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The response broadly supports permitting awarding organisations to adapt assessments and using objective-based aims with consistent guidance, while requesting clearer practical exemplars and advice on manageability. It comments on ERF timing, special consideration rules for cohorts versus individuals, and handling missed components. 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Guidance should also clarify local lockdown impacts and alternative approaches when learners cannot access centres or specialised equipment.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},619069,1792667716,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,104,109,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},"Technology",50,"technology",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},7,"Healthcare",40,"healthcare",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},8,"Research & Report",30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":33,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":123,"preview_page_count":4},34359740700684,"https://ap-avatar.wpscdn.com/avatar/1f400023980c374ae676?_k=1777273430885731487","Consultation response  \nThe assessment and awarding of Vocational, Technical and other General Qualifications in 2020 to 2021  \nAugust 2020  \nQuestion 1: To what extent do you agree or disagree with our proposed approach to mitigating the longer-term impacts of the pandemic in 2020/21 by permitting awarding organisations to adapt assessments and qualifications?  \nAgree  \nQuestion 2: To what extent do you agree or disagree with our proposed approach to take an objectives-based approach, supported by additional guidance to develop consistent approaches, rather than prescribing a single approach to adaptation?  \nAgree  \nQuestion 3: Do you have any comments on the objectives we have proposed to underpin awarding organisations’ decisions about the adaptation of assessments and qualifications?  \nOnly comment, not for Ofqual, is that in relation to objective (g) AQA is not exploiting the modular arrangements for L1/L2 Tech Award in Performing Arts, as it is not proposed to offer an exceptional winter opportunity. So perhaps we need to take care with our answer to this question.  \nWe would welcome further guidance to ensure they are applied as intended, particularly on what manageability looks like in practice.  \nWe are mindful that any adaptations in non-GQ may have synergies with those in GQ with focus in particular required on any specialised equipment, group activity, workplace engagement and health and safety considerations.  \nWe agree that a set of principles underpinning the process will help support a consistent and objective approach. We appreciate that given the nuances across the diverse range of VTQ qualifications , it will not be possible to be prescriptive. However, we do feel it essential that any objectives are clearly understood across all AOs and that any guidance provided has tangible exemplars upon which we can base our adaptation.  \nQuestion 4: Do you have any comments on our plans to develop and consult on additional statutory guidance and on any changes to the Extended ERF later in August, to support the interpretation and implementation of these objectives?  \nThe ERF needs to ensure appropriate coverage of new ways of working, given CAGs won't be a feature of 2021 outcomes. An end-of-August date to consult on the additional guidance feels late in the day, ie we will need to be in a position to finalise our recommended approaches prior to September, particularly for a January 2021 series.  \nQuestion 5: Do you have any comments on the issues we should consider in any guidance we develop around Special Consideration?  \nSpecial consideration usually should not be allowed for whole cohorts in the case that a whole cohort or group of learners has not been able to complete the assessment. Current policies ensure individual learners who have been affected, eg by a death in the family, personal illness and missed school can have estimated grades. Whilst we believe this principle still stands, there are complications around how feasible this is, in the light of continued impact from COVID and potential lockdowns at a local level. It is important that there is clarity for the centres and for AOs in considering how to manage requests. Allowing it due to 'factors outside their control' will need to be worked through at a detailed level, and there will certainly be a need to ensure guidance specifically focusses on the impact of local lockdown, which could be considered 'outside of their control' . Guidance and the corresponding approach here will also need to support those who were not able to be in centre or have access to the specialised equipment to complete the IA and/or EA aspects of their assessment.  \nFor individual candidates affected by specific events caused by the pandemic, special consideration will be appropriate in the usual way. However, it may not be an appropriate method for all cases. Special consideration is a percentage adjustment which goes someway to compensate a candidate for the impact of an event on","cbCaiuVlXZZzlxik","https://ap.wps.com/l/cbCaiuVlXZZzlxik","pdf",154826,"English","# Consultation response\n## Proposed approach to mitigating pandemic impacts (2020/21)\n## Objectives-based approach and guidance for consistency\n## Objectives underpinning adaptation decisions\n## Extended ERF and statutory guidance timeline\n## Special Consideration guidance issues\n## Qualifications taken internationally\n## Certification approach\n## Appeals approach in 2020/21\n## Record keeping and regulatory oversight\n## Extending the ERF for 2020/21\n## New conditions, requirements and guidance in the Extended ERF","[{\"question\":\"How does the response view adapting VTQ assessments during the 2020/21 period?\",\"answer\":\"It largely agrees with allowing awarding organisations to adapt assessments and qualifications to mitigate longer-term pandemic impacts, provided objectives are clearly understood and guidance includes tangible exemplars.\"},{\"question\":\"What concerns are raised about timing for additional statutory guidance and the Extended ERF?\",\"answer\":\"The response says an end-of-August consultation date feels late, especially to finalise approaches before September for a January 2021 series.\"},{\"question\":\"How should Special Consideration be handled for whole cohorts versus individual learners?\",\"answer\":\"Special consideration should generally not apply to whole cohorts if they have not been able to complete assessment, though individual learners affected by specific events may be covered through estimated grades. Guidance should also clarify local lockdown impacts and alternative approaches when learners cannot access centres or specialised equipment.\"}]","Consultation response - The assessment and awarding of Vocational, Technical and other General Qualifications in 2020 to 2021 - August 2020 - AQA-OFQUAL-VTQ-AUG2020 | PDF",1792462433]