This paper examines assessment and qualifications at Key Stage 4 (ages 14-16) in Northern Ireland (United Kingdom). It explores how the country can create more comprehensive measures of student learning and achievement. It comes in the context of the 2021 national “Fair Start” report which recommended reviewing assessment in English, maths and digital skills at Key Stage 4, and “TransformED”, a major education reform on curriculum, assessment, qualifications, school improvement and educational disadvantage covering 2028-2032 (NI Dept. of Education, 2021[1]; NI Dept. of Education, n.d.[2]). The paper draws comparative insights from five peer education systems selected for their relevant features and contexts: Australia, Austria, Canada, Denmark and Ireland. Annex A provides an overview of the comparison systems, and contextual information. This paper was developed by the OECD’s Transitions in Upper Secondary Education project at the request of the Northern Ireland Department of Education.
The paper discusses three policy issues, focussing on how students are supported to develop English, maths and digital skills, how programmes of learning support pathways to further learning and readiness for life after school, and the role of assessment data to support learning progress and for system monitoring. Each policy issue includes policy options for Northern Ireland to consider.