EXAM PREPARATION: IAPS AND LoR QUESTIONS OCR Science Teacher Networks; Spring 2018 EXAM PREPARATION: IAPS AND LoR QUESTIONS Richard Tateson / Andy Brunning / Neil Wade OCR A Level Subject Advisors

Today’s programme Andy Brunning / Neil Wade / Richard Tateson OCR Subject Advisors 16.00 IAPS (Indirectly Assessed Practical Skills) question taxonomy Understanding Level of Response marking, and good practice for answering LoRs Subject updates 16:45 Refreshments and networking 17.00 In subjects: Revision approaches and discussion

Indirectly Assessed Practical Skills (IAPS)

Assessment of Practical Skills Numbers link to specifications. This could be a good point to highlight that some centres have been less diligent in their recording of student progress against CPAC in this monitoring cycle. Remind centres that simply carrying out the practical does not mean the student automatically meets these criteria, and teachers should be marking them as “not achieved” if students do not demonstrate the specified skills.

Indirect Assessment of Practical Skills Reminder that IAPS forms a minimum of 15% of the marks available in A level science assessments. The following will be counted as Level 2 (or higher) mathematics: - application and understanding requiring choice of data or equation to be used - problem solving involving use of mathematics from different areas of maths and decisions about direction to proceed - questions involving use of A Level mathematical content (as of 2012) e.g. use of logarithmic equations. The following will not be counted as Level 2 mathematics: - simple substitution with little choice of equation or data and/or structured question formats using GCSE mathematics (based on 2012 GCSE mathematics content). As lower level mathematical skills are assessed in addition to the 10% weighting for Level 2 and higher, the overall assessment of mathematical skills will form greater than 10% of the assessment.

Indirect Assessment of Practical Skills Highlighting importance of integrating practical work in teaching & learning as preparation for IAPS

Results: Performance of practical questions Comparisons of non-practical and practical are not simple Many other confounding factors including question tariff, subject, item type, question paper Taxonomy allows focus and identification of skills

Categorising IAPS 1 – Capturing data: Observing and reading data, interpreting data from a table or graph, recording data 2 – Data analysis: Problem solving 3 – Data handling: Calculation (e.g. calculating gradient, rearranging/linking formulae) 4 – Data interpretation & identifying trends: Plotting and interpreting graphs 5 – Data quality: Evaluation of data and conclusions 6 – Diagrams: Representation of equipment or circuits using accepted symbols 7 – Drawing (bio): Biological drawing, accurate representation and labelling 8 – Experimental design: Method, planning and procedure including identification of variables 9 – Making measurements: Reading a scale from a diagram (prevalent in alternative to practical papers) 10 – Predicting outcomes: Understanding processes 11 – Recall: Direct recall or knowledge in isolation 12 – Use of apparatus and techniques: Application of knowledge of practical skills

Categorising IAPS 1 – Capturing data: Observing and reading data, interpreting data from a table or graph, recording data 2 – Data analysis: Problem solving 3 – Data handling: Calculation (e.g. calculating gradient, rearranging/linking formulae) 4 – Data interpretation & identifying trends: Plotting and interpreting graphs 5 – Data quality: Evaluation of data and conclusions 6 – Diagrams: Representation of equipment or circuits using accepted symbols 7 – Drawing (bio): Biological drawing, accurate representation and labelling 8 – Experimental design: Method, planning and procedure including identification of variables 9 – Making measurements: Reading a scale from a diagram (prevalent in alternative to practical papers) 10 – Predicting outcomes: Understanding processes 11 – Recall: Direct recall or knowledge in isolation 12 – Use of apparatus and techniques: Application of knowledge of practical skills

IAPS in SAMs and 2016 papers Suggests ability to formulate a method for a practical and using and manipulating data are key skills teachers should look to develop in their students.

Results: Evaluation using the taxonomy Comparison of mean facility between skills Facility = mean item score / maximum possible item score

Results: Evaluation using the taxonomy Comparison of mean omit rates between skills Omit rate = rate at which candidates did not attempt a response to a question *

Key take-aways Students tend to find questions involving predicting outcomes, experimental design, and evaluating or suggesting improvements more challenging. Experimental design, data analysis, handling and evaluation, and prediction of outcomes are the more frequently assessed skills in IAPS. How can we build in support for these skills as part of practical work, and elsewhere in teaching and learning? Note: Study was based on IGCSE Alternative to Practical papers (ATP) , A level Sample Assessment Material (SAM), and embedded Indirect Assessment of Practical Skills (IAPS) questions from 2016 AS papers.

Level of Response questions

Level of Response questions Up to two in each A level paper Used in GCSE science examinations since 2011, and now in the reformed A level examinations Marks are awarded for indicative scientific content and the communication skills demonstrated by students

Level of Response marking The higher mark in the level is awarded when all aspects of the communication statement (in italics) have been met. The lower mark is awarded when aspects of this statement are missing from the answer Indicative scientific content decides which level an answer is in, based on the mark scheme level descriptors

Exemplar Level of Response resources Available from the qualification pages -> Assessment -> Candidate exemplars Sample Level of Response exemplars Candidate exemplar reports from last year’s exams

Exemplar Level of Response resources Example of ‘less is more’ – first concise response scores 6 marks, longer response only 2.

Exemplar Level of Response resources Example of ‘less is more’ – first concise response scores 6 marks, longer response only 2.

Good practice for answering LoRs Concise answers are usually the best answers. Avoid using additional answer booklets if possible. Formulate a brief plan for the answer before putting pen to paper. Responses don’t have to be in continuous prose; good logical lines of reasoning can also be achieved using: Bullet points Annotated diagrams Familiarity with practical techniques encountered in the practical endorsement is key for LoR questions relating to practical skills and procedures. For LoR questions involving calculations round only at the final step of the calculation.

Subject updates

Biology There is now additional clarification in the Biology A A Level (H420) and AS (H020) specifications about which formulae students will need to be able to recall and which will be provided, where needed, in exams. This information can now be found in the introduction to the Maths appendix 5d. The guidance was previously provided in the Mathematical Skills Handbook.   At the same time we have reviewed the list of formulae. Please note - no new formulae have been added. However, students are no longer required to recall the formulae for the surface area and volume of cylinders and spheres. These formulae will be provided where needed.

Biology Our Maths for Biology resources are available to download: http://social.ocr.org.uk/groups/science/conversations/maths-biology-new-online-resource

Chemistry Minor updates have been made to some of the OCR suggested PAGs – make sure you have the most up-to-date versions from Interchange. Questions from last summer’s exams, as well as further legacy exam material, will be added to ExamBuilder after this year’s examinations.

Physics Questions from last summer’s exams, as well as further legacy exam material, will be added to ExamBuilder after this year’s examinations.

Keep up to date Twitter: @ocr_science Community: http://social.ocr.org.uk/groups/science OCR Blog: http://www.ocr.org.uk/blog/ Torchlight newsletter: http://www.ocr.org.uk/qualifications/by-subject/science/science-spotlight/ Subject email updates: http://www.ocr.org.uk/i-want-to/email-updates/

Any other questions?

Revision approaches and exam preparation

Ideas to get started… How are you preparing your students for exam questions relating to practical skills? What are you doing differently in your exam preparation this year? What exam preparation processes worked well last year?