1. 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

2. Today’s programme Andy Brunning / Neil Wade / Richard Tateson
OCR Subject Advisors
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

3. Indirectly Assessed Practical Skills (IAPS)

4. 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.

5. 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.

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

7. 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

8. 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

9. 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

10. 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.

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

12. 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 *

13. 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.

14. Level of Response questions

15. 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

16. 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

17. 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

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

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

20. 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.

21. Subject updates

22. 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.

23. Biology Our Maths for Biology resources are available to download:

24. 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.

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

26. Keep up to date
Community:
OCR Blog:
Torchlight newsletter:
Subject updates:

27. Any other questions?

29. Revision approaches and exam preparation

30. 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?