Research
Last updated on: 11/03/2008
Ofqual publishes a range of research reports on different issues. You can access these reports from this page.
Arrangements for awarding and setting standards in the Diploma
The final report of the Diploma Awarding and Standards Group (DASG) sets out a number of principles and practices to cover the awarding of principal learning and project qualifications and the Diploma.
The report provides the detail needed to translate the high-level principles outlined in the Regulatory arrangements for component and Diploma awarding bodies, recognition criteria and operating rules into consistent practice. As a result, this report should be read in conjunction with the Regulatory arrangements for component and Diploma awarding bodies, recognition criteria and operating rules, version 2.
Some of the recommendations in Chapter 3 of the DASG report are proposals which need to be considered further by Ofqual and QCA. These are indicated in the text of the report. All the other recommendations are being implemented from September 2008.
Aspects of the GCSE, GCE and AEA Code of Practice and The statutory regulation of external qualifications in England, Wales and Northern Ireland are cited within this report.
Ipsos MORI surveys on A level and GCSE perceptions
Over the past six years Ipsos MORI have been commissioned annually to carry out research to assess teachers', parents', students' and the general publics' perception of the A level and GCSE exam system shortly after the summer examination series. The reports can be downloaded from this page.
e-assessment reports
e-assessment reports on the following topics can be downloaded from this page:
- A review of e-assessment process models identifying the following components: onscreen testing, e-portfolio, onscreen marking, automated and e-test content.
- Drivers and barriers to the adoption of e-assessment for UK awarding bodies provides a benchmark for determining the current position of e-assessment. It was produced following an independent survey of awarding bodies' attitudes and views regarding the perceived drivers and barriers to the adoption of e-assessment.
- The basic and key skills (BKS) e-assessment experience report outlines issues that arose as five awarding bodies developed successful on-screen delivery systems.
- On-screen delivery of qualifications: the basic and key skills experience report offers general advice to other awarding body personnel who will be developing and managing further on-screen qualifications delivery systems.
- The interim and final evaluation reports for KS3 ICT.
Evaluation of participation in GCE mathematics
This analysis provides a picture of the take-up of GCE mathematics both before the Curriculum 2000 specifications were introduced, and during Curriculum 2000 implementation. It incorporates an assessment of the impact of Curriculum 2000 and a baseline for the new GCE mathematics specification. This analysis builds on the interim report published in 2005.
The regulation of examinations and qualifications: An international study
This is a report of a research project, which looked internationally at the regulation of examinations and qualifications. The data for this was collected in autumn 2007 through the INCA and Eurydice networks.
The research questions include:
- What insights can international findings provide to either support or challenge English approaches to the regulation of examinations and qualifications?
- To what extent are English approaches to the regulation of qualifications and examinations mirrored by practices in other international jurisdictions?
- When international approaches to regulation differ from those of England, what insights can the English regulator take from international practice?
The report can be downloaded from this page.