Awarding organisations might reduce the content assessed in vocational qualifications if necessary, Ofqual has said.
The regulator has set out how organisations should adapt vocational and technical qualifications where necessary. While it does not expect the content taught to be reduced, it may be appropriate to reduce the amount of content that is assessed, it says.
In a set of documents published today on how technical and vocational qualifications should be assessed this year, Ofqual says with “category A” qualifications (qualifications identified by the Department for Education as not being safe to award without exams and assessments taking place) and “category B” qualifications (those identified by the DfE where results should be prioritised for learners so that they can progress to further or higher study or employment) awarding organisations can make adaptations to their approach if necessary “in the context of ongoing disruption arising from the pandemic and the need to comply with public health guidance”.
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Reasons for adaptation might include restricted access to centres or where work-based teaching or assessment of practical skills has been impacted by public health guidance or restrictions. Restrictions could be social distancing measures, or where teaching or assessment involves working in groups or teams.
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Ofqual sets out a range of examples of ways in which an awarding organisation may adapt a VTQ and says it recognises that an awarding organisation’s approach may change and develop over time. “We are not prohibiting any form of adaptation,” the regulator stresses.
However, it adds: “We do not expect that the content of a qualification should be reduced. Changes to the content should be considered in exceptional circumstances where it is the only way of minimising disadvantage to learners.
“The views of sector and professional bodies and other stakeholders must also be sought before any changes to content are made.”
Ofqual says: “However, it may be appropriate, while maintaining taught content, to reduce the amount of content that is assessed, or to change the way the content is assessed, without undermining the validity and reliability of the qualification.”
“Awarding organisations should consider whether an adaptation method that is appropriate for one qualification, which it makes available, is appropriate for another. It may also be that an adaptation method is appropriate for one assessment mode but not for another. Awarding organisations should also determine whether their adaptation approach will apply to all learners, irrespective of whether a learner is completing a qualification or is new to a qualification. If a learner is unable to take an adapted assessment, then special consideration may apply. Any adaptations to assessment requirements or delivery should also be carefully considered so that they do not undermine the validity and reliability of the qualification.”
Catherine Sezen, senior policy manager at the Association of Colleges, said: “We welcome the publication of the outcomes of Ofqual’s technical consultations on summer assessment 2021. Key now is how this is put into practice on the ground and its impact on ensuring equitable outcomes for students up and down the country. Colleges are still concerned about the approach being taken to Functional Skills and ESOL qualifications which mean students will need to take assessments when their peers taking GCSEs in the same or similar subjects will receive teacher assessed grades.”
