Current research projects
We are undertaking research to help monitor and review current qualifications, and to help shape the future design and development of qualifications for learners in Wales. Central to this programme of work is considering how qualifications can support the new school curriculum for Wales. For more information on each of our current projects, please click on the relevant title below.
The use of technology in assessing Vocational Qualifications
Qualifications Wales has commissioned a partnership of vocational education providers and national membership bodies, led by Pembrokeshire College, to identify and investigate a number of examples of good or innovative use of technology in assessing vocational qualifications. The examples identified will be a mix of cases covering the assessment of knowledge and skills. They will be predominantly focused on vocational learning in level 2 or 3 qualifications in Further Education or Work Based Learning. However, the researchers will also explore the use of technology in assessing qualifications from other levels (for example higher education) or general qualifications, providing that those examples have potential to be used in assessing level 2 or 3 VQs.
Exploring GCSE Mathematics Qualifications in Wales
Qualifications Wales is conducting a programme of research to explore Mathematics qualifications in Wales. The project will focus on GCSE Mathematics, GCSE Mathematics-Numeracy and Level 2 Additional Maths.
Initially this project will be made up of three strands of work:
Strand 1: A survey of Maths teachers to explore thoughts and opinions about the design, tiering, content, manageability and examination entry approaches for each of the qualifications.
Strand 2: An exploration of the assessment constructs of the qualifications and how they relate to each other.
Strand 3: An analysis of data related to the qualifications including an analysis of exam entries, results and performance, from before and after the introduction of the new Mathematics GCSEs.
The curriculum in Wales is currently going through a period of reform. The new curriculum will be structured around six areas of learning and experience (AoLEs). Given that one of the AoLEs focuses on Mathematics and Numeracy AOLE, we can expect further changes to Mathematics GCSE qualifications in the future. Our research aims to inform any such changes by gathering information about the focus of each qualification and the views of those who teach these subjects.
Non-examination assessment in reformed GCSEs
Non-examination assessment (NEA) refers to any type of assessment that is not an exam taken by all candidates at the same time. NEA therefore covers a range of assessment activities including coursework, oral assessment, fieldwork, portfolio work and practical assessment. As part of an ongoing programme of work to consider how qualifications can support the new curriculum for Wales, we will be exploring whether the current approach to delivering, assessing and moderating NEA is appropriate.
This project will include four strands of work:
Strand 1: Focus groups with teachers discussing their experiences and perceptions of NEA in ten GCSE subjects. Further information on how teachers can get involved in this work is available here.
Strand 2: Focus groups with learners to explore their experiences and perceptions of NEA in ten GCSE subjects.
Strand 3: Research into the assessment functioning of NEA, including analysis of the targeting and reliability of the assessments, the extent to which they discriminate between candidates and whether the intended weighting of NEA in the grades received by candidates is achieved in practice.
Strand 4 Exploring the potential benefits of alternative approaches to the moderation of NEA
We will use the findings from this research to shape the future design and development of qualifications, including how qualifications can support the new curriculum for Wales.
Teacher Perceptions of reformed GCSEs
We have commissioned a study to investigate teacher opinions of some of the recently reformed GCSEs. The aims of the work are:
- To find out how the new qualifications are working and what impact the changes are having.
- To gather evidence that could inform any future qualification reforms, including to support the new curriculum for Wales.
This initial piece of work will use interviews and focus groups to explore the views of teachers of the following GCSE subjects: Geography, Science, Performing Arts, English, Welsh, Maths and Modern foreign languages.
Monitoring public confidence in qualifications and the qualification system
One of our principal aims is to promote public confidence in qualifications and the qualification system in Wales. We have commissioned research to develop our understanding of public confidence in relation to this aim.
The research aims to:
- explore confidence in the qualification system in Wales among stakeholders;
- investigate the impact of Qualifications Wales on public confidence;
- identify the key strengths in promoting public confidence and identify any constraints and issues impeding effectiveness, or opportunities for improvement;
- measure perceptions and levels of confidence in qualifications.
The research involves both quantitative and qualitative research. The qualitative research is being conducted by York Consulting and is divided in three phases.
We started collecting data for Stage 3 in November 2018 and we expect to publish the findings in Spring 2019. Participants include school staff and representative bodies from the school sector, policy-makers, further education providers in Wales, higher education providers (in Wales and beyond), work-based learning providers, awarding bodies and employer representatives.
We have also commissioned a survey of public confidence which is being conducted by Beaufort Research. This survey asks a representative sample of the general public in Wales about aspects of their confidence in GCSEs, A levels, vocational qualifications and the Welsh Baccalaureate Skills Challenge Certificate.
Fees and services
We have commissioned London Economics Cymru to review the services provided, and fees charged, by awarding bodies offering GCSEs and A levels in Wales. This work will help us to develop how we regulate awarding bodies so that users of qualifications in Wales can be confident that the services they receive, and the fees charged for them, are competitive.