Some countries make much greater use of technology in assessment and qualifications. For example, some have a system whereby learners’ achievements in their senior phase are assessed online. Others use technology to give learners different styles and types of assessment e.g., on-line simulations. Some countries use digital profiles to gather and present information on learners achievements.

Additionaly they should be able to do what is set out in the more detailed exemplification of each of the capacities, see below for more information. https://www.gov.scot/publications/professor-haywards-independent-review-qualifications-assessment/pages/2/

Whilst most courses in the senior phase have been designed to support the realisation of the four CfE capacities, in phase one of the review we have heard from many that qualifications taught in the senior phase of Scotland’s schools and colleges 'focus too much’ on ‘only one’ of the four capacities namely ‘successful learners. This view was also shared with Professor Ken Muir and is discussed in his 2021 report ‘Placing learners at the centre’.  

Yes 
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I am not sure

There are many different definitions of skills and competencies.

Skills are sometimes referred to as ‘core skills’, ‘meta skills’, or ‘soft skills’. In this review when talking about skills, young people, parents, colleges, employers and universities have told us that learners need to be able:

A competence is another term which can have different meanings. Academic competencies like written and verbal communication, attention to detail and active listening are soft skills essential for almost every job. These skills benefit students and ensure success in college and the workplace. A competence is more than knowledge and skills. It involves the ability to put different skills into practice in a particular context.

For example, the ability to communicate effectively is a competence that may include an individual’s knowledge of language, practical IT skills and attitudes towards those with whom he or she is communicating. Interdisciplinary learning offers learners one kind of opportunity to bring together knowledge and skills to demonstrate competences.

Yes 
No 
I am not sure

The majority of senior phase qualifications are internally assessed and provide flexible approaches to assessment including opportunities for interdisciplinary learning for example, National 1 to National 4 Courses (SCQF 1 to 4), Awards (SCQF 1-7), Skills for Work Courses (SCQF 3 to 6), National Certificates (SCQF 2 – 6), National Progression Awards (SCQF 2 – 6) and the Scottish Baccalaureate (SCQF 7). National 5, Higher and Advanced Higher courses (SCQF 5 – 7) are largely externally assessed and pre-COVID had been designed to have a balance of coursework and examinations. This was intended to provide opportunities for depth, breadth and personalisation and choice in learning as appropriate to the subject area.

However, regarding national qualifications, we have heard many calls for there to be a ‘better balance’ between exams and other forms of assessment. We have heard the view that often subject based senior phase qualifications rely too heavily on end of year exams. In some countries teacher assessment counts for a significant proportion of a learner's grade. Professor Gordon Stobart’s 2021 report includes discussion of how other countries approach a balance between external and internal assessment. Professor Stobart also noted that in comparative terms, Scottish upper-secondary school students are ‘more frequently’ examined than those in other jurisdictions, i.e., in S4, S5 and S6.