Our recent research

National Qualifications: Attitudes to Internal Assessment and Grading

This research explored experiences of internal assessment and grading in National 4, National 5, Higher and Advanced Higher qualifications.

Drawing on interviews and focus groups with learners, practitioners, and school and centre leaders, the study examined views on internal assessment, external assessment, grading, and considerations for the future design of qualifications.

Overall, the research highlighted broad support for increasing the use of internal assessment in some areas, provided robust national standards and verification processes are maintained. Many participants expressed interest in a balanced approach to assessment that combines the strengths of both internal and external methods while continuing to support learner wellbeing and confidence.

English writing assessment research

The suite of papers offers evidence on how policy changes are experienced in practice, while highlighting the potential strengths and limitations of different approaches. In particular, the evidence suggests that no single assessment model fully resolves the competing demands of authentication, reliability, and validity.

Rebalancing assessment

Survey findings from learners and educators are helping us make some changes to improve assessments in current National Courses.

Experiences of National 4s, National 5s, Highers and Advanced Highers 2024-25

Learners, educators and other stakeholders from across Scotland have taken part in Qualification Scotland’s second annual survey gauging perceptions of National Qualifications (NQs) among those who develop and use National 4s, National 5s, Highers and Advanced Highers.

Yearly evaluation reports on approach to assessment of National Courses

Thousands of learners and educators across Scotland take part in evaluations of how National 4, National 5, Higher and Advanced Highers were awarded.

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.

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.

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.

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.

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.

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.

Research archive