The government recently announced its intention to introduce legislation to abolish the Qualifications and Curriculum Development Agency (QCDA) and to ensure that National Curriculum tests continue to be delivered. For the purpose of this consultation, the current functions of QCDA in conducting National Assessments have been identified.

Role and responsibilities

97.QCDA is appointed by the Secretary of State to develop and implement statutory National Assessments and their associated assessment arrangements.

98.QCDA is accountable to the Secretary of State for ensuring that the public is confident that statutory National Assessments meet the requirements of the common criteria – paragraphs 34–36.

99.QCDA’s chief executive is ultimately responsible for the integrity and quality of the National Assessments for which it has been remitted to deliver and for maintaining standards of these assessments.

100.Where QCDA sub-contracts any part of the development or implementation process, including associated systems, QCDA remains ultimately responsible for the quality and timely delivery of that process.

101.QCDA must provide exemplification of standards in the assessments and ensure that these standards are maintained.

102.QCDA’s demands on schools, headteachers, managers and leaders of Early Years Foundation Stage settings, teachers and practitioners must be the minimum necessary to support their professional competence in assessment and to maintain the integrity of the assessments.

103.QCDA must identify and use the most effective and efficient form for communicating and disseminating information, guidance or support materials.

104.QCDA must communicate information about National Assessments clearly and effectively so that local authorities, schools and Early Years Foundation Stage settings are informed of their statutory assessment responsibilities and the statutory assessment arrangements, and have sufficient time to plan and carry out its responsibilities.

105.QCDA must:

• ensure that its staff involved in National Curriculum assessments have awareness and understanding of the statutory requirements placed on local authorities, schools and teachers relating to National Curriculum assessments
• carry out reviews, involving a wide range of stakeholders representing different social backgrounds, religion and belief, sexual orientation, age, race, gender, ability or disability to evaluate the strengths and weaknesses of its communication and dissemination strategies, and implement identified improvements
• publish the findings of its reviews and, along with its own self-assessment, use the findings to inform the implementation of the national assessment programme in subsequent years
• ensure that the views of stakeholders have been taken into account when changes to the National Assessments, reporting arrangements or assessment processes and arrangements are proposed – see Section 4, 'Managing change'
• ensure that local authorities, schools and Early Years Foundation Stage settings are involved in the design and delivery of information, guidance and support through partnership, so that they can contribute to improving systems for the future
• keep the burden of administering National Assessments to a minimum without risking the validity of the assessment process
• ensure that deadlines by which local authorities, schools and Early Years Foundation stage settings are expected to have completed an activity are clear, achievable and published in a timely manner
• respond promptly and effectively to any communication in accordance with its published customer service code of conduct
• have a defined system of improvement that ensures continuous quality improvement.

106.QCDA has a statutory duty to investigate any matter of maladministration brought to its attention that could jeopardise the integrity, security or confidentiality of the assessments and lead to the validity of the outcomes being compromised.

107.QCDA is appointed to audit any aspect of the implementation of National Assessments that is carried out by another organisation and should provide guidance, training and examples of good practice for that organisation.

108.QCDA and its suppliers should demonstrate that they carry out equality impact assessments on all assessment materials, written communications with stakeholders, procurement arrangements and appointment of staff.

109.QCDA should provide Ofqual with all the information that it requests to carry out its regulatory function.

110.The responsibilities of QCDA are discharged through its staff and appointed suppliers. QCDA should ensure that its staff, and its suppliers, meet the requirements of current equalities legislation.

111.QCDA should provide appropriate training and support to ensure that its personnel can carry out the functions set out in this regulatory framework.

QCDA’s accountable officer(s)

112.QCDA will appoint a named person or persons for ensuring that the quality and standard of National Assessments meet those expected by Ofqual. This person is/are the accountable officer.

113.The accountable officer(s) is responsible for demonstrating:

• that all necessary action will be taken to maintain standards in each area of learning (See Glossary) from year to year
• QCDA’s compliance with the requirements of the regulatory framework
• that continuous quality improvement procedures are in place and being actioned
• QCDA’s participation in comparability, monitoring and evaluation activities
• that any information or data requested by Ofqual is supplied by an agreed or specified date
• that any procedural changes to assessments have been agreed with Ofqual and piloted to meet Ofqual’s common criteria
• that the diversity and inclusion requirements set out in this regulatory framework document have been met
• that Ofqual is immediately informed of any major risks and issues that could affect the integrity or delivery of the assessments.

QCDA’s staff

114.QCDA’s staff manage all the stages and key activities of their assessment remit. They should ensure that:

• the stages are carried out in accordance with the regulatory framework and with the responsible body’s own policies and procedures
• the responsible body’s senior management, including the accountable officer(s), are alerted to issues or concerns that arise during the process and which pose a threat to the validity of the outcomes.

115.QCDA’s staff should demonstrate that all diversity and inclusion issues raised during the assessment process have been considered.

QCDA’s suppliers

116.QCDA’s suppliers should provide information to Ofqual when required (see paragraph 9). If this information is not provided by the agreed or specified date, the Secretary of State may nominate the supplier as a responsible body and require the supplier to provide the information.

Evidence and outcomes

Externally developed and implemented assessments

Outcome evidence for regulation

117.QCDA should demonstrate that it has:

• developed and implemented assessments that meet the common criteria and assessment criteria – see paragraphs 34−41
• produced and distributed clear statements of operational processes and procedures to relevant parties
• documented operational processes for purposes of communication, management, knowledge transfer and quality
• a defined system of improvement that ensures continuous quality improvement for each process
• ensured that appropriate administrative processes and procedures are distributed in time for schools and local authorities to plan how they will be implemented
• ensured that National Curriculum assessments are delivered on schedule and meets the common criteria
• ensured that no pupil working at the level of the assessment arrangements has been excluded or disadvantaged and is able to access assessments on an equal basis
• procedures in place for ensuring the confidentiality and security of all assessment materials where required
• involved practitioners, assessors (See Glossary), suppliers and local authorities from a cross-range of backgrounds, irrespective of social background, religion and belief, sexual orientation, age, race, gender, ability or disability in reviewing the assessment process and has considered the outcome of the reviews
• consider issues, and recommendations to improve any aspect of National Assessments, raised by Ofqual.

National sampling

118.QCDA should demonstrate that:

• the sample of pupils and schools is representative of the cohort
• there is clear and effective communication with schools and their local authorities about the arrangements for national sampling for that year
• high quality assessment materials have been developed that meet the common criteria and assessment criteria and allow international comparisons to be made
• assessment materials are kept secure, according to the published arrangements
• performance data are accurately collated and passed to the Department for Education
• a report on standards over time is provided for the Department for Education.

Teacher and practitioner assessments

As part of its remit QCDA has a role supporting local authorities in monitoring the administration of statutory National Curriculum assessments in line with statutory requirements. Paragraph 118 should therefore be read in conjunction with Section 10, pages 33 and 34.

Outcome evidence for regulation

119.QCDA should demonstrate that:

• it has provided schools and settings with guidance material that support teacher and practitioners making valid and reliable judgements
• any assessment materials it has produced to inform teacher and practitioner assessment judgements meet the regulatory principles set out in the relevant subsections in this document
• it has clearly communicated with schools and settings about the assessment arrangements including the timetable for reporting the outcome of teacher and practitioner assessments
• it has provided local authorities with the necessary statutory information, guidance and training to moderate teacher and practitioner assessment judgements
• local authorities are monitoring the statutory assessment outcomes of National Curriculum teacher assessments, and Early Years Foundation Stage profile practitioner judgements in line with national standards.