What is ResultsPlus?

ResultsPlus is Pearson’s feedback platform for learners and providers across our Functional Skills qualifications. Because Functional Skills assessments are on-demand and remain live for up to a year, we cannot return scripts. Instead, we offer detailed feedback.

This feedback is the same across our onscreen and paper-based offer at Levels 1 and 2 for English and Maths (Entry 3 and Level 1 for Digital) and is completely free of charge. It gives you a clear, behind-the-grade insight into your learners’ performance, helping you to support them better. Anyone within a provider can access this information via an EdexcelOnline login (which is usually provided by your Exams Officer).

New For 2025

From October 2025, ResultsPlus will be including the majority of learners who complete an assessment with an access arrangement whether it be coloured paper, modified papers or typed scripts. This important development ensures all learners benefit from the feedback we provide.

Logging In To ResultsPlus

To access feedback on ResultsPlus, you need an EdexcelOnline login with ResultPlus added to it. Once logged in, select the correct centre number. For most users, this happens automatically, but if your centre has multiple numbers, use the drop-down menu.

From this drop-down menu, you should choose the correct centre number.

Top Tip: this usually includes a letter after the code followed by the centre name.

Next, click Functional Skills On-Demand Analysis in the second group of links.

You’re now ready to view your data.

Individual Learner Analysis

For every learner who completes a relevant Functional Skills assessment, we provide detailed, behind-the-grade feedback. This feedback can then be used to inform decisions about next steps for the learner. This could be regarding a potential progression (from Level 1 to 2) or a resit. This feedback shows areas where the learner has been successful and areas where they need to develop their skills.

Functional Skills English Reading

Let’s take a look at some feedback for a Level 1 learner.

This image shows that the learner was not successful with this attempt, and that they achieved 63% (which is very close to passing).

The full coverage and range feedback breaks the paper down by coverage and range points. Looking at the feedback, you can see the unit mark and the total mark. The unit mark is how many marks the learner achieved, and the total mark is how many marks were available (these may not be in the same question). Finally, you can see the percentage scored for each of the coverage and range points. You can use this information to help make judgements about what skills to prioritise for the learner. Looking at the data for this learner, they need further support on the following topics prior to a resit:

• Identify meanings in texts and distinguish between fact and opinion
• Read and understand a range of specialist words in context
• Use knowledge of punctuation to aid understanding of straightforward texts

To support tutors, this information is mapped to the assessment papers. So, you can see that coverage and range point 18 (use knowledge of punctuation to aid understanding of straightforward texts) is question 5. The same style of mapping is also used for Level 2 Reading.

Functional Skills English Writing

For Functional Skills Writing each question is broken down into Composition and Spelling, Punctuation and Grammar. Let’s take a look at a Level 2 learner.

This image shows that the learner was not successful with this attempt, and that they achieved 56% (which is very close to passing).

The breakdown shows the percentage scores for each element. To understand it fully, you need to use it in conjunction with the mark scheme. Each coverage point for Functional Skills writing is banded.

The key determiner of each band is the first bullet point. The learner achieved a composition mark of 7 for question 1, which means that they were scored in the middle band. This means that their answer was reasonably clear. In addition, for composition, there is indicative content, what the learner is expected to include. As a middle band answer, this indicative content was appropriate. The other bullet points are then used to decide which mark in the band the learner should receive.

For Spelling, Punctuation and Grammar, the learner received a bottom of the middle band score which indicates that it was generally correct, but there were issues. Spelling, Punctuation and Grammar is marked holistically, which means that strengths in one area can offset weaknesses in another. However, this score would imply that the learner had consistent issues with their written accuracy.

For this learner, these levels are carried through into the second question, where they again get middle band scores.

To support this learner fully after the assessment, you should also consider the work they have produced in class. It would be rare that the outcome of this assessment is not a reflection of their class work. They need to develop their written clarity and focus on improving their spelling, punctuation and grammar.

Cohort Analysis

The other way of accessing the data is through cohort analysis. This looks at the full range of data for a particular month, all the assessments. Using this can inform decisions about the success of the delivery of certain aspects of the curriculum. Let’s take a look at a month’s worth of assessments for Level 1 Reading.

The first thing you see is the breakdown by outcomes for the learners. You can see that the majority of the learners were unsuccessful. On the right-hand side, you can see a breakdown by percentage score. The key aspect here is the learners achieving less than 30%. These learners are a considerable way from achieving and you must question whether they were test ready and whether they would have benefited from more practice prior to their assessment.

Then you can see the coverage and range feedback. As with the individual analysis, you can see the unit mark, the total mark and the percentage scored across the top. The unit mark and total mark are even more important here as they show the variance of the marks achieved by the learners and against those that were available. Looking at point 9, 69% of the available marks were achieved. Compared to point 18 this looks positive as that only achieved 38%. But when you look at the unit total you can see that more marks were lost on point 9 than point 18 as considerably more marks were available, so you need to factor this into your analysis. For this cohort, you could look at the following:

• Identify and understand the main points, ideas and details in texts
• Compare information, ideas and opinions in different texts
• Identify meanings in texts and distinguish between fact and opinion
• Read and understand a range of specialist words in context
• Use knowledge of punctuation to aid understanding of straightforward texts

Using this data, you could have a CPD session where tutors share how they deliver these elements of the curriculum allowing them to share their good practice and to receive some top tips on how to approach them in the future.

ResultsPlus is a vital tool for supporting learners and tutors across Functional Skills English Reading and Writing. Remember too that the individual data can be shared with the learner and used to focus on the positives as well as the areas for improvement.