1.16One of our key duties will be to ensure that standards are maintained in qualifications. We need to make sure that standards are consistent between comparable qualifications. We need to make sure there is comparability both at a given point in time and over time, where appropriate.
1.17We will achieve this by setting regulatory requirements, monitoring qualifications and undertaking comparability studies. This will help us to evaluate the extent to which the assessments associated with qualifications are valid, reliable, comparable, manageable and have minimal bias. We will intervene if we have concerns about standards. Our interest in qualifications standards will include their fitness for purpose. For example, does a vocational qualification meet the needs of the sector for which it is designed and are the knowledge and skills/competence being assessed appropriate? We will have regard to the advice of Sector Skills Councils (SSCs) when we make these judgements.
1.18We will regulate the awarding organisations that offer regulated qualifications. We must regulate so that only an organisation that is capable of, and committed to, maintaining standards and offering an appropriate service to learners and providers, is allowed to offer regulated qualifications. We will need evidence that this capability and commitment is demonstrated and maintained. We will require an awarding organisation to take any action necessary to maintain standards where there is evidence that this is needed. We will have powers to make sure an organisation takes steps to do something, or to stop doing something, where standards or learners are at risk.
1.19Our success in securing the standards of regulated qualifications will be determined by the effectiveness with which awarding organisations operate and with which we regulate them. Much of the consultation document is, therefore, concerned with our proposed approach to regulating awarding organisations.
< Our approach to regulation Regulating awarding organisations >
Barker et al (2002) once noted that ‘there is no scientific way to determine in retrospect whether standards had been maintained’ (Newton, 2007:38) this statement seems useful since it says that standards are prescriptive and all action related to keeping standards must be taken ahead of exams. That is to say, standards is a crucial concept at an early phase in which the design of assessment and qualifications takes place. This document could clarify what is the exact meaning of ’standards’ and how such standard will be put into practice at all levels of the system so that it can make a significat difference to improve student learning. The notion of standards is variously referred to as ’standards of achievement’, ’standards of performance’, ‘grade standards’, ’standards of exams over time’, ‘competence standards’ and ‘national occupational standards’. This proliferation of terms may lead to uncertainty about the measuring of standards. The process of ’standard linking’ – focus on linkage with identified standards could be useful.
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