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Grounded in desk research drawing on sources including OECD, Ofqual, and UK Government statistics, and complemented by AQA roundtable discussions with experts and post-16 education representatives, the report summarizes findings and selected participant quotes to support the case for change.",{"@graph":14,"@context":71},[15,34,54],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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Steedman Thake  \nOctober 2023  \nAbout the author  \nAdam Steedman Thake is the Policy and Evidence Manager at AQA, where he leads the development of evidence-based policy. He has a decade of experience working in education and began his career in education as a primary schoolteacher in Tottenham. He then moved into the Civil Service and worked in policy and strategy roles across the Department for Education and Ministry of Justice. Adam has an MSc in Social Research from Birkbeck College, University of London and an MA in History from the University of Manchester.  \nAbout the report  \nThis report is informed by desk research of material published by other organisations, particularly the OECD, EDSK, official UK  Government statistics, and surveys by Ofqual, among others. Where other sources have been referenced, hyperlinks to the original reports or findings have been provided. The report also contains the findings of two roundtable discussions held by AQA with well-respected experts in numeracy, literacy and digital skills, and including representatives from the post- 16 and further education sectors. The report includes summaries of the discussions that took place in those roundtables, and quotes from some attendees who consented to be quoted in this report.  \n3 | \"A, B, C, it’s as easy as 1, 2, 3”: Towards new assessments for Numeracy, Literacy and Digital Fluency  \nAbout AQA  \nAQA is an independent education charity with over 120 years of expertise and knowledge; weare experts in assessments and qualifications.  \nAQA designs, creates and delivers rigorous and fair assessments to more than one million students every year, making us the most chosen general qualifications awarding body in England. We provide high quality assessments that are fair and reliable which is why they are valued by students, universities and employers around the world.  \nWe are more than an exam board. AQA is passionate about improving education and assessment outcomes for learners, teachers and policy-makers. Our aim is to advance education, using our world-class research and expertise to help every learner, wherever they are. We fund cutting edge research which sits at the heart of our assessments and supports our initiatives to help young people facing challenges in life realise their potential. We also share our knowledge and insight to help inform policy by engaging with teachers, students, parents, politicians, policymakers and thought leaders. One of the ways we do this is by publishing policy reports, like this one.  \n\"A, B, C, it’s as easy as 1, 2, 3”: Towards new assessments for Numeracy, Literacy and Digital Fluency | 4  \nContents  \n\n| Foreword from the Chief Executive | 06 |\n| --- | --- |\n| Executive summary | 08 |\n| What are “Numeracy”,“Literacy” and “Digital Fluency”? | 12 |\n| Defining Numeracy | 14 |\n| Defining Literacy | 16 |\n| Defining Digital fluency | 17 |\n| The case for change for Numeracy, Literacy, and Digital Fluency | 18 |\n| Review of current policy and assessment landscape | 20 |\n| Numeracy, literacy and digital fluency development in schools | 20 |\n| GCSEs | 21 |\n| Resit policy | 24 |\n| Core Maths and EPQs | 31 |\n| Recommendation | 32 |\n| Three principles for new assessments of numeracy, literacy and digital fluency | 32 |\n| Universal and Accessible for all: | 33 |\n| Digital and On-screen: | 34 |\n| On-demand and When-ready: | 35 |\n| What others propose and why we disagree | 36 |\n| Conclusion | 38 |\n\n5 | \"A, B, C, it’s as easy as 1, 2, 3”: Towards new assessments for Numeracy, Literacy and Digital Fluency  \n\"A, B, C, it’s as easy as 1, 2, 3”: Towards new assessments for Numeracy, Literacy and Digital Fluency | 6  \nForeword from  \nthe Chief Executive  \nNumeracy, Literacy and Digital Fluency are fundamental skills that all individuals need to develop to function effectively in society, work and life. But there is a probl","cbCaiqgOGOkFPqJ8","https://ap.wps.com/l/cbCaiqgOGOkFPqJ8","pdf",1122086,"English","# Foreword from the Chief Executive\n## Executive summary\n## What are “Numeracy”,“Literacy” and “Digital Fluency”? \n## Defining Numeracy\n## Defining Literacy\n## Defining Digital fluency\n## The case for change for Numeracy, Literacy, and Digital Fluency \n## Review of current policy and assessment landscape\n## Recommendation\n## Three principles for new assessments of numeracy, literacy and digital fluency\n## Universal and Accessible for all:\n## Digital and On-screen:\n## On-demand and When-ready:\n## What others propose and why we disagree\n## Conclusion","[{\"question\":\"What problem does the report identify about numeracy, literacy, and digital fluency?\",\"answer\":\"It highlights that many young people leave education without solid grounding in these core skills and that many adults also have low skill levels, leading to poorer outcomes in work, everyday budgeting, and reading.\"},{\"question\":\"How is the report informed and supported?\",\"answer\":\"It is based on desk research from organisations such as the OECD and UK Government statistics, and includes findings from two AQA roundtable discussions with experts in numeracy, literacy, and digital skills.\"},{\"question\":\"Why are the report’s proposed assessments described as a ‘case for change’?\",\"answer\":\"The report argues there is a gap in how existing qualifications address these skills and that new, more effective assessment approaches are needed to ensure learners are prepared for society, work, and digitally mediated information.\"}]","A, B, C, it’s as easy as 1, 2, 3 - Towards new assessments for Numeracy, Literacy and Digital Fluency | PDF",101]