The role of the Extended Project Qualification in developing self-regulated learners: exploring students’ and teachers’ experiences

Abstract

Self-regulated learning (SRL) – autonomously planning, self-monitoring and self-reflecting on learning – is a strong predictor of academic success. Mastery of the strategies needed to become a self-regulated learner does not develop automatically in all students; thus, the classroom environment, including pedagogy and modes of assessment, plays a vital role in stimulating SRL. Indeed, the post-16 curriculum in England is often criticised for failing to promote SRL. The Extended Project Qualification (EPQ), however, is a post-16 project-based qualification that has drawn from SRL theories. Research indicates that the EPQ can bolster A-level and degree attainment, yet, the mechanisms underlying this effect remain unknown. This article reports on a qualitative investigation using focus groups and interviews to explore students’ and teachers’ experiences of the EPQ and its effects on general academic performance. The qualification was seen to promote SRL by building learner agency and self-awareness, and improving engagement. We argue that the EPQ offers solutions for many of the perceived deficits of the English post-16 curriculum and that the decline of the AS-level in England represents an opportunity for learners to fill the ‘fourth space’ with qualifications like the EPQ, which could empower them to pursue a broad and diverse education.

Keywords:

• Self-regulated learning
• self-regulation
• project-based learning
• project work
• assessment for learning
• Extended Project Qualification

Disclosure statement

One of the authors is an employee of the examination board AQA, and thus has a business interest that may be affected by the research reported in the enclosed paper. Any interests have been fully disclosed to Taylor & Francis, and an approved plan is in place for managing any potential conflicts arising from that involvement. It is worth noting that the EPQ is a product offered by all of the main examination boards in England and not exclusive to AQA.

Notes

1 School is used throughout to refer to any further education establishment which includes schools, colleges and sixth form centres.

2 63.8% of all A-level students take three A-levels (Carroll & Gill, 2017).

3 NEA includes any research or practical work that is usually assessed by teachers. For example, a historical investigation for A-level History (AQA, 2019) or a solo dance performance for A-level Dance (AQA, 2017a).

4 Students can choose to undertake either a solo or a group project but must submit individual assessment evidence and complete an individual presentation.

5 AQA, OCR and Pearson Edexcel are the three leading awarding bodies in England which all offer an EPQ. The leading Welsh awarding body, WJEC, also offers an EPQ which is available to students in England.

6 The EPQ specification offered by the awarding body, AQA, is the focus of this research.

Additional information

Notes on contributors

Tina Isaacs

Charlotte Stephenson is a researcher at the awarding organisation, AQA. Her research interests include students’ experiences of assessment, assessment for learning and assessment design.

Tina Isaacs is an honorary associate professor of educational assessment at UCL Institute of Education. Before that she was the Programme Director for its MA in Educational Assessment and Principal Investigator of the Aligned Instructional Systems Project. Her recent publications include Examination Standards: how measures and meanings differ around the world (London: 2018).