Meeting of the Informal Working Group on Assessment and Certification by OECD

Meeting of the Informal Working Group on Assessment and Certification 03 October 2024

Key Takeaways Above & Beyond: Transitions in Upper Secondary Education

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Informal Working Group on Certification and Assessment

Table of contents Table of contents.............................................................................................................................................. 1 Introduction...................................................................................................................................................... 3 Agenda............................................................................................................................................................... 4 Key takeaways from the meeting................................................................................................................. 7 Structuring upper secondary certification – theory and practice..................................................... 7 Balancing key principles for upper secondary education.................................................................................. 7 Upper secondary education is rarely limited to a single assessment type ................................................... 8 Most commonly, upper secondary certification is based on an external exam and school-based assessment.................................................................................................................................................................... 10 Few systems have an upper secondary certificate that is entirely internal................................................... 10 Digital examinations in upper secondary education........................................................................... 10 Not just "digital or not", digitalisation of exams is a spectrum ........................................................................ 10 Five models of “less” to “more” digital examinations........................................................................................... 12 Public perception of the digitalisation process..................................................................................................... 12 Key questions: purpose and in-house creation.................................................................................................... 12 Troubleshooting and device administration.......................................................................................................... 13 OECD work on assessment and certification............................................................................................... 14 Future work....................................................................................................................................................... 15 AI and high stakes assessment................................................................................................................................ 15 Inclusive Assessment.................................................................................................................................................. 16 Previous meetings of the Informal Working Group on Assessment and Certification........................ 16

Informal Working Group on Certification and Assessment

Introduction

On 3 October 2024, members of the Informal Working Group on Assessment and Certification from 31 countries and systems came together to: ● Discuss the findings from OECD working papers on the design of upper secondary certification and the use of digital examinations for high stakes upper secondary assessments. ● Engage in policy workshops focused on high stakes assessment in upper secondary education in relation to AI, selection for tertiary education, student well-being and inclusive assessment. ● Learn about how countries and assessment developers use data from high stakes upper secondary assessments to generate insights to support improvements in assessment and learning. The Informal Working Group on Certification and Assessment was established in June 2023 by the Above and Beyond Transitions in Upper Secondary project at the OECD to steer the project’s work on assessment. It brings together policy officials with responsibility for assessment and certification policy, in a Ministry or in an arms-length examinations body. The Group's meetings convene policymakers, assessment developers and external experts. The Informal Working Group steers the project’s work and helps to keep it informed about country priorities and practices by sharing information about assessments and certification in their systems, case studies and examples.

Above & Beyond: Transitions in Upper Secondary Education

Agenda 09:00

Coffee

09:30

Welcome Hannah Kitchen, Project Manager, Transitions in Upper Secondary Education, OECD

09:40

Balancing different assessment tasks in upper secondary certification Speakers: ● Dr. Lena Gray, Qualifications and Assessment Researcher, United Kingdom ● Rebecca Frankum, Analyst, Transitions in Upper Secondary Education, OECD

Panel discussion: Balancing different assessment tasks in upper secondary certification Moderator: Rebecca Frankum, Analyst, Transitions in Upper Secondary Education, OECD Panel participants: ● Dr. Enda Carr, teacher at Clonturk Community College, Dublin, Ireland ● Dr. Lena Gray, Qualifications and Assessment Researcher, United Kingdom ● Gonçalo Santos, Directorate-General for Education, Portugal ● Will Duffield, Inclusive Learning Officer at Nudgee College, Queensland, Australia

11:00

Break

11:15

Workshops: Interactions, opportunities and experiences of high stakes assessment Participants in the room will choose from 1 of 3 workshops. Workshop 4: Student well-being and high stakes assessment is provided virtually. 1. AI and high stakes assessment, Room CC16, Conference Centre Moderator: Shivi Chandra, Transitions in Upper Secondary Education, OECD Speakers: ● Dr. Velislava Hillman, London School of Economics ● Anna Lasselsberger, Ministry of Education, Austria ● Theo Pengelley, Scottish Qualifications Agency, Scotland ● Stuart Elliott, Project Lead, AI & the Future of Skills, OECD

Informal Working Group on Certification and Assessment

2. Interactions between upper secondary completion and entry to tertiary education, Room CC5, Conference Centre Moderator: Hannah Kitchen, Transitions in Upper Secondary Education, OECD Speakers: ● Hannes Theander, Investigation Secretary, Report on equivalence of grades and credits, State Public

Inquiries, Sweden

● Maja Gustafsson, Analyst, Higher Education, OECD ● Ellen Thompson, Inspecteur général de l’éducation, du sport et de la recherche, France

3. Inclusive assessment, Room CC12, Conference Centre Moderator: Rebecca Frankum, Transitions in Upper Secondary Education, OECD Speakers: ● Chrissie Butler, Universal Design Specialist, New Zealand ● Anne Larsen Lindblom, National Agency for Education and Quality, Ministry of Education and Children,

Denmark

● Lucie Cerna, Education for Inclusive Societies, OECD

4. Student well-being and high stakes assessment Moderator: Camilla Stronati, Transitions in Upper Secondary Education, OECD Speaker: Jack McGinn, President of the Irish Second-Level Students' Union (ISSU), Ireland 12:45

Lunch

14:00

Affordances and challenges of high stakes digital examinations Presentation of the OECD working paper on Digital Examinations Speakers: ● Dr. Christina Wikström, Associate Professor, Umeå University ● Shivi Chandra, Analyst, Transitions in Upper Secondary Education, OECD

Panel discussion: Choosing or troubleshooting a digital exam strategy This discussion will focus on how countries can create a strategy around digital examinations: what are the benefits they can hope to achieve? What are the points to account for in the transition? What might timelines and procurement processes look like? Moderator: Shivi Chandra, Analyst, Transitions in Upper Secondary Education, OECD Panel participants: ● Dr. Velislava Hillman, London School of Economics ● Thomas Vikberg, Matriculation Examination Board, Finland ● Dr. Christina Wikström, Associate Professor, Umeå University, Sweden

Above & Beyond: Transitions in Upper Secondary Education

15:30

Break

15:45

Realising the promise of more and deeper assessment data Station 1. Improving items: analysis of behavioral data for accessibility in Sweden's SweSAT ● Dr. Christina Wikström, Associate Professor, Umeå University and digital researcher, SweSAT, Sweden

Station 2. How does the experience of working with digital data look different from that of an analogue exam? Insights form Norway's experiences piloting digital exams in English ● Cathrine Hjulstad, Senior Adviser, Norwegian Directorate for Education and Training, Ministry of

Education, Norway

● Frode Nyhavn, Division Director, Norwegian Directorate for Education and Training, Ministry of

Education, Norway

● Kevin Steinman, Norwegian Directorate for Education and Training, Ministry of Education, Norway

Station 3. Protecting results: selective sharing and boundaries between exams, higher education portals, and career experience platforms ● Dr. Velislava Hillman, London School of Economics

Station 4. Co-designing a data strategy: Bringing stakeholders together in development of the Dutch secondary digital examinations with Cito ● Paul van der Molen, Cito, the Netherlands

Members from each group will share back key insights, reflections and questions from the data stations that they visited. 17:15

AI and the changing nature of preparation for the future in upper secondary Speakers: ● Stuart Elliott, Project Lead, AI & Future of Skills Project, OECD ● Michael Ward, Project Lead, International Vocational Education Training and Assessment (PISA-VET),

OECD

17:45

Wrap-up ● Hannah Kitchen, Project Manager, Transitions in Upper Secondary Education, OECD

19:30

Cocktail reception in George Marshall room, Château- 18:00 – 19:00 Meeting participants are invited to join the OECD team and other participants for an informal dinner (self paid) at 19:30 at a restaurant close to the OECD.

Informal Working Group on Certification and Assessment

Key takeaways from the meeting The text below summarises key insights from the Informal Working Group on Assessment and Certification on 3 October 2024 in relation to upper secondary certification.

Structuring upper secondary certification – theory and practice Despite the move towards explicit integration of competencies over the past 20-30 years in education systems across the OECD and beyond, many stakeholders – students, teachers, assessors – continue to perceive that memorisation plays a disproportionally large role in high stakes assessments in their system. The key starting point for the OECD’s work on assessment and certification is the perception that certificates have been relatively slow to respond to the increasing range of skills and knowledge curricula now include, and which there are expectations for young people to develop.

The question is not whether to assess these wider set of skills, but how to do so in a way that respects the principles of high stakes assessment and is seen as fair and credible by those who use certificates for a selecting function. - Dr. Lena Gray Qualifications and Assessment Researcher, United Kingdom

Balancing key principles for upper secondary certification Working with the members of the Informal Working Group on Assessment and Certification, the OECD is thinking about how the purposes of certification and the perspective of different stakeholders interact to influence the design and use of certificates. At present, ideas about how the purposes of certification and stakeholders’ perspectives come together suggest that upper secondary assessments have to balance four key attributes or ‘principles’: ● Relevance - the relevance of certification to the national curriculum and young peoples’ life and work after school ● Credibility - certificates need to be perceived as trustworthy and meaningful by those who will use them to have value and currency ● Manageability - the practical and operational manageability of the design, delivery and use of upper secondary assessments for the system and all its actors ● Fairness - assessments must avoid bias and be as accessible as possible to all. These attribute or principles do not seek to replace long standing and well-evidenced assessment principles such as reliability and validity but rather provide a guiding framework that reflects the unique function and priorities associated with upper secondary certification.

Above & Beyond: Transitions in Upper Secondary Education

Rarely, if ever, is an upper secondary assessment limited to one assessment task Upper secondary certificates draw on a variety of assessment tasks, are taken in a variety of different conditions and are set and marked by different bodies. The OECD has developed a matrix for categorising assessments – as set out in Figure 1. Matrix for categorising assessment tasks and systems. The OECD has also been working closely with the Informal Working Group to refine and adjust the framework in response to feedback and comments from countries about how effectively the matrix categorises their systems’ upper secondary certificates. Since no single assessment tasks can perfectly achieve validity and reliability, using different tasks, conditions, markers and setters enables systems to balance the strengths and challenges of individual assessment components. In the meeting on 3 October 2024, there was a consensus across panellists and meeting participants that a range of assessment tasks are critical to assess or simply recognise the wide range of skills considered critical for the changing world, including student attitudes and values. Some panellists also felt that a diversity of assessment types might contribute to student mental health.

Over half (68%) of students participating in a survey at my school reported being stressed by regular tests and preferring assessment types with more real-world applications. - Will Duffield, Inclusive Learning Officer at Nudgee College, Queensland, Australia

Figure 1. Matrix for categorising assessment tasks and systems

Tending towards flexibility and openness / may be associated with 'internal assessment'

Student experience

Tending towards central control and tightly defined conditions / may be associated with 'external assessment'

Practical activities and performance assessments

Assessment activities with unseen questions/ tasks

Nature of assessment task

Nature of task not specified

Naturally occurring evidence

Constraints for gathering assessment

Conditions not specified

No constraints, restrictions or rules

When does the assessment happen?

Timing not specified

Continuous assessment

Who sets the assessment?

Student's own teacher or school

Intermediate person or body

External agency (national or state)

Who marks or judges the assessment response?

Student's own teacher or school

Intermediate person or body or a mixed approach

External agency (national or state)

Projects and portfolios

Some constraints, rules or restrictions

At any defined and discrete point determined by the teacher or school

At stages defined by an external or national authority

Strictly controlled conditions

At the end of the programme of learning

Assessment responsibility

Source: Structuring upper secondary certification – theory and practice, OECD (forthcoming)

Above & Beyond: Transitions in Upper Secondary Education

Most commonly, upper secondary certification is based on an external exam and school-based assessment So far, the OECD has a mapped 17 systems and 54 upper secondary certifications across the members of the Informal Working Group. Among the systems that have been mapped so far, the most common model – reflecting 33 upper secondary certificates – are those that combine some internal assessment such as a project, portfolio or teacher assessment and an external examination. These types of assessments enable systems to draw on the reliability of standardised, external examinations while capturing the broader skills and knowledge that are more difficult to assess through examinations. A teacher from Clonturk Community College in Ireland, Dr. Enda Carr, talked about the role of assessment in creating opportunities for learners to engage with different learning. Dr. Carr spoke about how practical assessments in science subjects can create opportunities for learners to explore new potential learning and career pathways, such as lab-based careers, after undertaking lab-based assessments.

We have to recognise that new test formats can change the pathway students take after school and that it is also important to adapt the assessment format to the new needs of skills in the labour market - Dr. Enda Carr, teacher, Clonturk Community College, Ireland

Few systems have an upper secondary certificate that is entirely internal Systems where the upper secondary certificate is based entirely on internal certification tend to be more common in upper secondary vocational education, where there might be skills, understanding and knowledge that can only be assessed through observation or performance. When general upper secondary certificates are entirely internal (i.e. school-based), they tend to only have a certification function with a separate standardised exam being used for entry to tertiary education. Gonçalo Santos from Portugal noted that even while upper secondary certification has high stakes functions, that does not mean it cannot also have a pedagogical function.

In an ideal situation, assessment should also serve a pedagogical purpose, by motivating students to demonstrate their knowledge rather than simply fulfilling a qualification. - Gonçalo Santos, Directorate-General for Education, Portugal

It is perhaps in cases where a certification is entirely school-based, with separate tests for tertiary entry, that certification is most able to achieve a pedagogical function. The need for separate tests for tertiary education reflects reflect the demand from tertiary education institutions for a reliable assessment of student outcomes for selection purposes.

Digital examinations in upper secondary education Not just “digital or not:” digitalisation of exams is a spectrum Making examinations digital should not be considered a binary state which always yields certain benefits. Rather, digital examinations have multiple components, changing any of which can result in variations and many hundreds of types of digital examinations, nine of which can be found in Figure 2. Components of digital examinations.

Informal Working Group on Certification and Assessment

Figure 2. Components of digital examinations

Data strategy Plan for data to be collected before, during, and after digital exam administration Software Operating system, exam platform, and any other tools required to run the digital exam

Front End User interface and way in which digital tasks are presented in exam

Outputs Format of products to be marked

Data reporting and storage Format of what is received back or shared, with storage and visualisation

Theory of assessment Constructs to be assessed and ways to assess them

Hardware Devices, electricity, and internet infrastructure required to run the exam

Back End Database and setup required to run the exam

Implementation Model Plan with exam centers, administrators, students to disseminate and run exam

Source: Digital examinations in upper secondary education: balancing technological experimentation and risk when the stakes are high (OECD) Forthcoming

From there, designing a digital examination involves understanding the range of decisions to be made to configure each component and the options available. Lastly, it involves being aware of the configurations which support principles of highstakes assessment, although there may be many possible configurations which are more experimental or suitable for other types of assessment.

Above & Beyond: Transitions in Upper Secondary Education

Five models of “less” to “more” digital examinations Among OECD countries, there are 5 common models of digitalisation, moving from “less” to “more” digital. This should not be considered synonymous with “less” to “more” advanced: many highly sophisticated and complex assessment tasks are carried out in analogue format, and many digital examinations have simple question types.

Table 1. Spectrum of digital examination models, country take-up, and trends Model of digitalisation

Description

Digital marking

The marking process takes place on a digital interface, but nothing else about the exam experience necessarily does, and nothing experienced by students.

Outputs

What students are asked to produce is digital, but nothing else is, and there isn’t necessarily an exam interface needed.

Digital administration

Students start to experience the exam digitally. While they may take the same examination, there may be elements in the interface or data collection that are digital.

Digital task management

Tasks are done digitally and perhaps even marked digitally, but fundamentally students experience them as the same tasks that can be done in analogue format.

Complete digitalisation

Assessment tasks are done digitally, and they are also tasks which can only be done digitally.

Public perception of the digitalisation process Dr. Christina Wikström she pointed out that although there has always been strong interest and research into digitising the Swedish SweSAT (entrance test into tertiary education) the implementation model makes this too difficult. Nonetheless, she noted that some benefits of digital analysis, for instance, can still be reaped by simply digitising outputs and answers, rather than interfaces or anything student-facing. Doing this slowly, rather than all at once, is also critical to help make the value-add of digital examinations clear to the public. Regular demonstrations, open-house style opportunities to test the examinations, and engagements with media are critical to establish this perception of fairness for the public, who may not be familiar with detailed questions around the validity of digital examinations.

The perception of fairness and consistency among the public is sometimes the greatest barrier to overcome. Researchers can play a role in showing how digital results compare. - Dr. Christina Wikstrom, Umea University

Key questions: purpose and in-house creation In general, it is critical that before engaging in any discussion about digitalising examinations, systems consider what the purpose of assessment is as it pertains to continuity with the curriculum, material covered, and relationship to the workplace, and what role the assessment plays in the broader process of upper secondary certification. The answers to these questions determine not only what type of digitalisation is appropriate, but whether it is needed to achieve assessment goals at all.

Informal Working Group on Certification and Assessment

The most important thing is to know why you want to go digital. Everything else comes from keeping that in mind. - Thomas Vikberg, Matriculation Examination Board, Finland

From there, systems must consider whether to create platforms for examinations in-house and how to vet external providers for services (considering that many examination services such as data storage cannot be provided in-house). In Finland, the Finnish exams – which run on an in-house service built in partnership with a private provider – needed to develop their own solution, as no privately built solution fulfilled all the needs that the ministry had for the examination. This required a significant public-private partnership, which will likely be the case for all countries. In procurement, countries should consider the provider’s maturity, both in terms of organisational structure and software capabilities, as well as the provider’s level of engagement with government authority, and regulatory compliance. Many tech companies may not be at the maturity level to deliver, implement, and troubleshoot products at the scale and consistency of technologies such as examinations, and even fewer have the resources to deal with the detailed audits required to verify their maturity levels and appropriate governance mechanisms exist. Troubleshooting and device administration Panellists finished with reflections on the nature of implementation of digital examinations. In Finland, some aspects of implementation were already simplified prior to the discussion of exams, which made the process easier. For instance, Finnish law requires providing devices to all students in upper secondary education, so Finland was already able to ensure uniformity, consistency, and familiarity across student devices, an otherwise difficult element of implementation. Another important element is developing a contingency plan identifying “who gets the call when something goes wrong,” ensuring staff on hand to work with issues and troubleshoot was key. Systems also struggle to determine what to do with results if there are any issues that affect implementation: should they be re-administered, marked differently, invalidated, or something else?

Above & Beyond: Transitions in Upper Secondary Education

OECD work on assessment and certification The Transitions in Upper Secondary Education project focuses on how upper secondary education can be designed to meet diverse learner needs and promote equitable outcomes. It offers comparative analysis on pathways and assessment and certification. Countries can engage with the project through a range of flexible options that contribute to the project’s evidence base and mobilise its knowledge to support national policy making and reforms, including by requesting peer learning discussions, comparative research focused on national policy questions and tailored policy advice.

Assessment and certification

Pathways

Promoting learning that matters and providing effective passports for the future by analysing how to:

Supporting smooth transitions into, through and out of upper secondary education by understanding the role of, and how to promote:

● Assess a wide range of knowledge and skills in reliable and valid ways ● Recognise breadth of student achievement

● Foundational skills and knowledge ● Depth of knowledge and skills and ● specific competencies ● Emerging sense of future ambitions

The OECD’s work on assessment and certification focuses on recognising the breadth of student achievement in reliable and valid ways to promote learning that matters. Work explores how certification can be designed to encourage all young people to develop the essential knowledge, skills and understanding they need to achieve their aspirations, while recognising that the focus of certifications has consequences for our collective economic and social development. Over 2023-24, the OECD has collaborated with the Informal Working Group on Assessment and Certification to develop the following reports that will be published in Q1 2025: Structuring upper secondary certification – theory and practice, which: ● Identifies the different purposes of upper secondary certification ● Establishes a framework for categorising the different types of assessment which make up upper secondary certification ● Outlines principles for upper secondary assessment and certification ● Maps upper secondary certificates across OECD countries Digital examinations in upper secondary education: balancing technological experimentation and risk when the stakes are high, which: ● Analyses countries’ different approaches to designing and implementing high-stakes examinations in a digital format. ● Discusses the affordances created by different approaches to digitising examinations, as well as the trade-offs. ● Offers ways of understanding existing research on digital assessment in the unique implementation context of highstakes examinations.

Informal Working Group on Certification and Assessment

Future work Over 2025-26, the OECD’s work on assessment and certification will focus on:

● AI and high stakes assessment ● Inclusive assessment AI and high stakes assessment Based on preliminary discussions with countries, the OECD proposes to develop guidance for 12 different key activities which countries have mentioned in their strategic policy responses around questions of AI in high-stakes assessment as set out in Table 2. Proposed OECD work on AI and high stakes assessment over 2025-26. Broadly, the four types of activities revolve around short-term activities geared towards experimentation and regulation, and longer-term activities geared towards forecasting and updating. Although commonly presented as a dichotomy, this proposal aims to frame them as a continuum of responses which build upon one another.

Table 2. Proposed OECD work on AI and high stakes assessment over 2025-26 Strategy

Activity

Digital marking

Reevaluate the way students should complete tasks involved with high-stakes assessments. Dynamize assessment environments to adapt to different students, create more accessible interfaces, or develop more varied tasks. Mark student outputs in assessments more quickly, cost-effectively, and comprehensively. Collect and analyse more data relevant to improving assessments. Invest in custom algorithmic tools or training datasets to support existing assessment processes.

Regulate

Authenticate student outputs to ensure they are the student’s own work. Provide ways for students to opt out of assessment technologies without suffering consequences. Ringfence the usage and distribution of high-stakes assessment data.

Forecast

Reevaluate whether the skills high-stakes assessments cover are still the most relevant skills for students in an age of ubiquitous AI. Project what the future of tasks in the workplace and labour market will look like. Reevaluate what training and qualifications for occupations should focus on, and hence what upper secondary should cover.

Update

Reevaluate assumptions in policies covering any of the above, in line with changing AI capabilities, limitations, and caveats.

Inclusive Assessment Achieving the principles of upper secondary certification developed by the OECD and Informal Working Group hinge on assessment being inclusive. Upper secondary certifications must enable all learners to demonstrate what they know and can do to be a credible assessment of the cohort and to be a fair assessment. At the same time, assessments underpinning certificates – and steps or processes used to achieve and promote inclusivity - must be manageable for students, teachers, schools and assessment institutes. Given the diverse ways in which systems across the OECD promote and provide inclusive assessment in high stakes contexts, OECD work will focus on identifying definitions of inclusive assessment and the ways in which they are similar and in which they contrast. Work will also focus on the policy framework that countries use for implementing, monitoring and quality assuring inclusivity. The OECD’s work will look both at the conditions in which assessments are taken, including the accommodations and access arrangements which have historically been the focus on inclusive assessment. Work will also take a wholistic perspective and consider how assessment design itself can promote assessments that are inclusive for all learners.

Previous meetings of the Informal Working Group on Assessment and Certification The group meets annually in person and virtually throughout the year to be updated on the project and provided feedback and insights to orient the development of future work.

06 July 2023

05 October 2023

The Informal Working Group met for the first time to support the development of the two OECD working papers on assessment and certification in upper secondary. The group discussed the significant range of upper secondary certification reforms and policy changes currently in development or implementation across the OECD.

The first in-person meeting of the Informal Working Group took place in Paris. The group heard from a range of stakeholders, including youth voices, and explored other countries’ digital assessment platforms. The group discussed balancing a demand for change with steady improvements – both regarding digital assessments and other assessment approaches e.g. portfolios, projects.

08 February 2024

25 June 2024

The Informal Working Group provided feedback on key conceptual elements to be featured in the working papers, including principles of assessment and certification and a framework for categorising assessments. The group also discussed how countries are grappling with AI in upper secondary assessment contexts.

The group engaged with initial insights to be featured in the working papers, including the early results of comparative mapping exercises. This facilitated further conversations about the role of different stakeholders and bodies in assessment, quality assurance processes and the uses, opportunities and challenges of digital data from assessment.

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