The author of a major report into reforming the school exam system says that “doors to a different future remain open” despite key proposals having been rejected.
Writing exclusively for The Herald, Professor Louise Hayward argues that “change is underway” and that a new approach could “offer better opportunities for future generations of students in Scotland”. She refers to qualifications as “the currency we use to allocate opportunities” and points out that the “high stakes” nature of the system “may also be why qualifications are difficult to change” even if no longer fit for purpose.
Professor Hayward led the Independent Review Group responsible for a recent report analysing the weakness of the certification system currently in place in the senior phase of secondary school and proposing changes to improve the national approach to assessment and qualifications. She says that the research process led to a conclusion that “assessment in the senior phase was out of kilter with the more innovative assessment approaches used by colleges, universities and employers” and that change is therefore required.
The report proposed the development of a Scottish Diploma of Achievement that “has much in common with international baccalaureates in use across the world”, and suggested that exams should not take place in most cases until the end of S5, a year later than is currently the case. The authors also advocated for the introduction of a project learning component to overall certification of secondary school students, as well as a mechanism for recognising individual development and achievement as part of a ‘personal pathway’.
However, in her response to the review, education secretary Jenny Gilruth rejected the idea of ending exams in S4 and said that other aspects of the proposals required further consideration.
Speaking in parliament, Ms Gilruth agreed that “the balance of assessment methods in the Senior Phase should change to have less reliance on high stakes final exams,” meaning that “in the future, internal and continuous assessment will contribute to a greater percentage of a final grade.”
However, she went on to “confirm that examinations will remain part of our overall national approach, and will not be removed from all National 5 courses”, arguing that teachers are not ready to “accept a greater responsibility for formal assessment.”
But according to Professor Hayward, this does not mean that change will not happen – rather, she argues that the government is being “cautious because of the challenging financial context” and that, although “reform will be gradual”, it will still take place.
She says that this will mean “less reliance on high stakes final examinations and more on internal, continuous assessment”, and that project learning will be explored by a “national working group”. She also argues that work on developing a digital profile for students is “going forward”, and that the idea of introducing a leaving certificate – a significant departure from the current approach in Scottish schools – “is a longer-term goal.”
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