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Strategic Relationships General Qualifications

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Presentation on theme: "Strategic Relationships General Qualifications"— Presentation transcript:

1 Strategic Relationships General Qualifications
Optimism and Evidence Lucy Rimmington Strategic Relationships General Qualifications l

2 Contents Scale Reforming qualifications – accredit, award, review; what have we learned? Standard setting GCSEs Resits Reviews of marking

3

4 When do these reforms affect GCSE students?
Level Start course in 2015, exams 2017 Start course in 2016, exams 2018 Start course in 2017, exams 2019 Start course in 2018, exams 2020 GCSE English literature, English language and maths only. English and maths plus… Art and design, biology, chemistry, citizenship studies (and short course), combined science, computer science, dance, drama, food preparation and nutrition, French, geography, German, classical Greek, history, Latin, music, physical education, physics, religious studies (including short course), and Spanish. 2015 and 2016 subjects plus… Ancient history, Arabic, astronomy, Bengali, business, Chinese, design and technology, economics, electronics, engineering, film studies, geology, Italian, Japanese, media studies, modern Greek, modern Hebrew, Panjabi etc… All previous subjects plus… Gujarati, biblical Hebrew, Persian, Portuguese, and Turkish.

5 When do these reforms affect AS and A level students?
Start course in 2015, A level exams 2017, AS level exams 2016 Start course in 2016, A level exams 2018, AS level exams 2017 Start course in 2017, A level exams 2019, AS level exams in 2018 Start course in 2018, A level exams 2020, AS level exams 2019 AS and A Level Art and design, biology, business, chemistry, computer science, economics, English language, English language and literature, English literature, history, physics, psychology, and sociology. 2015 subjects plus… Dance, drama and theatre, French, geography, German, classical Greek, Latin, music, physical education, religious studies and Spanish. 2015 and 2016 subjects plus… Accounting, ancient history, Chinese, design and technology, electronics, environmental science, film studies, further maths, geology, Italian, law, maths, media studies etc… All previous subjects plus… Arabic, Bengali, biblical Hebrew, Gujarati, modern Greek, modern Hebrew, Japanese, Panjabi, Persian, Portuguese Polish, Turkish, and Urdu.

6 Reformed GCSEs Content New and more challenging content
Structure All exams at the end of the course Assessment Mainly by examination Non-exam assessment only where necessary Tiering Foundation and higher tier permitted only in maths, science and modern foreign languages Grading New numbered scale (9 to 1 plus U), 9 is the highest New Government ‘good pass’ set at grade 5

7 Reformed A levels Content Changes to better prepare students for university: some subjects benefited from advice of A Level Content Advisory Board (ALCAB) – modern foreign languages, ancient languages, mathematics and geography. Demand Same as current A levels Structure All exams at the end of the two-year course Marks from the AS do not count towards the A level Assessment Mainly by examination Non-exam assessment only where necessary Grading Remains A* to E plus U A separate grade for science practical work

8 Reformed AS Content Drawn from the new A level content
Demand Same as current AS qualifications Structure AS is now a separate qualification with the marks no longer counting towards A level May not be offered in all subjects in your school or college Taught over 1 or 2 years Exams at end of the course Assessment Most subjects have no non-exam assessment Grading Remains A to E plus U

9 New GCSE grading structure
In the first year, the same proportion of students will as currently get A and above achieve a grade 7 and above achieve a grade 4 and above as currently get C and above achieve a grade 1 and above as currently get G and above

10 Protecting the interests of the first students taking the new qualifications
Comparable outcomes Anchoring the new numerical grades to the alphabetical grades outcomes/

11 Comparable outcomes - Protecting the interests of the first students taking the new qualifications
Premise: student ability does not change over time (comparable), so their grades (outcomes) should not change. If an increase in performance is not evidenced by prior attainment data, then grade boundaries will be adjusted upwards to maintain the grade profile.

12 Comparable outcomes – why we do it?
Performance lower in the first year(s) of a new qualification Unfair to penalise students sitting new qualifications Aligns inter-board standards in a subject Published research into saw tooth effect effect-in-gcses-as-and-a-levels

13 The National Reference Test
Designed to inform GCSE awarding Preliminary test held in March 2016 First live test will be held in 2017 Could be used to inform awarding in 2019 and beyond Students and schools do not get results Different schools selected each year: 300 schools 30 students take the maths test and another 30 take the English test

14 HR decision makers University admissions Head teachers SME owners FE colleges Parents Teachers Pupils Are you aware that there will be a new GCSE grading scale for England? I have heard that there will be a new grading scale, and I understand it. 48% 22% 31% 30% 64% 88% 89% 98% The new system will use a numeric grading scale between 9 & 1, will grade 1 be the top grade or the bottom grade?   Bottom grade. 16% 24% 33% 35% 60% 68% 96% 100%

15 Publicity of market research

16 Reviews of marking and appeals

17 Ofqual’s aims for the reviews and appeals process
Marking errors are found and corrected Review and appeal arrangements are more transparent and consistent The system is as fair as it can be for all

18 Our research found that, in previous years:
Reviewers have often ‘found’ an extra mark or two Schools and colleges feel under pressure to request reviews Schools and colleges find appeal arrangements opaque and frustrating The system can be unfair

19 From summer 2016 we required that
Trained reviewers checked the original marking If they found an error they must correct it – however large or small Otherwise they must leave the mark unchanged Reviewers must be monitored to promote consistency Exam boards pilot an additional ground for review in three A levels

20 Other issues Access to marked scripts Provision of reasons for review outcomes Reviews of teacher marking Reviews of the moderation of teacher marking

21 Campaign channels

22 Further Information www. ofqual. gov. uk www. gov
Further Information @Ofqual @Teacher_Ofqual

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