AN UPDATE FROM OFQUAL Isabel Nisbet Acting CEO 12 November 2009
May 21, 2015
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