Ensuring the resilience of the qualifications system in 2023: GCSE, AS, A level, Project and AEA
Applies to England
Read the full outcome
Detail of outcome
As outlined in our consultation document, both the DfE and Ofqual have responsibilities in this area, and so we consulted jointly.
The DfE is responsible for its policy for qualifications (including whether the government considers that exams can go ahead safely and fairly as planned) and the subject content that is taught and assessed. Ofqual is responsible for assessment arrangements and is therefore responsible for setting rules to implement alternative arrangements, if required.
As outlined in the consultation, the DfE considers that, if it becomes necessary to cancel exams this should apply to all students and a TAG approach should be implemented nationally. This would only happen due to an event like the pandemic which has such severe and catastrophic consequences for a significant number of students. The DfE has also confirmed that TAGs would not be used to award a grade when exams take place.
In line with our respective responsibilities, Ofqual and the DfE have decided to implement the proposals set out in the consultation about the provision of guidance for teachers on how they should collect evidence of student performance. The DfE has decided that the provision of guidance for schools and colleges is appropriate, given its responsibilities in this area. Ofqual has decided that the proposed guidance would support schools and colleges in gathering evidence of student performance that could be used to determine a TAG should exams not be able to go ahead as planned. Ofqual has revised the guidance consulted on, in response to feedback, with a view to minimise further the burden on students, schools and colleges. Ofqual has taken a decision to publish the final guidance, in line with its responsibilities for qualifications and assessments, including in the unlikely case that exams cannot go ahead.
The government is firmly committed to exams taking place. Schools and colleges are, therefore, not asked to determine TAGs and should not seek to do so. Guidance on how to determine a TAG, and on any quality assurance and appeal processes, will be provided only in the unlikely event that exams are not able to go ahead safely or fairly. These arrangements would depend on the nature and timing of any decision that exams cannot take place.
In this decisions document and the accompanying analysis, we have not sought to discuss every point made by those who responded to our consultation. In taking our respective decisions and finalising the guidance we have, however, considered all the points made in response to the consultation.
Feedback received
Detail of feedback received
The Department for Education (DfE) and Ofqual welcomed the return of exams and other formal assessments in summer 2022, for the first time since 2019. Exams and other formal assessments are the best and fairest way of assessing what students know and can do. That’s why it was so important that students were able to take exams in 2022 and can continue to take them in 2023 and in the future.
The national cancellation of exams – and the need for alternative assessment arrangements – is now very unlikely. The government does not expect to ever be in the situation again where exams do not go ahead, but good public policy means having contingency, even for extremely unlikely scenarios.
A consultation, prepared jointly by the DfE and Ofqual, invited views on guidance to schools and colleges about gathering assessment evidence to support resilience in the exams system in the unlikely event it is necessary to use that evidence to inform Teacher Assessed Grades (TAGs). The proposed guidance was designed to allow schools and colleges to decide how to gather evidence of student performance in assessments in ways that align with their normal arrangements for preparing students for exams. The consultation asked for the views of relevant people and institutions, such as students, teachers, exam boards, schools and colleges and their representatives on the proposed guidance. In particular, it sought their views on whether it supported the gathering of evidence to build resilience in the system whilst minimising any additional burden on teachers and students.
Responses to the consultation have informed the arrangements for gathering assessment evidence to support resilience in the exams system in 2023 that we have now put in place. The decisions taken on the final form of the guidance are set out in a decisions document, and the final guidance itself can be found here . The consultation was available online for 21 days and received 213 responses.
Original consultation
Consultation description
We welcomed the return of exams and other formal assessments in summer 2022, for the first time since 2019. Exams and other formal assessments are the best and fairest way of assessing what students know and can do. That’s why it was so important that we got back to students taking them in 2022, and that this continues next year.
The national closure of schools or cancellation of exams – necessitating the use of alternative assessment arrangements – is now very unlikely. The government does not expect to ever be in the situation again where exams do not go ahead, but good public policy means having contingency, even for extremely unlikely scenarios.
It is important to learn lessons from the past 3 years. We have taken into account feedback received on the arrangements in place in 2022 and we propose to put in place arrangements which will build resilience in the exam system next year. We know that most schools and colleges have robust and effective assessment activities in place to monitor students’ progress and prepare them for exams, such as mock exams, and these are well established.
This document, prepared jointly by the Department for Education (DfE) and Ofqual, invites views on guidance to schools and colleges about gathering assessment evidence to support resilience in the exams system in the unlikely event it is necessary to use that evidence to inform Teacher Assessed Grades (TAGs). It is designed to allow schools and colleges to determine arrangements to gather evidence that align with their normal arrangements for preparing students for exams.
The proposals in this consultation apply to GCSEs, AS, A levels, Project Qualifications and the Advanced Extension Award (AEA) in mathematics.
Documents
Updates to this page
Published 29 September 2022Last updated 30 November 2022 + show all updates
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Added the consultation outcome documents.
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First published.