Conclusions and major recommendations from the inquiry into A Level standards, final report.

This inquiry has sought to resolve the major concerns expressed this summer with the grading of A levels and propose arrangements which will secure the examinations in the future and provide assurances that the A level standard is being maintained year on year.

I remain convinced that my interim report and the subsequent review of grade boundaries dealt effectively with the major concerns and allegations about manipulation of the grading process. Some of the remaining concerns are not a consequence of grading but relate to subject syllabuses (technically known as "specifications") or the marking and moderation of students' work. These concerns are being dealt with separately by the QCA and the relevant awarding bodies.

Action by the QCA and the other regulatory bodies on my earlier recommendations, allied to further proposals made in this final report will, in my view, secure the standards and integrity of next year's examinations. That has been, and remains, my priority. The action taken includes defining the standard and levels of demand to be associated with the AS and A2 examinations, supported by exemplification of performance at grades A and E. This will, I believe, deal with the major concern I had with implementation of the Curriculum 2000 reforms.

Changes to the Code of Practice will ensure in future that a more appropriate balance is struck than was always the case in the past between professional judgement and statistical data in setting mark grade boundaries, and that late changes to these boundaries will require either the agreement of Chairs of Examiners or a report to QCA and the governing body of the relevant awarding body. Through these and other measures in hand, I hope that teachers, students, parents and users of A levels will have their confidence restored. However, it is vital that all the changes are communicated effectively and speedily to all the relevant groups; if nothing else, this inquiry has revealed the need for far better communication of changes to our qualification system. In this context I fully endorse the communications plans which the QCA is currently developing to improve professional and public understanding.

Once the above changes have been implemented over the coming months, a period of consolidation is necessary before further evolution of the AS and A2 system is undertaken. Any further changes must be carefully planned, piloted and introduced over a sensible period. My recommendations must be seen as evolutionary and should be considered in many cases within existing policy developments, including reduction of bureaucratic burdens on schools and colleges and the 14-19 proposals due to be published shortly.

The major recommendations cover:

Medium Term

• Systematic reform of the administrative requirements for the AS and A2 examinations to reduce the demands placed on schools and colleges by the awarding bodies' differing requirements and practices (paragraph 112)

• Professionalisation of examining. This should include high quality training for examiners and examination officers linked to career development (paragraphs 134-136)

• Clarifying and making more transparent the relationship between the QCA, the DfES and the awarding bodies, through a memorandum of understanding. In addition, there should be changes to the responsibilities of QCA (paragraphs 95-96)

• Arrangements to ensure, and reinforce confidence, that standards over time are being safeguarded (paragraph 29)

• Simplification to the rules governing re-sits and "cashing-in" of AS units (paragraph 43)

• Changes to the timetable for publication of A level results to give more time for marking and awarding (paragraph 58)

• Increasing the use of ICT in the administration and marking of public examinations and eventually in the examining process itself (paragraph 163)

Longer term

• De-coupling of AS and A2 to create two free-standing qualifications as part of the 14-19 policy developments. Consideration should be given at the same time to other changes in the design of A level assessment (paragraphs 42 and 53)

• Further work on the practicality of introducing a post-qualifications admission (PQA) system for entry to Higher Education (paragraph 59)

This inquiry arose out of concerns expressed by schools in England about the processes followed by Awarding Bodies based in England. However, a number of my recommendations have impact and relevance not just in England but also in Wales and Northern Ireland. It is vitally important that the QCA and its partner bodies, ACCAC in Wales and CCEA in Northern Ireland, continue to work closely together to ensure the smooth and consistent delivery of qualifications throughout the three countries.

Finally I believe it to be vital that there is greater public understanding of the examination process and that as a consequence there is an end to the annual argument about A level results. The standard has not been lowered if an increased proportion of students meet it as a consequence of improved teaching and hard work.