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It argues that national accountability, qualifications, and funding arrangements are interlinked and must be considered together. AQA supports reforms to English and maths measures but warns about possible delays and reduced resit participation. It also emphasizes simplifying retention metrics without losing transparency for lower prior attainment, SEND, and disadvantaged communities.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/aqa-consultation-response-16-19-performance-measures-july-2026/619554/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/aqa-consultation-response-16-19-performance-measures-july-2026/619554.png","ImageObject",300,407,{"name":92,"@type":93},"Noah","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-20",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is AQA’s overall approach to designing 16–19 performance measures?","Question",{"text":112,"@type":113},"AQA stresses that accountability measures, qualifications, and funding arrangements are closely interconnected and should be considered together to avoid unintended consequences.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Does AQA support reforms to English and maths performance measures?",{"text":117,"@type":113},"Yes, AQA broadly supports reforms including removing the non-entry penalty and improving reporting of learner progress, while noting potential risks such as delayed entry and lower resit participation.",{"name":119,"@type":110,"acceptedAnswer":120},"What key test should performance measures focus on?",{"text":121,"@type":113},"AQA argues the key test is behavioural impact: measures should not narrow provision, discourage pathway movement, or create incentives to prioritize particular qualification types or students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},619554,1792502478,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},8796095462418,"https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780","AQA consultation response  \n16-19 Performance measures  \nJuly 2026  \nExecutive summary  \nAQA is an independent education charity, providing high quality assessments that are fair, reliable and support students. Today, we're the largest provider of academic qualifications taught in schools and colleges. We set and mark exam papers for over half of all GCSEs and A-levels taken every year. Our qualifications are internationally recognised and taught in more than 40 countries around the world, and they're highly valued by employers and universities. And we have recently announced ambitious plans to develop and deliver all the new post-16 qualifications being introduced as part of the post-16 reforms in England, in collaboration with Training Qualifications UK (TQUK), part of the AQA Group.  \nOur response emphasises that accountability measures, qualifications and funding arrangements are closely interconnected and should be considered together. While national performance measures can support transparency and comparison, there are limits to their ability to create a skills system that responds to labour market needs. National measures should therefore be complemented by locally relevant intelligence that reflects regional priorities, employer demand and local economic circumstances.  \nWe broadly support reforms to English and maths performance measures, including removing the nonentry penalty and improving reporting of learner progress. These changes could reduce incentives for premature exam entry and support more learner-centred approaches to assessment. However, they also risk encouraging delayed entry, lower participation in resits and more cautious provider behaviour. It is therefore important that accountability reforms are aligned with wider changes to qualifications, progression pathways and funding requirements.  \nFinally, we support efforts to simplify retention measures and better recognise positive progression, including movement into apprenticeships. However, simplification should not come at the expense of transparency. Throughout the consultation, we stress the importance of ensuring that reforms do not have unintended consequences for learners with lower prior attainment, students with SEND, or providers serving more disadvantaged communities, and that accountability measures continue to support flexible, learner-centred progression routes.  \nBelow are our answers to the consultation questions to which we responded substantively.  \n1. We intend to establish headline measures of performance that can work across all 16-19 learners studying at the same level. Do you agree with this aim?  \nAGREE  \nA consistent set of headline measures across learners studying at the same level would improve transparency in a system that is currently uneven and fragmented. Qualifications are inter-linked with curriculum and accountability. All three need to be examined together, or risk creating unintended consequences.  \nHowever, the value of consistency depends on how far it accommodates the diversity of provision at 16– 19. Provision is becoming more varied, with a growing mix of academic and vocational pathways and increasing movement between them. The introduction of new V levels, sitting alongside A-levels, and new‘stepping stone’ qualifications means that there will be a potentially complicated interaction between the new VQs and existing qualifications, both academic and vocational.  \nA single approach risks flattening important differences. At this phase, student choice is driven more by course offer than by performance tables – the reason for this is there are very different types of provision available in FE, and no National Curriculum to follow. It is therefore very different to comparing which secondary school a year 6 might go to. Broadly speaking, funding rules often shape FE provider behaviour more than accountability metrics, and this is generally positive as it means that performance metrics do not distort provision.  \n","cbCaiiPLrdaj4zHS","https://ap.wps.com/l/cbCaiiPLrdaj4zHS","pdf",241778,12,"English","# Executive summary\n## Headline measures of performance (Question 1)\n## Valuable elements to include (Question 2)\n## Improving performance measures for labour market responsiveness (Question 3)","[{\"question\":\"What is AQA’s overall approach to designing 16–19 performance measures?\",\"answer\":\"AQA stresses that accountability measures, qualifications, and funding arrangements are closely interconnected and should be considered together to avoid unintended consequences.\"},{\"question\":\"Does AQA support reforms to English and maths performance measures?\",\"answer\":\"Yes, AQA broadly supports reforms including removing the non-entry penalty and improving reporting of learner progress, while noting potential risks such as delayed entry and lower resit participation.\"},{\"question\":\"What key test should performance measures focus on?\",\"answer\":\"AQA argues the key test is behavioural impact: measures should not narrow provision, discourage pathway movement, or create incentives to prioritize particular qualification types or students.\"}]","AQA consultation response - 16-19 Performance measures - July 2026 | PDF",1792463064]