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England : Assessment arrangements

Last updated: 13-May-2010

6.4 Fourth phase: Upper secondary, age 16 - 18 [see 3.2.4]

6.4.1 Control
6.4.2 Purpose(s)
6.4.3 Participation
6.4.4 Nature
6.4.5 Administration
6.4.6 Grading process
6.4.7 Consequences
6.4.8 Use of results
6.4.9 Output statistics

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6.4 Fourth phase: Upper secondary, age 16 - 18 [see 3.2.4]

For further information on education 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 in the 'Qualifications website', which offers a range of information on qualifications in England: 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 specialised diploma qualifications for 14- to 19-year-olds, which comprise a blend of general education and applied work-related learning. In 2008, diplomas began to 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 plans to introduce another nine diplomas in other subject areas; all should be available by 2013. ³⁷⁵

'Principal learning' is the key constituent qualification in each Diploma and covers the essential curriculum relating to the sector title. There is also a project, which is similar to the extended project in GCE 'A' Levels (see below) and aims to develop a high degree of planning, preparation, research and autonomous working. Both the Principal Learning element and the project combine with functional skills and additional specialist learning to comprise the whole Diploma qualification. ⁴⁰⁰  

Accreditation of new GCE 'A' levels from September 2008
Following revision of the subject criteria for GCE 'A' Levels, revised qualifications began to be available for first teaching in September 2008. The revisions aimed to ensure that the qualifications are challenging and that the highest levels of achievement are recognised. The changes included:

• Fewer units of study.
• Fewer structured questions and more open-ended questions which require extended essay responses.
• More questions which require an overview of the subject.
• The introduction of an extended project.
• The introduction of a new A* grade which recognises very high achievement. ³⁹⁹

6.4.1 Control 

National assessment arrangements
National Curriculum assessment arrangements do not apply to students in post-compulsory education. Assessment depends largely on the requirements of the appropriate awarding and examining bodies for the qualifications being studied for.38 The qualifications available at this level have recently undergone - and are still undergoing - considerable reform, with a view to leading to a broader qualifications programme and improved vocational qualifications (see above).

Students in post-compulsory education in schools usually take academic (general) courses leading to GCE 'A' Levels (General Certificate of Education Advanced Level examinations) and/or GCE Advanced Subsidiary qualifications; or vocational courses leading to GCEs/'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs)).

Key skills qualifications
Individual 'key skills' qualifications (in the three individual key skills areas of communication, application of number, and information technology) are also available across all post-16 qualification types.⁵⁴   

Free-standing mathematics units
Free-standing mathematics units qualifications for post-16 students, which are complementary to the key skill in application of number, ¹⁴¹  have been available to schools since August 2000.

Regulatory and awarding bodies 
The awarding bodies for GCE examinations are the various GCE examining boards. Since September 2001, under the provisions of the Learning and Skills Act 2000 251, school headteachers, principals and heads of other educational or training institutions, and employers have been required to ensure that all qualifications for use by those under the age of 19, which are offered in maintained schools or funded by a local authority or by the Learning and Skills Council, are approved.  The accredited qualifications are listed on a government website.  This can be accessed at http://www.dfes.gov.uk/section96/

In addition, a National Database of Accredited Qualifications has been set up, which contains details of qualifications that are accredited by QCA (see below), as well as the respective bodies in Wales and Northern Ireland. It is available online: http://www.accreditedqualifications.org.uk/

National framework of qualifications (NQF) and Qualifications and Credit Framework (QCF)
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:

• Level 8 - e.g. specialist awards
• Level 7 - e.g. BTEC advanced professional diplomas, certificates and awards
• Level 6 - e.g. BTEC professional diplomas, certificates and awards
• Level 5 - e.g. NVQ level 5
• Level 4 - e.g. NVQ level 4
• Level 3 - e.g. GCE A-levels, A-levels in applied subjects and NVQ level 3
• Level 2 - e.g. GCSE grades A* - C and NVQ level 2
• Level 1 - e.g. GCSE grades D-G and NVQ level 1
• Entry level - e.g. entry level qualifications

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 framework see: http://www.qcda.gov.uk/8150.aspx

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/

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 previous 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 new role see: http://www.qcda.gov.uk/aboutus.aspx). The Government is bringing in legislation to establish Ofqual as the examinations and qualifications regulator. Ofqual ensures that:

• Organisations that offer and deliver qualifications (awarding organisations) have good systems in place, and that they are held to account for their performance.
• All qualifications offered by awarding organisations are fair and are comparable with other qualifications.
• Standards in qualifications, examinations and tests are monitored and the findings are reported.
• There is fair access to qualifications for all candidates.
• The quality of marking of examinations, tests and other assessments is high, so that learners get the results they deserve.
• The qualifications market provides value for money and meets the needs of learners and employers.
• Debate about important topics, such as standards of exams and qualifications, is encouraged.

Further information on Ofqual's new role is available from its website: http://www.ofqual.gov.uk/46.aspx

 

6.4.2 Purpose(s)

Students completing post-compulsory secondary education may seek paid employment or continue their education in the further or higher education sector, depending on the courses studied and qualifications obtained. GCE 'A' Levels, GCE Advanced Subsidiary qualifications, General Certificates of Secondary Education (GCSEs) and GCEs/'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs)) are all acceptable for entry into some form of higher education.³⁸

GCE 'A' Levels and GCE Advanced Subsidiary qualifications
GCE 'A' Levels and GCE Advanced Subsidiary qualifications provide courses of study in a wide range of subjects for students with a good standard of academic ability. The primary purpose is to develop knowledge, understanding and skills associated with a subject or discipline. Good performance in these qualifications is considered an effective selection indicator for university entrance. (See section 6.4.7 in addition.) ^32,30

All GCE 'A' Levels consist of modules, with examinations that can be taken throughout the two years of the course (modular/staged assessment) or taken together at the end of the course (linear assessment). The initial units make up the GCE Advanced Subsidiary qualification and are set at a standard between GCSE (see section 6.3) and GCE 'A' Level. Candidates who continue their studies for a second year, study additional more demanding modules in each subject in order to obtain the GCE 'A' Level on successful completion.¹⁹  The GCE Advanced Subsidiary qualification is also known as the GCE 'AS' Level and the GCE 'A' Level as the 'A2' qualification.. 

Advanced Extension Awards
Between 2002 and 2009 (2013 for mathematics), the most able students were able to take Advanced Extension Awards (AEAs) in a certain number of subject.  AEAs were designed to stretch the most able advanced level students by requiring greater depth of understanding (rather than breadth of knowledge) than the GCE 'A' Level.  Following the introduction of A* grade in the June 2010 (see above) examinations, they were deemed to no longer be necessary.  

GCEs/'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs))
Vocational Certificates of Education (VCEs) have been redesigned to become General Certificates of Education (GCE) 'A' Levels in applied subjects. The qualifications have an AS/A2 structure, comparable to existing GCEs (see above), and were introduced in September 2005.  They aim to provide a broad introduction to a vocational area and encourage distinctive teaching and assessment approaches, within work-related contexts. Opportunities for the development and assessment of key skills are identified. ³⁴⁸

Four qualifications are available:

• Advanced Subsidiary General Certificate of Education
• Advanced Subsidiary General Certificate of Education (double award).
• Advanced General Certificate of Education.
• Advanced General Certificate of Education (double award). ³⁴⁸

The courses are available in 10 vocational subject areas. ³⁴⁸

A vocational learning website aims to assist schools in delivering vocational qualifications. The website is accessible at http://www.vocationallearning.org.uk/.

Introductory Certificates and Diplomas
Additional vocational qualifications are being developed alongside the General Certificate of Secondary Education (GCSE) in applied/vocational subjects.   These 'Introductory Certificates and Diplomas' are suitable for 16- to 19-year-olds, adult learners and pupils 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/entry-level awards
There are also a number of approved qualifications in literacy, numeracy, information and communication technology (ICT) and an increasing number of other academic and vocational subject areas, which are aimed at students who are not served by GCSEs, GCE 'A' Levels, GCEs/'A' Levels in applied subjects (formerly VCEs) or similar qualifications. (Those who, for example, are working at level 3 or below of the National Curriculum eight-level scale, see 6.3.6.) The awards are designed to recognise the achievements of students both in mainstream and in special needs education.²¹⁸

Key skills qualifications
Individual qualifications in the three key skills of communication, application of number and information technology are available to all students in post-16 education. The qualifications may also be available to some students in key stage 4, aged 14-16, the final two years of compulsory education. ^90,54  The purpose of the key skills qualifications is to provide employers and higher education institutions with the confidence that individuals with the qualifications have developed the same skill to the same standards whatever training/educational route they have followed. The qualifications also contribute towards a student's overall number of points achieved during upper secondary education, which can influence his/her acceptance in the higher or further education institution of his/her choice or on his/her preferred course of further or higher education.  ¹⁶² 

Free-standing mathematics units
Free-standing mathematics units are qualifications for post-16 students, which were piloted during the period September 1998 to August 2000, and became officially available to schools at the end of that period. They aim to encourage students in post-compulsory education (age 16+) to include appropriate mathematics as part of their study programme,¹⁶³ and were developed as a result of concerns that too few 16-year-olds chose to continue with the subject. Popular courses include 'managing money' and 'making sense of data'. Courses focus on a narrow range of mathematics skills relevant to other subjects - calculus for scientists, for example, or three-dimensional problem-solving for art and design students.²³

6.4.3 Participation

Participation in assessment, as in education, is voluntary during this phase, but most students who have opted to follow some form of post-compulsory education usually take part in the assessment procedures involved.

6.4.4 Nature

GCE 'A' Levels and GCE Advanced Subsidiary qualifications
GCE 'A' Levels are single subject qualifications which may be studied in any combination, within the limitation of a school's timetable and the range of subjects it offers. Courses normally last two years.⁴¹

GCE Advanced Subsidiary qualifications, commonly known as AS-levels, are equivalent to the first half of (usually the first year of a two-year) GCE 'A' Level course. That is, every GCE 'A' Level course comprises modules, the initial ones of which are equivalent to a GCE Advanced Subsidiary qualification. Successful completion of all modules entitles the candidate to a GCE 'A' Level (or 'A2') qualification.¹³⁷  The modules of the GCE 'A' Level examination can either be taken individually throughout the two years of the course (modular or staged assessment as students feel ready) or taken together at the end of the course (linear assessment).¹⁹

The GCE Advanced Subsidiary qualification provides progression between GCSE and the full A-level.  It is both the first half of an A-level and a qualification in its own right.  All A-level specifications include an AS-level.  There are also five free-standing AS-levels which do not lead to the full A-level.  These are: Critical Thinking, European Studies, Science for Public Understanding, Social Science, and Citizenship and World Development.²⁵⁰

The key skills of communication, information technology, application of number, improving own learning and performance, working with others, and problem solving are also tested in the GCE 'A'Level/GCE Advanced Subsidiary qualifications.¹³⁷

GCEs/'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs))
Vocational Certificates of Education (VCEs) have been redesigned to become General Certificates of Education (GCEs) 'A' Levels in applied subjects. The qualifications have an AS/A2 structure, comparable to existing GCEs, and were introduced in September 2005.  They aim to provide a broad introduction to a vocational area and to encourage distinctive teaching and assessment approaches, within work-related contexts. Opportunities for the development and assessment of key skills are identified. ³⁴⁸

Four qualifications are available, with the following structure:

• Advanced Subsidiary General Certificate of Education.
• Advanced Subsidiary General Certificate of Education (double award).
• Advanced General Certificate of Education: six units.
• Advanced General Certificate of Education (double award). ³⁴⁸

GCEs/'A' Levels in applied subjects are available in the following vocational subject areas:

• Applied art and design
• Applied business
• Applied ICT
• Applied science
• Engineering
• Health and social care
• Leisure studies
• Media: communication and production
• Performing arts
• Travel and tourism. ³⁴⁸

Introductory Certificates and Diplomas
See section 6.4.2.

Key skills qualifications
Individual qualifications are separately available in the three key skills of communication, application of number and information technology. ²⁵⁰ 

Entry-level qualifications/entry-level awards
See sections 6.4.2 and 6.3.

Free-standing mathematics units
Free-standing mathematics units, piloted during the period 1998-2000, and officially available to schools since August 2000, are available at three levels:

• Foundation: includes mathematics up to approximately level 6 of the National Curriculum eight-level scale (see 6.3.6)
• Intermediate: includes mathematics beyond level 6 of the National Curriculum scale
• Advanced: includes mathematics equivalent to that found in GCE 'A' Level courses or Vocational A Level courses.¹⁶³

Each unit (at whatever level):

• Requires 60 hours of study.
• Is designed to allow students to study principles and develop applications of specific aspects of mathematics to some depth, drawing upon and enhancing other areas of their work, studies or interests.
• Is assessed by equally weighted elements of portfolio evidence and written examination, that is half a course is assessed by a portfolio of coursework focussing on mathematics applications, and half by a written examination testing knowledge of principles.¹⁶³ 

Examination sessions at this level usually take place in May and June (of a September to July academic year). However, some students may take examinations for the GCE Advanced Subsidiary qualification in January of the academic year, that is after studying the course for four months (since the previous September).

6.4.5 Administration

GCE 'A' Levels and GCE Advanced Subsidiary qualifications
The awarding bodies for GCE 'A' Levels and the GCE Advanced Subsidiary qualifications  are the various GCE boards. There is a mandatory code of practice for GCSE and GCE 'A' Levels and AS-levels, which is designed to promote quality, consistency, accuracy and fairness in the examining process across different syllabuses and awarding bodies (that is, to promote consistency in each subject across different awarding bodies, between different syllabuses in the same subject, and from year to year). 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:

• Setting of question papers and provisional marking schemes (for terminal and end of module examinations).
• Standardisation of marking (for terminal and end of module examinations).
• Coursework assessment and moderation.
• Awarding.
• The assessment of GCSE spelling, punctuation and grammar, and the quality of language in GCE 'A' Levels and AS-levels.
• Awarding bodies' relationships with examination centres.
• GCSE end of module tests.
• Key component and subject grade boundaries.
• Setting of grade boundaries for GCE 'A' Level and AS-level modular awards. ^{40,174,173 349  391}

The specifications for qualifications are governed by sets of standards or 'criteria', which are designed to guarantee the quality of the qualifications by setting out such things as how they should be structured and assessed.¹⁴⁴

There are three sets of qualifications criteria:

• Common criteria, which all qualifications must meet.
• Qualifications-specific criteria that relate to individual qualifications, such as GCSE, GCE 'A' Level or GCEs/'A' Levels in applied subjects (formerly VCEs).
• Subject-specific criteria governing some large-entry subjects.¹⁴⁴

School headteachers, principals and heads of other educational or training institutions are responsible for ensuring that qualifications for use by students during this phase are approved.  Further information is provided in section 6.4.1.²⁵⁰

GCEs/ 'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs))

GCEs/ 'A' Levels in applied subjects are assessed by a combination of external tests and internal assessment. ³⁴⁸

Key skills qualifications
The three key skills qualifications - in communication, application of number and information technology are assessed internally - students produce a portfolio of evidence demonstrating the application of the key skill concerned - and externally by tests. Students must pass both the coursework/portfolio assessment and the tests to achieve the qualification. ²⁵⁰     

6.4.6 Grading process

GCE 'A' Levels and GCE Advanced Subsidiary qualifications
GCE 'A' Level passes are graded on a scale of A to E, with U (unclassified) denoting a fail.  Students have a right of appeal if they are not satisfied with the grade they receive.⁴¹ Appeals must be addressed in the first instance to the appropriate examining board. Thereafter, the Examinations Appeals Board (EAB) hears appeals, which are submitted by the student's school or examination centre, and which have failed to be resolved by the bodies' own procedures. The EAB will only hear appeals 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. ^38,42

All students taking GCE 'A' Level and AS-level examinations are able to have access to their marked examination papers on request.  Requests can be made by schools, colleges or examinations centres or by students via their school, college or examination centre.  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 papers reveals incorrect marking, subject grades may also be lowered, as well as raised or confirmed. ²⁶⁵

The GCE examining boards are responsible for ensuring that appropriate procedures are set in place to make certain that standards are maintained in each subject from year to year, and across different syllabuses. The examining boards maintain inter-board procedures to monitor standards with a view to maintaining parity of standards with other examining boards.²⁴⁶

The process for standardising marking includes the following steps:

• A meeting to ensure consistent application of the mark scheme attended by all examiners.
• Monitoring of a sample of marking.
• A review of the marking process to decide if adjustments should be made to the marks of individual examiners.⁴⁰

At the end of the marking and moderating period the grade boundaries are set. Samples of candidates' work, statistical information from previous years, grade descriptions, archive examination scripts and question papers are used to inform the judgements. Grade boundaries for the syllabuses as a whole are then established. Finally, grades of some borderline candidates are reviewed.⁴⁰

GCEs/ 'A' Levels in applied subjects (formerly Vocational Certificates of Education (VCEs))
GCEs/'A' Levels in applied subjects are graded using an A-E scale, as with other 'A' Levels. ³⁴⁸

Key skills qualifications
The individual key skills qualifications - in communication, application of number and information technology - are assessed both internally, with students producing a portfolio of evidence demonstrating the application of the relevant key skill, and externally by tests.  Students' grades are recorded in accordance with the levels of the national qualifications framework (where level 3 is equivalent to a GCE 'A' Level). ²⁵⁰  N.B. There are proposals to replace the national qualifications framework with a 'Qualifications and Credit Framework'. Work on proposals for the Framework is currently being developed. Further information is available online at http://www.qca.org.uk/qca_8150.aspx.

Free-standing mathematics units
See 6.4.1, 6.4.2 and 6.4.4 in addition.

At advanced level, each free-standing mathematics unit is notionally equivalent to one GCE 'A' Level or one GCE Advanced Subsidiary qualification module.  Students gaining an intermediate unit have demonstrated that they can work in some depth with mathematics equivalent to that required to achieve a grade of C-A* at GCSE.  Students who gain a foundation level free-standing mathematics unit have demonstrated that they can work with mathematics equivalent to that required to gain a grade G-D at GCSE.¹⁶³

6.4.7 Consequences

See section 6.4.2 in addition.

Admission to higher education
All major higher education institutions are autonomous bodies and each determines its own admissions policy. However, applicants are generally required to have obtained at least three General Certificate of Secondary Education (GCSE) passes at grade C or above, and two GCE 'A' Level passes, in different subjects, or their equivalents. Some institutions may accept candidates with four GCE Advanced Subsidiary qualification passes, without requiring any GCE 'A' Levels. In practice, because of the competition for places, most institutions require levels of qualifications considerably above the minimum and, where applicable, many will also require a GCE 'A' Level pass in the subject to be studied during higher education. These requirements may be expressed in the number of passes or in the grades to be obtained. For example, university departments of medicine usually require three GCE 'A' Level passes at grade A or two GCE 'A' Level passes at grade A, plus one pass at grade B, in addition to the three passes at GCSE mentioned above. Alternative qualifications, including qualifications in vocational education - such as GCEs/GCE 'A' Levels in applied subjects are becoming increasingly acceptable. Most institutions also welcome applications from older candidates who have had appropriate experience but may lack formal qualifications. In the case of teacher training, institutions may not accept a candidate who has not achieved the standard required for General Certificate of Secondary Education (GCSE) grade C in English, mathematics and a science subject. Some courses require previous study in the particular subject an intending teacher is hoping to teach, some do not.⁴¹

Some universities set admissions tests for very popular subjects, such as medicine or veterinary medicine.²⁸⁸

6.4.8 Use of results 

To the student
Candidates for GCE 'A' Level and GCE Advanced Subsidiary qualifications receive a certificate listing the grade achieved in each subject attempted.⁴⁰  All students taking GCE 'A' Level or AS-level examinations are able to have access to a copy of their marked examination papers, on request.  Requests can be made by schools, colleges or examination centres, or by students via their school, college or examination centre.  A charge is made for the service.  The aims include making the examination process more transparent, enabling schools, students and examination centres to learn from their mistakes, and reducing the number of examinations appeals. 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 papers reveals incorrect marking, subject grades may also be lowered, as well as raised or confirmed. ²⁶⁵

Reporting of individual students' results to parents
Where students complete their post-compulsory upper secondary education in schools, 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:

• The student's progress in all subjects and activities.
• General progress and an attendance record.
• Public examination results, including any vocational qualifications and/or credits towards these.
• Arrangements to discuss the report with the school.¹¹²

Use of results to measure value-added and improve school performance
The Government is committed to encouraging the development of measures of value-added in education. Measures of value-added, (that is, what schools and colleges add to their students' knowledge, skills and understanding between one age and another) are potentially of use for both national and local purposes. That is, they can provide information about the contribution different schools and colleges make towards their students' results, and can be used at local level to help school and college managers plan, and target resources more effectively. ^46,47

A national database provides a picture of students' progress from GCSE to GCE 'A' Level/AS-level. Individual schools and colleges may use this database to compare the performance of their students with the national pattern. Ofsted (the Office for Standards in Education) encourages inspectors to use value-added data based on comparisons of GCSE and GCE 'A' Level/AS-level results for post-16 students when conducting school inspections. ^46,114

Use of results to inform choice 
Tables are published which report the achievements of 16- to 18-year-olds in schools and in further education institutions. The tables provide background information on each school and college, and show the achievements of students in GCE 'A' Level/AS-levels, achievements in specified post-16 vocational qualifications, and rates of authorised and unauthorised student absence.³¹

6.4.9 Output statistics

In 1999, the pass rate for those students taking GCE 'A' Levels was 88.5 per cent.  Results at that time had improved significantly since 1982 when the pass rate was 68 per cent.  However, the number of students taking some subjects had decreased significantly during the period. GCE 'A' Level entries in 1999 for French for example, had decreased by 11 per cent, geography by six per cent and history by five per cent. Entries for biology and chemistry also suffered.²¹⁵

In 2004, A-level results had improved further as follows:

• The overall pass rate was 96 per cent.
• 'A' grades awarded comprised 22.4 per cent of all entries.
• The overall AS-level pass rate was 86.9 per cent. ³⁴¹

The 2006 results confirmed:

• An overall pass rate of 96.6 per cent.
• A proportion of 'A' grades awarded of 24.1 per cent of all entries. ³⁹⁰

The 2007 results were as follows:

• An overall pass rate of 96.9 per cent.
• 'A' grades awarded comprised 25.3 per cent of all entries. ³⁹⁸

 

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