional audit)

Examination Design – Number and design of units – Grading structure – Methods of assessment

Adjustment during the live marking process– QA of markers’ judgements – Statistical checks and balances

Retrospective monitoring and feeding lessons into design

Some challenges to confidence in standards

Grade drift (or larger numbers getting higher grades) Questioning of comparability between subjects:

– Research-based – Urban myths

Change in the system Change in structure/mode of assessment Change in the requirements of the subject Concerns about malpractice (eg internet plagiarism) Perceived pressures to compromise standards

– To show increased performance – Market pressures

Wish to preserve the exam misery we suffered….

The cold shower theory of exams

Maintaining standards: two approaches

Level of attainment Likelihood of achievement

Some issues about standards

Relative importance of:– Consistency across awarding bodies– Consistency over time – Flexibility to meet needs – Fitness for purpose (needs of the subject/what employers

want/what HE wants)

Reliability – The research – Public expectations

Uses to which assessment outcomes are put – Multiple uses should raise our suspicions

What’s on the agenda

14-19 qualifications – widespread change A-levels

– 6 units to 4 – “Stretch and challenge” – The A*

What’s on the agenda

14-19 qualifications – widespread change A-levels

– 6 units to 4 – “Stretch and challenge” – The A*The A*

The A*

To aid discrimination among high achievers

Universities initially sceptical but many will use it

To be awarded to those who achieve an A overall and 90%+ of UMS at A2

Not the same as those with the highest mark overall

Different proportions in different subjects

Consistency among awarding bodies in the same subject

What’s on the agenda

14-19 qualifications – widespread change A-levels

– 6 units to 4 – “Stretch and challenge” – The A*

GCSEs – Modular structures – how to maintain the standard?– GCSE science

What’s on the agenda

14-19 qualifications – widespread change A-levels

– 6 units to 4 – “Stretch and challenge” – The A*

GCSEs – Modular structures – how to maintain the standard?– GCSE science

Functional skills – From pilot to mainstream – Consistency V flexibility – A hurdle or not a hurdle?

More on the 14-19 agenda

Diplomas – Early days – How to support the best teaching and learning – Phase 4 – Delivery issues – Design issues

The vocational offer – Popular stand-alone vocational qualifications – Combining vocational with academic learning – UCAS and performance points

Innovation

Innovation – issues for Ofqual

Is the exam system keeping up with curricular change?

Are paper exams VALID to assess learning which uses technology

Are there barriers to innovation by awarding bodies in what they offer you?

How do we break through the glass ceiling and modernise large-volume school qualifications?

The independent regulator in an Election year

What we are not

Education policy-makers for any Party

Apologists for the Government’s manifesto for qualifications or assessments

Apologists for the Opposition’s manifesto for qualifications or assessments

Assistance to making things look good

Assistance to making things look bad

What we should do

Set out clear principles – about standards, fairness, confidence – that all can use

– Next Chief Regulator’s Report (December 2009)

Always talk from an evidence base– Publish data/findings where you can before the Election is called

Listen to what all the parties are saying

Continue in dialogue with all

Conclusions

Legislation is now in place to establish Ofqual

We shall illuminate the debate about maintaining standards

A source of assurance during change in 14-19 qualifications

Supporting innovation to ensure that the system remains fit for purpose

Non-partisan principles to inform policy debate in an Election year

Thank you

Isabel.nisbet@ofqual.gov.uk

www.ofqual.gov.uk