A level reform and university entrance - A view from the Regulator

Isabel Nisbet2nd December 2010

Outline

Where Ofqual fits in

Qualifications and university entrance

A levels

The White Paper

Challenges – To Ofqual– To HE

Where Ofqual fits in

We regulate:– Qualifications at all levels (from entry level to highly specialised

professional qualifications) used in England – Vocational qualifications (only) in Northern Ireland – The awarding organisations (exam boards) which provide the

qualifications

We do NOT regulate:– University degrees – Entrance/aptitude tests (including university entrance tests) – Performance points for regulated qualifications – The UCAS tariff

Where Ofqual fits in + NUMBERS

We regulate:– [c10,000] Qualifications at all levels (from entry level to highly

specialised professional qualifications) used in England – Vocational qualifications (only) in Northern Ireland – The [160] awarding organisations (exam boards) which provide

the qualifications

We do NOT regulate:– University degrees – Entrance/aptitude tests (including university entrance tests) – Performance points for regulated qualifications – The UCAS tariff

Statutory objectives

Standards

Confidence

Awareness

Efficiency/value for money

Statutory objectives

Standards Standards

Confidence

Awareness

Efficiency/value for money

Standards – what the Act says

“The qualifications standards objective is to secure that regulated qualifications

(a) give a reliable indication of knowledge, skills and reliable indication of knowledge, skills and understandingunderstanding, and

(b) indicate a consistent level of attainment (including over time) between comparable regulated qualifications.”

(S128(2))

Standards – what the Act says

“The qualifications standards objective is to secure that regulated qualifications

(a) give a reliable indication of knowledge, skills and understanding, and

(b) indicate a consistent level of attainment (including over time) between comparable regulated qualifications.”

(S128(2))

Our aim

As the independent regulator, Ofqual strives to secure

qualifications, examinations and assessments that are valued

and trusted by learners, users and the wider public

Our aim

As the independent regulator, Ofqual strives to secure

qualifications, examinations and assessments that are valued

and trusted by learners, users and the wider public

Our aim

As the independent regulator, Ofqual strives to secure

qualifications, examinations and assessments that are valued

and trusted by learners, users and the wider public

The frameworks

Frameworks – Ofqual’s proposals (for consultation)

A single framework for all regulated qualifications – Some credit-based, some not– Some modular, some linear – Academic and vocational– All must be FIT FOR PURPOSE

Qualifications which are fit for purpose must:– Have assessments which are valid, reliable, comparable,

minimise bias and manageable – Support the best teaching and learning – Prepare for progression (even if those needs change)

(For today) Why not a single framework for all qualifications in England – including degrees?

Qualifications for university

47 qualifications on the UCAS tariff

Changing picture from UCAS on qualifications taken by UK-domiciled entrants to undergraduate courses

The changing profile of accepted applicants (from UCAS)

Source: UCAS Statistics

Qualifications for university

47 qualifications on the UCAS tariff

Changing picture from UCAS on qualifications taken by UK-domiciled entrants to undergraduate courses

A levels still largest group, but more alternative routes used

However, preparation for university is a major purpose of A levels

How can we ensure that they are fit for that purpose?

A levels and university entrance: Ofqual’s job

To make sure that A levels are fit for purpose:- as a basis (not necessarily the basis) for selection for

university entrance- as preparation for university courses

To ensure comparability of qualifications offered by different awarding bodies To work with other national bodies to achieve clarity and transparency for learners about what universities require A fair deal for learners – including those who gained their qualifications in different years

A levels this year

Changes– New A* grade– 6 to 4 units (for most subjects)– Revised, updated and re-packaged content– More holistic assessment – Stretch and challenge

A levels in 2010 – Ofqual’s principles

Make sure that grade standards are consistent with those in 2009 – and they were

Make sure that the new A* grade is:» understood » consistent between awarding organisations

Tell professionals and the public what we are doing

The A star grade

Aim: to support discrimination among high achievers

Basis of awarding the grade decided by Government in April 2007:

Awarded to candidates who achieve:- a grade A overall in their A level, and- 90% of the maximum uniform marks on the aggregate of the A2A2 units

The A* grade

Measures fairly what it is supposed to do

NOT the single silver bullet for university entrance

Does not remove differences across subjects (as found in other grades – and in university degrees)

The Schools White Paper

“…ensure universities and learned bodies can be fully involved…” in the development of A levels- Potential for their involvement with:

» production of criteria» development of new specifications» accreditation of new specifications

More linear, less modular

“We will ask Ofqual to change the rule on re-sits”

“We will give…Ofqual the task of making sure that exam standards in this country [at age 11, 16 and 18] match the highest standards overseas

DfE’s letter to me

“…It would be helpful .. for Ofqual to look at the evidence of how the changes [to A levels] have addressed the sorts of behaviour and risks set out above [re-sittingre-sitting, too many exams, less in-depth teaching]. Ministers are interested in whether the addition of more linearlinear A-level options might help further increase opportunities for in-depth synoptic learning. This work will usefully inform future changes to A levels …. after new processes for involving involving universities and learned bodiesuniversities and learned bodies have been agreed.”

A level re-sits: What the White Paper says

“In 2008 QCDA collected information from a sample of A levels and found that between two thirds and three quarters of students re-sat at least one unit. It is our view that this is a cause for concern. We will ask Ofqual to change the rules on re-sits to prevent students from re-sitting large numbers of units. (para 4.48)”

A level re-sits: what the research says:

QC(D)A (2007 and 2008)Re-sitting mainly at ASHigher in independent schools and in physics, maths and MFLBetween two-thirds and three-quarters of students re-sitting at least one unit (6-unit specs)

AQA (2010)New, 4-unit specs show decrease in re-sitting compared to legacyEnglish Lit 42% re-sitting at least one unit in 2010 (65% in 2009)Psychology 63% re-sitting at least one unit in 2010 (69% in 2009)Of those re-sitting, more than half only did one re-sit

A-level re-sits: Questions for Ofqual

Do students really re-sit “large numbers of units”?

What evidence do we have from the new 4-unit specifications? Do we need more?

On what basis do we want to “change the rules”?

If we do change the rules, how can we prevent loopholes?

When to introduce any changes?

How to evaluate the effects?

International comparability: what the White Paper says

“We will give…Ofqual the task of making sure that exam standards in this country match the highest standards overseas” (introduction, para 12)

We have asked Ofqual to widen its view to reflect the importance of keeping pace with - and learning from - the rest of the world (para 4.39)

We will legislate…so that Ofqual’s objectives include securing international comparability of qualification standards. (para 4.40)

We will invite Ofqual to review and report on the quality and standards of tests and exams at ages 11 and 16, comparing England with high-performing nations …. Subsequently, Ofqual will make international comparisons an ongoing part of regular reviews of standards. (para 4.41)

International comparability of A levels - Questions for Ofqual

Currently looking at four subjects at age 18 – English literature, chemistry, maths, history - what conclusions can we draw from those?

What are we comparing – curriculum, culture, breadth vs depth, routes to HE, or a combination?

What changes might we make as a result of this work? Might it ever be appropriate to CHANGE standards for A level grades to match harder exams taken overseas?

How could we do that in a way that was fair to candidates before and after the change?

Standards – what the Act says

“The qualifications standards objective is to secure that regulated qualifications

(a) give a reliable indication of knowledge, skills and understanding, and

(b) indicate a consistent level of attainment (including over time) between comparable regulated qualifications.”

(S128(2))

Challenges to Ofqual

To address the new policy agendas set by Government

To do so in an evidence-based and independent way

To get our act together with other national regulators

To work with HE and respect its strengths and differences

Our challenges to HE

Learners need clear and timely information about what is required for progression to HE courses

Are you clear about what you are looking for? Aptitude or attainment? Breadth or depth?

There must be some commonality in the requirements of different universities for the same subjects – work with us to achieve this

Learners and careers advisors are not clairvoyants or code-breakers

Work with us for a common qualifications framework covering all of education and training