Evaluation reports on approach to assessment
Thousands of learners and educators across Scotland take part in our yearly evaluation of how National 4, National 5, Higher and Advanced Highers were awarded in respective years.
Findings from the research are shared with the wider education community to inform their decision making.
These research findings, together with our engagement with the education community, will inform our work on qualification reform, as part of the Scottish Government’s education reform programme.
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Thousands of learners and educators across Scotland have taken part in our evaluation of how National 4, National 5, Higher and Advanced Highers were awarded in 2024.
Key findings from the research have been shared with the wider education community to inform their decision making. The research will add to the other sources of insight into how the 2023-24 session performed, such as national attainment data, published in August 2024.
The research findings, together with our engagement with the education community, will inform our work on qualification reform, as part of the Scottish Government’s education reform programme.
Educator experiences
This research captures perceptions of educators, who prepared learners for National Courses in 2023–24, on a range of topics. These included National 4, National 5, Higher and Advanced Higher, assessment, awarding and standards and the impact of the legacy of the COVID-19 pandemic on learning.
NQ 2024 research educator experiences (3.41 MB)
Learner experiences
This research captures the perceptions of learners who took National Courses in 2023–24. It includes their views on topics such as assessment, awarding and results and the impact of the legacy of the pandemic on learning and teaching.
NQ 2024 research learner experiences (4.00 MB)
Senior appointee and Qualifications Development colleague experiences
This research captures the perceptions of colleagues in SQA's Qualifications Development Directorate and the senior appointees who supported National Courses in 2023–24. It includes their views on topics such as assessment and awarding and the legacy of COVID-19’s impact on learning and teaching standards.
NQ 2024 research SAQD colleagues experiences (4.15 MB)
Comparison of respondent experiences
This report compares the lived experience of learners, educators, SQA Senior Appointees and Qualifications Development staff across areas of particular interest that emerged from this year's research.
NQ 2024 research respondent experiences (911 KB)
Research Methodology
Provides an overview of the design, sampling and recruitment approach, data collection and analysis, limitations and ethical framework of the research.
NQ 2024 research methodology (253 KB)
Technical Appendix
Sets out, in detail, aspects of the methodology and approach to analysis for the work with learners, educators, senior appointees and SQA Qualification Development colleagues.
NQ 2024 research technical appendix (699 KB)
The COVID-19 pandemic resulted in modifications to most National Qualification course assessments before the start of the 2021–22 academic year. These modifications included more choice for learners, certain parts of courses not being assessed, and practical requirements being changed or removed. The modifications were to account for a loss of learning due to the pandemic and to ensure that courses could be delivered in accordance with public health guidance. The majority of modifications were removed for the 2023–24 academic year and there was a return to full course assessment.
This report explores the experiences of the return to full course assessment for a range of stakeholders: learners; educators; colleges and higher education institutions (HEIs); SQA Operations and Appointee Management colleagues; SQA Qualification Development colleagues; and senior appointees.
Thousands of learners and practitioners across Scotland have taken part in our evaluation of how National 5, Higher and Advanced Highers were awarded in 2023.
The research findings, together with our engagement with the education community, has informed our decisions about the approach to awarding in the 2023-24 session.
Key findings from the research have been shared with the wider education community to inform their decision making. The research will add to the other sources of insight into how the 2022-23 session performed, such as national attainment data, published in August 2023.
The findings have also contributed to Scottish Government plans for reviewing the Maths curriculum, its education reform programme and its reminder to schools on the appropriate use of dual presentation.
2023 evaluation reports
Evaluation summary report
This report summarises the range of evaluation activity carried out by SQA since the conclusion of the 2022–23 academic session.
- NQ 23 Evaluation of the 2023 Approach to the Assessment of Graded National Courses: Summary Report (375 KB)
Learner summary report
A summary of the findings for learners – outlining what learners themselves told us and what teachers, lecturers and senior examiners said.
- NQ 23 Learner summary report (573 KB)
Experiences of and Reflections on 2023 National Qualifications Assessment
This report pulls together the views of learners, practitioners, senior appointees and Qualifications Development staff to give a full picture of the feedback received on important issues relating to standards and the ways that learners were assessed in 2023.
- NQ 23 Evaluation: Experiences of and Reflections on 2023 National Qualifications Assessment (235 KB)
Learner Experiences report
Detailed research that aims to understand the experience of assessment in 2023 from the perspective of learners, building a picture of how the 2023 assessment approach worked in practice. The research involved two stages — large-scale surveys, followed by a series of in-depth interviews.
Practitioner Experiences report
Detailed research that aims to understand the experience of assessment in 2023 from the perspective of practitioners, building a picture of how the 2023 assessment approach worked in practice. The research involved two stages — large-scale surveys, followed by a series of in-depth interviews.
Reflections of Senior Appointees and Qualification Development Teams
A report outlining the results of engagement with experienced subject specialists and SQA Qualification Development colleagues who support the delivery of National Courses. The purpose of this engagement was to gather participants’ perspectives on how the assessment approach worked in practice, with particular focus on themes relating to standards.
Technical Appendix
A report setting out the methodology and approach to analysis for the work with learners, practitioners, senior appointees and SQA Qualification Development colleagues.
- NQ 23 Evaluation: Technical Appendix (328 KB)
Relationship Between Teacher Estimates and Results in Scotland
A report examining the relationships between awarded grades and estimates in exam years. SQA collects estimates of attainment from centres every year as part of the procedure for awarding National Courses. This analysis includes 2023, 2022, and the three years prior to the pandemic (2017 to 2019) but does not include 2020 and 2021 when exams did not take place.
- Estimates report 2023 (566 KB)
Dual Entry Analysis
In the 2022–23 academic year, it was evident that there was a sizeable increase on recent years in the number of learners presented at both National 4 and National 5 for a single subject. This report explores the entry and attainment profiles of National 5 candidates and examines the impact of dual presentation over the five-year period 2019 to 2023.
National 5 Mathematics Analysis
A to C attainment across most courses at National 5, Higher and Advanced Higher were above pre-pandemic levels in 2023. A notable exception was A to C attainment for National 5 Mathematics, which was below pre-pandemic levels. While there are a number of factors that influence attainment, this report focuses on exploring the impact that presenting candidates for more than one Mathematics award has on attainment.
Thousands of learners and educators across Scotland have taken part in our evaluation of how National 5, Higher and Advanced Highers were awarded in 2022. Hundreds of parents and carers also shared their views.
The research findings are part of a wide-ranging evaluation programme that has contributed to making decisions for the 2022-23 session and has contributed to future considerations of the qualifications and assessment system.
The research findings were also one part of a holistic suite of insights and evidence from across the education community that was used to make decisions about the 2023-24 session. These included:
- extensive engagement with teachers, lecturers, universities, colleges, unions
- the specialists involved with assessing and grading learners, including during Awarding 2022
- National Qualifications Strategic Group
- SQA Advisory Council
The programme engaged with stakeholders across the education sector and relevant national and local government stakeholders and reflects the diverse and sometimes conflicting views of learners, parents and carers, and practitioners, and the importance of the review of qualifications and assessment.
Both the National Qualifications Group and the SQA Advisory Council, whose wide-ranging membership includes the Educational Institute of Scotland (EIS), School Leaders Scotland (SLS) and the Association of Directors of Education in Scotland (ADES), agreed that the best decision, on balance, was to remove modifications. This was determined to be in the best interests of learners.
2022 evaluation reports
Evaluation summary report
A summary of our approach and lists the key themes from the research findings.
Reflections of senior appointees and qualification teams
Engagement with senior appointees (Principal Assessors and Depute Principal Assessors) and SQA qualifications teams who support the delivery of National Courses, enabling an evaluation of the approach to the assessment of National Courses in 2021-22, as the education system returned to formal external assessment and exams.
Learner and practitioner experiences main report
Surveys and in-depth interviews with learners and practitioners to understand their lived experience of assessment in 2022, helping us to build a picture of how the 2022 assessment approach worked in practice.
Learner experiences report
Detailed analysis of learner lived experiences of assessment in 2022.
Practitioner experiences report
Detailed analysis of practitioner lived experiences of assessment in 2022.
Approaches to certification in Scotland and other jurisdictions
A detailed piece of desk-based research placing Scotland’s response to the COVID-19 pandemic in a wider context, covering how assessment and certification in 2020, 2021, and 2022 were undertaken in a range of jurisdictions.
Relationships between teacher estimates and results in Scotland
Teachers in Scotland routinely submit estimates each year to SQA to use in awarding National Qualifications. This report contains analyses of the correspondence between estimates and grades awarded in August for 2022 and for 2017 to 2019.
The 2021 Alternative Certification Model (ACM) was adopted to support learning, teaching and assessment following the cancellation of exams on public health grounds. SQA worked as part of the National Qualifications 2021 Group, which included teacher, lecturer and learner groups alongside other partners, to devise a system-wide approach to assessment and certification of National Qualifications that would deliver results to learners.
SQA and academic partners have carried out evaluative work to explore how this operated in practice. The ACM was designed and implemented during an academic year with much uncertainty and ongoing disruption and the education system was required to adapt to ever-changing circumstances, creating significant challenges for us all. This research captures a range of perspectives, including from learners, teachers and lecturers, parents and carers, senior school and college leaders, principal assessors, training providers, employers and universities.
Reflecting on the challenges and evaluating the impact of the ACM is critical to understanding those experiences. Initial findings informed SQA’s contingency planning and communications, ensuring that reflections on the 2021 ACM were taken on board. More broadly, identifying the lessons that can be learned from the experience can help to inform future thinking about qualifications and assessment in Scotland.
2021 ACM evaluation strands
Overall summary of the 2021 ACM evaluation
A summary of the range of evaluation activity carried out by SQA, introducing each element, and discussing the key themes arising from the work as whole.
Experiences of the 2021 ACM
A detailed research study that aims to understand the experience of the ACM from the perspective of learners and practitioners involved in National Qualifications, helping to build a more complete picture of how the ACM worked in practice.
Perceptions of Assessment Standards in Scotland
Research undertaken with the University of Glasgow and the University of Oxford to understand how key stakeholders and the wider community understand the notion of standards and fairness in Scottish education.
Approaches to 2021 Certification in Scotland and other Jurisdictions
An exploration of how assessment and certification in 2020 and 2021 was undertaken in a range of different education systems in response to the COVID-19 pandemic, in order to place Scotland’s response in a wider context.
SQA Statistics and Commentary
Attainment statistics published on results day (August 2021) and post-Appeals (December 2021) with the accompanying statistical commentary, including breakdown of attainment by sex, centre type and Education Authority.
Centre Variability Analysis
An analysis of centre-level changes in the distribution of outcomes for two high uptake subjects, English and Mathematics, at National 5, Higher and Advanced Higher.
Summary of Feedback on HNVQ Alternative Arrangements
A report outlining the development of alternative assessment approaches put in place for Higher National and Vocational Qualifications (HNVQ) to mitigate against the effects of the COVID-19 pandemic, focusing on engagement with the sector.