6.3.1 Control
6.3.2 Purpose(s)
6.3.3 Participation
6.3.4 Nature
6.3.5 Administration
6.3.6 Grading process
6.3.7 Consequences
6.3.8 Use of results
6.3.9 Output statistics
Users might be interested in two websites developed for those with an interest in learning for 14- to 19-year-olds in England. See http://www.qca.org.uk/14-19/ and http://www.dfes.gov.uk/14-19/.
Users might also be interested to visit the Department for Children, Schools and Families (DCSF) 'Qualifications website' available at: http://www.dfes.gov.uk/qualifications.
New diplomas for 14- to 19-year-olds
The Government has set out detailed plans for the delivery of new diploma qualifications for 14- to 19-year-olds, which comprise a blend of general education and applied work-related learning. From September 2008, the first diplomas will be available in five subjects: construction and the built environment; information technology; creative and media; health and social care; and engineering. Diploma Development Partnerships, comprising employers, educators and universities, have set out ‘Learning Outcomes’, which describe in detail the knowledge, skills and understanding young people following these qualifications will be expected to demonstrate. The Government also plans to introduce another 12 diplomas in other subject areas. 375 Further information is available from the following factsheet: http://www.qca.org.uk/libraryAssets/media/what_is_a_diploma.pdf.
GNVQs and GCSEs in vocational/applied subjects
General National Vocational Qualifications (GNVQs) were developed as alternative qualifications to General Certificates of Secondary Education (GCSEs) (the qualifications taken on completion of compulsory secondary education at around age 16) and GCE 'A' Levels (for 18-year-olds). They were available as Part One GNVQ qualifications (primarily aimed at pupils in key stage 4 of compulsory education, aged 14-16), and as Foundation, Intermediate and Advanced level GNVQs, which were aimed primarily at students aged 16+ in full-time education (although they could be taken by students of any age). 276
GNVQs have recently been phased out and replaced by GCSEs in applied subjects and GCE 'A' Levels in applied subjects (see 6.4). These qualifications are intended to offer a comprehensive preparation for employment, as well as a route to higher-level qualifications, and are designed to develop knowledge, skills and understanding in broad vocational areas. The table below summarises the original qualifications and the new qualifications with which they are being replaced. 276
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Original qualification |
New qualification | ||
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Part One GNVQ |
The Part One GNVQ was available to 14- to 16-year-olds as a vocational alternative. It was examined for the final time in summer 2003. |
Foundation, Intermediate and Part One GNVQs have been replaced by General Certificates of Secondary Education (GCSEs) in applied subjects. Introduced in September 2002, and aimed primarily at 14- to 16-year-olds in full-time compulsory education in school, GCSEs in applied subjects are available in a range of subjects and aim to provide an introduction to a broad vocational area and enable progression to further education, training or employment. | |
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Foundation level GNVQ |
Foundation level required three compulsory units of study, plus three optional units. It was equivalent to four GCSE passes at grades D–G and normally took one year of full-time study. Foundation level GNVQs were withdrawn gradually during the period 2005-2007. |
||
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Intermediate level GNVQ |
Intermediate level required three compulsory units of study and three units chosen from a list of options. It was equivalent to four or five GCSE passes at grades A*–C and usually took around one year to complete. Intermediate level GNVQs were withdrawn gradually during the period 2005-2007. |
||
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Advanced level GNVQ |
Advanced level GNVQs required six compulsory units of study and six units chosen from a list of options. They were equivalent to two passes at GCE 'A' Level and took approximately two years to complete, although there were no set time limits. |
The advanced level GNVQ was replaced by the Vocational Certificate of Education (VCE), now the GCE 'A' Level in applied subjects (see 6.4) in September 2000. 'A' Levels in applied subjects aim to provide greater flexibility and allow students to combine study for applied (vocational) qualifications with that for other qualifications. | |
General
National assessment during this phase of education is organised within the statutory framework of the National Curriculum and its key stages, 38 and within a national framework of qualifications. All qualifications receiving public funding, such as GCSEs and GCE 'A' Levels are included in this framework.145 NB. There are proposals to replace the national framework of qualifications with a new 'Qualifications and Credit Framework'; work on the proposals for this Framework are currently being developed. Further information is available online: http://www.qca.org.uk/qca_8150.aspx.
All qualifications and syllabuses (now known as 'specifications') for use by students of compulsory school age in maintained schools in England have to be approved and accredited by the Department for Children, Schools and Families (DCSF). These qualifications are listed in a government circular which appears regularly via a DCSF website at: http://www.dfes.gov.uk/section96 246
A National Database of Accredited Qualifications has been set up, which contains details of qualifications that are accredited by QCA, as well as the respective bodies in Wales and Northern Ireland. It is available online: http://www.accreditedqualifications.org.uk/
The QCA publication 'The Statutory Regulation of External Qualifications in England, Wales and Northern Ireland' sets out the arrangements for the regulation of external qualifications in order to ensure that they are fit for purpose, command public confidence and that consistent standards are being maintained across awarding bodies over time. External qualifications that meet the statutory criteria are accredited into the National Qualifications Framework (see above). 376
Assessment in key stage 3, students aged 11-14
Compulsory National Curriculum assessment takes place at the end of key stage 3, students aged 14 (Year 9). There are also optional tests in English and mathematics for 11- to 13-year-olds (in Years 7 and 8) during this key stage. These were introduced to support schools in monitoring student progress during key stage 3. 246 For further information, see the Year 7 and 8 tests website at http://www.qca.org.uk/qca_8659.aspx.
World class tests at age 13
In addition, 'world class tests' are available for the most able 13-year-olds in secondary education. These tests, which measure performance in mathematics and problem solving (in mathematics, science and design technology) are part paper-based, part computer-based. Although broadly targeted at 13-year-olds (there are additional world class tests for 9-year-olds in primary level education), students can take the tests as soon as they are judged ready. The tests for 13-year-olds last 75 minutes each, and each requires students to apply creative thinking and logic, by demonstrating their ability to process and respond to unfamiliar information and communicate their thought processes coherently. The problem solving tests require some mathematical, scientific or technological knowledge. However, the emphasis is on a student's ability to solve a problem that they will not have studied at school. It is about drawing on a student's knowledge and coupling that with individual thinking. In the mathematics tests, students apply what they have learned to new situations and use their thinking skills to solve unfamiliar problems. World class tests are available via the World Class Arena website at http://www.worldclassarena.org/ (from where further information can be downloaded); they are also available to students worldwide. Children in Australia, England, Hong Kong, Malaysia, New Zealand, Saudi Arabia, Slovenia, Spain, the United Arab Emirates and the United States are known to have registered for the tests. They read the questions in English, but are allowed to answer in their own language.
Assessment in key stage 4 (14-16)
General Certificate of Secondary Education (GCSE)
Evaluation of students at the end of key stage 4 is normally by the main external examination for lower secondary school students, aged 16, the General Certificate of Secondary Education (GCSE) examination. The achievement of students who are not entered for a GCSE examination in a National Curriculum subject (or for other qualifications available at this stage) is generally measured by teacher assessment at the end of the key stage and recorded on the student's 'Progress File' (a summary of achievements, qualifications and credits, and attendance rates).276
GCSEs in applied subjects
GCSEs in applied subjects began to be introduced in September 2002. They are currently available in eight vocational subject areas: applied art and design; applied business; engineering; health and social care; applied ICT; leisure and tourism; manufacturing; and applied science and are equivalent to two (general/academic) GCSEs in terms of size and demand. Some subjects relate closely to the National Curriculum at key stage 4. GCSEs in engineering and manufacturing, for example, both meet the National Curriculum programme of study requirements for design and technology; the GCSE in applied ICT meets the programme of study for ICT; and the GCSE in applied science meets the requirement to study science at key stage 4 (although it does not satisfy the National Curriculum programme of study for science in full) (see section 5.3.2).264
Further information is available from: http://www.vocationallearning.org.uk/
Introductory Certificates and Diplomas
Other vocational qualifications exist alongside the General Certificate of Secondary Education (GCSE) in applied subjects and the new diplomas (see above). These ‘Introductory Certificates and Diplomas’ are suitable for 16- to 19-year-olds, adult learners and students in key stage 4 of compulsory secondary education (14- to 16-year-olds). They are designed to enable young people and adults to take part in full- or part-time programmes of study, which will enable them to enter employment or further/higher education. Introductory Certificates and Diplomas aim to develop the learner’s knowledge, skills and understanding in a specialist vocational sector and to encourage learners to develop key skills, personal skills, and adult literacy and numeracy. They are also designed to offer a degree of choice and flexibility. 333
Entry-level awards
Entry-level awards are qualifications which have been approved for those 16-year-old students who, on reaching compulsory school leaving age, are judged not to be ready for GCSEs or similar qualifications. Courses towards the awards have been available for students in key stage 4 (aged 14-16) since September 1996, and are pitched at level 3 and below in the eight-level National Curriculum assessment scale (see 6.3.6). Examples of the qualifications currently available at this level are the entry-level awards offered by the Edexcel Foundation and the Certificate of Educational Achievement (CoEA), a modular qualification, available in a number of different subjects.38 Entry-level awards offer progression to higher-level awards and are available in a range of general/academic subjects (such as art and design, design and technology, English, French, geography, German, history, information and communication technology, mathematics, music, and PE) as well as in vocational areas such as retail, leisure and tourism, and business studies. The QCA is responsible for accrediting entry-level qualifications. Entry-level awards in basic skills such as literacy and numeracy have also been developed. 158,168
Legislation regulates the qualifications and associated syllabuses (or 'specifications') that maintained schools may offer students of compulsory school age. The purpose of this is to ensure that examination arrangements support curricular objectives, particularly those of the National Curriculum. It is also the Government's objective that there should be sufficient, but not excessive, choice from high quality syllabuses. The Secretary of State is responsible for approving qualifications on the basis of advice from the Qualifications and Curriculum Authority (QCA). 30,64
The QCA is the regulatory body for the GCSE, that is it sets or approves national grade standards, is responsible for approving syllabuses (increasingly known as 'specifications') and syllabus criteria, and for monitoring the quality assurance and assessment arrangements of awarding bodies to ensure that they work fairly and effectively. 30,64
The awarding bodies for GCSE examinations in England (which are responsible for syllabus/specification development, centre approval, standardisation of marking and quality assurance) are the GCSE examining groups - the EdExcel Foundation, Oxford Cambridge and RSA Examinations (OCR) and the Assessment and Qualifications Alliance (AQA) - each of which may offer several syllabuses for each subject. (The choice of examining group and syllabus is a matter for the individual school, and schools may choose from different examining groups for different subjects.) The examining groups appoint the examiners and standardise the system of marking and grading. The examining groups are subject to a mandatory code of practice for the GCSE to ensure consistency in the examining process across different syllabuses and examining groups. 36
General responsibilities of the Qualifications and Curriculum Authority
Established under the terms of the Education Act 1997 (section 21-26),3 the Qualifications and Curriculum Authority (QCA) came into existence on 1 October 1997 following the merger of the School Curriculum and Assessment Authority (SCAA) and the National Council for Vocational Qualifications (NCVQ). It is a non-departmental public body, responsible to the Secretary of State (for Education and Skills). Its remit is extensive and combines the SCAA's original role of promoting higher standards of achievement in schools by developing the curriculum and its assessment, and improving consistency and quality in public examinations, with additional responsibilities for pre-school matters and for work and school-based vocational qualifications and occupational standards. It has an overarching responsibility for ensuring that the curriculum and qualifications available to young people and adults are coherent and flexible. It keeps under review all aspects of the statutory and non-statutory curriculum including National Curriculum programmes of study, attainment targets and associated assessment arrangements.189
The Qualifications and Curriculum Authority (QCA) is committed to building a world-class education and training framework that meets the changing needs of individuals, business and society. It leads developments in curriculum, assessments, examinations and qualifications. (QCA website http://www.qca.org.uk/).
QCA's remit excludes higher education.189
The Qualifications and Curriculum Authority has developed (with its partner regulatory authorities in Wales and Northern Ireland) a national framework of general, vocational, and occupational qualifications. Externally accredited qualifications below degree level have been considered for admission to the framework and all have to meet a set of common criteria. Awarding bodies for the qualifications also have to conform to a common code of practice. 155 Further information on the qualifications framework can be accessed via the Department for Children, Schools and Families (DCSF) Qualifications website at http://www.dfes.gov.uk/qualifications/. N.B. There are proposals to replace the national framework of qualifications with a new 'Qualifications and Credit Framework'; work on proposals for this Framework are currently being developed. Further information is available online: http://www.qca.org.uk/qca_8150.aspx.
QCA has also developed a new Regulatory Framework and Code of Practice to ensure confidence in the standards set in national curriculum assessments (see above). 377 Further information is available online:
http://www.qca.org.uk/15986.html
QCA has also produced a leaflet ‘Confidence in Qualifications: a Guide to Regulation’ which explains its regulatory role. The leaflet is available online: http://www.qca.org.uk/qca_7805.aspx
National Assessment Agency
In 2004, the Qualifications and Curriculum Authority established a subsidiary unit, the National Assessment Agency (NAA). The NAA is responsible for the development and delivery of National Curriculum tests (see below), the marking of students' tests and the return of results to schools. It also directs the modernisation of the examinations system in England and ensures the smooth running of examinations and tests. 283 392
Assessment arrangements constitute a formal part of the National Curriculum. Statutory assessment and testing take place in relation to the National Curriculum Subject Orders, and therefore aim to chart students' attainment in those subjects. Although the tests, as opposed to teacher assessment, can cover only a limited range within each subject, they do still set out to provide a valid assessment of that range. They are therefore curriculum-based tests. This makes them different in character from either intelligence tests or aptitude tests. They set out to assess students' achievement, rather than their potential.192
The overriding purpose of National Curriculum assessment is to contribute to raising educational achievement. Assessment and testing should provide the information about children's attainment which schools, teachers, managers and students themselves need to direct their efforts into improved teaching and learning. It must also provide parents and the public with information on the quality of the education being provided. The efficacy of any assessment and testing system designed for purposes other than public certification should therefore be judged by the extent to which it provides this essential information.192
Everyday teacher assessment is formative and diagnostic, carried out as a normal function of teaching and learning; end of key stage National Curriculum teacher assessment is summative (following a "best fit" procedure in relation to the level descriptions).192
Results from National Curriculum tests and teacher assessment are intended to provide important information for parents and the public to help them judge the quality of the education being provided. 192
The purpose of summative assessment is to provide schools and parents with easily intelligible information about individual students' attainment. This needs to be in relation to both national standards (that is, National Curriculum criteria) and national performance (that is, distribution of results).192
The purpose of formative/diagnostic assessment is to provide detailed information about students' attainment, so that future learning can be targeted appropriately and students helped to make progress.192
The gathering of data for summative purposes allows two further desirable objectives to be met. First, aggregated data on individual students' performance enable the provision of reliable information to parents, prospective parents, employers and other interested parties, so that school performance can be evaluated. Other information, such as Ofsted reports, contributes to this. Second, aggregated school data can provide an overall picture of local and national attainment. This enables the performance of the education system as a whole to be monitored so that improvements can be targeted and resources directed wisely in the context of strategic planning.192
Performance data in the form of end of key stage 3 test results is used by teachers to, for example:
There are also optional tests in English and mathematics for 11- to 13-year-olds (in Years 7 and 8) during this key stage. These were introduced to support schools in monitoring student progress during key stage 3. 246 Further information is available via the Year 7 and 8 tests website at http://www.qca.org.uk/qca_8659.aspx.
In 1988, the General Certificate of Secondary Education (GCSE) replaced the old 16+ examinations: the General Certificate of Education, GCE 'O' Level and the Certificate of Secondary Education (CSE), which targeted different ability groups. The objectives of the (new) GCSE examinations were to:
The GCSE remains the main examination taken by almost all students at the end of their compulsory school years.32
It is an incentive to achievement and a valid and reliable means of assessment. As a useful predictor of potential achievement, it is valuable in guiding decisions on post-16 education and training. It has high standing and is understood by parents and it is suitable to be taken by adult learners for whom it is a means of recognising achievement.32
GCSE Short Course examination
The GCSE Short Course is also available. Introduced in September 1996, and designed to take half the study time of a full GCSE, the GCSE Short Course can be taught over one or two years and counts as half a GCSE. GCSE Short Courses can be used in different ways. They can, for example, enable more able students to be stretched by taking more subjects, such as a second modern foreign language; or, if other subject choices prevent a student from taking a full GCSE, they can still gain a GCSE Short Course qualification in subjects such as religious education, information and communication technology, physical education, geography or art and design. In addition, students who need extra time to develop can cover a GCSE Short Course in the time taken by a full GCSE course.178
GCSEs in applied subjects
GCSEs in applied subjects (see section 6.3.1 in addition) are designed to:
Introductory Certificates and Diplomas
Additional vocational qualifications have been developed alongside the General Certificate of Secondary Education (GCSE) in vocational/applied subjects and the new diploma (see above). 333 These ‘Introductory Certificates and Diplomas’ are suitable for 16- to 19-year-olds, adult learners and students in key stage 4 of compulsory secondary education (14- to 16-year-olds). They are designed to enable young people and adults to take part in full- or part-time programmes of study, which will enable them to enter employment or further/higher education. Introductory Certificates and Diplomas aim to develop the learner’s knowledge, skills and understanding in a specialist vocational sector, and to encourage learners to develop key skills, personal skills, and adult literacy and numeracy. They are also designed to offer a degree of choice and flexibility. 333
Entry-level qualificationsA series of entry-level awards/qualifications has also been developed (see 6.3.1). These are designed for students aged 14+ who are not served by GCSEs or similar qualifications. That is, they are intended for those students who are working at a level below GCSE or similar qualifications. The awards, available in academic subjects and vocational subject areas, aim to recognise the achievements of students both in mainstream and in special needs education.218
World class tests at age 13
The stated purpose of the world class tests for 13-year-olds is:
To recognise, record and benchmark the individual achievement and ability of the top 10 per cent of (9- and) 13-year-old children in mathematics and/or problem solving, matching the achievements of the best 10 per cent of (9- and) 13-year-old children in the best performing countries, as identified by international surveys, and to provide a formal recognition of that achievement.143
Statutory assessment at the end of key stage 3
Statutory assessment applies to maintained schools (publicly-funded schools) only. Independent schools are encouraged, but not required, to take part in the assessment arrangements at the end of key stage 3.188
In general, all students in the final year of key stage 3 (normally in Year 9 and aged 14 by the end of the school year [31 August]) are assessed. However, only students who are assessed by their teachers as working at level 3 or above in mathematics and science, or level 4 or above in English (of the National Curriculum eight-level scale - see 6.3.6), must take the tests. Students working at lower levels do not have to take the tests; teacher assessment is the sole statutory requirement for these students. 180 For students working above the expected level at the end of key stage 3, the Qualifications and Curriculum Authority (QCA) makes optional tasks for more able students available. These are available online: http://www.qca.org.uk/qca_9399.aspx
The tests are designed to be accessible to the vast majority of students, including those with special educational needs (SEN). Braille and modified large print papers are available. Special arrangements for the administration of the tests may be appropriate for some students, for example students with special educational needs (SEN), students who are unable to sit and work at a test for a sustained period, and students for whom English is an additional language. A very small number of students, including those with chronic and severe illness, may be unable to take the tests, even when these have been adapted or other special arrangements have been made.188
Key stage 4, age 14-16
The examination most commonly taken at the end of key stage 4 is the General Certificate of Secondary Education (GCSE). The GCSE consists of a range of examinations in single subjects and there are no regulations governing the minimum or maximum number of subjects to be taken by a student at any one time. However, schools are expected to enter students for GCSEs or GCSE Short Course qualifications in those subjects in which they are expected to achieve a grade G or better (see 6.3.6). 64
GCSE Short Course syllabuses are available in a number of subjects (design and technology, modern foreign languages, information and communication technology, physical education, religious education, history, geography, art and design, and music). A GCSE Short Course is equivalent to half a full GCSE, therefore taking the equivalent of five per cent of curriculum time over two years (or 10 per cent over one year). The intention is that these courses should enable schools to provide more flexibility at key stage 4. 195,185
GCSEs in applied subjects
Students in key stage 4 may also study for GCSEs in applied subjects. See section 6.3.1 (in particular) in addition.
Introductory Certificates and Diplomas
Additional vocational qualifications have been developed alongside the General Certificate of Secondary Education (GCSE) in applied subjects and the new diplomas (see above). These ‘Introductory Certificates and Diplomas’ are suitable for 16- to 19-year-olds, adult learners and students in key stage 4 of compulsory secondary education (14- to 16-year-olds). They are designed to enable young people and adults to take part in full- or part-time programmes of study, which will enable them to enter employment or further/higher education. 333
Entry-level awards
For students working at level 3 or below of the National Curriculum eight-level scale (see 6.3.6), other nationally recognised qualifications in a range of National Curriculum subjects and vocational areas are available for use.64 These are known as entry-level qualifications or awards or 'certificates of achievement' (see 6.3.1 and 6.3.2 in addition).
Statutory assessment at the end of key stage 3 (14 years)
Statutory assessment takes place at or near the end of the key stage. Statutory assessment arrangements for the National Curriculum consist of teacher assessment and national tests and tasks. Teacher assessment and statutory tasks and tests are intended to give complementary information about students' attainment. The tests show what students have achieved in selected parts of a subject on a particular day. Teacher assessment is a judgement of performance in the whole subject over time.105,188
It is a statutory requirement for students to be assessed by the teacher at the end of key stage 3 in all National Curriculum subjects (see section 5.3.2). In reaching a judgement, teachers use their knowledge of a student's work over time, including written, practical and oral work in the classroom, homework and results of other school examinations or tests. The aim is for a rounded judgement, which is based on knowledge of how that student performs across a range of contexts and takes into account strengths and weaknesses of the student's performance.196
In the core subjects (English, mathematics and science), the results from teacher assessment are reported alongside the test results. In the non-core subjects, and for students working below level 3 (of the National Curriculum eight-level scale, see 6.3.6) in mathematics and science and below level 4 in English, teacher assessment provides the sole means of statutory assessment.172
At the end of key stage 3 (14 years), the following statutory tests are administered to each student according to a specific timetable:
The tests usually take place during one week in the month of May. The tests are tiered, that is there are different papers for different ranges of ability. 188,143 Schools choose the most appropriate start time for each test paper within the morning and afternoon sessions. Within each school, all students take the tests simultaneously, unless unavoidable practical difficulties make this impossible. No student may take any of the tests before the scheduled dates in the government-set timetable.153
Key stage 4, age 14-16
There are no statutory assessment arrangements at the end of key stage 4, as nationally recognised qualifications are taken by the majority of students on completion of this key stage.
GCSE examinations
The examination most commonly taken at the end of key stage 4 is the General Certificate of Secondary Education (GCSE). The GCSE may be taken in a range of single subjects, or in combined subject options, such as the GCSE in business studies and information technology. GCSE Short Courses are also available in some subjects, excluding English, mathematics and science. These cover fewer topics than the full GCSE and count as half a GCSE qualification. There are no regulations governing the minimum or maximum number of subjects (GCSE or GCSE Short Course) to be taken by a student at any one time. Accordingly, a certificate is issued listing the grade a candidate has achieved in each subject.185
Each GCSE syllabus (known as a 'specification') must include a scheme of assessment which complies with national regulations. The QCA is the regulatory body for the GCSE, that is it sets or approves national grade standards, is responsible for approving specifications and syllabus criteria, and for monitoring the quality assurance and assessment arrangements of awarding bodies to ensure that they work fairly and effectively. 91
Schemes of assessment are traditionally based on one or more terminal (final) exams. Examining groups also offer modular syllabuses. However, all schemes of assessment must include an externally set and externally marked terminal examination. For most subjects this is normally allocated a weighting of around 75-80 per cent (at least 50 per cent in modular syllabuses). Schemes of assessment may also include coursework and modular syllabuses may include end-of- module tests. The weightings which may be allocated to these different components vary subject by subject.207 In 2006 QCA announced that coursework would be replaced by 'controlled assessments' in the following subjects: business studies, classical subjects, economics, English literature, geography, history, modern foreign languages, religious studies and social sciences. Controlled assessments involve students undertaking projects under supervision in class. 395
Since 1998, some GCSE subjects have been examined by tier, that is, there are different examination papers which are targeted at specific ability groups. For subjects where evidence suggests that it is possible to set questions in examination papers which can apply to the whole ability range (history, music and art and design, for example) there may only be one tier. For others, there is usually a foundation tier covering grades G to C and a higher tier for Grades D to A* (see 6.3.6). The tiering arrangements for GCSE Short Courses match those for the full GCSEs in the same subject.38
The GCSE mathematics examination has previously been examined in three tiers, but is now examined in two. This two-tier model, which was introduced for students beginning the GCSE course in mathematics in September 2006, aims to ensure that all candidates have the opportunity to achieve a grade C should their work deserve it. This standard two-tier model has a higher tier and foundation tier, as described above. 373
GCSE examinations usually take place in May and June. Some students who fail are able to resit failed examinations in the autumn (this usually only applies to some major entry subjects only). Others may retake the failed examinations in the following summer.72
GCSEs in applied subjects
Each GCSE in applied subjects consists of three common, compulsory and normally equally weighted units in each subject. In most subjects, two of the units are assessed internally through students' portfolios of work, and one is assessed externally. 264
Introductory Certificates and Diplomas
Additional vocational qualifications have been developed alongside the General Certificate of Secondary Education (GCSE) in vocational (applied) subjects and the new diplomas (see above). These ‘Introductory Certificates and Diplomas’ are suitable for 16- to 19-year-olds, adult learners and students in key stage 4 of compulsory secondary education (14- to 16-year-olds). They are designed to enable young people and adults to take part in full- or part-time programmes of study, which will enable them to enter employment or further/higher education. Introductory Certificates and Diplomas aim to develop the learner’s knowledge, skills and understanding in a specialist vocational sector, and to encourage learners to develop key skills, personal skills, and adult literacy and numeracy. They are also designed to offer a degree of choice and flexibility. 333
Entry-level qualifications
Other nationally recognised qualifications include those designed for students working at level 3 or below of the National Curriculum eight-level scale (see 6.3.6). These entry-level qualifications or awards are available in a range of National Curriculum subjects and vocational (applied) subject areas (see 6.3.1). Assessment usually combines written, oral and practical tasks (dependent on the subject area), along with coursework and end of course tests. Indeed, the schemes of assessment must include externally set assessments which are externally marked and conducted under controlled conditions and which must contribute at least 50 per cent to the overall award. 151,168
Statutory teacher assessment at the end of key stage 3
The basis for judging students' levels of attainment is the same as at key stages 1 and 2 (see section 6.2.5). That is, level descriptions - summary statements indicating the types and range of performance which students working at a particular level of the National Curriculum should characteristically demonstrate - are used. Since their introduction in 1995, teachers have had to judge which level 'best fits' a student's performance. There are eight level descriptions per attainment target. 14-year-olds (at the end of key stage 3) are typically expected to achieve level 5 or 6. 186,187 The aim is for a rounded judgement which:
Teachers engaged in carrying out teacher assessment should have adequate opportunities to become familiar with national assessment standards, using resources available under targeted funding arrangements. This might involve attendance at training courses and/or meetings of teachers from the same or other schools. 186,187 The Qualifications and Curriculum Authority (QCA) and its subsidiary agency, the National Assessment Agency (NAA), regularly produce materials which provide guidance and exemplification of standards to support teacher assessment.188
Personal, Social and Health Education (PSHE)
Specific guidance has been produced which establishes a national standard to help teachers assess student progress and attainment in personal, social and health education. This comprises:
The guidance is available online at http://www.qca.org.uk/qca_10094.aspx.
Statutory tests at the end of key stage 3, age 14
The key stage 3 tests, together with guidance on their use and mark schemes, are produced by the National Assessment Agency (NAA), an agency of the Qualifications and Curriculum Authority (QCA). The tests are administered by the school according to the guidance supplied. All test papers and mark schemes must be treated as confidential and stored carefully and securely during the period between their arrival in the school and their administration and despatch for external marking. Tests are usually delivered to schools in the period immediately prior to implementation. Headteachers must then ensure that appropriate systems are in place to preserve the security and confidentiality of the tests and mark schemes. Test packs must be opened no more than one hour before the test is due to be administered. Headteachers also have to sign a Headteacher's Declaration Form (HDF) confirming that the statutory arrangements have been adhered to. Local authorities and the Qualifications and Curriculum Authority (or its agencies) may make unannounced visits to schools before, during and after the test period in order to monitor test security and administration. The tests should be carried out under normal test conditions. Schools should ensure that students can work undisturbed, individually and without access to materials such as notes and textbooks that could give them an unfair advantage. Precise details of invigilators' responsibilities are also provided. 188,172
The tests are marked by external markers. Previously, schools were notified of their children's test results through the return of completed marksheets by external markers. All marked test papers were also returned to the school.172 Since 2004, test results have been sent to schools electronically. 285
To meet its statutory responsibilities, the Qualifications and Curriculum Authority (QCA) continues to evaluate the effectiveness of the assessment arrangements.201 Specific studies include:
Each National Curriculum test takes around two years to develop. Development involves the QCA, its agencies, teachers, literacy consultants and academics, and each test is usually trialled at least twice to give a measure of how children respond to questions in a real examination situation. This also aims to maintain standards from year to year. Two alternative tests are developed to provide a 'spare' should one be compromised by a security leak. Panels of experienced teachers assist in determining the level of the questions being asked, and in recommending the pass mark for each year's tests.235 Full details of the National Curriculum test development procedures are provided at the following website: http://www.qca.org.uk/qca_4201.aspx
Key stage 4 - GCSE examinations
There are three main awarding bodies for GCSE examinations in England. These are the EdExcel Foundation, Oxford Cambridge and Royal Society for the Arts Examinations (OCR), and the Assessment and Qualifications Alliance (AQA). These awarding bodies are also the GCSE examining groups - EdExcel Foundation, Midland Examining Group (MEG) as part of OCR, Northern Examinations and Assessment Board (NEAB, as part of the Assessment and Qualifications Alliance, AQA), Associated Examining Board Southern Examining Group (AEB/SEG, as part of the Assessment and Qualifications Alliance, AQA), each of which may offer several specifications (syllabuses) for each subject.97
The GCSE examining groups appoint the examiners and standardise the system of marking and grading. The Qualifications and Curriculum Authority (QCA) is the regulatory body for GCSE examinations and is responsible for scrutinising procedures to ensure standards are maintained. The QCA produces a mandatory code of practice for the GCSE, which is designed to promote quality, consistency, accuracy and fairness in the examining process across different syllabuses and examining bodies. By providing a basis for high standards in all aspects of the examining process it makes an important contribution to maintaining public confidence in these qualifications. The code of practice sets out the responsibilities of the awarding bodies in respect of the following:
The following reviews have addressed the improvement of consistency and quality in public examinations, across time and across awarding bodies:
A report from the, then, School Curriculum and Assessment Authority (SCAA) (now the QCA) and the Office for Standards in Education (Ofsted), entitled "Standards in Public Examinations 1975 to 1995", analysed the available evidence relating to examination standards and candidates' performance in the subjects of English, mathematics and chemistry at both GCSE and GCE 'A' Level.197
In his "Review of Qualifications for 16-19 Year-Olds", which considered ways to strengthen, consolidate and improve the framework of 16-19 qualifications, Sir Ron Dearing recommended a reduction in the number of awarding bodies offering different typequalifications, with a view to reducing the difficulties involved in ensuring parity of standards across the whole field. 31,84 (The three awarding bodies, which currently exist were formed as a result of this recommendation.)
In response to the "Standards in Public Examinations 1975 to 1995" report, the QCA established a review of standards programme. Organised to run in five-year cycles and to cover every major subject during each cycle, the programme covers around eight (GCSE, GCE 'A' Level and GCE 'AS Level) subjects each year and involves up to 100 independent specialists who review around 2,000 completed examination papers and over 150 examination syllabuses. The aim is to monitor:
Examination demand, that is, any changes in the demands syllabuses and their related assessment instruments make of students over time and awarding bodies.
And the overall objective is to discover whether standards in examinations have changed over the years; that is, whether syllabuses and the ways they are assessed are more or less demanding now than in the past and whether the level of performance required to get any grade is the same as it was in the past. 140,142 Resulting 'scrutiny reports' are regularly published on standards in GCSEs. 140,142
In December 2004, an independent committee on examination standards concluded their enquiry into how standards are managed and monitored in England, Wales and Northern Ireland, and on QCA's regulatory role. This committee had a specific focus on GCE 'A' Levels. The report is available online. 289 291
Assessment at the end of key stage 3, age 14
National Curriculum eight-level scale - level descriptions
The National Curriculum sets standards of achievement in each subject for students aged 5 to 14. For most subjects these standards - known as level descriptions - range from level 1 to level 8.118 The standards have been designed so that a typical student will move up one level approximately every two years:104
There are eight level descriptions per attainment target for all National Curriculum subjects. Level descriptions are used to make summative judgements about a student's performance at the end of a key stage. Level descriptions allow judgements to be made against attainment targets, and indicate the types and range of performance that a student working at a particular level characteristically should demonstrate over a period of time.41
By the end of key stage 3, the performance of the great majority of students should be in the range 3 to 7. Level 8 is available for very able students and, to help teachers differentiate exceptional performance at key stage 3, a description above level 8 is provided.205
| exceptional performance | |||
| level 8 | |||
| level 7 | ^^^^^^^^ | ||
| level 6 | ======= | ||
| level 5 | ^^^^^^^^ | ======= | |
| level 4 | ====== | ----------- | |
| level 3 | ^^^^^^ | ----------- | ----------- |
| level 2 | ====== | ---------- | ----------- |
| level 1 | ------------------ | ---------- | ---------- |
| age | 7 years | 11 years | 14 years |
| -------------- | working towards expected level |
| ========== | achieved expected level |
| ^^^^^^^^^^^^ | exceeded expected level |
| considerably exceeded expected level |
Source:105
Attainment targets
Attainment targets define the expected standards of student performance in terms of level descriptions or end of key stage descriptions. They provide the basis for judging students' attainment in particular aspects of a subject at the end of each key stage. Some subjects have several attainment targets which relate to aspects of the programmes of study.41
The results from teacher assessment are reported alongside the test results. For the statutory teacher assessment at the end of key stage 3, teachers are required to summarise their teacher assessment for each eligible student in English, mathematics, science, art and design, history, geography, design and technology, information and communication technology, modern foreign languages, music and physical education (PE) in the form of a level for each attainment target, and also an overall subject level, calculated according to weightings provided. 188
The results of students' test results are expressed in terms of the National Curriculum eight-level scale.
All assessments are criterion-referenced. There are no quotas set for each of the National Curriculum levels. There are no underlying assumptions about the proportion of students who should be at any particular level. Proportions are determined entirely by how students' attainments measure up to the standards of the National Curriculum.104
Key stage 4 - GCSE examinations
Assessment of students at the end of key stage 4 (age 16) is linked to the main external examination for secondary school students at the end of compulsory education: the General Certificate of Secondary Education (GCSE).36
The results are reported on an eight-point scale: A*, A, B, C, D, E, F, and G. Candidates who fail to reach the minimum standard for grade G are recorded as 'U' for 'unclassified' and do not receive a certificate.41
GCSE Short Course examinations (see 6.3.2) often use the same questions and examination papers as conventional GCSEs in the same subjects. They are marked and graded to the same standards as other GCSEs.72
Each GCSE examining group in England has a governing council which is responsible for ensuring that appropriate procedures are set in place to ensure that standards are maintained in each subject from year to year, across different syllabuses.205
The process for standardising marking includes the following steps:
At the end of the marking and moderating period the grade boundaries are set. This procedure includes the following steps:
Even before candidates take the examinations:
Examiners will have attended a standardisation meeting where they are trained to mark according to a strict marking scheme. The system will have been worked out in advance at the same time as the questions were set. Every examiner's marking will be subject to a random check by a senior examiner at least three times. If any inconsistencies in marking are discovered, the whole batch is remarked by someone else. Grades are also compared with the forecasts that schools and colleges supply to (examining) boards. Apparent inconsistencies will trigger a further check for those particular candidates. Even when results have been issued, the checking continues. If schools have reason to doubt results, the first thing they do is ask for a clerical check or a re-mark, and even after that they can appeal. 883
Awarding bodies must maintain suitable arrangements for dealing with enquiries about results and appeals.207
Students have a right of appeal if they are not satisfied with the grade they receive. Appeals must be addressed in the firs instance to the appropriate awarding body. The Examinations Appeals Board (EAB) hears appeals, from candidates' examination centres on their behalf (except in cases where students had taken their examinatons as an independent candidate), which have failed to be resolved by the bodies' own procedures. The EAB will only hear an appeal when the entire appeals process of the awarding body concerned has been completed. This normally involves an enquiry about results, a re-mark or re-moderation, and a formal appeal hearing before the awarding body's appeals panel. 38,149,42
Any student taking a GCSE examination in any subject is able to have access to his/her marked examination papers. Copies of marked examination papersare only sent to examination centres or schools on request. Requests can be made by examination centres/schools or by students via schools/examination centres. A charge is made for the service. 246
Students who query their examination results can have their final grade lowered as a result of a remark. Prior to the summer of 2001, where candidates queried the grade awarded in an external examination, the initial grade awarded was protected - that is, as a result of any remark, the grade could only either remain the same or be raised. Now, where a check of reveals incorrect marking, subject grades can also be lowered, as well as raised or confirmed. 265
GCSEs in applied subjects
GCSEs in applied subjects consist of three units and, in most subjects, two of the units are assessed internally through students' portfolios of work, and one is assessed externally. Qualification results are reported on the same scale as other GCSEs (from A* to G), but are reported with two grades (eg. 'BB' or 'DD') to reflect the fact that GCSEs in applied subjects are equivalent to two general/standard GCSE qualifications.264
See sections 6.3.2 and 6.2.7 in addition.
When the National Curriculum assessment arrangements were introduced, the Government emphasised that there was no intention that students should be kept down (in the same class) or moved up (to the next class) on the grounds of how they did in the formal assessments alone.121
To begin a course of two or more GCE 'A' Levels, most institutions require students to have a minimum of four or five GCSEs at grade C or above. Most centres offering GCE 'A' Levels in applied subjects officially require students to have at least four GCSEs at grade C or above. However, in practice students with lower grades may be accepted.30
Use of results to measure value-added and improve school performance
The results of National Curriculum assessment may also be used as a resource to help schools raise standards and help their students reach their full potential. Schools are required to set and publish annual targets for student performance in National Curriculum assessment. Schools with already high levels of achievement are expected to set targets for further improvement. 108,106 See section 6.3.8 in addition.
Use of results to inform parental choice
Schools are required to publish the latest available information showing school and national key stage 3 assessment results in their prospectus. The school governing body is required to publish similar information in its annual report.113
National tables are published which report the achievements of 15-year-old students in secondary schools. The tables, which aim to provide a tool for parents making choices about the education of their children at secondary school and beyond, provide background information on each school, and show the achievements of students in GCSE examinations, achievements in specified vocational qualifications, and rates of authorised and unauthorised student absence.114
All publicly-funded maintained schools must keep educational records for all registered students and provide copies of records, on request, to entitled persons. (An entitled person is the student, if aged 16 or over, or the student's parent if the student is aged under 16).38
Schools are specifically required to:
To the student
Candidates for GCSE examinations receive a certificate from the examination group listing the grade which he or she has achieved in each subject attempted.40
Students may also request access to their marked GCSE examination papers. Copies of marked examination papers are only sent to examination centres or schools on request. Requests can be made by examination centres/schools or by students via schools/examination centres. A charge is made for the service. 246
Reporting of individual students' results to parents
Schools must send parents at least one written report every school year. During the course of the year, parents must be sent a required minimum of information concerning:
Use of results to measure value-added and improve school performance/target setting
The results of National Curriculum and external examination assessment may be used as a resource to help schools raise standards and help their students reach their full potential. School governing bodies of maintained schools are responsible for setting and publishing targets for student performance. Targets have to be set for performance in the end of key stage 3 assessment and in GCSE or other equivalent external examinations at the end of key stage 4 (age 16), and school governing bodies must also publish their school's performance against these targets. Schools with already high levels of achievement are expected to set targets for further improvement. 108,194,82
Targets for student performance are expected to be set and published on the following basis:
Use of results to inform parental choice
Schools are required to publish the latest available information showing school and national key stage 3 assessment results in their prospectus.109 All maintained schools in England are expected to publish their targets alongside performance information in their annual report to parents and the school's performance against its targets is also published in the annual "Secondary School and College Performance Tables".82 These national performance tables report the achievements of 15-year-old students (at the start of the school year) in secondary schools. The tables, which aim to provide a tool for parents making choices about the education of their children at secondary school and beyond, also provide background information on each school, and show the achievements of students in GCSE examinations, achievements in specified vocational qualifications, and rates of authorised and unauthorised student absence.114 GCSE Short Courses are recorded as half a GCSE in performance tables.25
The results for children who have recently arrived from overseas, and who have difficulties with the English language, are not published in the above tables. In this phase of education, this applies to students from overseas whose first language is not English and who were admitted to an English school for the first time on or after the start of Year 10, aged 14+. 259
Results from the statutory end of key stage 3 tests
Results from the 2002 National Curriculum tests for 14-year-olds showed the following:
The results from the 2005 key stage 3 tests were as follows:
Results from the 2006 key stage 3 tests were:
Results from the 2007 key stage 3 tests were:
Results in GCSE qualifications
In 1996, 7.8 per cent of 15-year-old students (age at the start of the school year) in schools in England completed compulsory education without achieving one or more passes at General Certificate of Secondary Education (GCSE) grade G or above.85 By 1999, this proportion had been reduced to 6.1 per cent 67 and, by autumn 2001, to 5.5 per cent.266 (A change in the law, no longer allowing students who had reached the age of 16 prior to taking national examinations such as the GCSE to leave school before taking the examinations, may have had some impact on these figures. ) 93,94
In 1998, 93.4 per cent of students taking GCSEs in their final year of compulsory education (age 15-16) gained at least one grade G qualification or better. The proportion achieving five or more GCSE A* to C grades was 46.1 per cent and the proportion achieving five or more GCSE qualifications at grades A* to G was 87.3 per cent. (Both these figures showed an improvement on previous years.) (Section 6.3.6 explains the GCSE grading system.)67 In 1999, 47.8 per cent of students taking GCSEs in their final year of compulsory education gained five or more A* to C grades; 67 by autumn 2001 this figure had increased to 49.8 per cent (approaching the Government's target of 50 per cent by autumn 2002). 266 In 2003, the figure was 52.6 per cent and by 2004 it reached 53.7 per cent. 292 In 2005, the biggest single increase in results in over a decade was recorded when 55.7 per cent of 15-year-old students achieved five or more GCSE qualifications at grades A* to C. The percentage of 15-year-old students gaining five or more A* to C grades including English and mathematics rose from 35.6 per cent in 1997 to 44.1 per cent in 2005. 357 In 2006, 58.1 per cent of students achieved five or more GCSE qualifications at grades A* to C. The percentage of 15-year-old students gaining five or more A* to C grades including English and mathematics was 45.1 per cent. 389
Girls generally outperform boys in GCSEs, particularly at the higher grades (A* - C); in 1998, for example, 51.3 per cent of girls achieved at least five A* - C grades compared with 41.1 per cent of boys.77
Further information is available from the Achievement and Attainment Tables website: http://www.dfes.gov.uk/performancetables
The proportion of students who continue to the next phase of education in the United Kingdom (includes Northern Ireland, Scotland and Wales) is indicated in the table below. However, it should be noted that the rates include participation in education at any level; for example some students may be following General Certificate of Secondary Education (GCSE) courses in order to gain an improved grade, either at school or in a further education institution.40
Post-compulsory participation rates (percentages) of 16- and 17-year-olds in school, further education or government-supported training in England, 2004/05
| Age (at beginning of school year) | In school | In a further education full-time course | In a further education part-time course | In government-supported training | All in full-time education and government-supported training |
| 16 | 35% | 38% | 4% | 7% | 80% |
| 17 | 28% | 32% | 5% | 9% | 69% |
Source: DEPARTMENT FOR EDUCATION AND SKILLS (2006). Education and Training Statistics for the United Kingdom 2006. London: DfES 384
World class tests at age 13
In 2002, 57 per cent of children taking the world class tests achieved a pass, 30 per cent a merit, and six per cent were awarded a distinction (http://www.worldclassarena.org/).