Ofqual extends on-screen testing to accountancy V Level

On-screen assessment will be allowed for students taking digital and accounting V Levels after Ofqual expanded its digital assessment plans following a consultation.

The regulator had initially proposed limiting on-screen timetabled assessments to just the digital systems and data course.

But following sector input, it will now also permit their use for accounting and finance when the qualifications are launched next September.

The education V Level remains excluded from on-screen timetabled assessment, although digital assessment will be allowed for non-timetabled work across all three subjects.

Ofqual made the decision despite concerns about college readiness, digital inequality and the potential impact on learners with SEND.

Some respondents warned that on-screen tests risked assessing a student’s “digital literacy rather than vocational knowledge and skills”.

Ofqual will consider their use in future V Levels on a “subject-by-subject basis”, informed by the experience of schools, colleges and awarding organisations delivering the first tranche.

Its final regulatory framework also gives greater weight to the application of knowledge, and changes the lowest pass grade from N to P.

Most of Ofqual’s other proposals will go ahead as planned, including the size of the qualifications, their assessment methods and approach to marking.

Chief regulator Sir Ian Bauckham said the framework would ensure “consistency and quality” while allowing flexibility in assessment to reflect the “vocational nature and the demands of individual subjects”.

V Levels are part of Labour’s reforms to level 3 vocational and technical qualifications.

They are intended to provide a “middle way” between technical T Levels and academic A Levels as established vocational qualifications such as BTECs lose public funding.

The first three V Levels that are launched next year – in digital systems and data, education, and accounting and finance – will be two-year qualifications comprising 360 guided learning hours, making them a similar size to A Levels.

Gradual growth of on-screen

A “significant proportion” of respondents, particularly schools and colleges, warned that centres had varying levels of infrastructure and digital capability.

Comments about digital inequality and accessibility also “featured prominently” in responses.

Some respondents said on-screen assessment could create barriers for learners with limited access to, or familiarity with, digital testing.

Several organisations representing learners with SEND argued that paper and on-screen versions should both be available, although others highlighted potential benefits for students with poor handwriting or those who use built-in accessibility features.

Ofqual will allow awarding organisations to offer both formats but will not require them to develop separate specifications or substantially different assessment materials for each.

Most respondents backed a “gradual, phased rollout” informed by the experience of providers delivering the first three V Levels.

A minority called for a more “permissive approach”, pointing to potential benefits for the validity and efficiency of assessments, while a small number opposed on-screen timetabled testing because of deliverability concerns.

Separate regulations implementing the on-screen policy will be consulted on alongside Ofqual’s approach to digital assessment in GCSEs, AS and A Levels.

A decision on its use for those qualifications is expected later this year, following signals from Bauckham that on-screen exams could be introduced by 2030.

On-screen assessment will also be permitted without subject restrictions for the new level 2 Foundation Certificates and Occupational Certificates.

Respondents said its use could “enhance validity” and better reflect the vocational context of the qualifications, although they also raised concerns about infrastructure, security, invigilation and contingency planning.

More weight for applied learning

The first three V Levels will consist of timetabled assessments worth 40 per cent of the overall marks, with other forms of assessment worth 60 per cent.

All timetabled assessments must be taken at the end of the two-year course during a single May or June assessment series.

But Ofqual stressed these assessments do not have to be written, theoretical exams and should include more applied and practical tasks.

It has also altered its assessment objectives after respondents warned that the original balance risked placing too much emphasis on theoretical knowledge.

The weighting for demonstrating knowledge and understanding has been cut by five percentage points to between 25 and 30 per cent.

Applying that knowledge through tasks and producing work will instead account for between 40 and 45 per cent of marks – also a five percentage point change.

Some respondents warned that the volume of timetabled assessment and moderation would create capacity and delivery problems for colleges.

They called for a longer implementation period to support workforce planning, staff wellbeing, recruitment and retention.

Ofqual acknowledged the reforms would increase workload and costs for awarding organisations in the short term, but said decisions on the implementation timetable were outside its remit.

Making the grade

The regulator will go ahead with a seven-grade scale running from A* to E, followed by P and U.

It had originally proposed using N for the lowest passing grade, which is used to mean “near pass” in some BTECs.

But there was “strong disagreement” with the label amid concerns that its meaning would be unclear and that significant communications activity would be needed to explain it.

The new P grade will represent the lowest grade for a level 3 pass.

Ofqual will keep the additional grade under review and decide whether it remains necessary once V Level cohorts are established.

Of the 82 consultation responses, 64 came from organisations and 18 from individuals. Those included ten teachers or lecturers and two students.

Single-paper T Level retakes

Ofqual has also confirmed that T Level students will be allowed to retake individual core exam papers rather than having to repeat every paper in the component.

Respondents said the change would reduce the burden on students and make retakes more manageable for providers, although awarding organisations warned that system changes would be needed.

An implementation date will be agreed with the Department for Education and T Level awarding organisations.