The document discusses potential changes to Scotland's qualifications system and quality assurance models. It summarizes engagement with stakeholders on strengths and challenges of current models as well as potential new approaches. Feedback indicated a need for robust quality assurance while being developmental and inclusive. A blended model with SQA and centers working in partnership was proposed, with SQA maintaining standards and centers taking more responsibility through internal quality assurance and regional partnerships. Next steps would involve further engagement, developing partnership approaches, and detailing new models.

1. Qualifications are changing Engagement: Quality Assurance Models

2. Design issues New qualifications – more skills based, greater personalisation, diversity of assessment approaches Quality Assurance (QA) developments Self-evaluation frameworks Proportionality Involvement of stakeholders

3. Who did we engage with? Curriculum Area Review Groups Local Authority Representatives College Quality Managers School Leaders Scotland Representatives Association of Directors of Education Quality Improvement Network (ADES QuIN)

4. What did we ask? What are the strengths and challenges of: current external verification models? potential new quality assurance models? What is the viability of: using a blend of models? a rolling programme of quality assurance activities? basing activity on risk/identified needs?

5. Models discussed Current: Prior verification Central and postal verification Visiting verification - including Coordinated Verification Events (COVEs) Potential new: Regional Partnership

6. Feedback Need for robust QA for credibility – particular concerns around National 4 Assessment expertise of teachers Role of the National Assessment Resource (NAR) Resource issues - “dual running” and centre capacity High quality – and timely – feedback Avoid end-loading QA

7. Feedback (continued) Culture change necessary Internal QA prerequisite SQA guardian of national standards Blended approach Risk - longer term development Differences in school / college perspectives, priorities and concerns Potential of IT solutions

8. Progress made so far and next steps

9. Key messages from engagement activities Need for robust QA – credibility Approaches need to be developmental – CPD Approaches need to be inclusive and foster collegiality Role of SQA as guardian of national standards Constraints – budget, funding and release

10. Additional considerations: CfE Need to create long-term capacity and build confidence Importance of professional dialogue – across centres, sectors and regions Shared responsibility through partnerships Need for flexibility – personalisation and choice

11. Potential approaches: rethinking the way SQA works with centres Develop a culture of partnership between SQA and all centres: SQA and centres working together to: identify appropriate subject specialist for QA activity embed CPD into the QA process for both individuals and centres quality assure assessment decisions SQA continues in role of ensuring national standards in a supportive way

12. Current approaches: external QA activity SQA appointees Centre representatives Regional verification Visiting verification Central verification

13. Potential approaches: external QA activity SQA and centres working in partnership Visiting QA events Area QA events National QA events

14. Next steps Engagement: Share our thinking Identify practical implications Develop partnership working in a manageable way Two structured engagement events in April: representative volunteers required Develop further detail of models: roles and responsibilities identify resources required