Grading_vocational_and_technical_qualifications_-_FINAL
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Grading_vocational_and_technical_qualifications_-_FINAL
Research and AnalysisGrading Vocational & Technical QualificationsRecent policies and current practicesPaul E. Newton from Ofqual's Strategy, Risk and Grading_vocational_and_technical_qualifications_-_FINALd Research directorateGrading Vocational & Technical QualificationsAcknowledgementsI am very grateful to everyone who has played a role in supporting this project. I would particularly like to thank colleagues from awarding organisations who generously agreed to quality assure this report, and who p Grading_vocational_and_technical_qualifications_-_FINALrovided important insights into the workings of their qualifications: Denise Sedgwick (ABC Awards), Lena Gray (AQA), Colleen Chater (ATHE), Kerry LawlGrading_vocational_and_technical_qualifications_-_FINAL
or (CIBTAC), Vanessa Lee and Jason Embery (IMI), Eleanor Maughan and Paul Kelly (NCFE), Paul Johnson and Sara Furness (NOCN), Rosanne Hill (and colleaResearch and AnalysisGrading Vocational & Technical QualificationsRecent policies and current practicesPaul E. Newton from Ofqual's Strategy, Risk and Grading_vocational_and_technical_qualifications_-_FINALe Moore (UWLQ), Carina Fagan (VTCT) Patrick Craven (and colleagues from City & Guilds), and Rachael Meech. I would also like to thank colleagues from Ofqual, particularly Phil Carr and Michelle Meadows, and Ofqual’s Standards Advisory Group.2Grading Vocational & Technical QualificationsContentsExecu Grading_vocational_and_technical_qualifications_-_FINALtive summary...................................................................1Background............................................................Grading_vocational_and_technical_qualifications_-_FINAL
..............5Recent policy context...............................................................8Current practice in qualification regulation......Research and AnalysisGrading Vocational & Technical QualificationsRecent policies and current practicesPaul E. Newton from Ofqual's Strategy, Risk and Grading_vocational_and_technical_qualifications_-_FINAL.................................................19Current practice in qualification design...........................................................................................23Selecting a sample of qualifications................................................................................ Grading_vocational_and_technical_qualifications_-_FINAL...........24Results from the exploratory survey......................................................................................... 26Theme 1: MGrading_vocational_and_technical_qualifications_-_FINAL
easurement models............................................29Theme 2: Measurement standards52Discussion.............................................Research and AnalysisGrading Vocational & Technical QualificationsRecent policies and current practicesPaul E. Newton from Ofqual's Strategy, Risk and Grading_vocational_and_technical_qualifications_-_FINAL..........63Technical issues in grading VTQs...................................................................................................65Conceptual issues in grading VTQs......................................................................................... 73Further research.............. Grading_vocational_and_technical_qualifications_-_FINAL.......................................................................................................... 78References...............................Grading_vocational_and_technical_qualifications_-_FINAL
..............................................................................................803Grading Vocational & Technical QualificationsExecutivResearch and AnalysisGrading Vocational & Technical QualificationsRecent policies and current practicesPaul E. Newton from Ofqual's Strategy, Risk and Grading_vocational_and_technical_qualifications_-_FINALal Qualifications (VTQs) in England. Its aim was to explore the variety of approaches in operation, and to consider issues arising. It was based upon 18 qualifications, from 15 Awarding Organisations (AOs), sampled from the 2167 VTQs that were available to be studied by learners, as at 28/11/17, whi Grading_vocational_and_technical_qualifications_-_FINALch were classified on the Ofqual database as awarding higher grades (ie grades above the passing grade). The variety of grading approaches observed, aGrading_vocational_and_technical_qualifications_-_FINAL
cross just these 18 qualifications, was striking. It seems reasonable to conclude, on the basis of this evidence alone, that current practice in gradiResearch and AnalysisGrading Vocational & Technical QualificationsRecent policies and current practicesPaul E. Newton from Ofqual's Strategy, Risk and Grading_vocational_and_technical_qualifications_-_FINALes from each of the AOs represented in the sample supported this conclusion. That does not imply that any of the observed grading approaches reflects anything less than good practice. A fairer conclusion is that it remains far from obvious what set of principles ought to underpin grading practices f Grading_vocational_and_technical_qualifications_-_FINALor VTQs in England; and, in particular, whether the same principles ought to underpin grading practices across such a wide variety of qualifications.Grading_vocational_and_technical_qualifications_-_FINAL
The present report represents a first step in a programme of work that will be necessary to understand in more depth what good practice in grading VTQResearch and AnalysisGrading Vocational & Technical QualificationsRecent policies and current practicesPaul E. Newton from Ofqual's Strategy, Risk and Grading_vocational_and_technical_qualifications_-_FINALtence-Based Assessment (CBA), such practices waned. CBA took root in England, in the 1990s, with the introduction of National Vocational Qualifications (NVQs), as a direct result of dissatisfaction with the traditional General Qualification (GQ) assessment approach when applied in vocational setting Grading_vocational_and_technical_qualifications_-_FINALs. The hallmarks of CBA are very distinctive, including design requirements such as:■the atomistic specification of measurement standards in terms ofGrading_vocational_and_technical_qualifications_-_FINAL
learning outcomes and assessment criteria:■a mastery measurement model, meaning that a certificate of competence could be interpreted to mean competenResearch and AnalysisGrading Vocational & Technical QualificationsRecent policies and current practicesPaul E. Newton from Ofqual's Strategy, Risk andResearch and AnalysisGrading Vocational & Technical QualificationsRecent policies and current practicesPaul E. Newton from Ofqual's Strategy, Risk andGọi ngay
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