Official Statistics

Background information for perceptions of A levels, GCSEs and other qualifications: wave 21

Published 11 May 2023

Applies to England

Introduction

Background

This report accompanies the findings of wave 21 (2022 to 2023) of the General Qualifications Perceptions Survey and should be read alongside the Perceptions of A levels, GCSEs and Applied General qualifications in England – wave 21 report. This project was commissioned by Ofqual and managed by YouGov.

Context

Ofqual regulates general and vocational and technical qualifications in England. Ofqual monitors perceptions of qualifications and the qualifications system from the range of stakeholders that work with and use the qualifications.

Ofqual has continued to annually collect stakeholders’ perceptions of the AS and A level qualification system and, since wave 4 (2005), perceptions of the GCSE system (The survey was originally commissioned by the QCA in 2003). This included surveying: head teachers, teachers, parents, young peoples, the general public, employers, and higher education institutions (HEIs) This large-scale survey is unique in providing a wide overview of perceptions of general and applied general qualifications from the users of these qualifications. Starting in wave 16 (2017), the survey has also collected perceptions of Applied General qualifications. From wave 20 (2021), the reference to AS was removed due to small and declining entry numbers for AS qualifications.

The first part of the survey focussed on 8 measures of confidence in the GCSE and A level system. Since wave 16, the survey was expanded to collect data on the same 8 measures for Applied General qualifications as well. The data from these measures have been analysed collectively to form a composite measure of confidence in GCSE, A level, and Applied General qualifications that can be tracked in future waves. These measures have all been asked in directly comparable ways since wave 13, allowing for comparisons of up to 8 years to be made. The previous 5 years of data are reported in the wave 21 report.

The second part of the survey asked a series of questions on different topics covering:

• the review of marking, moderation and appeals against results (Hereafter known as ‘the appeals process’) for GCSEs and A levels
• special consideration and reasonable adjustments for GCSEs and A levels; malpractice for GCSEs, A levels, and Applied General qualifications
• appeals against results for Applied General qualifications
• administering assessments onscreen

The coronavirus (COVID-19) pandemic and the resulting public health restrictions since March 2020 has had a multitude of impacts on the education sector in England. For significant parts of 2020 and in early 2021, schools and colleges in England were closed for most pupils and there was a shift to remote and online learning, exceptions being vulnerable children and children of critical workers. Given the unusual and unprecedented circumstances of the pandemic, the summer 2020 and 2021 exam series in England did not go ahead.

In 2022, there was the return to exams and other formal assessments. However, in recognition of the disruption experienced by students and caused by the coronavirus (COVID-19) pandemic, a package of support was made available to students sitting exams and formal assessments in 2022. For A levels and GCSEs, this included one or more of the following adaptations to the assessments: changes to non-examination assessment, a choice of content in some subjects, the provision of formulae and equation sheets and advance information about some of the topics that would be in the exams. This was intended to help A level and GCSE students focus their revision and make the exams feel less daunting. For Applied General qualifications, adaptations were put in place for some formal assessments, for example advanced information and additional assessment opportunities. For all subjects, there has been lenient grading, with grade outcomes reflecting a staging post between 2021 and 2019 grades.

Given the unique circumstances in 2022, the survey included a 2022-specific section to gauge perceptions of GCSEs, A levels, and Applied General qualifications based solely on that year. The original questions, focusing on general perceptions of qualifications, were asked upfront in the survey, and respondents were informed that a 2022 section would follow later in the survey. These modifications were made to strengthen our ability to track key measures over time despite this exceptional year.

Geographical coverage

Ofqual regulates general and vocational and technical qualifications in England. The focus of this survey was to collect the perceptions of head teachers (The head teachers sample consists of head teachers and deputy head teachers), teachers, parents, young people, the general public, employers and HEIs in England. Samples of these groups were drawn from England.

Related statistics and publications

A number of other statistical releases and publications relate to this one:

• statistics on key stage 4 results, including GCSEs published by the Department for Education
• statistics on the attainment of people aged 16 to 19 years, including exam results and performance tables published by the Department for Education
• perceptions of vocational and technical qualifications in England

User feedback

Ofqual welcomes your comments or suggestions on this version of the Perceptions Survey and how to improve future versions. Please write to Ofqual at data.analytics@ofqual.gov.uk.

Survey objectives

The objectives of the survey were to investigate head teachers’ (The head teachers sample consists of head teachers and deputy head teachers), teachers’, young people’s’, parents’, the general public’s, employers’, and HEIs’:

• overall general perceptions and confidence in GCSE, A level, and Applied General qualifications and
• perceptions of a number of topical aspects of the qualifications system for GCSEs, A levels, and Applied General qualifications’; and
• perceptions of the qualifications system specific to 2022.

Methods and data limitations

Overview of method

Wave 21 of the Perceptions Survey was carried out by YouGov, on behalf of Ofqual. The survey was conducted online using YouGov’s proprietary survey system. This mirrors the approach adopted since wave 13 (2014).

The fieldwork was conducted between 8 November and 12 December 2022, which is a comparable fieldwork period to waves 16 to 20.

Sampling

The sampling of participants was designed with a view of achieving respondent samples that were representative of the wider population. Fuller details of this sampling procedure and its effectiveness are provided in Appendix A.

The final achieved sample for each of the target groups was as follows:

• 253 head teachers (including deputy head teachers (Collectively referred to throughout the report as head teachers))
• 666 teachers of GCSE, A level and other and vocational and technical qualifications (Ofqual defines vocational qualifications as qualifications that are taught in schools and colleges that prepare students for a particular type of job) offered to people aged 14 to 19 years (referred to throughout this report as teachers)
• 251 young people, defined as those aged 14 to 19 years who are studying and/or have studied and/or will study A levels and/or GCSEs and/or a qualification such as functional skills, Level 1/2 certificates (for example, Pearson Level 1/2 BTECs and OCR Cambridge National Certificates), Level 3 tech levels (for example, Pearson Level 3 BTECs and OCR Cambridge Technical Certificates) or Applied General qualifications
• 250 parents or carers of young people who are taking or who have just taken GCSEs, A levels and/or other qualifications described above
• 250 academic professionals (This sample consisted of academics and a small number of admissions staff. Please see Appendix A for a description of the sample profile) who are involved in or had knowledge about the process of offering applicants a place on an undergraduate course at their institution (referred to throughout this report as HEIs)
• 251 senior or middle managers who worked for an organisation that has recruited young people (aged 16 to 25 years) in the past 12 months (referred to throughout this report as employers)
• 1,000 members of the public

The final achieved samples were structured to be representative of the relevant target populations (a full breakdown of the quotas and weighting can be found in Appendix A). We therefore conclude that, based upon the sampling procedures, the samples delivered for head teachers, teachers, the general public, parents, young people, HEIs and employers were of high quality. While the sampling approach has aimed to identify groups of participants that are representative, given that a survey of this kind captures the views only of those involved, throughout this report, perceptions attributed to stakeholder groups (for example, teachers, parents etc.) are inferred from those who took part in the survey.

Survey design

The wave 21 survey was designed by Ofqual and YouGov. The survey covered themes explored in previous waves of the survey, namely, perceptions of qualifications and awareness of changes to the qualification system.

The design of the wave 21 survey was very similar to wave 20. A copy of the questions included in wave 21 of the Perceptions Survey is available in Appendix B.

Composite confidence measure

The first section of the report presents a composite confidence measure, which was developed as a means of quantifying overall confidence in GCSE, A level, and Applied General qualifications, and exploring any changes over time.

The composite confidence measure was calculated based on 8 criteria: understanding, trust, maintenance of standards, preparation for further study, preparation for work, skill development, accuracy in marking, and value for money. The first 7 criteria have been measured since wave 14, while ‘value for money’ was measured for the first time in wave 17.

These criteria were presented to respondents as 8 separate statements within a scale-based question, with responses that ranged from strong agreement to strong disagreement. These questions were asked separately for GCSE, A level, and Applied General qualifications. Based on respondents’ selections, responses were assigned a score between 1 and 5 for each of the 8 criteria. ‘Don’t know’ responses were excluded from the calculation. The scoring system is detailed below.

• Strongly agree = 5
• Agree = 4
• Neither agree nor disagree = 3
• Disagree = 2
• Strongly disagree = 1

Next, an average of the individual scores for the 8 criteria was calculated for each respondent, which represents the overall confidence measure. This was done separately for GCSE, A level, and Applied General qualifications.

Finally, an average of the overall scores for all respondents was calculated to produce one confidence measure per stakeholder, for each of GCSE, A level, and Applied General qualifications. An average of these stakeholder confidence measures was produced to give an overall confidence measure. This method has been applied to the data since wave 13 and allows the comparison of confidence levels over time. The current survey compares overall confidence levels over the 5 most recent waves of the Perceptions Survey.

Guidance on analysis

The survey was undertaken with 7 different stakeholder groups. These data have been combined into one ‘All’ group referred to as ‘stakeholders’ in the text of this report. Data for each sample group have been combined and weighted so that each group represents an equal proportion within the ‘stakeholder’ group.

Throughout this report, percentages are rounded to the nearest whole number. Due to rounding, percentages may not always add up to 100%. The report summarises the data for each question using charts and tables. The intention of this report is to summarise the main themes in the data and not produce a full replication of the entire data collected.

Percentages are typically described throughout the report as a number out of 10 (for example, 3 in 10 stakeholders). However, in instances where a percentage figure falls roughly halfway between 2 factors of 10 (for example, 25%), a more accurate description has been adopted (for example, one quarter) or it is simply written as is without an accompanying descriptor.

Reported differences are based on statistical significance testing as tested at the 95% confidence level. Throughout the report, all differences in findings between waves have been significance tested. Unless specified otherwise, all changes in this report are statistically significant. If a change is not statistically significant but may appear interesting or indicates a trend over time, it is also mentioned in the commentary but is noted as non-statistically significant. Any non-significant differences or other apparent differences in the data are within the margin of error, possibly due to smaller sample sizes, and so cannot be viewed as a change from the previous wave(s).

For the charts reporting proportions of ‘Agree’ and ‘Disagree’ responses, ‘Don’t know’ responses are not included in the figure. As such, proportions may not add up to 100%.

Section-specific background information

Section 1: Perceptions of the qualifications system in 2022

All stakeholders were asked to report their levels of agreement with 5 of the statements used in the composite confidence measure with regards to GCSE, A level, and Applied General qualifications in 2022: understanding, trust, preparation for further study and preparation for work. Stakeholders were also asked whether they felt that ‘standards were set at an appropriate level for this cohort of students’. The section compares these 2022-specific levels of agreement with the same measures for the qualifications in general.

Section 2: Composite confidence measure of qualifications in general

Measures of stakeholder confidence were calculated separately for GCSE, A level, and Applied General qualifications. All stakeholders were asked to report their levels of agreement with 8 statements for GCSE, A level, and Applied General qualifications in general relating to: understanding, trust, maintenance of standards, preparation for further study, preparation for work, skill development, accuracy in marking, and value for money. The composite confidence measure was calculated based on stakeholders’ levels of agreement with the 8 statements.

Section 3: General perceptions of GCSEs

All stakeholders were asked to report their levels of agreement with the 8 statements used in the composite confidence measure with regards to GCSE qualifications in general.

Section 4: General perceptions of A levels

All stakeholders were asked to report their levels of agreement with the 8 statements used in the composite confidence measure with regards to A level qualifications in general.

Section 5: General perceptions of Applied General qualifications

All stakeholders were asked to report their levels of agreement with the 8 statements used in the composite confidence measure with regards to Applied General qualifications in general.

Section 6: Reviews of marking and moderation, and appeals against results for GCSEs and A levels

A range of post-results services were available to schools and colleges who have concerns about the results awarded to their students. These services include a clerical check, a review of marking and moderation, and access to marked scripts for some qualifications. If a centre or private candidate thinks something went wrong with the review of marking or moderation, they can submit an appeal for these results. Collectively these services are called Reviews of Marking and Moderation and Appeals (ROMMA).

Section 7: Special consideration and reasonable adjustments for GCSE and A level qualifications

Special consideration is an adjustment to the way in which an examination or assessment is taken, or a post-exam adjustment to a student’s mark or grade to reflect temporary injury, illness or other indisposition at the time of the exam or assessment.

Awarding organisations have a duty to make reasonable adjustments for disabled (being disabled under the Equality Act 2010 is defined as having a physical or mental impairment that has a ‘substantial’ and ‘long-term’ negative effect on the ability to do normal daily activities) students taking their qualifications and are made in cases where a student who is disabled would be at a substantial disadvantage in comparison with someone who is not disabled in an assessment. An example of this would be providing a Braille paper.

Those head teachers and teachers who teach GCSEs or A levels were asked to what extent they agreed or disagreed with statements about special consideration and reasonable adjustments for GCSEs and A levels.

Section 8: Malpractice for GCSE and A level qualifications

Any breach of the regulations that might undermine the integrity of an exam constitutes malpractice. Those head teachers and teachers who teach GCSEs or A levels were asked to what extent they agreed or disagreed with statements about malpractice for GCSEs and A levels.

Section 9: Appeals against results for Applied General qualifications

Like for GCSE and A level qualifications, if a centre or private candidate is not happy about the results of a review of marking or moderation for Applied General qualifications they can submit an appeal for these results.

Section 10: Malpractice for Applied General qualifications

Like for GCSE and A level qualifications, any breach of the regulations that might undermine the integrity of an exam constitutes malpractice. Those head teachers and teachers who teach Applied General qualifications were asked to what extent they agreed or disagreed with statements about malpractice for Applied General qualifications.

Section 11: Onscreen examinations

This section explores innovations in the role technology might have in assessments. In particular, stakeholders are asked about their views regarding assessments administered onscreen (for example, exams taken on screen rather than using pen and paper).

Glossary

Applied General qualifications:

‘Applied General’ is a term used to describe a range of level 3 qualifications that meet Department for Education (DfE) requirements for performance tables. These include, but are not restricted to, Pearson BTEC Level 3 Applied qualifications and OCR Cambridge Level 3 Applied Certificates.

Base size:

The number of respondents answering the question.

Effective base:

When sampling is undertaken, it creates a ‘design effect’ that can impact upon the reliability of the information collected. The effective base size is the base size that is left when removing this effect. It is used for significance testing.

General qualifications:

There are a variety of general qualifications including the General Certificate of Secondary Education (GCSE) and the General Certificate of Education Advanced Level (A level).

Marking:

The process of giving a student appropriate credit for their responses according to the requirements set out in a mark scheme.

Sample frame:

The way that the sample population is structured before recruiting a sample for the survey is drawn.

Statistically significant:

If a result is termed statistically significant, it is unlikely to have occurred due to chance. The process of determining whether a result is statistically significant is known as significance testing.

Vocational and technical qualifications:

This term encompasses qualifications that are not ‘general’. These normally have a more vocational focus and can include qualifications designed to support the development of practical skills in English, maths, and ICT (functional skills qualifications) as well as technical, professional, or occupational qualifications.

Weighting:

The process of correcting for imbalances in the sample to accurately reflect the composition of the population being surveyed.

Appendix A – Technical report

Appendix A outlines the composition of the achieved sampling and additional information on the methods used in wave 21.

Weighting

A table for each sample group is included in this appendix breaking down the achieved unweighted samples by key characteristics. Alongside this, the weighted base and weight factors applied are also shown. The unweighted base shown in the tables details the number of completed surveys before any weighting took place. Comparatively, the weighted base shown in the tables details the adjustments that have been made to correct for any sample bias. The largest weight factor demonstrates where the weighting has had a greater impact due to the unweighted base being lower than what would be expected in a representative sample.

Weighting adjusts the contribution of individual respondents to aggregated figures and is used to make surveyed populations more representative of a project-relevant, and typically larger, population by forcing it to mimic the distribution of that larger population’s significant characteristics, or its size. The weighting tasks happen at the end of the data processing phase on cleaned data.

When standard weighting variables such as gender are used to reweight the achieved sample back to target profiles, a simple weighting factor is created for each record. This weighting factor is a decimal number, such as 1.0 or 1.2 or 0.5. It is calculated by dividing the target proportion required by the actual proportion from the achieved sample data. The weight factor is used as a multiplier for each respondent during aggregation to determine their weighted contribution.

A weight of 1 occurs when the respondent (and respondents with the same profile) exactly reflect our target (we have exactly the number of such respondents in our study that we targeted); weights of less than 1 occur when the target has been exceeded, and weights of greater than 1 occur when we have under-achieved the targets. This is calculated for each individual respondent, the largest and smallest weight factors for each sample have been detailed in the tables below.

YouGov uses RIM (Random Iterative Method) weighting as its standard approach. RIM is used when there are a number of different standard weights that all need to be applied together. This weighting method calculates weights for each individual respondent from the targets and achieved sample sizes for all of the quota variables. RIM weighting is an iterative process, whereby it recalculates the weights a number of times until the required degree of accuracy is reached. All weights are capped at 6, and a weighting report is produced for each project. A summary of weights applied in wave 21 across all stakeholder groups can be seen in the tables below.

Head teachers and teachers sample

Sample coverage

The sample was designed to be a representative sample of head teachers or deputy head teachers and teachers of A levels, GCSEs, and other vocational and technical qualifications in secondary schools and colleges across England. This provided coverage across the following types of establishment:

• local authority maintained schools
• academy and free schools
• independent schools
• further education (FE) colleges and sixth form centres

To make sure that the survey represented establishments teaching qualifications for people aged 14 to 19 years, only certain types of schools and colleges were eligible for the survey. Eligible types of schools and colleges matched the definitions used in previous years of the survey. That is, secondary and middle-deemed-secondary schools, academies teaching key stage 4 and/or post-16, independent schools teaching key stage 4 and/or post-16, and post-16 institutions.

Sample frame

The samples of head teachers and teachers were drawn from two sources.

1. Education Company contact database

Firstly, contacts in schools were drawn from the Education Company’s database of publicly available education sector contacts. This list is the most accurate and comprehensive education dataset available anywhere in the UK. It contains over 5 million education data profiles, including 400,000 named teachers and lecturers, and details and profiles of more than 100,000 schools.

The Education Company’s database was used to select contacts in schools to be surveyed. As data is held on school characteristics, this allowed us to develop a sample that was representative of school size, type and region. Sample targets were set, and the total sample was structured to meet the proportions relevant to the school population in England. The database contains named contacts with generic school email addresses. This allowed the survey to be targeted at specific subject teachers in the specified schools.

2. YouGov Panel

The survey was also conducted using teachers and head teachers registered to the YouGov panel, who have consented to participate in surveys with YouGov. A quota sampling approach was used on the sample drawn from the YouGov panel to ensure broad representativeness by school type, size and region.

Sample selection

The sample was selected to ensure the representativeness of the results in line with the school and teacher population in England. The sample frame was based upon official government statistics on the school and teacher population. The sample frame was stratified by the following variables:

• school type: maintained, academy, special school, pupil-referral unit (PRU), independent
• English region

To maintain consistency with the sampling approach used since wave 13 of the Perceptions survey, 2 samples were drawn that differed in characteristics between the head teacher sample and the teacher sample. Whilst drawing a sample of schools was appropriate for the head teacher survey, it was decided that in order to examine the views of a representative sample of teachers in England, this would require selecting multiple teachers working at the larger establishments. This meant that the sampling design for the teacher survey took account of the number of teachers working in each school or establishment.

Using the Education Company database, a stratified random sample of school contacts was drawn in line with the above parameters. The sample drawn was compared with the DfE school population statistics to ensure they were broadly in line. In total a sample of 8,000 school contacts that matched the sample criteria was drawn at random from the Education Company database.

The head teacher sample was drawn at random from the list of eligible schools. As previously outlined, the teacher sample was drawn to take into account the numbers of teachers at different types of establishment. As such, multiple teacher contacts were included for schools of a larger size.

Alongside the sample drawn from the Education Company database a random sample of 4,000 head teachers and teachers from the YouGov panel was contacted to take part in the survey. These respondents were contacted at random to take part and sampled to be proportionate to the school population and the teacher population.

Achieved sample size and weighting

The unweighted achieved sample size and breakdown of the samples by key characteristics is shown in Table 1 for teachers and Table 2 for head teachers. Alongside this the weighted base and weight factors applied are also shown.

Table 1: Achieved sample size for teachers by school type

School type	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
Local authority maintained school	112	93	0.68	1.00
Academy	353	320	0.77	1.13
Independent school	89	120	1.14	1.67
FE college/ sixth form	59	120	1.73	2.52
Other	53	13	0.21	0.31

Table 2: Achieved sample size for head teachers by school type

School type	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
Local authority maintained school	57	43	0.58	0.87
Academy	137	152	0.91	1.37
Independent school	27	35	1.02	1.53
FE college/ sixth form	18	15	0.74	1.11
Other	14	8	0.45	0.68

Public, parents and young people’s samples

Sample coverage

The public, young people and parents’ samples were drawn from the YouGov online panel of over 1 million adults who have consented to participate in surveys with YouGov.

Three distinct samples were drawn. These were:

1. A nationally representative survey sample of adults aged 16 years or over in England – this was sampled to be representative of the adult population in England using YouGov’s English weighting profile of age interlocked with gender, region and social-economical classification.
2. A survey sample of young people aged 14 to 19 years who were just about to take, were currently taking or had recently taken A levels and/or GCSEs and/or a qualification such as functional skills, Level 1/2 certificates, Level 3 tech levels or Applied General qualifications – this was sampled to be representative of England by gender, age within the age range, and region using England representative statistics.
3. A survey sample of parents or carers of young people who met the ‘student’ criteria defined above – this was sampled to be representative of parents by gender, social-economical classification and English region.

Sample frame

The samples of members of the public, parents and young people were drawn from the YouGov panel. Over the last 23 years, YouGov has carefully recruited a panel of over 1 million UK adults to take part in our surveys.

Sample selection

The samples were selected to ensure the representativeness of the results in line with the actual population of each sample group in England.

For nationally representative samples, YouGov draws a sub-sample of the panel that is representative in terms of age and gender combined, social class and region, and invites this sub-sample to complete a survey.

YouGov has a proprietary, automated sampling system that invites respondents based on their profile information and how that aligns with targets for surveys that are currently active. Respondents are automatically, randomly selected based on survey availability and how that matches their profile information.

Achieved sample size and weighting

The achieved sample size and breakdown of the public, parents and young people samples by key characteristics and associated weighting factors is shown in Tables 3 to 11.

Table 3: Summary of achieved public sample and weighting scheme by region

Region	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
North East	50	50	0.72	1.33
North West	129	130	0.73	1.35
Yorkshire and the Humber	100	100	0.74	1.37
East Midlands	94	90	0.69	1.29
West Midlands	111	100	0.67	1.23
East of England	109	110	0.74	1.37
London	148	160	0.82	1.52
South East	160	160	0.73	1.35
South West	99	100	0.72	1.34

Table 4: Summary of achieved public sample and weighting scheme by age and gender

Age and gender	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
Male 16-24	70	67	0.67	1.15
Male 25-39	121	125	0.82	1.40
Male 40-54	129	120	0.74	1.26
Male 55+	159	178	0.89	1.52
Female 16-24	71	64	0.67	1.14
Female 25-39	129	125	0.78	1.34
Female 40-54	130	123	0.78	1.34
Female 55+	191	199	0.84	1.43

Table 5: Summary of achieved public sample and weighting scheme by social-economical classification

Social-economical classification	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
ABC1	612	540	0.67	1.09
C2DE	388	460	0.93	1.52

Table 6: Summary of achieved parent sample and weighting scheme by region

Region	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
North East	10	13	1.22	1.29
North West	32	33	0.99	1.05
Yorkshire and the Humber	24	25	1.01	1.06
East Midlands	23	23	0.95	1.01
West Midlands	25	25	0.97	1.03
East of England	30	28	0.89	0.94
London	43	40	0.91	0.96
South East	39	40	0.99	1.04
South West	24	25	1.02	1.07

Table 7: Summary of achieved parent sample and weighting scheme by gender

Gender	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
Male	122	123	0.90	1.29
Female	128	128	0.89	1.28

Table 8: Summary of achieved parent sample and weighting scheme by social-economical classification

Social-economical classification	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
ABC1	135	138	0.93	1.29
C2DE	115	113	0.89	1.22

Table 9: Summary of achieved young people sample and weighting scheme by region

Region	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
North East	10	13	0.90	1.95
North West	29	33	0.77	1.69
Yorkshire and the Humber	24	25	0.71	1.55
East Midlands	22	23	0.67	1.47
West Midlands	29	25	0.58	1.26
East of England	26	28	0.75	1.64
London	40	40	0.66	1.46
South East	44	40	0.61	1.33
South West	27	25	0.60	1.32

Table 10: Summary of achieved young people sample and weighting scheme by gender

Gender	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
Male	128	126	0.58	1.95
Female	123	126	0.58	1.69

Table 11: Summary of achieved young people sample and weighting scheme by age

Age	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
Aged 14 to 15 years	123	84	0.58	0.91
Aged 16 to 17 years	58	84	1.25	1.95
Aged 18 to 19 years	70	84	1.01	1.61

Social Grade within the General Public and Parents samples

Social grade is a classification system based on occupation. Developed by the National Readership Survey (NRS), it has been the research industry’s source of social-economic classification for over 50 years. The categories can be found in Table 12. For analysis purposes, the current report groups the categories together into ABC1 and C2DE, allowing key comparisons to be made. The brackets ‘ABC1’ and ‘C2DE’ are commonly used to describe those employed in broadly ‘white collar’ and broadly ‘manual’ occupations respectively.

Table 12: NRS Social Grade categories

Social-economical classification	Description	Percentage of population (NRS Jan- Dec 2016)
A	Higher managerial, administrative and professional	4
B	Intermediate managerial, administrative and professional	23
C1	Supervisory, clerical and junior managerial, administrative and professional	28
C2	Skilled manual workers	20
D	Semi-skilled and unskilled manual workers	15
E	State pensioners, casual and lowest grade workers, unemployed with state benefits only	10

Employer sample

Sample coverage

The employer sample was designed to be representative of the English business population by organisation size and sector. The sample definition ensured that only those in middle management and above roles with the ability to answer on behalf of their organisation were eligible to take the survey. A further criterion was added to ensure that each employer had recruited a young person aged 16 to 24 years in the last 12 months.

Sample frame

The employer sample was drawn from the YouGov business panel which contains over 9,000 senior decision makers and 8,000 employees with decision making responsibility for HR or personnel within their organisation.

Sample selection

The sample was selected to ensure the representativeness of the results in line with the business population in England using the following criteria drawn from the Office of National Statistics Business Population Statistics.

Employer size – proportionate number of employers in the 2 to 9, 10 to 49, 50 to 99, 100 to 249 and 250+ employee size band brackets; this was calculated using the percentage of employment that each size band represents rather than the number of enterprises within each.

Sector – broad sector coverage was ensured across the private, public and third/voluntary sectors.

Achieved sample size and weighting

The achieved sample size and breakdown of the employer sample by key characteristics and associated weighting factors are shown in Tables 13 and 14.

Table 13: Summary of achieved employer sample and weighting scheme by size

Size	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
2-9 employees	66	73	1.08	1.11
50-249	45	35	0.77	0.79
250+ employees	140	143	1.00	1.03

Table 14: Summary of achieved employer sample and weighting scheme by sector

Sector Sector	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
Private sector	188	188	0.78	1.10
Public sector	45	45	0.79	1.11
Third/voluntary sector	18	18	0.77	1.08

HEI sample

Sample coverage

The HEI sample was designed to be representative of the university population in England by university type. The type of university was drawn from official Higher Education Statistics Authority statistics and universities who responded to the survey were grouped into the following categories:

• Russell group
• Other old
• Post 1992/new
• Other HEI

The sample definition ensured that only those in academic roles with responsibility for and knowledge of the admissions process were eligible to complete the survey.

Sample frame

The HEI sample was drawn from 2 sources:

• the YouGov education panel
• HEIs with contacts drawn from the Oscar Research database of public sector contacts – Oscar Research is the UK public sector database specialist. It provides the largest, and most accurate, database of government and public sector contacts and organisations in the UK

Sample selection

The samples were selected to ensure the representativeness of the results in line with the university population in England by university type. No further restrictions were placed on the sample but throughout the fieldwork period responses were monitored by job role and subject specialism to ensure broad coverage across these factors.

Achieved sample size and weighting

The achieved sample size and breakdown of the HEI sample by key characteristics and associated weighting factors is shown in Table 15.

Table 15: Summary of achieved HEI sample and weighting scheme by size

Size	Unweighted base	Weighted base	Smallest weight factor	Largest weight factor
Russell group	63	48	0.75	0.75
Other old	40	45	1.13	1.13
Post 1992/New	109	124	1.14	1.14
Other HEI	38	34	0.89	0.89

Appendix B – Survey

Text

The following questions relate to your perceptions of GCSEs, A levels and Applied General qualifications in general, and not specific to any exam series. Note that there is a separate section on 2022 after these questions.

Text

Perceptions of A level qualifications

This first section asks about your perceptions of A level qualifications.

Question

To what extent do you agree or disagree with the following statements?

• A levels are well understood by people
• A levels are trusted qualifications
• A level standards are maintained year-on-year
• A levels are good preparation for further study
• A levels are good preparation for work
• A levels develop a broad range of skills for students
• The marking of A levels is accurate

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All

Text

In 2022, the exam boards’ published fee for an A level qualification was approximately £110 (Source: Ofqual 2022).

Question

To what extent do you agree or disagree with the following statement?

• A levels offer “value for money”

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All

Text

Perceptions of GCSE qualifications

This section asks about your perceptions of GCSE qualifications.

Question

To what extent do you agree or disagree with the following statements?

• GCSEs are well understood by people
• GCSEs are a trusted qualification
• GCSE standards are maintained year-on-year
• GCSEs are good preparation for further study
• GCSEs are good preparation for work
• GCSEs develop a broad range of skills for students
• The marking of GCSEs is accurate

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All

Text

In 2022, the exam boards’ published fee for a GCSE qualification was approximately £45 (Source: Ofqual 2022).

Question

To what extent do you agree or disagree with the following statement?

• GCSEs offer “value for money”

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All

Question

Are you aware that there is a process of reviews of marking and moderation, and appeals for GCSE and A level results?

Possible answers

1. Yes
2. No

Question design

Question type	Single (choose one of the possible answers)
Base	All

Text

The following questions are about the process of reviews of marking and moderation, and appeals for GCSEs and A level results.

A range of post-results services are currently available to schools and colleges who have concerns about the marks awarded to their learners for these qualifications. These services include a clerical check, a review of marking or moderation and access to marked scripts.

Question

To what extent do you agree or disagree with the following statements?

• The process of reviews of marking and moderation, and appeals for GCSE results is fair
• The process of reviews of marking and moderation, and appeals for A level results is fair

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All who are aware of the appeal system

Question

To what extent do you agree or disagree with the following statement?

• I have adequate information about the process of reviews of marking and moderation, and appeals for GCSE and A level results

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Single (choose one of the possible answers)
Base	All

Question

Are you aware that for any A level or GCSE subjects, in 2022 a school or college can appeal to the exam board on the ground of a marking error if their concerns about marking have not been addressed during a review of marking as well as on the ground of a procedural failing by the exam board?

Possible answers

1. Yes
2. No

Question design

Question type	Single (choose one of the possible answers)
Base	All who are aware of the appeals system

Text

The following questions are about special consideration and reasonable adjustments for GCSEs and A levels.

Question

To what extent do you agree or disagree with the following statements? (Please click on the icon if you want to see an explanation. Please click the icon again to remove the explanation)

• I have adequate information about the arrangements that are available for a GCSE or A level student who is eligible for special consideration
• In the current special consideration system, the right arrangements are made for the right GCSE and A level students
• Special consideration makes the qualification system fairer for all GCSE and A level students
• I have adequate information about the adjustments that are available for a GCSE or A level disabled student who is eligible for reasonable adjustments
• Currently, the right reasonable adjustments are made for the right GCSE and A level disabled students
• Reasonable adjustments make the qualification system fairer for all GCSE and A level students

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All teachers and head teachers who teach GCSEs or A levels

Text

The following questions are about malpractice in GCSEs and A levels.

Question

To what extent do you agree or disagree with the following statements?

• I have adequate information about what constitutes malpractice for GCSEs and A levels
• I know to whom I should report an incident of malpractice for GCSEs and A levels
• I am confident that incidents of malpractice are fairly investigated for GCSEs and A levels
• I am confident malpractice is properly reported when it happens in GCSEs and A levels

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All teachers and head teachers who teach GCSEs or A levels

Text

The next few questions are about Applied General qualifications.

Applied General qualifications include, but are not restricted to, Pearson BTEC Level 3 Applied qualifications and OCR Cambridge Level 3 Applied Certificates. They are taught in schools and colleges at level 3 (key stage 5) and are identified by the Department for Education as ‘Applied Generals’ for the purpose of performance table reporting.

Question

To what extent do you agree or disagree with the following statements?

• Applied General qualifications are well understood by people
• Applied General qualifications are trusted qualifications
• Applied General qualifications standards are maintained year-on-year
• Applied General qualifications are good preparation for further study
• Applied General qualifications are good preparation for work
• Applied General qualifications develop a broad range of skills for students
• The marking of Applied General qualifications is accurate

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All

Text

In 2022, the exam boards’ published fee for an Applied General qualification was, on average, approximately £150 (Source: Ofqual 2022).

Question

To what extent do you agree or disagree with the following statement?

• Applied General qualifications offer “value for money”

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All

Question

Are you aware of the appeals against results process for Applied General qualifications in schools and colleges?

Possible answers

1. Yes
2. No

Question design

Question type	Single (choose one of the possible answers)
Base	All

Text

The following questions are about appeals against results in Applied General qualifications.

Question

To what extent do you agree or disagree with the following statements?

• I have adequate information about the appeals against results process for Applied General qualifications taught in schools and colleges
• I am confident that appeals are dealt with fairly for Applied General qualifications in schools and colleges

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All who are aware of the appeals against results process

Text

The following questions are about malpractice in Applied General qualifications.

Question

To what extent do you agree or disagree with the following statements?

• I have adequate information about what constitutes malpractice for Applied General qualifications taught in schools and colleges
• I know to whom I should report an incident of malpractice for Applied General qualifications taught in schools and colleges
• I am confident that incidents of malpractice for Applied General qualifications taught in schools and colleges are fairly investigated
• I am confident malpractice is properly reported when it happens in Applied General qualifications taught in schools and colleges

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	Teachers and Head teachers who teach Applied General Qualifications in schools or colleges

Text

The following questions are about examinations taken onscreen (as opposed to traditional pen and paper exams).

Question

To what extent do you agree or disagree with the following statements?

• Onscreen examinations (e.g. exams taken on a computer) in GCSE and A level qualifications would be fairer for students than existing pen and paper examinations
• Onscreen examinations (e.g. exams taken on a computer) in GCSE and A level qualifications would be more manageable for schools and colleges than existing pen and paper examinations

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All

Text

The following questions relate to your perceptions of GCSEs, A levels and Applied General qualifications in summer 2022.

In recognition of the disruption experienced by students and caused by the coronavirus (COVID-19) pandemic, a package of support was made available to students sitting exams and formal assessments in 2022. For A levels and GCSEs, this included one or more of the following adaptations to the assessments: changes to non-examination assessment, a choice of content in some subjects, the provision of formulae and equation sheets and advance information about some of the topics that would be in the exams. This was intended to help A level and GCSE students focus their revision and make the exams feel less daunting. For Applied General qualifications, adaptations were put in place for some formal assessments, for example advanced information and additional assessment opportunities. For all subjects, grade outcomes reflected a staging post between 2021 and 2019 grades.

Text

Perceptions of A level qualifications

This section asks again about your perceptions of A level qualifications. For this part of the survey, please think specifically about perceptions you have had in 2022 as opposed to other years.

Question

To what extent do you agree or disagree with the following statements?

• A levels in 2022 were well understood by people
• A levels in 2022 were trusted qualifications
• A level standards in 2022 were set at an appropriate level for this cohort of students
• A levels in 2022 were good preparation for further study
• A levels in 2022 were good preparation for work

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All

Text

Perceptions of GCSE qualifications

This section asks again about your perceptions of GCSE qualifications. For this part of the survey, please think specifically about perceptions you have had in 2022 as opposed to other years.

Question

To what extent do you agree or disagree with the following statements?

• GCSEs in 2022 were well understood by people
• GCSEs in 2022 were a trusted qualification
• GCSE standards in 2022 were set at an appropriate level for this cohort of students
• GCSEs in 2022 were good preparation for further study
• GCSEs in 2022 were good preparation for work

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All

Text

The next few questions are about Applied General qualifications. Please think specifically about perceptions you have had in 2022 as opposed to other years.

Applied General qualifications include, but are not restricted to, Pearson BTEC Level 3 Applied qualifications and OCR Cambridge Level 3 Applied Certificates. They at level 3 (key stage 5) and are identified by the Department for Education as ‘Applied Generals’ for the purpose of performance table reporting.

Question

To what extent do you agree or disagree with the following statements?

• Applied General qualifications in 2022 were well understood by people
• Applied General qualifications in 2022 were trusted qualifications
• Applied General qualifications standards in 2022 were set at an appropriate level for this cohort of students
• Applied General qualifications in 2022 were good preparation for further study
• Applied General qualifications in 2022 were good preparation for work

Possible answers

1. Strongly agree
2. Agree
3. Neither agree nor disagree
4. Disagree
5. Strongly disagree
6. Don’t know

Question design

Question type	Grid (one answer required for each sub-question)
Base	All