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AQA broadly supports the proposed regulatory framework but disagrees with a seven-point V Level grading scale and A-level grade labels, warning about credibility and learner disadvantage. It highlights assessment risks, urges clear non-compensatory requirements for key content, and stresses careful moderation, retakes planning, and close coordination with awarding organisations to manage implementation and enable long-term digital 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\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 in England. 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.  \nAQA welcomes the opportunity to respond to Ofqual’s consultation on regulating post-16 vocational and technical qualifications at levels 2 and 3 (V Levels, Foundation Certificates and Occupational Certificates), due to be introduced from September 2027.  \nAQA broadly supports Ofqual’s proposed regulatory framework for V Levels, Foundation Certificates and Occupational Certificates. We agree with most proposals on qualification size, content, assessment methods, moderation, standard-setting and the overall approach to on-screen assessment. However, weare concerned about the proposed 7-point grading scale for V Levels and the use of A-level grade labels, which risk undermining credibility, confusing stakeholders, and disadvantaging learners.  \nOur response also highlights risks in the assessment design particularly of Occupational Certificates, especially where qualification-level compensation could allow learners to pass without demonstrating essential occupational knowledge or skills. We urge Ofqual and DfE to ensure clear non-compensatory requirements for key content, especially in qualifications used as licences to practise. AQA supports modularity, synoptic assessment, numerical marking, and centre-marked components but stresses the need for careful planning around moderation, retakes and centre capacity. Finally, we encourage Ofqualto work closely with awarding organisations to manage implementation risks and support long-term digital innovation in assessment.  \nAQA’s responses that explain our key issues and concerns  \nLevel Grading scale  \n7.“To what extent do you agree or disagree with the proposal that V Levels should be graded using a 7-point grading scale?”  \nAQA Response: Disagree  \nWe believe that V Levels should have the same number of grades as A-levels, since they will often be used in the same way, for entry to higher education.  \nWe do not think that the case is made that there should be an additional grade for V Levels: it risks damaging the credibility of the qualification and disadvantaging students who have earned it if it appears to need an additional grade for learners at the lower end of the scale.  \n8.“To what extent do you agree or disagree with the proposal that V Levels grades should be labelled A* -E, with an additional grade below E, plus Ungraded?”  \nAQA Response: Disagree  \nUsing a similar grading scale to A-levels would imply a direct equivalence with A-levels which we think these new qualifications may struggle to live up to, and it will make it harder for them to buildstakeholder confidence. Using a different grading scale would signal that V Levels are distinctive and valuable on their own terms. We have separately proposed some possible alternative names for the grades.  \n9.“To what extent do you agree or disagree with the proposal to use the label N, for the additional grade below E for V Levels?”  \nAQA Response: Disagree  \nAs set out above, we disagree that V Levels should have seven grades or use the A-level grading scale. If Ofqual nevertheless concludes that it should continue with the current proposal, we would suggest P rather than N for the additional","cbCaianL8TvHGM3R","https://ap.wps.com/l/cbCaianL8TvHGM3R","pdf",195386,11,"English","# Executive summary\n## Response overview\n## Key issues and concerns\n## Level grading scale\n### Proposal on a 7-point grading scale\n### Proposal on grade labels A*–E plus Ungraded\n### Proposal to use label N for the additional grade\n## V Level assessment design\n### Risks and benefits of assessment methods\n### Proportion of assessment by examination and non-exam assessment\n## Assessment structure and availability","[{\"question\":\"What is AQA’s overall position on Ofqual’s proposed regulatory framework for post-16 qualifications at levels 2 and 3?\",\"answer\":\"AQA broadly supports the framework, including qualification size, content, assessment methods, moderation, standard-setting, and the overall approach to on-screen assessment.\"},{\"question\":\"Why does AQA disagree with using a 7-point grading scale and A-level grade labels for V Levels?\",\"answer\":\"AQA argues that using an expanded scale and A-level labels could undermine credibility, confuse stakeholders, and disadvantage learners, especially when V Levels are used similarly to A-levels for entry to higher education.\"},{\"question\":\"What concerns does AQA raise about assessment design, especially for Occupational Certificates?\",\"answer\":\"AQA highlights risks that qualification-level compensation could allow learners to pass without demonstrating essential occupational knowledge or skills, and it urges clear non-compensatory requirements for key content.\"}]","AQA consultation response - Regulating Post-16 Vocational and Technical Qualifications at Levels 2 and 3 - Executive summary | PDF",1792463833,28]