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/.
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. The first diplomas were made available in September 2008 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 plans to introduce another 12 diplomas in other subject areas. 375
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 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 have been 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. |
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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. |
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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
Once external qualifications have been accredited by the regulators in England, Wales and Northern Ireland, they are placed on the National Qualifications Framework (NQF) or the Qualifications and Credit Framework (QCF), which is currently being implemented.
The NQF includes both general academic and vocational qualifications at nine levels as follows:
For more information on the NQF, see:
http://www.qcda.gov.uk/5967.aspx
The QCF is a new framework which aims to enable learners to gain qualifications at their own pace along flexible routes by awarding credit for qualifications and units. All vocational qualifications will be placed on the QCF by the end of 2010 and it is expected that, in the future, academic qualifications will also be placed on the QCF; until that time, the NQF remains the framework for all academic qualifications. The QCF will therefore provide the organising structure for all qualifications available in schools, including general qualifications, but to date the focus has been on vocational qualifications.
The aims of the QCF are to simplify the current complicated system by presenting qualifications in a way which is easier to understand, to recognise more learning through the award of qualifications and to instil more flexibility into the system through the use of units (components of qualifications) and credit awarded for achieving those units. Like the NQF, every unit and qualification in the 9-level QCF has a level between Entry level and level 8 which indicates the degree of difficulty. Level 2 is equivalent to GCSEs (grade A* to C), level 3 is equivalent to A levels, and level 8 is equivalent to a doctorate. Every unit and qualification also has a credit value (with one credit representing 10 hours of study). There are three sizes of qualifications in the QCF: Awards (1 to 12 credits); Certificates (13 to 36 credits); Diplomas (37 credits or more). In the framework, it is possible to have an award at level 1 or an award at level 8, because the qualification type ('award, certificate, diploma') represents the size of a qualification, not how difficult it is.
For more information on the QCF, see:
http://www.qcda.gov.uk/8150.aspx
All qualifications and syllabuses (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 also been established. This is available online: http://www.accreditedqualifications.org.uk/
Assessment in key stage 3, students aged 11-14
In October 2008, the Government announced the end of compulsory National Curriculum tests in English, mathematics and science, taken by 14-year-olds at the end of key stage 3. The decision to administer the tests in 2009 was at the discretion of head teachers and school governors.420 The Qualifications and Curriculum Development Agency (QCDA) provided participating schools with test materials and a mark scheme, but there was no external marking or moderation and results were not collected or published. 421 In addition to this material, optional tests in English and mathematics are also available for 11- to 13-year-olds (in Years 7 and 8). The optional tests support schools in monitoring student progress during key stage 3. 246
The compulsory end of key stage 3 tests are being replaced by improved classroom assessment and more frequent reporting to parents, carers or guardians throughout the key stage (for further details see 6.3.4). In addition, the Department for Children, Schools and Families has established an expert group to advise on the proposed introduction of assessments for a national sample of 14-year-olds, so that the performance of the education system as a whole can continue to be monitored. 420
Schools are still required to report the results of teacher assessment at the end of key stage 3 (see 6.3.5 and 6.3.6 for more details) in English, mathematics and science to QCDA. They must also provide parents, carers or guardians with this information, as well as with assessment results for all other National Curriculum subjects. 421
World class tests at age 13
'World class tests' are also 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/
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 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 (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. Entry-level awards in basic skills such as literacy and numeracy have also been developed. 158,168
Responsibilities of Ofqual
Ofqual (the Office of the Qualifications and Examinations Regulator) began its interim work as regulator of qualifications, examinations and tests in April 2008, taking on the regulatory functions of the Qualifications and Curriculum Authority, which has now become the Qualifications and Curriculum Development Agency (QCDA) (for more information on QCDA's revised role see: http://www.qcda.gov.uk/aboutus.aspx). The Government is bringing in legislation to formally establish Ofqual as the examinations and qualifications regulator. Ofqual ensures that:
Further information on Ofqual's role is available from its website: http://www.ofqual.gov.uk/46.aspx
Assessment arrangements are an integral part of the National Curriculum. Statutory teacher assessment takes place in every National Curriculum subject, and aims to chart students' attainment and inform teaching and learning.
Ongoing teacher assessment throughout key stage 3
The overriding purpose of National Curriculum assessment at key stage 3 is to contribute to raising educational achievement. Following the end of compulsory National Curriculum tests in English, mathematics and science for 14-year-olds in 2008, emphasis is now placed on ongoing formative assessment and regular progress reports to parents, carers or guardians. The Department for Children, Schools and Families's (DCSF’s) ‘Assessment for Learning’ strategy supports the use of ‘Assessing Pupils’ Progress’ (APP) materials at key stage 3 (see 6.3.4 for further explanation). Its overarching objective is to improve the quality of the assessment process so that it contributes to better teaching, learning and pupil progress. The main aims of the strategy are to ensure that:
APP and the ‘Assessment for Learning’ strategy tie in with government plans to support schools in establishing a system of personalised learning. This is underpinned by accurate assessment for learning, leading to students receiving support appropriate to their individual needs including, if necessary, one-to-one tuition (particularly for those struggling with the transition from key stage 2 (7- to 11-year-olds) to key stage 3). 423
Summative teacher assessment at the end of key stage 3
Summative data is gathered through end-of-key stage 3 (14-year-olds) teacher assessment level judgements (see 6.3.6 for further explanation) in both core (English, mathematics and science) and non-core subjects. Schools are required to submit levels for core subjects to the Qualifications and Curriculum Development Agency. 421 The gathering of this summative data has two objectives. Firstly, aggregated data on individual students' performance provides parents, employers and other interested parties with reliable information for evaluating school performance. Secondly, aggregated school data provides an overview 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. To contribute to this monitoring at local and national level, in 2009, a DCSF-established expert group is advising on the introduction of externally-marked tests given to a sample of 14-year-olds across the country. 420
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 qualifications
A 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 throughout 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
The National Curriculum tests in English, mathematics and science, taken at the end of key stage 3 are now non-statutory. Schools have the option to administer the tests themselves if they wish. Ongoing classroom assessment for all students throughout key stage 3 replaces the national tests (see 6.3.4). At the end of key stage 3, schools are expected to submit assessment level judgements in English, mathematics and science for all students to QCA (see 6.3.5 and 6.3.6). Teachers should also make assessment level judgements for each pupil's performance in the remaining national curriculum subjects and this information should be shared with parents, guardians or carers. 421
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 during key stage 3 (11 to 14 years)
Prior to 2008, statutory National Curriculum assessment arrangements for key stage 3 consisted of compulsory national tests for 14-year-olds in the core subjects (English, mathematics and science); and teacher assessment in both the core and foundation subjects.
In October 2008, the Government announced the end of compulsory national tests for 14-year-olds with immediate effect. The decision to administer the tests in 2009 was at the discretion of head teachers and school governors. A mark scheme was available to schools, but there was no external marking or moderation. Schools were also not required to report the test results. The Department for Children, Schools and Families (DCSF) has established an expert group to advise on reform to key stage 3 assessment arrangements. As part of the group's remit, it is focusing on the proposed introduction of assessments for a national sample of 14-year-olds, which will ensure that standards across the education system continue to be monitored. 420
Statutory testing is being replaced by improved classroom assessment in all subjects and more frequent reporting to parents, carers or guardians throughout key stage 3 (11 to 14). The increased emphasis on continuous teacher assessment is being supported by a scheme known as ‘Assessing Pupils’ Progress’ (APP). This is a structured approach to assessment (for key stages 2 and 3), which has been developed by the Qualifications Curriculum and Development Agency (QCDA). It supports teachers in developing the skills to:
APP involves teachers gathering assessment information from day-to-day activities and periodic reviews in order to inform short-, medium- and long-term planning. Studens are also helped to develop self- and peer-assessment skills. On the basis of this information, teachers then ensure that they receive the support appropriate to their individual needs including, if necessary, one-to-one tuition. 422
Many schools already use APP practices and resources, but all schools will be expected to implement it by 2011. The Department for Children, Schools and Families’ ‘Assessment for Learning’ strategy sets out the financial and professional support available to schools to implement APP. 423
As well as continuous assessment, summative assessment takes place at the end of key stage 3. This involves a formal teacher assessment in each National Curriculum subject in which students’ attainment is expressed by a National Curriculum level (see 6.3.6 for further explanation.). 421
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. 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, the (then) 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 throughout key stage 3
National Curriculum levels
Each National Curriculum subject has a programme of study which describes the subject knowledge, skills and understanding pupils are expected to develop during each key stage. The key stage 3 programmes of study are available from the National Curriculum website: http://curriculum.qca.org.uk/key-stages-3-and-4/index.aspx
The programmes of study map out a scale of attainment targets within each subject. In most key stage 3 subjects, these attainment targets are split into 8 levels plus a level for exceptional performance. The levels are qualified by descriptions indicating the types and range of performance which students working at a particular level should demonstrate. Since their introduction in 1995, teachers have had to judge which level 'best fits' a student's performance. 14-year-olds (at the end of key stage 3) are typically expected to achieve level 5 or 6. The aim is for a rounded judgement which:
Support for teachers
Teachers carrying out National Curriculum 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 The QCDA regularly produce materials which provide guidance and exemplification of standards to support teacher assessment. A specific example is the QCDA National Curriculum in action website:
http://curriculum.qca.org.uk/key-stages-3-and-4/assessment/nc-in-action
This gives examples of assessed pupils’ work using the 1999 National Curriculum level descriptions which are valid until 2011. Teachers can use these resources to support their judgements and discuss assessment with colleagues.422
Assessment methods are currently under reform and ‘Assessing Pupils’ Progress’ (APP) is a structured approach to assessment (for key stages 2 and 3), developed by the Qualifications and Curriculum Development Agency (QCDA). Its overarching objective is to improve the quality of the assessment process so that it contributes to better teaching, learning and pupil progress (see 6.3.4 for further details). In 2009, there are APP materials on reading, writing, mathematics, science and ICT. Materials for speaking, listening and the remaining foundation subjects at key stage 3 are under development. APP materials for teachers include:
APP is not yet established in every school in England, but there is an expectation that it should be by 2011. The DCSF’s 'Assessment for Learning’ strategy sets out the financial and professional development support available to schools to implement APP. This includes:
National Curriculum tests at the end of key stage 3
National tests for 14-year-olds in English, mathematics and science are now optional. Schools who decide to set them receive test materials including mark schemes. However, they have to make their own marking arrangements as external marking and moderation is no longer provided. Local authorities are also no longer required to monitor administration of the tests. 421
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:
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.
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
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
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 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 end of key stage 3 tests (discontinued in 2008/09)
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/).