Our recent research

2024 evaluation reports on approach to assessment of National Courses

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)

Evaluation of the 2023-24 Return to Full Course Assessment

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.

Evaluation 23-24 return to full course assessment (456 KB)

Higher English Critical Reading Question Paper Research 

This research aimed to examine stakeholder’s feelings about the current duration of the Higher English Critical Reading question paper and to determine whether they were in favour of increasing the duration of the exam by 15 minutes to a total length of 1 hour and 45 minutes.

Higher English Critical Reading Question Paper Research
Published December 2025

Exploring Perspectives on National Qualification Marker Recruitment, Retention and Experiences

This research explored the perspectives of National Qualifications markers and non-markers through surveys and interviews with the aim of understanding how we could improve marker recruitment and retention.

Exploring Perspectives on National Qualification Marker Recruitment, Retention and Experiences
Published November 2025

Generative AI in Scottish education: Learner experiences and attitudes in Schools and Colleges

This report presents the findings from our consultation with school and college-based learners about their use of and attitudes towards generative artificial intelligence (AI) in education.

Research Summary — Generative Artificial Intelligence in Scottish Education: Learner Experiences and Attitudes (105 KB)
Published October 2025

Generative Artificial Intelligence in Scottish Education: Learner Experiences and Attitudes in Schools and Colleges (602 KB)
Published October 2025

Learner and Educator Views on Proposed Changes to the Higher Drama Question Paper

This research captures the views of learners and educators on the proposed changes to the Higher Drama question paper, for session 2025-26 onwards.

Working towards a Definition of Work-based Learning – an Evidence Paper

This evidence paper was developed to inform our engagement with stakeholders to shape our model of work-based learning, as part of our work-based learning strategy.

It provides context to our work by summarising academic literature on work-based learning in different countries. It also analyses the purpose and benefits of work-based learning and how this is changing in today's digital world.

Evaluation of the 2024 approach to assessment of National Courses

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.

Generative AI and Learners with Additional Support Needs: Literature Review

The literature review gives an overview of recently published primary research conducted into how artificial intelligence tools have been used to support learners with additional support needs.

Evaluation of the 2024 Access to Marked Exam Paper trial

The evaluation of the 2024 Access to Marked Exam Paper trial was designed to enable further development of the service and evidence-based policy development.

Review into the removal of question paper from practical subjects

As a first step towards reviewing assessment in National Courses, in early 2024 we conducted research with teachers and lecturers to explore whether we should remove question papers (exams) from some practical subjects.

HN Certifications and the Scottish Index of Multiple Deprivation

This research aimed to investigate the long-term trends (2009 to 2021) in how HN certification varies by deprivation.

Investigating the Recent Decrease in Higher National Certifications

In recent years, we have observed a decrease in HN certifications. This research explored the factors that could contribute to this decline.

Generative AI Consultation results - survey and focus groups 

The publication of the report findings informed our current position on candidates’ use of GenAI in assessments

Assessment Arrangements in External Assessments

Understanding the experiences of centres, local authorities, parent/carers and learners - assessment arrangements provide disabled learners and/or those with additional support needs with access to appropriate support to complete external assessments,

National Standards Research Report

The report outlines findings on how practitioners, senior staff, and qualifications managers engage with and understand the National Standards in education.

Evaluation of the 2023 Approach to Assessment of Graded National Courses

Learners and practitioners across Scotland took part in our evaluation of how National 5, Higher and Advanced Highers were awarded in 2023.

Approach to Assessment of Graded National Courses 2022

Thousands of learners and educators across Scotland took part in our evaluation of how National 5, Higher and Advanced Highers were awarded in 2022.

Evaluation of the 2021 Alternative Certification Model

The 2021 Alternative Certification Model (ACM) was adopted to support learning, teaching and assessment following the cancellation of exams on public health grounds. Alongside academic partners we carried out research to find out how it worked in practice.

Research archive