Professor Hayward's Independent Review of Qualifications and Assessment - public consultation

The four capacities while being distinct and important can not be assessed as part of a tick box or rubric exercise. While opportunities may arise to assess individual capacities it would be much better to engage in a holistic approach which prevents an over-burdence of assessment materials and recording.
This is an area where we must rely on the professional judgement formed on the basis of a body of works and tasks in consultation with the learner and another educator.
Many of these tasks will have to be group based, and many of them may take place outside the class, in sports, leisure tasks, charitable work, clubs, or even as part of family life.

In assessing the capacities it is important that we do not ignore or belittle informal learning, many young learners achieve more outside the classroom than inside. If we are looking at effective contribution, this will take place as part of a family (what chores are done, what level of home carers) community groups and sports cover contribution, confidence, and citizenship as well as successfully learning knowledge that is important to community.

I would argue that there is very little that should be excluded in the same way that the NRA used to collect all achievements and contributions, similarly to the Duke of Edinburgh scheme.

Many of the "subject qualifications" contain learners skills and compactifies as part of their specification, so in a sense that information is already gathered, but some students do not perform well in these assessments but still demonstrate competences as part of their school life as ambassadors in music, sport or science, or even just by helping out at school events. So information should be gathered through formal assessments but also by engaging with the young learner as an individual. It would be very useful if this skills information was then collated and presented as part of certification for all learners.

Internal assessment can have less value and credibility to outside agencies but are an economic necessity as well as a valuable formative learning tool.
External assessments provide credibility, there is clear social trust in a combination of internal ungraded and external graded tasks to form an overall assessment.
Yearly assessments fit in very well with people's expectations and the organisation of teaching, learning and living. End of unit or termly assessments provide reassurance to both teachers and students.
Currently external assessments are too time consuming, and fail to acknowledge that work and assessments have already been achieved.

The extension of BGE into S3 is at conflict with the way that the majority of schools work, I see no useful purpose in providing an award based on this at the end of s3.
Equally the evidence gathered as part of the learners journey should not be discarded and this should sit beside senior phase qualifications in any award certification

In the spirit of equality and inclusion everyone should have a leaving certificate and it should reference all skills and competencies. Including formal awards form outside bodies including SQA ,ABRSM, STEM etc.

A good question, it needs to, but you will need to ask someone younger than me.

Recognise all achievements. Allow special circumstances.

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