Literacy, numeracy and digital skills are core foundations for life. Northern Ireland aspires for all young people to consolidate these during Key Stage 4 (ages 14-16) and to be able to fairly demonstrate their competencies. This paper was commissioned to examine assessment and qualifications at Key Stage 4 in the context of the A Fair Start report (2021) and the country’s TransformED reform agenda.
The paper explores how qualification structures shape students’ engagement with key subjects, students’ transitions to next steps and, how assessment data can better support understanding of achievement at individual, school and system levels.
The analysis suggests scope to reduce the assessment load, enhance use of standardised data and provide more targeted support for students with weaker skills. Drawing on insights from five comparison systems, the paper presents options to broaden measures of achievement and better align curriculum, qualifications and accountability.
