Developing new GCSE, A level and
AS qualifications for first teaching in
2016
covering:
GCSE
Art and design
Computer science
Dance
Music
Physical education
A level and AS qualifications
Ancient languages
Dance
Geography
Mathematics
Further mathematics
Modern foreign languages
Music
Physical education

July 2014
Ofqual/14/5487
Developing new GCSE, A level and AS qualifications for first teaching in 2016
Contents
1. Introduction .......................................................................................................... 4
The scope of this consultation ................................................................................. 4
GCSEs – purpose and key features ........................................................................ 6
A level and AS qualifications – purpose and key features ....................................... 7
The structure of A level and AS qualifications ......................................................... 8
How to respond to this consultation......................................................................... 8
Evaluating the responses ........................................................................................ 8
2. Assessing new GCSE, A level and AS qualifications ......................................... 10
Assessment in current GCSE, A level and AS qualifications................................. 10
Assessment in new GCSE, A level and AS qualifications ..................................... 10
Our proposals ........................................................................................................ 13
Changes to assessment objectives ....................................................................... 15
The structure of GCSEs ........................................................................................ 16
3. Subject-specific proposals ................................................................................. 18
Ancient languages ................................................................................................. 18
Art and design ....................................................................................................... 20
Computer science ................................................................................................. 22
Dance .................................................................................................................... 24
Geography ............................................................................................................ 28
Mathematics .......................................................................................................... 31
Further mathematics ............................................................................................. 35
Modern foreign languages ..................................................................................... 39
Music ..................................................................................................................... 42
Physical education ................................................................................................ 45
4. Equality impact analysis ..................................................................................... 50
Ofqual’s role, objectives and duties ....................................................................... 50
Equality impact analysis relating to proposed changes to GCSE, A level and
AS qualifications .................................................................................................... 50
Assessment arrangements .................................................................................... 50
5. Responding to the consultation .......................................................................... 58
Your details ........................................................................................................... 58
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
6. Consultation questions ....................................................................................... 62
A level and AS qualifications in ancient languages ............................................... 62
GCSEs in art and design ....................................................................................... 65
GCSEs in computer science ................................................................................. 67
GCSE, A level and AS qualifications in dance ...................................................... 69
A level and AS qualifications in geography ........................................................... 74
A level and AS qualifications in mathematics ........................................................ 77
A level and AS qualifications in further mathematics ............................................. 93
A level and AS qualifications in modern foreign languages ................................. 101
GCSE, A level and AS qualifications in music ..................................................... 105
GCSE, A level and AS qualifications in physical education ................................. 110
Equality impact .................................................................................................... 115
Appendix 1 Background to the reforms .................................................................. 116
GCSE .................................................................................................................. 116
A level and AS qualifications ............................................................................... 117
Appendix 2.............................................................................................................. 119
Ofqual’s role, objectives and duties ..................................................................... 119
Ofqual 2014
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
1. Introduction
The scope of this consultation
1.1 As most readers will know, changes are being made to GCSE, A level and
AS qualifications taken by students in England. The new qualifications will be
introduced in a phased way, with the first being taught from September 2015.
We have previously consulted on and announced our decisions on the structure
and assessment of the first new qualifications to be taught and on some that will
be taught from September 2016. This consultation is about a number of
additional subjects planned for first teaching in September 2016.
1.2 In this consultation we are seeking views on the design, assessment
arrangements and assessment objectives of new qualifications in the subjects
detailed in the table below. We use this table to set out both those subjects that
are part of this consultation and, where we have already consulted on
arrangements for that subject for GCSE or A level and AS qualifications, the
status of the development of the subject.
Subject
GCSE – covered in this
consultation?
Ancient languages
Art and design
No. We have already
consulted and the new
qualifications are due to
be taught from
September 2016.
Yes
Computer science
Yes
Dance
Geography
Yes
No. We have already
consulted and the new
qualifications are due to
be taught from
September 2016.
Ofqual 2014
A level and AS
qualifications –
covered in this
consultation?
Yes
No. We have already
consulted and the new
qualifications are due to
be taught from
September 2015.
No. We have already
consulted and the new
qualifications are due to
be taught from
September 2015.
Yes
Yes
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Mathematics
Further mathematics
Modern foreign
languages
Music
Physical education
No. We have already
consulted and the new
qualifications are due to
be taught from
September 2015.
Not offered at GCSE
No. We have already
consulted and the new
qualifications are due to
be taught from
September 2016.
Yes
Yes
Yes
Yes
Yes
Yes
Yes
1.3 The Department for Education (DfE) is consulting1 in parallel on the subject
content for the subjects included in this consultation. If you wish to comment on
the proposed content for any of the subjects please respond to that
consultation.
1.4 We will make decisions on the structure and assessment of these subjects in
light of responses to this consultation. We will then consult on the technical
regulatory requirements that exam boards wishing to design, deliver and award
the qualifications must meet.
1.5 It is intended that the exam boards will develop new qualifications in the
subjects listed above ready for first teaching by schools and colleges from
September 2016.2 The exam boards’ specifications, to be taught from that date,
should be available to schools and colleges from autumn 2015.
1.6 The subject content for further subjects is being developed to a slightly different
timescale with a further consultation3 towards the end of the summer 2014, in
time for first teaching of the new qualifications from September 2016. These
additional subjects are:

Citizenship studies
1
www.gov.uk/government/organisations/department-for-education
New GCSEs in biology, chemistry, physics and double award science, history, geography, modern foreign and
ancient languages will also be taught first from 2016. Full details of the structure and assessment arrangements
for these qualifications can be found at: www.ofqual.gov.uk/documents/update-on-the-reforms-being-madeto-gcses .
3
As for these subjects, the DfE will consult on the proposed content and we will consult on assessment
arrangements and assessment objectives.
2
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Developing new GCSE, A level and AS qualifications for first teaching in 2016

Design and technology

Drama

Religious studies.
1.7 We have summarised below the key features of all new GCSE, A level and
AS qualifications. We do not repeat here the reasons why GCSE, A level and
AS qualifications are being reformed, the options about the qualifications’
structure and assessments we have considered, or the full range of decisions
we have already taken. This information can be found on our website.4 We also
set out in Appendix 1 some of the documents relating to the background to
these important reforms and progress so far.
GCSEs – purpose and key features
1.8 The primary purpose of new GCSEs is to provide evidence of students’
achievements against demanding and fulfilling content, and a strong foundation
for further academic and vocational study and for employment. If required, they
should be able to provide a basis for schools and colleges to be held
accountable for the performance of all their students. New GCSEs should be
accessible, with good teaching, to the range of students who take current
GCSEs.
1.9 GCSEs will be linear qualifications, with exams taken in one period at the end of
the course. The qualifications will use new and more demanding subject
content than is now the case. Students’ performance will be reported with a
grade from a new scale; the grades will be 9 to 1 with 9 being the highest
grade. As now, students’ performance may be unclassified (U) in which case
they will not receive a certificate.
1.10 Most new GCSEs will be untiered, meaning that all students will study the same
content, take the same assessments and have access to the full range of
grades. GCSEs will be tiered only where, because of the nature of the subject,
an untiered qualification cannot both stretch the most able students and be
accessible and rewarding for less able students, whilst also being manageable
in terms of the length and costs of assessments. We propose that the GCSEs
on which we are seeking views in this consultation should all be untiered.
1.11 Where possible, subjects will be assessed mainly by exam. Other forms of
assessment will be used when essential subject content cannot be assessed in
this way.
4
www.ofqual.gov.uk/qualifications-and-assessments/qualification-reform
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
A level and AS qualifications – purpose and key features
1.12 The objectives of A levels are to:

define and assess achievement of the knowledge, skills and
understanding which will be needed by students planning to progress to
undergraduate study at a UK higher education establishment, particularly
(although not only) in the same subject area and provide a strong
foundation for further academic and vocational study and for employment;

set out a robust and internationally comparable post-16 academic course
of study to develop that knowledge, skills and understanding;

permit UK universities to accurately identify the level of attainment of
students;

provide a basis for school and college accountability measures at age 18;
and

provide a benchmark of academic ability for employers.
1.13 The objectives of AS qualifications are to:

provide evidence of students’ achievements in a robust and internationally
comparable post-16 course of study that is a sub-set of A level content;
and

enable students to broaden the range of subjects they study.
1.14 The higher education sector has a keen interest in A level and AS qualifications
and that sector’s views have been taken into account as subject content and
assessment arrangements have been developed. The qualifications will be
based on new subject content. For some subjects5 higher education
representatives have, through the A level Content Advisory Board (ALCAB),
taken the lead on reviewing current content requirements and on identifying
changes that should be made to facilitate students’ progression from A level to
higher education. The DfE has reflected ALCAB’s advice in drafting the content
on which the DfE is consulting. Where appropriate we have included links to
ALCAB’s documents.
5
Ancient languages, modern foreign languages, mathematics, further mathematics and geography.
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
The structure of A level and AS qualifications
1.15 A level and AS qualifications will be linear. There will be less non-exam
assessment than now in most subjects. A levels will continue to be graded A*−E
and AS qualifications graded A–E. As now, students’ performance may be
unclassified (U) in which case they will not receive a certificate.
1.16 In line with government policy, the AS will be a stand-alone qualification.
Students will not have to enter for an AS qualification in order to be awarded an
A level. Students who do take an AS qualification and who progress to the
A level will have to take all of the assessments for the A level. They will not be
given credit towards the A level for any AS assessments they have taken.
1.17 The content for AS qualifications must be drawn from the content for the
corresponding A level. Exam boards may design their A level and AS
qualifications to facilitate co-teaching, although they must not compromise the
quality of their A level qualifications in order to do so.
How to respond to this consultation
1.18 If you have an interest in GCSE, A level and AS qualifications we hope you will
respond to this consultation. You do not have to respond to all questions; you
might prefer to answer those related to a specific subject only.
1.19 We acknowledge that we are launching this at the end of term. The closing date
for responses is 22nd September 2014 enabling schools to finalise their
feedback at the start of the new school year.
1.20 Please respond to this consultation in one of three ways:

Complete the online response at
http://surveys.ofqual.gov.uk/s3/developing-new-qualifications-for-firstteaching-in-2016-july-2014.

Email your response to consultations@ofqual.gov.uk – please include
‘GCSE and A level subject requirements’ in the subject line of the email
and make clear who you are and in what capacity you are responding.

Post your response to: GCSE, A level and AS Qualification Subject
Requirements, Ofqual, Spring Place, Coventry Business Park, Herald
Avenue, Coventry, CV5 6UB.
Evaluating the responses
1.21 To evaluate responses properly, we need to know who is responding to the
consultation and in what capacity. We will, therefore, only consider your
response if you complete the information page.
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
1.22 A third party will evaluate the responses on our behalf. Any personal data (such
as your name, address and any other identifying information) will be processed
in accordance with the Data Protection Act 1998 and our standard terms and
conditions.
1.23 We will publish the evaluation of responses. Please note that we may publish all
or part of your response unless you tell us (in your answer to the confidentiality
question) that you want us to treat your response as confidential. If you tell us
you wish your response to be treated as confidential, we will not include your
details in any published list of respondents, although we may quote from your
response anonymously.
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
2. Assessing new GCSE, A level and
AS qualifications
2.1 Assessments can take many forms, which can broadly be divided into exams,
which are taken by all students at once, under formal supervision, and are set
and marked by exam boards; and other forms of assessment.
2.2 Exams are traditionally used to assess knowledge and understanding. Many
practical skills, such as those used to create an artefact or to create or perform
a piece of dance or music, are assessed in other ways.
2.3 The term ‘non-exam assessment’ covers a range of different forms of
assessment. Non-exam assessments are not necessarily ‘internally’ or teachermarked nor undertaken over an extended period of time. A performance may,
for example, be undertaken under timed conditions and marked by a visiting
exam board assessor, but because not all students will be assessed
simultaneously it does not fall within our definition of ‘assessment by exam’.
Assessment in current GCSE, A level and AS qualifications
2.4 GCSE, A level and AS qualifications are currently assessed in several ways:

Exams set and marked by the exam boards.

Written assessments completed under non-exam conditions in which
students complete written assessment tasks, set either by the exam board
or by the teacher. The tasks are usually marked by a teacher, with
samples of marked work being checked by exam board moderators, who
can adjust the marks to bring them in line with national standards. For
some subjects exam boards mark the tasks directly.

Practical assessments, such as performance in physical education or
drama, usually marked by a teacher. In some cases, marks for these can
be adjusted in a similar way to those for written non-exam assessment. In
other cases, there is no evidence of each candidate’s performance
available for moderators to check. Some exam boards visit schools and
colleges to mark performances directly.
Assessment in new GCSE, A level and AS qualifications
2.5 When considering whether a qualification in a subject should include
assessment other than by exam, we have applied the principles we have
already adopted for other reformed qualifications. These are:
(a)
Non-exam assessment must be used when it is the only valid way to
assess essential elements of the subject.
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
(b)
Non-exam assessment must strike a balance between valid assessment of
essential knowledge and skills, sound assessment practice and
manageability.
(c)
Any non-exam assessment arrangements must be designed to fit the
requirements of the particular subject, including the relative weighting of
exams and other components assigned to it.
(d)
Non-exam assessment must be designed so that the qualification is not
easily distorted by external pressures from the wider system.
2.6 Where subject content can be validly assessed by exams, set and marked by
exam boards, this should be the default method of assessment. But we
recognise that other forms of assessment have their place.
2.7 When they were designed, current GCSEs had a limited set of pre-determined
proportions for non-exam assessment. We have not taken this approach.
Instead, in making our proposals for GCSE, A level and AS qualifications, we
have taken advice from experts in each subject and considered the
requirements of the new proposed subject content. We have also considered
how well the current assessments are working, for example the extent to which
they are validly assessing the skills, knowledge and understanding they are
intended to assess and the effectiveness and fairness with which the
assessments discriminate between students.
2.8 We do not in all cases propose the same assessment approach for GCSEs,
A level and AS qualifications in a given subject. Subject requirements at
different levels vary and, in line with our principles, the amount of non-exam
assessment we propose reflects that. In addition, in our experience, the use of
GCSEs in accountability measures puts them greater pressure than A level and
AS qualifications.
2.9 In general, we believe that non-exam assessment causes greater difficulty in
GCSEs than in A level and AS qualifications because:

the GCSE cohort is larger, which can create logistical difficulties in
organising, moderating and standardising non-exam assessment and the
cohort is younger so typically requires more support to carry out these
assessments;

GCSEs are subject to greater pressures as a result of their use in
accountability arrangements; and
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Developing new GCSE, A level and AS qualifications for first teaching in 2016

GCSEs are smaller qualifications for which there is less available teaching
time in each subject, adding to the logistical pressures of any non-exam
assessment.
2.10 For certain A levels, some practical or performance-based subject skills are
required for progression to higher education, making it more important that
these are assessed, where possible.
2.11 Nevertheless, having considered each subject individually we are proposing
that for one subject − dance − there should be a slightly higher proportion of
non-exam assessment in the GCSE than there is in the corresponding A level
and AS qualifications. As we set out below, this reflects the particular
requirements of this subject.
2.12 Some students will take both an A level and an AS qualification in a subject. We
do not want students who take both qualifications in a subject to duplicate nonexam assessments covering the same or similar skills. This would be both
inefficient and disruptive to teaching and learning. This is why in most subjects
to be reformed, we have not proposed any non-exam assessment in AS
qualifications. However, practical skills and/or performance are so integral to
some subjects that non-exam assessment will be needed for both A level and
AS qualifications.
2.13 There is a view that subject content and other requirements that will not be
assessed will not be taught. There is no doubt that the assessment structure of
a qualification can lead teachers to deliver the curriculum in a way that will help
their students to get the best marks. However, it is not possible to design
qualifications that will assess validly and reliably all the knowledge and skills
needed for a broad and deep study of each subject, so if teaching is focused
narrowly on the test, the quality of education is likely to suffer. The design of
assessments should not be compromised in order to regulate the delivery of the
curriculum.
2.14 In order to strike a better balance between exam and non-exam assessment we
are proposing three main changes to the way in which qualifications in the
subjects on which we are consulting are assessed. We propose, in summary,
to:
(a)
define the percentage of marks to be allocated to exam and non-exam
assessment, removing or reducing any current flexibility and promoting
comparability between exam boards;
(b)
reduce the proportion of non-exam assessment we have permitted in
GCSE, A level and AS qualifications in physical education, music and
dance; in A level and AS qualifications in mathematics, further
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
mathematics and modern foreign languages; and in GCSEs in computer
science;
(c)
introduce non-exam assessment in A levels in geography so that accounts
of fieldwork and data collection can be assessed more appropriately than
is possible in a centrally set and marked exam.
2.15 Where non-exam assessments are used, we will work with the exam boards to
make sure appropriate and robust arrangements are put in place, including the
introduction of external marking where practical, strengthening the moderation
of teacher marking where that is used and other measures aimed at reducing
incidents of malpractice. We will take into account the feedback we receive from
our survey on exam strategies6 when we determine the safeguards to valid and
reliable assessments that are needed.
Our proposals
2.16 Table 1 overleaf summarises current and proposed assessment arrangements
for the subjects in this consultation, which are explained in more detail in the
relevant subject sections.
2.17 The existing regulatory requirements for assessment in these subjects were not
designed to our current definition of non-exam assessment. Instead they were
determined by the amount of ‘internal’ and ‘external’ assessment permitted.
Therefore in this consultation, when we describe the current weighting of nonexam assessment, we include the amount of assessment that is seen or could
be permitted in current qualifications and which falls under our definition of nonexam assessment.
6
www.ofqual.gov.uk/news/survey-launched-gather-teachers-view-experiences-exam-strategies
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Table 1
Subject
GCSE
Current
weighting of
non-exam
assessment
Ancient languages
Art and design
Computer science
Dance
Further mathematics
Geography
Mathematics
Modern foreign
languages
Music
Physical education
A level
Proposed
weighting of
non-exam
assessment
N/A
100%
25–60%
80%
100%
20%
60%
N/A
N/A
N/A
N/A
60–80%
60%
60%
30%
Current
weighting of
non-exam
assessment
None
Proposed
weighting of
non-exam
assessment
None
N/A
N/A
60%
0–20%7
None
0–20%7
30–40%8
50%
None
20%
None
30%
60–70%
35–50%
60%
30%
7
AS qualification
Current
Proposed
weighting of
weighting of nonnon-exam
exam
assessment
assessment
None
None
N/A
N/A
55%
50%
7
0–20%
None
None
None
7
0–20%
None
8
30–40%
30%
60–70%
35–50%
60%
30%
Although up to 20 per cent non-exam assessment can be used for A level mathematics and further mathematics, only two qualifications include any non-exam
assessment and a maximum of 10 per cent of non-exam assessment is seen in these qualifications.
8
The current subject content for modern foreign languages expects students to demonstrate speaking and/or listening skills. There is, however, a provision for these
requirements not to be applied to particular languages. Where this occurs, the amount of non-exam assessment in these qualifications is lower.
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Changes to assessment objectives
2.18 The assessment objectives for each subject describe the principal abilities that
candidates taking that qualification must be given the opportunity to develop
and demonstrate. The assessment objectives have a key regulatory role in
ensuring that:

candidates are assessed on the relevant abilities for the subject and on an
appropriate balance of those abilities;

requirements are comparable between different exam boards’
qualifications, and over time.
2.19 Assessment objectives are included within the current subject criteria for GCSE,
A level and AS qualifications. Exam boards must design qualifications so that
students are given opportunities to demonstrate they have met the assessment
objectives in the context of the subject content.
2.20 Exam boards use the assessment objectives when they are designing and
setting their assessments, to ensure that the key abilities for the subject are
targeted consistently, appropriately and proportionately. We use assessment
objectives when considering whether exam boards’ proposed qualifications
meet our expectations through our accreditation process and when we monitor
the design and delivery of assessments throughout the life of the qualification.
2.21 We have worked with subject and assessment experts to develop and improve
the current assessment objectives. In revising these, we have aimed to make
sure they are as clear as possible and that they:

fulfil their core purpose of describing the abilities that a candidate taking
the relevant qualification should be required to demonstrate;

specify only the abilities that candidates should be required to
demonstrate, not the content itself;

relate to each qualification as a whole, and so address the full range and
balance of abilities that are relevant;

are sufficiently precise and detailed that they can be used consistently for
setting and evaluating assessments;

provide a degree of flexibility in their application to enable alternative
approaches where these are legitimate.
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
2.22 We have also developed the proposed assessment objectives so that they
reflect and help promote progression between GCSE, A level and AS
qualifications.
2.23 Following this consultation we will finalise the assessment objectives on which
we are consulting. We will make it a regulatory requirement that exam boards
design their qualifications and their live assessments in accordance with these
objectives.
2.24 The draft assessment objectives on which we are consulting are set below. We
have also included the current assessment objectives so that the proposed
changes are clear. In each case, we have developed the proposed set of
assessment objectives to be coherent with the content proposals on which the
DfE is consulting
The structure of GCSEs
2.25 We have previously confirmed that new GCSEs should only be tiered where a
single set of assessments cannot in a valid and manageable way assess
students across the full ability range. We set out the technical issues and
arguments for and against tiering in our June 2013 consultation on new
GCSEs.9 In summary, in some subjects, students of all abilities can understand
and answer the same exam questions or complete the same assessment tasks.
The level of their answers will, of course, vary in accordance with their abilities.
In other subjects, common questions can be too easy for some students and
inaccessible to others. For this latter type of subject, common assessment must
include a sufficient number and range of questions/tasks to allow both the most
able and the least able students to demonstrate their abilities. Such assessment
can be long and potentially demotivating for students at both ends of the ability
range.
2.26 When a GCSE is tiered a student enters for either the higher- or the foundationtier assessments. This allows the assessment to be targeted to narrower ability
ranges, with the higher tier stretching the most able and the foundation tier
being accessible and rewarding for students who find the subject more difficult.
2.27 Students entered for the foundation tier cannot achieve the highest grades,
however well they perform in their assessments. This creates a risk that some
students who are entered for that tier will not have their full abilities recognised
and rewarded.
9
http://comment.ofqual.gov.uk/gcse-reform-june-2013
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
2.28 We have decided that tiering should be used in new GCSEs only when
essential.
2.29 None of the GCSE subjects on which we are currently consulting are tiered and
we propose that the new GCSEs in these subjects should, likewise, be untiered.
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
3. Subject-specific proposals
Ancient languages
GCSE
3.1 The content for GCSEs in ancient languages has already been developed and
published by the DfE.10 Our consultation on the structure and assessment of
GCSEs in ancient languages closed on 23rd May 2014.11 We will be
announcing our decisions in the coming months.
A level and AS qualifications
3.2 The DfE is consulting on the content for A level and AS qualifications in ancient
languages.12 The proposed content has been developed in line with the
recommendations made by ALCAB.13
Proposed assessment arrangements
3.3 A level and AS qualifications in ancient languages are currently assessed
wholly by exam. The draft content includes only knowledge, understanding and
skills that could be validly assessed by exam. We therefore propose that
reformed A level and AS qualifications in ancient languages should also be
assessed by exam only.
Proposed assessment objectives
3.4 The proposed assessment objectives specify more clearly than the current ones
the core abilities for the subject. The proposed weighting ranges are narrower
and more specific, which should enhance comparability between different
qualifications in this subject.
10
www.gov.uk/government/uploads/system/uploads/attachment_data/file/302153/GCSE_ancient_languages.pd
f
11
http://comment.ofqual.gov.uk/modern-foreign-and-ancient-languages
12
www.gov.uk/government/organisations/department-for-education
13
http://alcab.org.uk
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
AO1
AO2
AO3
Assessment objectives
Demonstrate knowledge and understanding of
the language including through translation
Demonstrate knowledge and understanding of
literature
Critically analyse, evaluate and respond to
literature
AS
50%
A level
50%
25−30% 20−25%
20−25% 25−30%
Current assessment objectives
Assessment objectives
AO1
AO2a
AO2b
Recall and deploy relevant
knowledge and understanding of
literary, cultural, material or historical
sources or linguistic forms in their
appropriate contexts
Analyse, evaluate and respond to
classical sources (literary, cultural,
material, historical or linguistic) as
appropriate
Select, organise and present relevant
information and argument in a clear,
logical, accurate and appropriate form
Weighting
AS
A2
A level
45–55% 35–45% 40–50%
45–55%
55–65%
50–60%
Consultation Question 1: To what extent do you agree or disagree that
AS qualifications in ancient languages should be assessed entirely by
exams?
Consultation Question 2: To what extent do you agree or disagree that
A levels in ancient languages should be assessed entirely by exams?
Consultation Question 3: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for A level and
AS qualifications in ancient languages?
Consultation Question 4: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for AS
qualifications in ancient languages?
Consultation Question 5: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for
A levels in ancient languages?
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Consultation Question 6: Do you have any further comments relating to
the assessment of this subject?
Art and design
GCSE
3.5 The DfE is consulting on the content for GCSE qualifications in art and design.14
Proposed assessment arrangements
3.6 Current GCSEs in art and design do not include any exam assessment. We do
not propose to change this position. We have been advised by subject experts
that students’ abilities to demonstrate their creativity over an extended period of
time, with the opportunity to use a wide range of different materials and
contexts, is an inherent feature of the subject. This is reflected in the proposed
subject content and is not a skill that could be directly assessed in an exam. We
propose that the new GCSEs in art and design should be assessed using nonexam assessment only.
Tiering
3.7 Currently GCSEs in art and design are not tiered. We propose that the new
GCSEs in art and design should not be tiered either.
Proposed assessment objectives
3.8 The proposed assessment objectives specify more clearly than the current ones
the core abilities for the subject. We propose that the current permitted
weighting ranges should be replaced with an absolute weighting, to enhance
comparability between different qualifications in this subject.
AO1
AO2
AO3
AO4
14
Assessment objectives
Develop ideas through investigations, demonstrating
critical understanding of sources
Refine work by exploring ideas, selecting and
experimenting with appropriate media, materials,
techniques and processes
Make and record ideas, observations and judgements
relevant to intentions as work progresses
Present a personal and meaningful response that
realises intentions and demonstrates critical
understanding of visual language
Weighting
25%
25%
25%
25%
www.gov.uk/government/organisations/department-for-education
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Current assessment objectives
AO1
AO2
AO3
AO4
Assessment objectives
Develop their ideas through investigations informed
by contextual and other sources, demonstrating
analytical and cultural understanding
Refine their ideas through experimenting and
selecting appropriate resources, media, materials,
techniques and processes
Record ideas, observations and insights relevant to
their intentions in visual and/or other forms
Present a personal, informed and meaningful
response demonstrating analytical and critical
understanding, realising intentions and, where
appropriate, making connections between visual,
written, oral or other elements
Weighting
20−30%
20−30%
20−30%
20−30%
Consultation Question 7: To what extent do you agree or disagree that
GCSEs in art and design should be assessed entirely by non-exam
assessment?
Consultation Question 8: To what extent do you agree or disagree that
GCSEs in art and design should not be tiered?
Consultation Question 9: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for GCSEs in art and
design?
Consultation Question 10: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
GCSEs in art and design?
Consultation Question 11: Do you have any further comments relating to
the assessment of this subject?
A level and AS qualifications
3.9 The content for A level and AS qualifications in art and design has already been
developed and published by the DfE.15 We have previously consulted on the
15
www.gov.uk/government/uploads/system/uploads/attachment_data/file/302101/A_level_art_and_design_su
bject_content.pdf
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
assessment arrangement and assessment objectives for these qualifications
which are due to be taught from September 2015.
Computer science
GCSE
3.10 The DfE is consulting on the content for GCSE qualifications in computer
science.16
Proposed assessment arrangements
3.11 This is the first time that core content has been developed for GCSEs in
computer science. Previously exam boards had greater freedom to determine
the content and balance of exam and non-exam assessment in this subject,
with 25−60 per cent assessed other than by exam.
3.12 We have considered the requirements set out in the new draft content, the small
amount of evidence that exists relating to current practice in the assessment of
these qualifications and the limitations that exist in current non-exam
assessment. We have also considered the context in which the qualification will
be assessed, particularly the fact that GCSEs will now count in the EBacc
performance measure. We believe that the amount of non-exam assessment
permitted in computer science should be significantly reduced, but that it is
important to retain a proportion of non-exam assessment in this subject.
3.13 We propose that 20 per cent of assessment in new GCSE computer science
should be by non-exam assessment. This will provide sufficient opportunity for
students to demonstrate their subject skills in a context that is more reflective of
real-life contexts than would be possible in exams alone. In particular, it will
require assessment of the end-to-end iterative process of programming, allow
for the use of a range of programming languages and be based on complex
problems. Defining the percentage of marks to be allocated to exam and nonexam assessment, thereby removing the current flexibility in this area, will also
enhance comparability between different qualifications.
Tiering
3.14 Currently GCSEs in computer science are not tiered. We propose that the new
GCSEs in computer science should not be tiered either.
16
www.gov.uk/government/organisations/department-for-education
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Proposed assessment objectives
3.15 Since this is the first time that core content has been developed in this subject
we have not previously specified the use of a particular set of assessment
objectives. However exam boards have all chosen to use the same assessment
objectives in their current qualifications but implement a variety of weightings.
3.16 The proposed assessment objectives specify more clearly than the ones
currently used by exam boards the core abilities for the subject. We propose
that the current permitted weighting ranges should be replaced with absolute
weightings, to enhance comparability between different qualifications in this
subject.
AO1
AO2
AO3
Assessment objectives
Demonstrate knowledge and understanding of the key
concepts and principles of computer science
Apply knowledge and understanding of key concepts
and principles of computer science
Analyse problems in computational terms:
 to make reasoned judgements
 to design, program, evaluate and refine solutions
Weighting
30%
40%
30%
Current assessment objectives used by exam boards
AO1
AO2
AO3
Assessment objectives
Recall, select and communicate their knowledge and
understanding of computer technology
Apply knowledge, understanding and skills to solve
computing or programming problems
Analyse, evaluate, make reasoned judgements and
present conclusions
Weighting
25−60%
Consultation Question 12: To what extent do you agree or disagree that
for GCSEs in computer science 80 per cent of the available marks should
be allocated to exams, and 20 per cent to non-exam assessment?
Consultation Question 13: To what extent do you agree or disagree that
GCSEs in computer science should not be tiered?
Consultation Question 14: To what extent do you agree or disagree that
the proposed assessment objectives are appropriate for GCSEs in
computer science?
Ofqual 2014
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Consultation Question 15: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
GCSEs in computer science?
Consultation Question 16: Do you have any further comments relating to
the assessment of this subject?
A level and AS qualifications
3.17 The content for A level and AS qualifications in computer science has already
been developed and published by the DfE.17 We have previously consulted on
the assessment arrangements and assessment objectives for these
qualifications which are due to be taught from September 2015.
Dance
GCSE
3.18 The DfE is consulting on the content for GCSE qualifications in dance.18
Proposed assessment arrangements
3.19 In current GCSEs in dance 80 per cent of the assessment is non-exam
assessment. Having considered the draft content, which sets out the
knowledge, understanding and the performance required for the subject, we
believe the amount of non-exam assessment should be reduced. This will
enable content that can be validly assessed by exam to be assessed in that
way and make sure sufficient weight is given to all aspects of the content.
Nonetheless, creative and performance elements are clearly essential features
of the subject content. Non-exam assessments allow for the direct assessment
of the practical skills of performance and the application of the creative process
in the form of choreography. Non-exam assessment must therefore remain an
important feature of the subject. We propose that non-exam assessment should
account for 60 per cent of the marks for new GCSEs in dance.
Tiering
3.20 Currently GCSEs in dance are not tiered. We propose that the new GCSEs in
dance should not be tiered either.
17
www.gov.uk/government/uploads/system/uploads/attachment_data/file/302105/A_level_computer_science_
subject_content.pdf
18
www.gov.uk/government/organisations/department-for-education
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Proposed assessment objectives
3.21 The proposed assessment objectives are clearer than the current ones for the
subject. We propose that the current permitted weighting ranges should be
replaced with an absolute weighting to enhance comparability between different
qualifications in this subject.
AO1
AO2
AO3
AO4
Assessment objectives
Perform dance, reflecting choreographic and artistic intent
through physical, technical and expressive skills
Create dance, including movement, material and aural
setting, to communicate choreographic intention
Demonstrate knowledge and understanding of
choreographic processes and performing skills
Critically appreciate own works and professional works,
through making analytical, interpretative and evaluative
judgements
Weighting
30%
30%
15%
25%
Current assessment objectives
AO1
AO2
AO3
Assessment objectives
Recall, select and communicate their knowledge,
understanding and appreciation of dance performance
and choreography.
Apply skills, knowledge and understanding to
communicate choreographic/artistic intention through
dance performance.
Analyse and evaluate dance to bring about improvement.
Weighting
20−30%
45−55%
20−30%
Consultation Question 17: To what extent do you agree or disagree that
for GCSEs in dance 40 per cent of the available marks should be allocated
to exams and 60 per cent to non-exam assessment?
Consultation Question 18: To what extent do you agree or disagree that
GCSEs in dance should not be tiered?
Consultation Question 19: To what extent do you agree or disagree that
the proposed assessment objectives are appropriate for GCSEs in dance?
Consultation Question 20: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
GCSEs in dance?
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
A level and AS qualifications
3.22 The DfE is consulting on the content for A level and AS qualifications in
dance.19
Proposed assessment arrangements
3.23 This is the first time that core content has been developed for A level and AS
qualifications in dance. Only one exam board currently awards this qualification
and they permit 60 per cent of the marks for their AS in dance to be allocated to
non-exam assessment. The figure for A level is 55 per cent. The draft content
for A level and AS qualifications in dance on which the DfE is consulting, while
retaining a significant element that requires the direct assessment of practical
skills, places greater emphasis than the current qualification on knowledge of
genres and periods of dance. This focus distinguishes the A level and AS
content from the draft GCSE content.
3.24 To reflect the new focus on knowledge of genres and periods of dance we
propose that the marks for A level and AS qualifications in dance should be
equally distributed between exam and non-exam assessment – that is, 50 per
cent to each form of assessment.
Proposed assessment objectives
3.25 Since this is the first time that core content has been developed in this subject,
we have not previously specified the use of a particular set of assessment
objectives. The only exam board which currently awards this qualification uses
its own set of assessment objectives.
3.26 The proposed assessment objectives specify more clearly than the ones
currently used by the exam board the core abilities for the subject. The
proposed ranges permit a small degree of variation in weighting to allow for
minor differences of emphasis in the skills being assessed in different
qualifications, while also being narrow enough to promote comparability.
19
www.gov.uk/government/organisations/department-for-education
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Assessment objectives
AO1
AO2
AO3
AO4
Perform dance through the application of
physical, technical, interpretative and
performance skills
Create dance, applying choreographic skills, to
communicate artistic intention effectively
Demonstrate knowledge and understanding of
performance and choreography from different
periods and genres
Critically appreciate and assess performance
and choreography, through making analytical,
interpretative and evaluative judgements.
Weighting
AS
A level
25–30% 25–30%
25–30%
25–30%
25–30%
20–25%
20–25%
25–30%
Current assessment objectives
Assessment objectives
AO1
AO2
AO3
AO4
AO5
Create imaginative dances with an
understanding of current practice, whilst
drawing on the conventions and traditions of the
past
Perform and interpret dance ideas through solo
performance and with other dancers,
demonstrating an understanding of appropriate
technical and expressive skills, of sensitivity and
awareness within group performance, and of
safe practice
Communicate clearly through writing the
knowledge, understanding and insight
appropriate to dance study
Show detailed knowledge and understanding, in
written form, of choreographic and performance
process either in own work and/or professional
repertoire
Show detailed knowledge and understanding, in
written form, of the significance of dance, either
in own work and/or professional repertoire
Weighting
AS
A level
20%
20%
40%
40%
10%
10%
15%
15%
15%
15%
Consultation Question 21: To what extent do you agree or disagree that
for AS qualifications in dance 50 per cent of the available marks should be
allocated to exams and 50 per cent to non-exam assessment?
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Consultation Question 22: To what extent do you agree or disagree that
for A levels in dance 50 per cent of the available marks should be
allocated to exams and 50 per cent to non-exam assessment?
Consultation Question 23: To what extent do you agree or disagree that
the proposed assessment objectives are appropriate for A level and
AS qualifications in dance?
Consultation Question 24: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
AS qualifications in dance?
Consultation Question 25: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
A levels in dance?
Consultation Question 26: Do you have any further comments relating to
the assessment of this subject?
Geography
GCSE
3.27 We have already announced our decisions on the design and assessment of
new GCSE geography, following consultation in summer 2013. The new
qualifications are due to be taught from September 2016.
A level and AS qualifications
3.28 We consulted in late 2013 on proposed assessment arrangements for A level
and AS qualifications in geography and on new assessment objectives for these
qualifications.20 We proposed that 20 per cent of the marks should be allocated
to assessing fieldwork skills in a non-exam assessment.
3.29 It was intended that the reformed qualifications should be taught from
September 2015. However, the responses to the separate consultation, hosted
by the DfE, highlighted the need for a further review of the proposed content.
This led to a decision to defer the introduction of new A level and
AS qualifications in geography until September 2016.
3.30 Views on the revised content are now being sought as part of the consultation
being hosted by the DfE.21 That content has been informed by advice from
20
21
http://comment.ofqual.gov.uk/a-level-regulatory-requirements-october-2013
www.gov.uk/government/organisations/department-for-education
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
ALCAB.22 We have reconsidered our proposals for the balance of assessment
in the light of the draft revised content and have decided that our original
proposals remain appropriate. However, as the draft content has changed, we
repeat our proposals here and invite views on them. In addition, in response to
the new subject content, we have made some changes to the assessment
objectives on which we previously consulted. We set out our rationale for our
revised proposals below.
Proposed assessment arrangements
3.31 Currently students are expected to undertake fieldwork to develop their skills
and understanding of the subject; however, there is no direct assessment of
fieldwork skills. We have received representations from the subject community
arguing in support of a separate assessment of fieldwork skills and raising
concerns about the effectiveness of the assessment of these skills by
examination. In our review of the current qualifications, we also identified
concerns about whether all relevant geographical skills were being effectively
assessed in exams, and suggested that it was important to consider whether
non-exam assessment should be included in reformed A level qualifications.23
3.32 Given the importance of fieldwork to students’ understanding of the subject and
for progression to study geography in higher education, we are proposing that
fieldwork skills should be assessed through non-exam assessment at A level.
We propose that 20 per cent of the marks should be allocated to this
assessment.24
3.33 In contrast to our decisions on A level science practical assessments we
propose that the outcome for A level geography fieldwork assessment should
contribute to the overall A level grade. The geography fieldwork assessment will
take place over a period of time, and it can be more student-led than science
practical assessments. It will draw on different aspects of the course and will
22
http://alcab.org.uk
http://webarchive.nationalarchives.gov.uk/+/http://www.ofqual.gov.uk/files/2012-04-27-review-ofstandards-in-gce-a-level-geography.pdf
24
We have taken a different view at GCSE. We have decided, following consultation, that the new GCSEs in
geography will be assessed by exam only, with some exam questions being designed to assess the knowledge
and skills students learn from fieldwork. There will be no non-exam assessment, but schools must confirm in a
written statement that students have carried out two pieces of fieldwork.
The GCSE geography cohort is, of course, much larger than that for A level geography (in 2012 in England
163,604 students were awarded a GCSE in geography, and 27,604 an A level in the subject). Our decisions for
GCSE geography took into account the logistical issues created by a compulsory fieldwork requirement for
GCSE students and the challenges of making sure all students entered for GCSE geography have undertaken
their fieldwork assessment. The writing of the fieldwork assessment in the classroom under controlled
conditions diverts time away from teaching and learning, which can be significant in a small qualification such
as a GCSE. There are also concerns about the authenticity and marking of some controlled assessments.
23
Ofqual 2014
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
not result in direct assessment of the fieldwork skills but will result in a written
report, the marking of which can be moderated by exam boards.
3.34 In A level, the science practical assessment directly assesses a wide range of
practical skills. Our expectation is that by the end of a two-year course of study
in a science subject most students should have developed those skills and
should therefore be expected to pass the practical assessment. As we have
seen from the current science practical assessments, it is difficult to differentiate
between students’ performances in such assessments. There is greater
potential to differentiate between students’ fieldwork reports.
3.35 We will work with the exam boards to consider how authenticity of the work and
the quality of teacher marking and its moderation can be secured. We will keep
the effectiveness of any new geography fieldwork assessment under close
review.
3.36 We propose that AS qualifications in geography should be assessed by exam
only. If there was a non-exam assessment in the AS qualification, a student
who chose to take both an AS and an A level would have to complete two nonexam assessments. This could be disruptive to teaching and learning and add
little value. A student intending to study geography in higher education could be
expected to undertake an A level in the subject and therefore undertake the
fieldwork assessment.
Proposed assessment objectives
3.37 The proposed assessment objectives specify more clearly than the current ones
the abilities required in the subject. The proposed permitted ranges are
narrower than those in the current assessment objectives. This should promote
greater comparability in the way the abilities are targeted in different
qualifications.
Assessment objectives
AO1
AO2
AO3
Ofqual 2014
Demonstrate knowledge and understanding of
places, environments, concepts, processes,
interactions and change at a variety of scales
Apply knowledge and understanding in different
contexts to analyse, interpret and evaluate key
concepts, information and issues
Use a variety of relevant methods and
techniques to:
 investigate questions and issues
 interpret, analyse and evaluate data and
resources
Weighting
AS
A level
30–40% 30–40%
30-40%
30-40%
20–30%
20–30%
30
Developing new GCSE, A level and AS qualifications for first teaching in 2016

communicate findings
Current assessment objectives
Assessment objectives
AO1
AO2
AO3
Demonstrate knowledge and understanding of
the content, concepts and processes
Analyse, interpret and evaluate geographical
information, issues and viewpoints and apply
understanding in unfamiliar contexts
Select and use a variety of methods, skills and
techniques (including the use of new
technologies) to investigate questions and
issues, reach conclusions and communicate
findings
Weighting
AS
A level
30–55% 30–55%
20–40%
20–40%
25–45%
25–45%
Consultation Question 27: To what extent do you agree or disagree that
AS qualifications in geography should be assessed entirely by exam?
Consultation Question 28: To what extent do you agree or disagree that
for A levels in geography 80 per cent of the available marks should be
allocated to exams, and 20 per cent to non-exam assessment?
Consultation Question 29: To what extent do you agree or disagree that
the proposed assessment objectives are appropriate for A level and
AS qualifications in geography?
Consultation Question 30: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
AS qualifications in geography?
Consultation Question 31: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
A levels in geography?
Consultation Question 32: Do you have any further comments relating to
the assessment of this subject?
Mathematics
GCSE
3.38 We have already announced our decisions on the design and assessment of
new GCSEs in mathematics. The new qualifications are due to be taught from
September 2015.
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
A level and AS qualifications
3.39 The DfE is hosting the consultation on the content of A level and AS
mathematics. This content has been informed by the review of current content
and recommendations put forward by ALCAB.25
Proposed assessment arrangements
3.40 A level and AS qualifications in mathematics can currently be assessed by a
mixture of exam and non-exam assessment. Up to 20 per cent of the marks can
be allocated to non-exam assessments. In practice, only two qualifications in
mathematics offer the opportunity for students to complete non-exam
assessment. This means that for the majority of students, assessments for
mathematics and further mathematics are carried out by exams only. There is a
risk to comparability if different assessment models are used.
3.41 We have reviewed the mathematics content against our non-exam assessment
principles and do not believe there are any essential skills which cannot be
assessed by examinations alone. We propose that in future A level and AS
qualifications in mathematics must be assessed by exam only.
Proposed assessment objectives
3.42 The proposed wording specifies more clearly than the current wording the core
abilities for the subject. This is partly achieved by reducing the number of
assessment objectives from five currently to three. Also, discrete assessment
objectives are proposed for each of the key abilities:

application of standard techniques (AO1);

reasoning, interpreting and communicating mathematically (AO2); and

solving problems (AO3).
3.43 The proposed objectives also emphasise the clarity needed where tasks
address these assessment objectives in combination. The proposed ranges
permit a small degree of flexibility, accommodating different approaches and
reducing predictability, while also promoting comparability between
qualifications. The approach will also support differentiation between A level
and AS qualifications. The proposed approach gives each assessment
objective a significant weighting within the subject.
25
http://alcab.org.uk
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Assessment objectives
AO1
AO2
AO3
Ofqual 2014
Use and apply standard techniques
Students should be able to:
 accurately recall facts, terminology,
definitions and proofs
 use and interpret notation correctly
 accurately carry out routine procedures or set
tasks requiring multi-step solutions
Reason, interpret and communicate
mathematically
Students should be able to:
 independently construct a rigorous, nonstandard proof or mathematical argument
 construct extended chains of reasoning to
achieve a given result
 assess, critique and improve the validity of a
mathematical argument, making deductions
and inferences, finding and correcting errors
in reasoning and evaluating evidence
Where problems require candidates to ‘use and
apply standard techniques’ or to ‘solve
problems’ independently a proportion of those
marks should be attributed to the corresponding
assessment objective
Solve problems within mathematics and in
other contexts
Students should be able to:
 translate problems in mathematical or nonmathematical contexts into a process or a
series of mathematical processes, identifying
important features or variables and using
appropriate techniques
 make and use connections between different
parts of mathematics
 evaluate methods used and solutions
obtained, recognising limitations and sources
of error
 construct, select and refine mathematical
models
 interpret the outcomes of a modelling
process in real world terms and recognise the
limitations of a model
Weighting
AS
A level
35–45% 30–40%
30–40%
30–40%
25–35%
30–40%
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Where problems require candidates to ‘use and
apply standard techniques’ or to ‘reason,
interpret and communicate mathematically’ a
proportion of those marks should be attributed
to the corresponding assessment objective
Current assessment objectives
Assessment objectives
AO1
AO2
AO3
AO4
AO5
Ofqual 2014
Recall, select and use their knowledge of
mathematical facts, concepts and techniques in
a variety of contexts
Construct rigorous mathematical arguments and
proofs through use of precise statements,
logical deduction and inference and by the
manipulation of mathematical expressions,
including the construction of extended
arguments for handling substantial problems
presented in unstructured form
Recall, select and use their knowledge of
standard mathematical models to represent
situations in the real world; recognise and
understand given representations involving
standard models; and present and interpret
results from such models in terms of the original
situation, including discussion of the
assumptions made and refinement of such
models
Comprehend translations of common realistic
contexts into mathematics; use the results of
calculations to make predictions, or comment on
the context; and, where appropriate, read
critically and comprehend longer mathematical
arguments or examples of applications
Use contemporary calculator technology and
other permitted resources (such as formulae
booklets or statistical tables) accurately and
efficiently; and understand when not to use such
technology, and its limitations. Give answers to
appropriate accuracy
Weighting
AS
A level
30%
30%
30%
30%
10%
10%
5%
5%
5%
5%
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Consultation Question 33: To what extent do you agree or disagree that
AS qualifications in mathematics should be assessed entirely by exam?
Consultation Question 34: To what extent do you agree or disagree that
A levels in mathematics should be assessed entirely by exam?
Consultation Question 35: To what extent do you agree or disagree that
the proposed assessment objectives are appropriate for A level and
AS qualifications in mathematics?
Consultation Question 36: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
AS qualifications in mathematics?
Consultation Question 37: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
A levels in mathematics?
Consultation Question 38: Do you have any further comments relating to
the assessment of this subject?
Further mathematics
A level and AS qualifications
3.44 The DfE is hosting the consultation on the content of A level and AS
qualifications in further mathematics. This content has been informed by the
review of current content and recommendations put forward by ALCAB.26
Proposed assessment arrangements
3.45 As for mathematics, A level and AS qualifications in further mathematics can
currently be assessed by a mixture of exam and non-exam assessment. Up to
20 per cent of the marks can be allocated to non-exam assessments. In
practice, only two qualifications in further mathematics offer the opportunity for
students to complete non-exam assessment. This means that for the majority of
students, assessments in further mathematics are carried out by exams only.
There is a risk to comparability if different assessment models are used.
3.46 We have reviewed the proposed further mathematics content against our nonexam assessment principles and do not believe there are any essential skills
which cannot be assessed by examinations alone. We propose that in future
26
http://alcab.org.uk
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
A level and AS qualifications in further mathematics are assessed by exam
only.
Proposed assessment objectives
3.47 The proposed assessment objectives for A level and AS qualifications in further
mathematics are the same as for mathematics. This is because further
mathematics requires the exercise of the same skills as mathematics, albeit on
different and sometimes more challenging content.
3.48 The proposed wording specifies more clearly than the current wording the core
abilities for the subject. This is partly achieved by reducing the number of
assessment objectives from five currently to three. Also, discrete assessment
objectives are proposed for all the key abilities:

application of standard techniques (AO1);

reasoning, interpreting and communicating mathematically (AO2); and

solving problems (AO3).
3.49 The proposed assessment objectives emphasise the clarity needed where tasks
address these assessment objectives in combination. The proposed ranges
permit a small degree of legitimate variation in weighting, while also promoting
comparability in this subject and helping to enable differentiation between AS
and A level. Similarly, they give each assessment objective a significant
weighting within the subject.
Assessment objectives
AO1
AO2
Ofqual 2014
Use and apply standard techniques
Students should be able to:
 accurately recall facts, terminology,
definitions and proofs
 use and interpret notation correctly
 accurately carry out routine procedures or set
tasks requiring multi-step solutions
Reason, interpret and communicate
mathematically
Students should be able to:
 independently construct a rigorous, nonstandard proof or mathematical argument
 construct extended chains of reasoning to
achieve a given result
 assess, critique and improve the validity of a
Weighting
AS
A level
35–45% 30–40%
30–40%
30–40%
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
AO3
mathematical argument, making deductions
and inferences, finding and correcting errors
in reasoning and evaluating evidence
Where problems require candidates to ‘use and
apply standard techniques’ or to ‘solve
problems’ independently a proportion of those
marks should be attributed to the corresponding
assessment objective
Solve problems within mathematics and in
other contexts
Students should be able to:
 translate problems in mathematical or nonmathematical contexts into a process or a
series of mathematical processes, identifying
important features or variables and using
appropriate techniques
 make and use connections between different
parts of mathematics
 evaluate methods used and solutions
obtained, recognising limitations and sources
of error
 construct, select and refine mathematical
models
 Interpret the outcomes of a modelling
process in real world terms and recognise the
limitations of a model
Where problems require candidates to ‘use and
apply standard techniques’ or to ‘reason,
interpret and communicate mathematically’ a
proportion of those marks should be attributed
to the corresponding assessment objective
25–35%
30–40%
Current assessment objectives
Assessment objectives
AO1
AO2
Ofqual 2014
Recall, select and use their knowledge of
mathematical facts, concepts and techniques in
a variety of contexts
Construct rigorous mathematical arguments and
proofs through use of precise statements,
logical deduction and inference and by the
manipulation of mathematical expressions,
Weighting
AS
A level
30%
30%
30%
30%
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
AO3
AO4
AO5
including the construction of extended
arguments for handling substantial problems
presented in unstructured form
Recall, select and use their knowledge of
standard mathematical models to represent
situations in the real world; recognise and
understand given representations involving
standard models; and present and interpret
results from such models in terms of the original
situation, including discussion of the
assumptions made and refinement of such
models
Comprehend translations of common realistic
contexts into mathematics; use the results of
calculations to make predictions, or comment on
the context; and, where appropriate, read
critically and comprehend longer mathematical
arguments or examples of applications
Use contemporary calculator technology and
other permitted resources (such as formulae
booklets or statistical tables) accurately and
efficiently; and understand when not to use such
technology, and its limitations. Give answers to
appropriate accuracy
10%
10%
5%
5%
5%
5%
Consultation Question 39: To what extent do you agree or disagree that
AS qualifications in further mathematics should be assessed entirely by
exam?
Consultation Question 40: To what extent do you agree or disagree that
A levels in further mathematics should be assessed entirely by exam?
Consultation Question 41: To what extent do you agree or disagree that
the proposed assessment objectives are appropriate for A level and
AS qualifications in further mathematics?
Consultation Question 42: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
AS qualifications in further mathematics?
Consultation Question 43: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
A levels in further mathematics?
Ofqual 2014
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Consultation Question 44: Do you have any further comments relating to
the assessment of this subject?
Modern foreign languages
GCSE
3.50 The content for GCSE modern foreign languages has already been developed
and published by the DfE.27 Our consultation on the structure and assessment
of modern foreign language GCSEs closed on 23rd May 2014.28 We will be
announcing our decisions in the coming months.
A level and AS qualifications
3.51 The DfE is consulting on the content for A level and AS qualifications in modern
foreign languages29 . The proposed content has been developed in line with the
recommendations made by ALCAB30.
Proposed assessment arrangements
3.52 A level and AS qualifications in modern foreign languages are currently
assessed by a mixture of exam and non-exam assessment. Up to 40 per cent
of the marks can be allocated to non-exam assessments. We have considered
the requirements set out in the new draft content and we propose that 30 per
cent of the assessment in the new A level and AS qualifications in modern
foreign languages should be by non-exam assessment.
3.53 We have proposed non-exam assessment in this subject because the new
A level and AS subject content requires students to develop their spoken skills
by presenting, discussing and responding spontaneously to different themes. In
addition, the content requires students to initiate face-to-face interactions in the
target language. We believe these skills can only be directly assessed outside
examinations, and we will undertake further work with exam boards about the
form such assessments should take. This proposal is in line with current A level
and AS qualifications which include non-exam assessment in the form of an
oral exam which is weighted at a minimum of 30 per cent. We propose the
current flexibility should be removed to enhance comparability between different
qualifications in this subject.
27
www.gov.uk/government/uploads/system/uploads/attachment_data/file/302152/GCSE_modern_languages.p
df
28
http://comment.ofqual.gov.uk/modern-foreign-and-ancient-languages
29
www.gov.uk/government/organisations/department-for-education
30
http://alcab.org.uk
Ofqual 2014
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
3.54 Currently there is, provision for speaking and/or listening content not to be
applied to particular languages. Where this occurs, the amount of non-exam
assessment in the qualifications is lower. This flexibility is not included in the
proposed draft content. This means all qualifications must be required to have
the same assessment structure. This fits with our expectation that the amount
of non-exam assessment in a particular subject must be consistent across
different qualifications in that subject.
Proposed assessment objectives
3.55 The assessment objectives for modern foreign languages have been developed
to be coherent with the draft content proposed for this subject. They include a
new emphasis on the culture and society of the country or countries where the
language is spoken, and a requirement for critical analysis and evaluation.
3.56 The weightings of the assessment objectives reflect the raised profile in the
subject content of these aspects of the subject, as well as an emphasis on
grammar and a requirement for integrated skill assessment. Absolute
weightings have been assigned to these assessment objectives rather than the
ranges often used for A level and AS qualifications. This is to promote, so far as
is possible, comparability of requirements, given the nature of the abilities that
these assessment objectives represent.
Assessment objectives
AO1
Weighting
AS
A level
20%
20%
Understand and respond, in speech and writing,
to spoken language drawn from a variety of
sources, including face-to-face interaction
AO2
Understand and respond, in speech and writing,
30%
30%
to written language drawn from a variety of
sources
AO3
Manipulate the language accurately and
30%
30%
appropriately, in spoken and written forms,
using a range of lexis and structure
AO4
Show knowledge and understanding of the
20%
20%
culture and society of countries and
communities where the language is spoken and
demonstrate critical analysis and evaluation of
works created in the language studied
 The language referred to in AO1−AO4 is the target language.
 Up to one-fifth (10% overall) of the total marks available across AO1 and AO2
may be used for responses in English, including translation into English.
 At A level, half of the marks available for AO4 must be used for candidates
demonstrating these skills through responses written in English.
Ofqual 2014
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Developing new GCSE, A level and AS qualifications for first teaching in 2016

Questions and rubrics must be written in the expected language of response.
Current assessment objectives
Assessment objectives
AO1
AO2
AO3
Understand and respond, in speech
and writing, to spoken language
Understand and respond, in speech
and writing, to written language
Show knowledge of and apply
accurately the grammar and syntax
prescribed in the specification
Weighting
AS
A2
A level
35–40% 25–30% 30–35%
35–40%
45–50%
40–45%
25%
25%
25%
Consultation Question 45: To what extent do you agree or disagree that
for AS qualifications in modern foreign languages 70 per cent of the
available marks should be allocated to exams and 30 per cent to nonexam assessment?
Consultation Question 46: To what extent do you agree or disagree that
for A levels in modern foreign languages 70 per cent of the available
marks should be allocated to exams and 30 per cent to non-exam
assessment?
Consultation Question 47: To what extent do you agree or disagree that all
A level and AS qualifications in modern foreign languages should have
the same requirements for non-exam assessment and that no exceptions
should be made for specific languages?
Consultation Question 48: To what extent do you agree or disagree that
the proposed assessment objectives are appropriate for A level and
AS qualifications in modern foreign languages?
Consultation Question 49: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
AS qualifications in modern foreign languages?
Consultation Question 50: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
A levels in modern foreign languages?
Consultation Question 51: Do you have any further comments relating to
the assessment of this subject?
Ofqual 2014
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Music
GCSE
3.57 The DfE is consulting on the content for GCSE qualifications in music.31
Proposed assessment arrangements
3.58 In current GCSEs in music 60 to 80 per cent of the marks are allocated to nonexam assessments. The actual forms and balance of assessment types vary
between exam boards.
3.59 We have considered the draft content, which sets out the knowledge and
understanding required for the subject and the performance requirements for
the subject. We believe that new GCSEs in music should continue to use both
exam and non-exam assessments. Non-exam assessments will allow students’
performing skills and aspects of their composing and musical appraising skills
to be assessed directly. We propose that the percentage of marks allocated to
non-exam assessments should be 60 per cent, reflecting the balance between
the practical and theoretical elements in the subject content. Defining the
percentage of marks to be allocated to exam and non-exam assessment,
thereby removing the current flexibility, will also enhance comparability between
different qualifications in this subject.
Tiering
3.60 Currently GCSEs in music are not tiered. We propose that the new GCSEs in
music should not be tiered either.
Proposed assessment objectives
3.61 The proposed assessment objectives are clearer than the current ones. In
contrast to the current assessment objectives our proposals recognise the role
of knowledge and understanding in the subject. We propose that the current
permitted weighting ranges should be replaced with an absolute weighting, to
enhance comparability between different qualifications.
31
www.gov.uk/government/organisations/department-for-education
Ofqual 2014
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
AO1
AO2
AO3
AO4
Assessment objectives
Apply performance skills with technical control,
expression and interpretation
Apply composing skills to create and develop musical
ideas with technical control and coherence
Apply appraising skills to make evaluative and critical
judgements about music
Demonstrate knowledge and understanding of musical
elements, musical contexts and musical language
Weighting
30%
30%
30%
10%
Current assessment objectives
AO1
AO2
AO3
Assessment objectives
Performing skills: performing/realising with technical
control, expression and interpretation
Composing skills: creating and developing musical ideas
with technical control and coherence
Listening and appraising skills: analysing and evaluating
music using musical terminology
Weighting
30–40%
30–40%
30–40%
Consultation Question 52: To what extent do you agree or disagree that
for GCSEs in music 40 per cent of the available marks should be allocated
to exams, and 60 per cent should be allocated to non-exam assessments?
Consultation Question 53: To what extent do you agree or disagree that
the proposed assessment objectives are appropriate for GCSEs in music?
Consultation Question 54: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
GCSEs in music?
Consultation Question 55: To what extent do you agree or disagree that
new GCSEs in music should not be tiered?
A level and AS qualifications
3.62 The DfE is consulting on the content for A level and AS qualifications in music.32
Proposed assessment arrangements
3.63 In current A level and AS qualifications 60 to 70 per cent of marks are allocated
to non-exam assessments.
32
www.gov.uk/government/organisations/department-for-education
Ofqual 2014
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
3.64 We are of the view that new A level and AS qualifications in music should use
both exam and non-exam assessments. Non-exam assessments will allow
students’ performing skills and aspects of their composing skills to be directly
assessed. As with GCSEs, we propose that 60 per cent of the marks should be
allocated to non-exam assessments, which reflects the balance between the
practical and theoretical elements set out in the subject content. Defining the
percentage of marks to be allocated to exam and non-exam assessment,
thereby removing the current flexibility in this area, will also enhance
comparability between different qualifications in this subject.
Proposed assessment objectives
3.65 The proposed assessment objectives are clearer than the current ones. We
propose that the current permitted weighting ranges should be replaced with an
absolute weighting for AS qualifications to enhance comparability between
different qualifications in music. However, we propose to permit a small amount
of flexibility for A level qualifications to allow for qualifications that enable
students to specialise in either performing or composing. The specialism is
restricted to 10 per cent of the total marks available for the qualification. This
will make sure the course of study does not become too narrow, that all
students develop their skills in both areas, regardless of any chosen specialism,
and that the qualifications are comparable..
Assessment objectives
AO1
AO2
AO3
AO4
Interpret musical ideas with technical and
expressive control and an understanding of
style and context
Create, develop and refine musical ideas with
technical control and expressive understanding,
making creative and coherent use of musical
devices, conventions and resources
Use analytical, evaluative and reflective skills to
make critical judgements about music
Demonstrate knowledge and understanding of
musical elements, musical contexts and musical
language
Weighting
AS
A level
30%
25−35%
30%
25−35%
25%
30%
15%
10%
Current assessment objectives
Assessment objectives
AO1
Ofqual 2014
Interpret musical ideas with technical and
expressive control and a sense of style and
Weighting
AS
A level
20–40% 20–40%
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
AO2
AO3
awareness of occasion and/or ensemble
(performing/realising)
Create and develop musical ideas with technical
control and expressive understanding, making
creative use of musical devices, conventions
and resources (composing/arranging)
Demonstrate understanding of, and comment
perceptively on, the structural, expressive and
contextual aspects of music (appraising)
20–40%
20–40%
35–45%
35–45%
Consultation Question 56: To what extent do you agree or disagree that
for AS qualifications in music 40 per cent of the available marks should be
allocated to exams and 60 per cent to non-exam assessment?
Consultation Question 57: To what extent do you agree or disagree that
for A levels in music 40 per cent of the available marks should be
allocated to exams and 60 per cent to non-exam assessment?
Consultation Question 58: To what extent do you agree or disagree that
the proposed assessment objectives are appropriate for A level and AS
qualifications in music?
Consultation Question 59: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
AS qualifications in music?
Consultation Question 60: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
A levels in music?
Consultation Question 61: Do you have any further comments relating to
the assessment of this subject?
Physical education
GCSE
3.66 The DfE is consulting on the content for GCSE qualifications in physical
education.33
33
www.gov.uk/government/organisations/department-for-education
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Proposed assessment arrangements
3.67 GCSEs in physical education are currently assessed using a mixture of exam
assessment and non-exam assessment. At present 40 per cent of the marks
are allocated to exam assessment and 60 per cent to non-exam assessment.
3.68 The new draft content, on which the DfE is consulting, places greater emphasis
on assessing students’ theoretical knowledge and understanding of the
physical, scientific and socio-cultural factors that can have an impact on
physical performance. Given this change, and taking into account exam boards’
experience of awarding the current qualifications, we propose that non-exam
assessment should account for 30 per cent of the marks for new GCSEs in
physical education.
3.69 This proposed approach should provide an appropriate balance between the
assessment of performance and theory that reflects the expectations contained
in the draft subject content. Defining the percentage of marks to be allocated to
exam and non-exam assessment, thereby removing the current flexibility in this
area, will also enhance comparability between different qualifications.
Tiering
3.70 Currently GCSEs in physical education are not tiered. We propose that the new
GCSEs in physical education should not be tiered either.
Proposed assessment objectives
3.71 The proposed assessment objectives are clearer than the current ones for the
subject. We propose that the current permitted weighting ranges should be
replaced with an absolute weighting to enhance comparability between different
qualifications in this subject.
AO1
AO2
AO3
Ofqual 2014
Assessment objectives
Demonstrate knowledge and understanding of scientific,
socio-cultural and practical aspects of physical activity
and sport, including concepts and theories
Apply knowledge and understanding of scientific, sociocultural and practical aspects of physical activity and
sport, including concepts and theories, in theoretical and
practical contexts
Analyse and evaluate scientific, socio-cultural and
practical aspects of physical activity and sport, including
concepts and theories, in theoretical and practical
contexts.
Weighting
30%
40%
30%
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Current assessment objectives
AO1
AO2
AO3
Assessment objectives
Recall, select and communicate their knowledge and
understanding of physical activity
Apply skills, knowledge and understanding in physical
activity
Analyse and evaluate physical activity, and identify
action to bring about improvement
Weighting
20−30%
45−55%
20−30%
Consultation Question 62: To what extent do you agree or disagree that
for GCSEs in physical education 70 per cent of the available marks should
be allocated to exams and 30 per cent to non-exam assessment?
Consultation Question 63: To what extent do you agree or disagree that
new GCSEs in physical education should not be tiered?
Consultation Question 64: To what extent do you agree or disagree that
the proposed assessment objectives are appropriate for GCSEs in
physical education?
Consultation Question 65: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
GCSEs in physical education?
A level and AS qualifications
3.72 The DfE is consulting on the content for A level and AS qualifications in physical
education.34
Proposed assessment arrangements
3.73 A level physical education is assessed using a combination of exams and nonexam assessment of students’ performance in a total of three activities from a
choice of roles. The weighting varies by exam board, in the range of 35 to
50 per cent assessment by non-exam assessment.
3.74 The draft A level and AS qualification content, on which the DfE is consulting,
places greater emphasis on assessing students’ theoretical knowledge and
understanding of the physical, scientific and socio-cultural factors that can have
an impact on physical performance. Given the changed emphasis in content,
and taking into account exam boards’ experience of awarding the current
qualifications, we propose that non-exam assessment should account for 30 per
34
www.gov.uk/government/organisations/department-for-education
Ofqual 2014
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
cent of the marks for new A level and AS qualifications in physical education.
This proposed approach should provide a balance between the direct
assessment of performance and theory that reflects the expectations contained
in the draft subject content. Defining the percentage of marks to be allocated to
exam and non-exam assessment, thereby removing the current flexibility in this
area, will also enhance comparability between different qualifications.
Proposed assessment objectives
3.75 The proposed assessment objectives are clearer than the current ones for the
subject. The permitted weighting ranges are narrower and more specific, which
should enhance comparability between different qualifications. We propose a
small amount of flexibility to allow subject content to be tested through different
assessment objectives to counter predictability in question papers.
Assessment objectives
AO1
AO2
AO3
Demonstrate knowledge and understanding of
scientific, socio-cultural and practical aspects of
physical activity and sport, including concepts
and theories
Apply knowledge and understanding of
scientific, socio-cultural and practical aspects of
physical activity and sport, including concepts
and theories, in theoretical and practical
contexts
Analyse and evaluate scientific, socio-cultural
and practical aspects of physical activity and
sport, including concepts and theories, in
theoretical and practical contexts.
Weighting
AS
A level
25−30% 25−30%
35−40%
30−40%
35−40%
35−40%
Current assessment objectives
Assessment objectives
AO1
AO2
AO3
Ofqual 2014
Demonstrate knowledge and
understanding of physical activity
Demonstrate the ability to apply
skills, knowledge and
understanding in physical activity
Demonstrate the ability to analyse
and evaluate critically physical
activity
Weighting
AS
A2
A level
35–45% 25–35% 30–40%
40–50%
30–40%
35–45%
10–20%
30–40%
20–30%
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
Consultation Question 66: To what extent do you agree or disagree that
for AS qualifications in physical education 70 per cent of the available
marks should be allocated to exams and 30 per cent to non-exam
assessment?
Consultation Question 67: To what extent do you agree or disagree that
for A levels in physical education 70 per cent of the available marks
should be allocated to exams and 30 per cent to non-exam assessment?
Consultation Question 68: To what extent do you agree or disagree that
the proposed assessment objectives are appropriate for A level and AS
qualifications in physical education?
Consultation Question 69: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
AS qualifications in physical education?
Consultation Question 70: To what extent do you agree or disagree that
the proposed weightings of the assessment objectives are appropriate for
A levels in physical education?
Consultation Question 71: Do you have any further comments relating to
the assessment of this subject?
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
4. Equality impact analysis
Ofqual’s role, objectives and duties
4.1 We are subject to the public sector equality duty. We have set out in Appendix 2
how this duty interacts with our statutory objectives and other duties.
Equality impact analysis relating to proposed changes to GCSE,
A level and AS qualifications
4.2 We have considered in some detail the potential impact on students who share
protected characteristics35 of the application of the principles and features that
will apply to all new GCSE, A level and AS qualifications. We have also
considered specific issues that have arisen for the subjects on which we have
already consulted. Our equality impact analyses for our earlier consultations on
GCSE, A level and AS qualification reform are therefore of interest and we
encourage you to read them.36
4.3 We do not repeat here all of the evidence we have considered, as this can be
found in our earlier reports. We focus instead on the specific issues that are
relevant to the subjects on which are now consulting.
4.4 During this consultation we will continue to seek and consider evidence and
feedback to our proposals that might help us identify any potential subjectspecific impacts on students who share a protected characteristic. We will also
seek views from interested groups during the period of this consultation,
including the Access Consultation Forum and our External Advisory Group for
Equalities.
Assessment arrangements
A level and AS qualifications in ancient languages
4.5 A level and AS qualifications in ancient languages are currently assessed
wholly by non-exam assessment. We are not proposing to change this position.
We have not identified anything about our proposals that would have a negative
impact on students because of their disability, racial group, age, religion or
belief, pregnancy or maternity, sexual orientation or as a result of gender
reassignment.
35
Disability, racial group, age, religion or belief, pregnancy or maternity, sexual orientation, gender
reassignment.
36
www.ofqual.gov.uk/documents/equality-analysis-report-on-reforms-to-gcses-from-2015
www.ofqual.gov.uk/files/2012-06-18-equality-analysis-of-the-a-level-reform-consultation.pdf
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GCSE Art and design
4.6 GCSEs in art and design are currently assessed wholly by non-exam
assessment, because of the nature of the skills being assessed. We are
proposing that assessment should continue to be by non-exam assessment
only. We are proposing clearer wording for the assessment objectives.
4.7 We have not identified anything in our planned approach to art and design that
would have a negative impact on students because of their racial group,
gender, age, religion or belief, pregnancy or maternity or sexual orientation. The
subject requires students to demonstrate their art and design skills.
4.8 Some disabled students may be unable to demonstrate skills in the subject or
have a more limited range of choices than others about the form in which they
demonstrate their skills. Appropriate reasonable adjustments could be made to
the conduct of the assessment to remove or reduce the disadvantage a
disabled student would otherwise experience. A student must not, however, use
a practical assistant to demonstrate the skills being assessed.
4.9 We are not proposing any changes to the balance of exam and non-exam
assessment and we believe the subject could not be assessed in a valid way
unless students had to demonstrate their art and design skills.
GCSE computer science
4.10 GCSEs in computer science are currently assessed by a combination of exam
and non-exam assessment. We are proposing to secure greater comparability
between qualifications by specifying the balance of assessment type in the
future, thus removing exam boards’ choice and consequent variability in
assessment structure.
4.11 Our proposed 20:80 balance of non-exam and exam assessment would reduce
the percentage of non-exam assessment that is used relative to current
qualifications.
4.12 This proposed reduction in the percentage of non-exam assessment is in line
with our general principles for GCSE reform that we have considered in detail in
our previous equality impact analyses.
4.13 We are also proposing clearer wording for the assessment objectives.
4.14 We have not identified anything about our proposals that would have a negative
impact on students because of their disability, racial group, age, religion or
belief, pregnancy or maternity, sexual orientation or as a result of gender
reassignment.
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Developing new GCSE, A level and AS qualifications for first teaching in 2016
GCSE, A level and AS qualifications in dance
4.15 Dance is a performance-based subject. The current and proposed assessment
arrangements and assessment objectives reflect this. We are proposing to
reduce the percentage of non-exam assessment in GCSE and A level by 10 per
cent and by 5 per cent in the AS qualification.
4.16 The performance skills required for the subject may be difficult for some
disabled students to demonstrate; however the skills can be shown in different
ways, making it accessible to most disabled students, with or without the need
for a reasonable adjustment. Some disabled students might not be able to
undertake the performance elements because of their disability. We have
specified, using our powers under the Equality Act 2010, that a disabled student
can be exempt from a maximum of 40 per cent of the assessments for a GCSE,
A level or AS qualification and have their marks from the assessment they are
able to take scaled up. We are proposing that the percentage of marks
allocated to the performance assessment objective, for GCSE, A level and AS
qualifications in dance will be less than 40 per cent. This would allow a disabled
student who was unable to undertake the performance assessment to be
granted an exemption from the assessment and to have their marks from the
remaining aspects of the qualification scaled up.
4.17 We have not identified anything about the proposed changes that would have
an adverse impact on students because of their racial group, age, religion or
belief, pregnancy or maternity, sexual orientation or as a result of gender
reassignment.
A level and AS qualifications in geography
4.18 Current subject criteria for geography require fieldwork skills to be tested using
a limited series of examination questions. However, the current arrangements
are inconsistent across exam boards and the assessment is considered by
subject experts to provide inadequate preparation for those students wishing to
study geography in higher education.
4.19 Higher education and learned societies agree that fieldwork should be a
requirement in A level geography, although issues of the robustness of internal
assessments were also noted.
4.20 The practical skills taught in fieldwork activities cover geographical fieldwork
observation, measurement techniques, investigation approaches and analytical
skills. Students are able to consider the full data-handling cycle as opposed to
the analysis and manipulation of pre-collected data provided in an exam. Nonexam assessment also provides an opportunity for assessing an individual
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research project, written independently by the student over a period of time.
These are all skills that provide good preparation for higher education.
4.21 As students taking A level geography are already expected to undertake
fieldwork, the re-introduction of a specific non-exam assessment of fieldwork
should not introduce a new requirement to undertake fieldwork activities that is
not currently in place.
4.22 Certain types of fieldwork (for example, in physical geography, the analysis of
coastal path erosion) could impact on students with particular physical
disabilities who may not be able to access the chosen fieldwork site. However,
schools are already required to ensure that appropriate reasonable adjustments
are made for disabled students, and they take this into account when they
select the fieldwork experience.37
4.23 Arrangements will have to be made for students who are absent when the
fieldwork exercise and/or the writing of the assessment takes place to do them
at another time. Such absence may occur because of a disability, pregnancy or
maternity or gender reassignment. However, exams might also be missed for
the same reasons.
4.24 Fieldwork that involves an overnight stay may affect students with certain types
of disabilities that require particular care or access arrangements. Research
into the impacts on students with disabilities38 who have undertaken fieldwork in
higher education has identified a range of possible impacts on students,
including limited access to medication, the walking distances involved and the
need to take notes in a non-classroom environment.
4.25 We are satisfied that the proposed change to the way fieldwork is assessed will
not introduce new difficulties, as the A level is already designed to require
students to undertake fieldwork. We are also satisfied that fieldwork is such an
inherent part of the subject that it should be directly assessed.
4.26 We have not identified any potential impact on our planned approach for the reintroduction of non-exam assessment in geography that would have a negative
impact on students because of their race, sex or age, sexual orientation,
religion or belief.
37
www.equalityhumanrights.com/advice-and-guidance/education-providers-schools-guidance/providingeducation-and-access-to-any-benefit-service-or-facility
38
Hall, T., Healey, M. & Harrison, M (2002) Fieldwork and Disabled Students: Discourses of Exclusion and
Inclusion, Transactions of the Institute of British Geographers.
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A level and AS qualification mathematics and further mathematics
4.27 We have not identified that our proposed changes to A level and AS
qualifications in mathematics and further mathematics, whereby all assessment
must be by exam, or our suggested changes to the assessment objectives, will
have a negative impact on students because of their disability, racial group,
age, religion or belief, pregnancy or maternity, sexual orientation or as a result
of gender reassignment.
4.28 Although there is currently provision for up to 20 per cent of the assessments to
be non-exam assessment, only two current qualifications make use of this
provision.
A level and AS qualifications in modern foreign languages
4.29 Speaking and understanding speech in the target language are important
elements of qualifications in modern foreign languages. The current and
proposed assessment arrangements and assessment objectives reflect this.
4.30 Currently, non-exam assessment accounts for up to 40 per cent of A level and
AS qualifications in modern foreign languages. There is, however, a provision
for some languages not to test spoken skills and not to have any non-exam
assessment.
4.31 We are proposing to change two things. We propose that all A level and AS
qualifications should have a fixed 30 per cent non-exam assessment, and that
there should no longer be any exceptions made. This reflects the draft subject
content which requires students to develop their spoken skills for presentation,
discussion and responding spontaneously to different themes.
4.32 Students are also assessed on their understanding of spoken language. This
can be assessed by exam.
4.33 Some disabled students may be at a disadvantage relative to other students
when they take modern foreign language speaking and listening assessments.
This is the case now and will remain so in the future. We have identified that
deaf and hearing-impaired students are most likely to be disadvantaged.
4.34 To remove or reduce this disadvantage disabled students may have
adjustments made to the way their assessments are conducted.39 The
reasonable adjustments that are currently made to the conduct of speaking and
listening assessments for deaf and hearing-impaired students include:
39
The Equality Act 2010 places duties on exam boards to make reasonable adjustments for disabled students,
except where the regulator has lifted this duty in respect of certain reasonable adjustments.
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
Students who have sufficient hearing to complete the listening assessment
using the recording provided by the exam board may need the recording
to be played at a higher volume than other students. They may also find it
more difficult to hear the recording among any background noise in the
exam room. In these cases students may undertake the assessments in a
private room, away from other students, and in the presence of an
invigilator only.

Some students use speech reading to understand spoken language. In
these cases, a teacher reads to the student the script of the recording to
which other students listen. The student can read the teacher’s lips and
facial expressions. This replicates the way the student would communicate
in the language being assessed outside of an assessment situation.

A student who is unable to attempt any part of an assessment can be
given an exemption from that component. This is the reasonable
adjustment ‘of last resort’. The marks the student gains in the remaining
assessments are scaled up and the student’s certificate includes an
indication to show that an exemption has been given.
4.35 The first of these two forms of reasonable adjustments should continue to be
available to students taking the new A level and AS qualifications in modern
foreign languages. A student will be able to apply for an exemption from a
component if they cannot attempt any part of the assessment.
4.36 We have the power under the provisions of the Equality Act 2010 to limit the
extent to which exam boards must make reasonable adjustments for disabled
students. We use this power to make sure a reasonable adjustment does not
undermine the integrity of a qualification and that a qualification continues to
give a reliable indication of a student’s knowledge, skills and understanding.
4.37 We have used this power to limit the percentage of marks from which a student
can be exempt in a given qualification. We have limited this to 40 per cent. We
believe if a student is exempted from parts of the qualification that constitute
more than 40 per cent of the total marks then the qualification cannot be said to
give a reliable indication of a student’s knowledge, skills and understanding.
4.38 We are proposing that the speaking assessment should account for 30 per cent
of the marks. We have not specified a proposed weighting for the assessment
of listening skills. If the combined speaking and listening weighting was more
than 40 per cent a student could not be exempt from both.
4.39 We believe the current marks exemption limit of 40 per cent is appropriate and
that we should not make provision for a student who has demonstrated neither
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speaking or listening skills in the language to have the marks they gain in the
reading and writing assessments scaled up.
4.40 We have not identified anything about the proposed changes that would have
an adverse impact on students because of their racial group, age, religion or
belief, pregnancy or maternity, sexual orientation or as a result of gender
reassignment.
GCSE, A level and AS qualifications in music
4.41 We are proposing to reduce the percentage of marks allocated to non-exam
assessment in GCSE, A level and AS qualifications in music.
4.42 Some disabled students might not be able to undertake the performance
elements because of their disability. We have specified, using our powers under
the Equality Act 2010, that a disabled student can be exempt from a maximum
of 40 per cent of the assessments for a GCSE, A level or AS qualification and
have their marks from the assessment they are able to take scaled up.
4.43 We are proposing that the percentage of marks allocated to the performance
elements in GCSE, A level and AS qualifications in music will be less than
40 per cent. This would allow a disabled student who was unable to undertake
the performance assessment to be granted an exemption from the assessment
and to have their marks from the remaining aspects of the qualification scaled
up. The proposed reduction in the element of performance-based assessment
at GCSE could make it possible for a disabled student unable to undertake that
assessment to be awarded the qualification nevertheless. The proposed
reduction in the percentage of marks allocated to assessing a student’s
performance may therefore make the qualification more accessible to some
disabled students.
4.44 We have not identified anything about the proposed changes that would have
an adverse impact on students because of their racial group, age, religion or
belief, pregnancy or maternity, sexual orientation or as a result of gender
reassignment.
GCSE, A level and AS qualifications in physical education
4.45 Physical performance is an essential element of physical education. The current
and proposed assessment arrangements and assessment objectives reflect
this. We are proposing to reduce the percentage of non-exam assessment in
GCSE from 60 per cent to 30 per cent. We are proposing that the percentage of
non-exam assessment in both A level and AS qualifications in physical
education should be 30 per cent.
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4.46 The performance skills required for the qualifications can be demonstrated in
different ways, making the qualification accessible to most disabled students
with or without the need for a reasonable adjustment. We have specified, using
our powers under the Equality Act 2010, that a disabled student can be exempt
from a maximum of 40 per cent of the assessments for a GCSE, A level or
AS qualification and have their marks from the assessment they are able to
take scaled up. The proposed reduction in the element of performance-based
assessment at GCSE could make it possible for a disabled student unable to
undertake that assessment to nevertheless be awarded the qualification. The
proposed reduction in the percentage of marks allocated to assessing a
student’s performance may therefore make the qualification more accessible to
some disabled students.
4.47 Students’ experience of, and performance in, different sports may vary
according to their gender, racial group, religion or belief. However, the required
performance skills can be demonstrated in a wide range of sports, giving choice
to students.
4.48 We have not identified anything about the proposed changes that would have
an adverse impact on students because of their disability, racial group, age,
religion or belief, pregnancy or maternity, sexual orientation or as a result of
gender reassignment.
Consultation question 72: We have identified a number of ways the
proposed requirements for reformed GCSEs, A level and AS qualifications
may impact (positively or negatively) on persons who share a protected
characteristic. Are there any other potential impacts we have not
identified? If so, what are they?
Consultation Question 73: Are there any additional steps we could take to
mitigate any negative impact resulting from these proposals on persons
who share a protected characteristic? If so, please comment on the
additional steps we could take to mitigate negative impacts.
Consultation Question 74: Have you any other comments on the impacts
of the proposals on persons who share a protected characteristic?
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5. Responding to the consultation
Your details
To evaluate responses properly, we need to know who is responding to the
consultation and in what capacity. We will therefore only consider your response if
you complete the following information section.
We will publish our evaluation of responses. Please note that we may publish all or
part of your response unless you tell us (in your answer to the confidentiality
question) that you want us to treat your response as confidential. If you tell us you
wish your response to be treated as confidential, we will not include your details in
any published list of respondents, although we may quote from your response
anonymously.
Please answer all questions marked with a star*
Name* Charlie Stripp
Position* Chief Executive
Organisation name (if applicable)* Mathematics in Education and Industry
Address
Monckton House
Epsom Centre
White Horse Business Park
Trowbridge
Wiltshire
BA14 0XG
Email charlie.stripp@mei.org.uk
Telephone 07771 864507
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Would you like us to treat your response as confidential?*
If you answer yes, we will not include your details in any list of people or
organisations that responded to the consultation.
( ) Yes
() No
Is this a personal response or an official response on behalf of your
organisation?*
( ) Personal response (please answer the question ‘If you ticked ‘Personal views’…’)
() Official response (please answer the question ‘Type of responding organisation’)
If you ticked ‘Personal views’ which of the following are you?
( ) Student
( ) Parent or carer
( ) Teacher (but responding in a personal capacity)
( ) Other, including general public (please state below)
___________________________________
If you ticked “Official response from an organisation/group”, please respond
accordingly:
Type of responding organisation*
( ) Awarding organisation
( ) Local authority
( ) School or college (please answer the question below)
( ) Academy chain
( ) Private training provider
( ) University or other higher education institution
( ) Employer
() Other representative or interest group (please answer the question below)
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School or college type
( ) Comprehensive or non-selective academy
( ) State selective or selective academy
( ) Independent
( ) Special school
( ) Further education college
( ) Sixth form college
( ) Other (please state below)
___________________________________
Type of representative group or interest group
( ) Group of awarding organisations
( ) Union
( ) Employer or business representative group
( ) Subject association or learned society
( ) Equality organisation or group
( ) School, college or teacher representative group
() Other (please state below)
MEI is a charity and a membership organisation. It is an independent curriculum
development body for mathematics. It is a major provider of mathematics teaching
and learning resources, and of mathematics CPD for secondary school and post-16
mathematics teachers.
MEI developed and manages the DfE-funded Further Mathematics Support
Programme. MEI plays a key role in the management of the National Centre for
Excellence in Teaching Mathematics. MEI was responsible for developing, and
provides resources and CPD for, a suite of GCE Mathematics qualifications run by
OCR.
Nation*
() England
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( ) Wales
( ) Northern Ireland
( ) Scotland
( ) Other EU country: _____________________
( ) Non-EU country: ______________________
How did you find out about this consultation?
( ) Our newsletter or another one of our communications
() Our website
( ) Internet search
( ) Other
___________________________________
May we contact you for further information?
() Yes
( ) No
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer
…………………………………………………………………………………………………
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6. Consultation questions
A level and AS qualifications in ancient languages
Consultation Question 1: To what extent do you agree or disagree that AS
qualifications in ancient languages should be assessed entirely by exams?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 2: To what extent do you agree or disagree that A levels
in ancient languages should be assessed entirely by exams?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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Consultation Question 3: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for A level and AS
qualifications in ancient languages?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 4: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for AS
qualifications in ancient languages?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 5: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for A levels
in ancient languages?
( ) Strongly agree
( ) Agree
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( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 6: Do you have any further comments relating to the
assessment of this subject?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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GCSEs in art and design
Consultation Question 7: To what extent do you agree or disagree that GCSEs
in art and design should be assessed entirely by non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 8: To what extent do you agree or disagree that GCSEs
in art and design should not be tiered?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 9: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for GCSEs in art and design?
( ) Strongly agree
( ) Agree
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( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 10: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for GCSEs
in art and design?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 11: Do you have any further comments relating to the
assessment of this subject?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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GCSEs in computer science
Consultation Question 12: To what extent do you agree or disagree that for
GCSEs in computer science 80 per cent of the available marks should be
allocated to exams, and 20 per cent to non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 13: To what extent do you agree or disagree that GCSEs
in computer science should not be tiered?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 14: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for GCSEs in computer
science?
( ) Strongly agree
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( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 15: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for GCSEs
in computer science?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 16: Do you have any further comments relating to the
assessment of this subject?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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GCSE, A level and AS qualifications in dance
Consultation Question 17: To what extent do you agree or disagree that for
GCSEs in dance 40 per cent of the available marks should be allocated to
exams and 60 per cent to non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 18: To what extent do you agree or disagree that GCSEs
in dance should not be tiered?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 19: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for GCSEs in dance?
( ) Strongly agree
( ) Agree
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( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 20: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for GCSEs
in dance?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 21: To what extent do you agree or disagree that for AS
qualifications in dance 50 per cent of the available marks should be allocated
to exams and 50 per cent to non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
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Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 22: To what extent do you agree or disagree that for
A levels in dance 50 per cent of the available marks should be allocated to
exams and 50 per cent to non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 23: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for A level and AS
qualifications in dance?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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Consultation Question 24: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for AS
qualifications in dance?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 25: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for A levels
in dance?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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Consultation Question 26: Do you have any further comments relating to the
assessment of this subject?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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A level and AS qualifications in geography
Consultation Question 27: To what extent do you agree or disagree that AS
qualifications in geography should be assessed entirely by exam?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 28: To what extent do you agree or disagree that for
A levels in geography 80 per cent of the available marks should be allocated to
exams, and 20 per cent to non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 29: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for A level and
AS qualifications in geography?
( ) Strongly agree
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( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 30: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for AS
qualifications in geography?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 31: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for A level
geography?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
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Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 32: Do you have any further comments relating to the
assessment of this subject?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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A level and AS qualifications in mathematics
Consultation Question 33: To what extent do you agree or disagree that AS
qualifications in mathematics should be assessed entirely by exam?
( ) Strongly agree
( ) Agree
() Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
Please see our response to question 34, where we argue for a range of assessment
instruments to ensure validity.
One of the unfortunate consequences of making AS a separate qualification from A
level is that students taking both would have to repeat non-exam assessment.
Regrettably, this probably means that AS Mathematics should not have non-exam
assessment.
Consultation Question 34: To what extent do you agree or disagree that A level
mathematics should be assessed entirely by exam?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
() Disagree
() Strongly disagree
Please give reasons for your answer.
Solving unfamiliar problems and constructing mathematical models can take
considerable time. Consequently, the opportunities for assessing these skills in a
timed written examination are limited to what can realistically be achieved by most
students in the time available. More authentic and valid assessment of these skills is
possible with a wider range of forms of assessment.
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We support ACME’s view that ‘Ofqual should ensure there is a sufficient range of
assessment instruments to ensure validity of the assessment. This must be informed
by stakeholder expectations and needs.’40
Please see our response to question 38 for more about the assessment of proof,
problem-solving and modelling.
Consultation Question 35: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for A level and
AS qualifications in mathematics?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
() Strongly disagree
Please give reasons for your answer.
We are happy that these three assessment objectives broadly summarise the ‘core
abilities for the subject’ (para 3.42), but have some comments about the detail.
Please see also our comments about the implementation of assessment objectives in
our response to question 38.
AO1
40

‘recall … proofs’ is not appropriate. It promotes the idea that proofs should be
memorised for the exam.

The split infinitives in the first and third bullet points are unfortunate.

‘set tasks’ in the third bullet is ambiguous. Is ‘set’ a verb, as in ‘carry out … or
set tasks’ or is it an adjective describing ‘tasks’, as in ‘procedures or .. tasks’
where ‘routine’ describes the kinds of procedures and ‘set’ describes the kind
of tasks? We suggest omitting ‘set’.

This AO must include something about selecting the technique to use. As it is
written there is nothing to prevent every exam question telling the candidate
what techniques to use.
ACME ‘New A level Regulatory Requirements’, Ofqual consultation January 2014
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AO2

Referring to the first bullet point
o The split infinitive is unfortunate. In any case, ‘independently’ seems
unnecessary in the context of an examination.
o ‘non-standard proof’ is an odd phrase. To mathematicians this means a
proof of a kind which uses an unusual approach or unexpected
techniques; this can hardly be the intention. Perhaps it means
‘construct a proof of a result which may or may not be familiar’. We
imagine that the intention of the DfE and Ofqual documents is that
teachers and students construct proofs, at an appropriate moment, of
many of the results used in the course, and that exam questions will be
set asking for such proofs to be constructed where the mathematics is
appropriate.
o We also feel that ‘rigorous’ is too subjective a word.
o We believe that proofs should be of general results, and this should be
stated. For example, ‘prove that the area of the region between x = 0
and x = under the curve y = sinx is 2’ is not satisfactory; proof should
involve aspects of generality.

Referring to the second bullet point
o ‘given’ seems restrictive in the second bullet point. This seems to rule
out questions where the candidates arrive at their own result.
o It is not clear why the plural has been used - ‘chains’ - when the ‘result’
is singular. The singular seems more appropriate, by comparison with
the other bullet points.

The distinction between ‘argument’ in the first bullet point and ‘reasoning’ in
the second is not clear. We suggest that the first two bullet points should be
made more distinct, with one about proof and the other about mathematical
reasoning to obtain a result. Taking everything above into account, they might
be rewritten as
o ‘construct a proof to demonstrate the truth or falsehood of a general
statement or conjecture’ and
o ‘construct an extended chain of reasoning to support a result’.
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
Referring to the guidance in italics,
o we are concerned that the unintended consequence of this guidance is
to make the examinations harder; many AO1 marks will be concealed
within problem-solving and modelling questions and will not be
accessible to grade D/E candidates because of this. This needs to be
reconsidered.
o we believe that any such guidance should be part of a wider
accompanying text, about which we say more in our response to
question 38.
o If the text in italics is to be kept:

the first occurrence of the word ‘problems’ should be replaced by
‘questions’ or ‘assessment tasks’ or similar words; ‘problems’
has two meanings in this sentence.

it is not clear what the word ‘independently’ achieves. It does not
appear in AO3. We suggest it should be omitted.

the meaning of the phrase ‘those marks’ is not clear. We suggest
it should be replaced with ‘the marks for the question’ or ‘the
marks for the assessment task’.
AO3

We are concerned about the atomisation of the problem-solving and modelling
processes that this assessment objective represents. We say more about this
in our response to question 38, and confine ourselves to comments about
wording here.

We believe ‘using appropriate techniques’ at the end of the first bullet
confuses the mathematisation of a situation and solving the mathematics.
Does the phrase refer to the idea that the mathematisation has to result in a
process within the mathematical grasp of the candidate, or is it about the start
of the process? We suggest ‘selecting’ rather than ‘using’.

The second bullet point, ‘make … connections’, is a way of telling that a
question is assessing AO3, not something which should necessarily be
awarded marks in an atomised way; this needs to be made explicit in
guidance.

In the third bullet point we suggest changing ‘sources of error’ to ‘possible
sources of error’. In a realistic situation you often cannot be certain where the
errors are coming from, but you can make sensible suggestions.
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
This AO should include the ability to compare outcomes from different models.

Referring to the guidance in italics,
o we are concerned that the unintended consequence of this guidance is
to make the examinations harder; many AO1 marks will be concealed
within problem-solving and modelling questions and will not be
accessible to grade D/E candidates because of this. This needs to be
reconsidered.
o we believe that any such guidance should be part of a wider
accompanying text, about which we say more in our response to
question 38.
o If the text in italics is to be kept:

the first occurrence of the word ‘problems’ should be replaced by
‘questions’ or ‘assessment tasks’ or similar words; ‘problems’
has two meanings in this sentence.

the meaning of the phrase ‘those marks’ is not clear. We suggest
it should be replaced with ‘the marks for the question’ or ‘the
marks for the assessment task’.
We are extremely disappointed at the removal of the requirement in the current AOs
to ‘read critically and comprehend longer mathematical arguments or examples of
applications’. This is assessed very successfully in the Comprehension paper in the
OCR/MEI A level, a paper which is highly-rated by colleagues in Higher Education.
We note that one of the ‘Aims and Objectives’ in the DfE consultation is ‘read and
comprehend articles concerning applications of mathematics and communicate their
understanding’; we fear that this aim/objective will be ignored unless an explicit
statement is included within the new AOs. As this stands, it will fail to meet the
expressed needs of Higher Education, which would be a serious missed opportunity.
We are also dismayed at the lack of any mention of technology in the Ofqual
document, for the following reasons.

The aims and objectives in the DfE consultation document include ‘use
technology such as calculators and computers effectively, and recognise when
such use may be inappropriate’.

The current assessment objectives, in operation for the last 10 years, include
two references to technology.

Technology has affected enormously how mathematics is used in the real
world and taught in schools and colleges.
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
The DfE consultation document makes it clear that ‘the use of technology, in
particular mathematical and statistical graphing tools and spreadsheets, must
permeate the AS/A level mathematics specifications’.

The MEI/OCR A level in Mathematics has, for 10 years, included compulsory
coursework for which leaners use spreadsheet and graphing technology to
compare and contrast different numerical methods for solving equations; it
remains our view that this is a much more valid way of assessing the topic
than setting an exam question which expects learners to perform three
iterations on a calculator. The washback effect of these two approaches is
significant in terms of different classroom experiences.
It cannot be acceptable that the assessment arrangements completely ignore the
recommendations of ALCAB and the requirements of the DfE. There needs to be
proper discussion about how these recommendations and requirements are
implemented in the assessment arrangements.
We offer possible alternative assessment objectives in our response to question 38.
Consultation Question 36: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for
AS qualifications in mathematics?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
() Strongly disagree
Please give reasons for your answer.
We welcome the difference in weighting between AS and A level in AO1. However,
we believe that the consequent reduction in weighting for AS should be in AO2 rather
than AO3 given that


all the statistical problem solving that is in A level is also in AS (this contributes
to AO3), and
proof (AO2) is less important for the future of the cohort of students who take
AS Mathematics than for those who take A level Mathematics.
We believe that the proposed weightings for the assessment objectives are too
heavily weighted in favour of AO2 and AO3, and that it is not possible to write
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balanced and accessible question papers with the suggested weightings. We
suggest that for AS, the weightings become
AO1: 50-60%
AO2: 15-25%
AO3: 20-30%
This assumes that the italic guidance is removed from AO2 and AO3; if it is not then
the proportion of AO1 needs to go closer to 70%. If non-exam assessments, such as
coursework, are permitted then the weighting of AO2 and AO3 can be increased. We
base these views on considerable experience of question-paper setting.
It is important that these ranges apply across the entire assessment and are not
applied to individual papers, and that these ranges are available as ranges to the
question paper setters to allow for natural variation from year to year.
We strongly recommend that draft assessments should be developed to test whether
the proposed assessment objectives and their weightings are workable, BEFORE
they are imposed on the system. Such work would enable effective, realistic AOs to
be developed to meet ALCAB’s aims, and the evidence of the development work
would mean the awarding organisations would have no excuse for not complying with
them. By omitting such detailed development work, the rushed nature of the reforms
is risking an outcome where, because they cannot be met, the Assessment
Objectives are largely ignored, as is the case now. That would be a major missed
opportunity, likely to result in ‘more of the same’, rather than genuine improvement in
the assessment of AS/A level Mathematics and Further Mathematics.
Consultation Question 37: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for A level
mathematics?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
() Strongly disagree
Please give reasons for your answer.
We believe that the proposed weightings for the assessment objectives are too
heavily weighted in favour of AO2 and AO3, and that it is not possible to write
balanced and accessible question papers with the suggested weightings. We
suggest that for A level, the weightings become
AO1: 45-55%
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This assumes that the italic guidance is removed from AO2 and AO3; if it is not then
the proportion of AO1 needs to go closer to 70%. If non-exam assessments, such as
coursework, are permitted then the weighting of AO2 and AO3 can be increased. We
base these views on considerable experience of question-paper setting.
It is important that these ranges apply across the entire assessment and are not
applied to individual papers, and that these ranges are available as ranges to the
question paper setters to allow for natural variation from year to year.
We strongly recommend that draft assessments should be developed to test whether
the proposed assessment objectives and their weightings are workable, BEFORE
they are imposed on the system. Such work would enable effective, realistic AOs to
be developed to meet ALCAB’s aims, and the evidence of the development work
would mean the awarding organisations would have no excuse for not complying with
them. By omitting such detailed development work, the rushed nature of the reforms
is risking an outcome where, because they cannot be met, the Assessment
Objectives are largely ignored, as is the case now. That would be a major missed
opportunity, likely to result in ‘more of the same’, rather than genuine improvement in
the assessment of AS/A level Mathematics and Further Mathematics.
Consultation Question 38: Do you have any further comments relating to the
assessment of this subject?
We start our response by setting out our position about the imposed removal of
modularity from AS and A level Mathematics and Further Mathematics, quoting from
our response to the parallel DfE consultation.
“We start our comments by stating our agreement with the ALCAB
mathematics panel41 that issues of content are ‘intertwined with assessment,
structure and delivery’. AS and A level Mathematics and Further Mathematics
have enjoyed significant growth in numbers of students over recent years, and
this has provided university departments in many subjects with an increasing
supply of numerate undergraduates. A key feature behind this success has
been the modular structure in the design of the course. We note ACME’s
view42 that this ‘is an essential feature of A-levels in mathematics and must be
retained. In particular, it is crucial that reformed A-levels in mathematics
include a choice of applied options, and that Mathematics and Further
Mathematics continue to share components’.
41
https://alevelcontent.files.wordpress.com/2014/07/letter-from-alcab-mathematics-and-furthermathematics-chair-to-dfe-8-july-2014.pdf
42
ACME response to Ofqual consultation on A level Reform – September 2012 http://www.acmeuk.org/media/10163/acme%20response%20to%20ofqual%20consultation%20on%20a-level%20%20final%20submitted.pdf
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“Removing this modular structure creates two serious concerns. Firstly it
causes some technical design difficulties which we note in our response
below. Secondly it introduces features which ‘risk reducing uptake of these
subjects [mathematics and further mathematics]’43; we comment on this at the
end of this section.
“We believe that the current AS and A levels in Mathematics and Further
Mathematics can certainly be improved in ways which meet the requirements
of Higher Education. However we are very concerned that the changes in
structure which have been imposed on the qualifications mean that we will end
up with a set of qualifications less fit for purpose than the current ones, despite
the best efforts of the mathematics community.
“Despite these serious concerns we wish to engage with the current process,
and so we offer our response below.”
We believe it is not possible to make a valid decision about the content or the
weightings of the Assessment Objectives until we see what Awarding Organisations
make of them and how the regulator monitors their implementation. We believe that
the intentions behind the current assessment objectives are laudable, but that looking
at current Core 3 and Core 4 assessments from the different specifications shows
how inadequate the implementation has been. In the current market-place model for
high-stakes examinations something like assessment objectives may well be
necessary, but they are not sufficient. We suggest that an accompanying text is
written which includes the intentions behind the AOs, and further guidance on what
exam papers should look like. We note that in the GCSE reform process Ofqual
developed technical guidance and other rules during the process (for example about
the proportion of non-calculator marks and how assessment objectives should be
split up), while exam boards were writing sample assessment materials; these rules
were not subject to adequate discussion or public consultation. This is not
satisfactory, and we would like all guidance to be published, after proper
consultation, at the beginning of the development process. At the end of this
response we offer some thoughts about some features of this guidance.
We now offer some wider reflections on the assessment arrangements, though these
cannot be divorced from content issues. Research shows that the fundamental
improvement which Higher Education requires is that students who have followed
AS/A level courses in mathematics and further mathematics need to be better
equipped to use their mathematics to solve unstructured problems, including
modelling of real-world situations. Colleagues in HE are, of course, delighted at the
recent steady increase in the number of students taking AS and A level qualifications
in mathematics and further mathematics. They have only minor concerns with the
43
ACME ibid
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content of the qualifications. Now is a good moment to reflect on whether the
reformed AS and A levels in mathematics and further mathematics will meet the
requirements of Higher Education.
We believe that


overall, the changes will produce students who are better equipped for
problem-solving, as required by HE, though we are concerned at the mismatch
between content and assessment , but
there is a high risk of a significant drop in the numbers of students taking AS/A
levels in mathematics and further mathematics.
We are responding separately to the DfE consultation on content, broadly welcoming
the higher expectations of students in mathematical reasoning, problem-solving and
modelling, and the new focus on statistical problem solving; these are steps in the
right direction. However we believe that the assessment arrangements are heading
in the opposite direction. In Para 3.40 Ofqual seems to imply that the fact that only
two of the four A level mathematics suites offered by English exam boards offer a
coursework element is a reason for abolishing it; rather this reflects genuine
disagreement, twelve years ago, both about validity of assessment and about what
would sell in the market. The same paragraph refers to a risk to comparability if
different assessment models are used. If research can be produced to show that the
risk is significant (there must be data from the last twelve years), this seems like a
good reason for debating and reaching consensus but not a good argument for or
against coursework. Paragraph 3.41 speaks of an Ofqual review which leads them to
believe that there are no essential skills which cannot be assessed by examinations
alone. We would welcome the publication of this review and the evidence that
examinations can assess all of the essential skills in mathematics and further
mathematics. We do not share Ofqual’s belief. We have considerable experience,
through our involvement in the OCR/MEI specifications, of attempting to assess
proof, problem-solving and modelling –using appropriate technology - both in
examinations and in coursework. Modelling is particularly difficult to assess in
examinations, and the welcome new requirement that candidates construct their own
models (AO3 bullet 4) even more so. We also know that coursework (for example the
coursework in the Differential Equations unit 4758) can allow students to show highlevel modelling skills of the kind now required. We are concerned that the effect of
the welcome changes to content will be stifled by the regressive approach to
assessment. We believe limiting the assessment to timed, written examinations risks
neutering the reforms, preventing the good intentions expressed in the content about
modelling and problem solving from being realised. At the very least, there should be
time during which there can be trials of questions which assess problem solving and
modelling so that there is evidence for or against Ofqual’s contention that it can be
done satisfactorily and in a way that does not lead to predictable questions.
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(We have another comment about non-examination assessment inasmuch as it
applies to further mathematics, which we make in our response to question 44.)
We are also very concerned about uptake, believing that there is a high risk of a
significant drop in the numbers of students taking AS/A levels in mathematics and
further mathematics. We recall that much smaller changes to the qualifications in
Curriculum 2000 resulted in a drastic drop in numbers taking A level Mathematics
which took a quick change in specifications and several years for recovery. We note
that Professor Mark Smith collected a considerable amount of evidence that supports
our view44 and he recommended that ‘there will need to be careful modelling of the
new qualifications’ to avoid ‘a severe setback in uptake’. This has not happened.
ALCAB was given a remit of looking only at content, but they have expressed serious
concerns about the effects on uptake of the overall proposed changes, in a wellargued letter which merits careful reading.45
We have to add our voice to these warnings. All the evidence we are aware of leads
in one direction – there is a huge risk that the overall effect of the changes proposed
will be a significant drop in the number of students taking A levels in mathematics
and further mathematics. Our concerns include the following.



The overall effect of the reforms will be to make the examination papers
harder. No doubt the grade-thresholds can be arranged to produce
comparable outcomes, but many students will be aware that there are
considerable parts of the paper which they cannot tackle. This will result in
loss of confidence among students, and the message will soon spread that
mathematics is hard. One of the consequences of harder exam papers in
Curriculum 2000 was a bimodal distribution of marks; mathematics seemed to
become a subject that either you could do or you couldn’t, and so students
dropped out.
Success at mathematics is based on confidence, which is based on success.
The current modular system is ideal for this; it was designed for mathematics
(before other subjects) for this reason. Students who succeed with a small
amount of mathematics often can then be persuaded to take some more. After
succeeding with this they often then tackle even more. The linear model asks
students to commit to a two year course in a subject which they already know
(from the data) is harder than other subjects, and which they hear has just got
even harder.
The decrease in flexibility of options may make mathematics less attractive.
For example, thousands of students currently take A level Mathematics
44
http://ofqual.gov.uk/files/2013-09-06-smith-review-of-specification-content-july-2013.pdf
https://alevelcontent.files.wordpress.com/2014/07/letter-from-alcab-mathematics-and-furthermathematics-chair-to-dfe-8-july-2014.pdf
45
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studying statistics and/or decision maths, and there is a risk that a proportion
of such students may be put off by mechanics being compulsory.
We now make suggestions for rewritten assessment objectives, and some of the
accompanying guidance.
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Assessment objectives
AO1 Use and apply standard techniques
Students should be able to:
 recall facts, terminology and definitions accurately
 use and interpret notation correctly
 select appropriate techniques in order to carry out routine
procedures and tasks requiring multi-step solutions
The second bullet point should rarely be awarded marks; incorrect
use of notation may lead to a penalty in the mark scheme.
AO2 Reason, interpret and communicate mathematically
Students should be able to:
 construct a proof to demonstrate the truth or falsehood of a
general statement or conjecture
 construct an extended chain of reasoning to support a result
 read critically and comprehend longer mathematical arguments or
examples of applications
 assess, critique and improve the validity of a mathematical
argument, making deductions and inferences, finding and
correcting errors in reasoning and evaluating evidence
AO3 Solve problems within mathematics and in other contexts
Weighting
AS
A level
50–
45–
60%
55%
15–
25%
20–
30%
20–
30%
20–
30%
The following are some of the key features of problem-solving. They
are not to be regarded as abilities to be assessed separately.
Students who are solving problems may show evidence that they are
able to:
 translate problems in mathematical or non-mathematical contexts
into a process or a series of mathematical processes, identifying
important features or variables and selecting appropriate
techniques
 make and use connections between different parts of
mathematics
 evaluate methods used and solutions obtained, recognising
limitations and possible sources of error
 construct, select and refine mathematical models
 Interpret the outcomes of a modelling process in real world terms,
including comparing outcomes from different models, and
recognise the limitations of a model
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We are very concerned about the atomisation of the assessment objectives, the third
one in particular. AO3 expects students to ‘solve problems within mathematics and in
other contexts’. It lists in its bullet points some common features of problem solving
and modelling. It would be completely wrong to atomise this assessment objective
into its constituent parts and to ask separate questions about each of these parts;
this would mean students do not actually solve any problems. We fear that the
approach taken by Ofqual and the exam boards to the new GCSE assessment
objectives in the ‘GCSE subject level guidance for mathematics’ will be destructive of
good assessment practice.
The draft requirement that “Where problems require candidates to ‘use and apply
standard techniques’ ……. a proportion of those marks should be attributed to the
corresponding assessment objective” could lead to assessments where all the AO1
marks are within questions which require reasoning, interpretation and/or problem
solving. Very few marks would be accessible to the weaker students – this would
have the undesirable effect of reducing uptake of mathematics A levels in the longer
term. Alternatively, this requirement could lead to short, atomised assessment items
which require, for example, only interpretation or only the translation of a problem
into a process without following through to solve the problem. This would allow some
AO1 marks to be reserved for straightforward questions which would be accessible to
all students and enable them to approach the rest of the assessment with confidence
but would have the undesirable effect of failing to meet the ALCAB recommendations
and so rendering the whole reform process a waste of time and effort. We
recommend removing the italic guidance, and replacing it with the expectation that
once a candidate has started tackling a problem or an extended argument, then the
subsequent marks are likely to be all AO2 or AO3.
We believe that guidance should take account of the following, and should explicitly
include some of it.
The purpose of Assessment Objectives is to ensure appropriate balance in
assessment in a consistent way across specifications and across exam series. The
three assessment objectives for A levels in Mathematics are in line with the TIMSS
framework for assessment which uses knowing, applying and reasoning; with the
MATH taxonomy sometimes used in HE for classifying mathematics questions into
categories and with the assessment objectives for A levels in Physics. This
commonality of structure promotes confidence that the assessment objectives for
mathematics can achieve their intended purpose provided they are interpreted
appropriately.
Appropriate interpretation of the assessment objectives should enable assessments
in Mathematics at A level to meet the following ALCAB recommendations.
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3. There should be a change in emphasis within the single A level in mathematics
towards problem solving, interpretation and testing understanding.
4. Assessment should have less structured questions and should test understanding
and help to develop strategies for solving problems either in a purely mathematical or
in an applications context.
9. Assessment items in statistics should place more emphasis upon understanding,
interpretation of data and making inferences from data than is found in the current
content.
10. An emphasis upon understanding, interpretation and problem solving should
pervade the teaching and assessment of mechanics.
14. Examinations should include some more searching questions.
15. Assessment tasks should reflect the recommended increased emphasis upon
problem solving and upon deeper understanding through demonstrating
interpretation.
In addition to this, it should be borne in mind that there is no intention to make A
levels in Mathematics (or in any other subject) more difficult and, in order to
encourage continued high uptake of A levels in Mathematics, attention must be given
to the accessibility of assessment items to the full range of students who take these
qualifications.
The assessment objectives should be regarded as a taxonomy and understood
holistically in order to enable balanced assessment and should not be atomised into
separate bullet points.
The italic guidance should be replaced by a shared understanding that where
standard techniques are in a (part) question where performing that technique is
consequent upon having already successfully gained AO2 or AO3 marks then the
marks for performing the technique also count as AO2 or AO3 marks because they
are part of the reasoning or problem solving process.
We recommend that exam boards should work together to produce agreed examples
of AO1, AO2 and AO3 questions – removing the structure from recent assessment
items should lead to some suitable examples. These should then be subject to wider
discussion to ensure that ALCAB’s intentions are being met. There is a potential for
the examination questions to frustrate completely ALCAB’s intentions and there is a
need for transparency and an attempt at consensus in this area.
Taking all of the above into account, we do not believe that the assessment
arrangements for new AS/A levels in Mathematics and Further Mathematics are yet
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fit for purpose, and we call for a delay in implementation of the reforms. There needs
to be proper time for




‘careful modelling of the new qualifications’ to avoid ‘a severe setback in
uptake’, which Professor Mark Smith called for;
trial question papers to be written, to investigate whether the proposed
assessment objectives and their weightings are workable and achieve what
ALCAB expect;
discussion and consultation about how the assessment objectives are to be
implemented, before the development process starts;
a review of the evidence about non-exam assessment and the place of
technology, in the light of the increased emphasis on problem-solving and
modelling.
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A level and AS qualifications in further mathematics
Consultation Question 39: To what extent do you agree or disagree that
AS qualifications in further mathematics should be assessed entirely by exam?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
() Strongly disagree
Please give reasons for your answer.
Please see response to questions 34 and 38.
In addition, Ofqual claims (para 3.46) to have reviewed the proposed further
mathematics content and concluded that there are not any essential skills which
cannot be assessed by examinations alone. But only 30% of the content of AS
Further Mathematics is laid down in the DfE consultation document. The remaining
70% is at exam board discretion. We do not believe that Ofqual can properly express
an opinion about the assessment of the essential skills when it has only seen 30% of
the content. This should be left for exam boards to justify, based on the content they
choose.
Consultation Question 40: To what extent do you agree or disagree that A level
further mathematics should be assessed entirely by exam?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
() Strongly disagree
Please give reasons for your answer.
Please see response to questions 34 and 38.
In addition, Ofqual claims (para 3.46) to have reviewed the proposed further
mathematics content and concluded that there are not any essential skills which
cannot be assessed by examinations alone. But only 50% of the content of A level
Further Mathematics is laid down in the DfE consultation document. The remaining
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50% is at exam board discretion. We do not believe that Ofqual can properly express
an opinion about the assessment of the essential skills when it has only seen 50% of
the content. This should be left for exam boards to justify, based on the content they
choose.
Consultation Question 41: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for A level and
AS qualifications in further mathematics?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
() Strongly disagree
Please give reasons for your answer.
We are happy that these three assessment objectives broadly summarise the ‘core
abilities for the subject’ (para 3.48), but have some comments about the detail.
Please see also our comments about the implementation of assessment objectives in
our response to questions 38 and 44.
AO1

‘recall … proofs’ is not appropriate. It promotes the idea that proofs should be
memorised for the exam.

The split infinitives in the first and third bullet points are unfortunate

‘set tasks’ in the third bullet is ambiguous. Is ‘set’ a verb, as in ‘carry out … or
set tasks’ or is it an adjective describing ‘tasks’, as in ‘procedures or .. tasks’
where ‘routine’ describes the kinds of procedures and ‘set’ describes the kind
of tasks? We suggest omitting ‘set’.

This AO must include something about selecting the technique to use. As it is
written there is nothing to prevent every exam question telling the candidate
what techniques to use.
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AO2

Referring to the first bullet point
o The split infinitive is unfortunate. In any case, ‘independently’ seems
unnecessary in the context of an examination.
o ‘non-standard proof’ is an odd phrase. To mathematicians this means a
proof of a kind which uses an unusual approach or unexpected
techniques; this can hardly be the intention. Perhaps it means
‘construct a proof of a result which may or may not be familiar’. We
imagine that the intention of the DfE and Ofqual documents is that
teachers will be encouraged to demonstrate proofs, at an appropriate
moment, of many of the results used in the course, and that exam
questions will be set asking for such proofs to be constructed.
o We also feel that ‘rigorous’ is too subjective a word.
o We believe that proofs should be of general results, and this should be
stated. For example, ‘prove that the area of the region between x = 0
and x = under the curve y = sinx is 2’ is not satisfactory; proof should
involve aspects of generality.

Referring to the second bullet point
o ‘given’ seems restrictive in the second bullet point. This seems to rule
out questions where the candidates arrive at their own result.
o It is not clear why the plural has been used - ‘chains’ - when the ‘result’
is singular. The singular seems more appropriate, by comparison with
the other bullet points.

The distinction between ‘argument’ in the first bullet point and ‘reasoning’ in
the second is not clear. We suggest that the first two bullet points should be
made more distinct, with one about proof and the other about mathematical
reasoning to obtain a result. Taking everything above into account, they might
be rewritten as
o ‘construct a proof to demonstrate the truth or falsehood of a general
statement or conjecture’ and
o ‘construct a multi-step chain of reasoning to support a result’.
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
Referring to the guidance in italics,
o we are concerned that the unintended consequence of this guidance is
to make the examinations harder; many AO1 marks will be concealed
within problem-solving and modelling questions and will not be
accessible to grade D/E candidates because of this. This needs to be
reconsidered.
o we believe that any such guidance should be part of a wider
accompanying text, about which we say more in our response to
question 38.
o If the text in italics is to be kept:

the first occurrence of the word ‘problems’ should be replaced by
‘questions’ or ‘assessment tasks’ or similar words; ‘problems’
has two meanings in this sentence.

it is not clear what the word ‘independently’ achieves. It does not
appear in AO3. We suggest it should be omitted.

the meaning of the phrase ‘those marks’ is not clear. We suggest
it should be replaced with ‘the marks for the question’ or ‘the
marks for the assessment task’.
AO3

We are concerned about the atomisation of the problem-solving and modelling
processes that this assessment objective represents. We say more about this
in our response to question 38, and confine ourselves to comments about
wording here.

We believe ‘using appropriate techniques’ at the end of the first bullet
confuses the mathematisation of a situation and solving the mathematics.
Does the phrase refer to the idea that the mathematisation has to result in a
process within the mathematical grasp of the candidate, or is it about the start
of the process? We suggest ‘selecting’ rather than ‘using’?

The second bullet point, ‘make … connections’, is a way of telling that a
question is assessing AO3, not something which should necessarily be
awarded marks in an atomised way; this needs to be made explicit in
guidance.

In the third bullet point we suggest changing ‘sources of error’ to ‘possible
sources of error’. In a realistic situation you often cannot be certain where the
errors are coming from, but you can make sensible suggestions.
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
This AO should include the ability to compare outcomes from different models.

Referring to the guidance in italics,
o we are concerned that the unintended consequence of this guidance is
to make the examinations harder; many AO1 marks will be concealed
within problem-solving and modelling questions and will not be
accessible to grade D/E candidates because of this. This needs to be
reconsidered.
o we believe that any such guidance should be part of a wider
accompanying text, about which we say more in our response to
question 38.
o If the text in italics is to be kept:

the first occurrence of the word ‘problems’ should be replaced by
‘questions’ or ‘assessment tasks’ or similar words; ‘problems’
has two meanings in this sentence.

the meaning of the phrase ‘those marks’ is not clear. We suggest
it should be replaced with ‘the marks for the question’ or ‘the
marks for the assessment task’.
We are extremely disappointed at the removal of the requirement in the currents AOs
to ‘read critically and comprehend longer mathematical arguments or examples of
applications’. This is assessed very successfully in the Comprehension paper in the
OCR/MEI A level, a paper which is highly-rated by colleagues in Higher Education.
We note that one of the ‘Aims and Objectives’ in the DfE consultation is ‘read and
comprehend articles concerning applications of mathematics and communicate their
understanding’; we fear that this aim/objective will be ignored unless an explicit
statement is included within the new AOs. As this stands, it will fail to meet the
expressed needs of Higher Education, which would be a serious missed opportunity.
We are also dismayed at the lack of any mention of technology in the Ofqual
document, given the following.

The aims and objectives in the DfE consultation document include ‘use
technology such as calculators and computers effectively, and recognise when
such use may be inappropriate’.

The current assessment objectives, in operation for the last 10 years, include
two references to technology.

Technology has affected enormously how mathematics is used in the real
world and taught in schools and colleges.
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
The DfE consultation document makes it clear that ‘the use of technology, in
particular mathematical and statistical graphing tools and spreadsheets, must
permeate the AS/A level mathematics specifications’.

The MEI/OCR A level in Mathematics has, for 10 years, included compulsory
coursework for which leaners use spreadsheet and graphing technology to
compare and contrast different numerical methods for solving equations; it
remains our view that this is a much more valid way of assessing the topic
than setting an exam question which expects learners to perform three
iterations on a calculator. The washback effect of these two approaches is
significant in terms of different classroom experiences.
It cannot be acceptable that the assessment arrangements completely ignore the
recommendations of ALCAB and the requirements of the DfE. There needs to be
proper discussion about how these recommendations and requirements are
implemented in the assessment arrangements.
We offer possible alternative assessment objectives in our response to question 38.
Consultation Question 42: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for
AS qualifications in further mathematics?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
() Strongly disagree
Please give reasons for your answer.
We believe that the proposed weightings for the assessment objectives are too
heavily weighted in favour of AO2 and AO3, and that it is not possible to write
balanced and accessible question papers with the suggested weightings. We
suggest that for AS, the weightings become
AO1: 50-60%
AO2: 15-25%
AO3: 20-30%
This assumes that the italic guidance is removed from AO2 and AO3; if it is not then
the proportion of AO1 needs to go closer to 70%. If non-exam assessments, such as
coursework, are permitted then the weightings of AO2 and AO3 can be increased.
We base these views on considerable experience of question-paper setting.
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It is important that these ranges apply across the entire assessment and are not
applied to individual papers, and that these ranges are available as ranges to the
question paper setters to allow for natural variation from year to year.
We strongly recommend that draft assessments should be developed to test whether
the proposed assessment objectives and their weightings are workable, BEFORE
they are imposed on the system. Such work would enable effective, realistic AOs to
be developed to meet ALCAB’s aims, and the evidence of the development work
would mean the awarding organisations would have no excuse for not complying with
them. By omitting such detailed development work, the rushed nature of the reforms
is risking an outcome where, because they cannot be met, the Assessment
Objectives are largely ignored, as is the case now. That would be a major missed
opportunity, likely to result in ‘more of the same’, rather than genuine improvement in
the assessment of AS/A level Mathematics and Further Mathematics.
Consultation Question 43: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for A level
further mathematics?
( ) Strongly agree
() Agree
( ) Neither agree nor disagree
( ) Disagree
() Strongly disagree
Please give reasons for your answer.
We believe that the proposed weightings for the assessment objectives are too
heavily weighted in favour of AO2 and AO3, and that it is not possible to write
balanced and accessible question papers with the suggested weightings. We
suggest that for A level, the weightings become
AO1: 45-55%
AO2: 20-30%
AO3: 20-30%
This assumes that the italic guidance is removed; if it is not then the proportion of
AO1 needs to go closer to 70%. If non-exam assessments, such as coursework, are
permitted then the weighting of AO2 and AO3 can be increased. We base these
views on considerable experience of question-paper setting.
It is important that these ranges apply across the entire assessment and are not
applied to individual papers, and that these ranges are available as ranges to the
question paper setters to allow for natural variation from year to year.
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We strongly recommend that draft assessments should be developed to test whether
the proposed assessment objectives and their weightings are workable, BEFORE
they are imposed on the system. Such work would enable effective, realistic AOs to
be developed to meet ALCAB’s aims, and the evidence of the development work
would mean the awarding organisations would have no excuse for not complying with
them. By omitting such detailed development work, the rushed nature of the reforms
is risking an outcome where, because they cannot be met, the Assessment
Objectives are largely ignored, as is the case now. That would be a major missed
opportunity, likely to result in ‘more of the same’, rather than genuine improvement in
the assessment of AS/A level Mathematics and Further Mathematics.
Consultation Question 44: Do you have any further comments relating to the
assessment of this subject?
Please see the response to question 38. In addition to that response we have further
comments to make about the assessment of further mathematics.
We made the point in our response to question 38 about the need for all guidance to
be published, and consulted on, before the development of specifications begins. We
note in our response to the DfE consultation on content that it is not clear who will
decide what is and what is not appropriate as content for the proportion of AS and A
level Further Mathematics which is not prescribed. It would not be appropriate for
Ofqual to take this on themselves without publishing and consulting on the criteria in
advance.
Evidence from the Further Mathematics Support Programme suggests that, whilst
further mathematics numbers have grown strongly in recent years, these gains
should not be taken for granted and are likely to be sensitive to any changes that
may be interpreted as making further mathematics seem more demanding for
students, or more difficult for schools and colleges to offer. We believe that the
uptake of further mathematics is particularly put at risk by these reforms and other
changes46. If taking A level Mathematics, a hard A level, is seen as a risk, then taking
A level Further Mathematics is even more so.
We believe strongly that AS Further Mathematics should be treated in a different way
from other AS qualifications. Among all subjects it is the only AS that follows on from
another subject, mathematics, as well as being a subset of its own corresponding A
level; it does not make sense to decouple it from its surroundings and we believe this
should not be done. It is an invaluable qualification, highly-regarded by universities.
Currently many students take AS Further Mathematics in Year 12, alongside AS
Mathematics. The intention of the DfE consultation document is that this arrangement
46
See again the letter from ALCAB to the DfE at https://alevelcontent.files.wordpress.com/2014/07/letterfrom-alcab-mathematics-and-further-mathematics-chair-to-dfe-8-july-2014.pdf
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should continue to be possible. A different cohort of students, encouraged by their
success in AS Mathematics and realising that the course they now intend to take in
HE would benefit from more mathematics, take up AS Further Mathematics in Year
13; many Sixth Form Colleges have at least one class of such students. The
mathematics they need is not necessarily the same as those who sit AS Further
Mathematics in Year 12.
We note that ALCAB recommends a staged move towards linearity47, because of its
concerns about the possible risks associated with the change. We strongly
recommend that AS Further Mathematics and A level Further Mathematics are not
decoupled for at least the first four years of the new qualifications, allowing two
cohorts of students to complete the course, so that it can be seen whether ALCAB’s
and our concerns are justified. This would



encourage more students to move from AS to A level in Further Mathematics
allow for students to select options appropriate to their future intentions
encourage take-up of AS Further Mathematics in Year 13.
A level and AS qualifications in modern foreign languages
Consultation Question 45: To what extent do you agree or disagree that for
AS qualifications in modern foreign languages 70 per cent of the available
marks should be allocated to exams and 30 per cent to non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
47
Letter from ALCAB to the DfE at https://alevelcontent.files.wordpress.com/2014/07/letter-from-alcabmathematics-and-further-mathematics-chair-to-dfe-8-july-2014.pdf
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Consultation Question 46: To what extent do you agree or disagree that for
A levels in modern foreign languages 70 per cent of the available marks should
be allocated to exams and 30 per cent to non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 47: To what extent do you agree or disagree that all
A level and AS qualifications in modern foreign languages should have the
same requirements for non-exam assessment and that no exceptions should
be made for specific languages?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 48: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for A level and
AS qualifications in modern foreign languages?
( ) Strongly agree
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( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 49: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for
AS qualifications in modern foreign languages?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 50: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for A levels
in modern foreign languages?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
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Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 51: Do you have any further comments relating to the
assessment of this subject?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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GCSE, A level and AS qualifications in music
Consultation Question 52: To what extent do you agree or disagree that for
GCSEs in music 40 per cent of the available marks should be allocated to
exams, and 60 per cent should be allocated to non-exam assessments?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 53: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for GCSEs in music?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 54: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for GCSEs
in music?
( ) Strongly agree
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( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 55: To what extent do you agree or disagree that new
GCSEs in music should not be tiered?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 56: To what extent do you agree or disagree that for
AS qualifications in music 40 per cent of the available marks should be
allocated to exams and 60 per cent to non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
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Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 57: To what extent do you agree or disagree that for
A levels in music 40 per cent of the available marks should be allocated to
exams and 60 per cent to non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 58: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for A level and
AS qualifications in music?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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Consultation Question 59: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for
AS qualifications in music?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 60: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for A levels
in music?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 61: Do you have any further comments relating to the
assessment of this subject?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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GCSE, A level and AS qualifications in physical education
Consultation Question 62: To what extent do you agree or disagree that for
GCSEs in physical education 70 per cent of the available marks should be
allocated to exams and 30 per cent to non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 63: To what extent do you agree or disagree that new
GCSEs in physical education should not be tiered?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 64: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for GCSEs in physical
education?
( ) Strongly agree
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( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 65: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for GCSEs
in physical education?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 66: To what extent do you agree or disagree that for
AS qualifications in physical education 70 per cent of the available marks
should be allocated to exams and 30 per cent to non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
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Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 67: To what extent do you agree or disagree that for
A level physical education 70 per cent of the available marks should be
allocated to exams and 30 per cent to non-exam assessment?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 68: To what extent do you agree or disagree that the
proposed assessment objectives are appropriate for A level and
AS qualifications in physical education?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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Consultation Question 69: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for
AS qualifications in physical education?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 70: To what extent do you agree or disagree that the
proposed weightings of the assessment objectives are appropriate for A levels
in physical education?
( ) Strongly agree
( ) Agree
( ) Neither agree nor disagree
( ) Disagree
( ) Strongly disagree
Please give reasons for your answer.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 71: Do you have any further comments relating to the
assessment of this subject?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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Equality impact
Consultation Question 72: We have identified a number of ways the proposed
requirements for reformed GCSE, A level and AS qualifications may impact
(positively or negatively) on persons who share a protected characteristic. Are
there any other potential impacts we have not identified?
( ) Yes
( ) No
If so, what are they?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 73: Are there any additional steps we could take to
mitigate any negative impact resulting from these proposals on persons who
share a protected characteristic?
( ) Yes
( ) No
If so, please comment on the additional steps we could take to mitigate
negative impacts.
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
Consultation Question 74: Have you any other comments on the impacts of the
proposals on persons who share a protected characteristic?
( ) Yes
( ) No
If so, what are they?
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
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Appendix 1 Background to the reforms
GCSE
Government policy
The Secretary of State set out on 6th February 2013 in a letter to Ofqual the
Government’s policy intentions for new GCSEs.48
In summary, the intention was that new GCSEs in England should remain accessible,
with good teaching, to the same proportion of students who currently take them;
there must be an increase in demand at the level of what is widely considered to be a
pass (currently indicated by a grade C) to reflect that of high-performing jurisdictions;
there was a strong case for the new GCSEs to have a new grading scale.
Controlled assessment
In June 2013 we published a report on the use of controlled assessments in GCSEs.
The report was largely informed by feedback from teachers. It highlighted a number
of weaknesses with the current controlled assessment arrangements. 49
Consultation on new GCSEs
In June 2013 we published a consultation on the principles that should apply to all
new GCSEs and on proposals for the new qualifications in English language, English
literature, mathematics, geography, history and the sciences.50
YouGov report on responses to the consultation
In November 2013 we published a summary of responses to the consultation.51
Our equality impact assessment
In November 2013 we published our equality analysis of the impact of the reforms on
students who share protected characteristics.52
November 2013 announcement
On 1st November 2013 we published our decisions on the features of all GCSEs and
on specific arrangements for English language, English literature and mathematics.53
48
www.ofqual.gov.uk/files/2013-02-07-letter-from-michael-gove-reform-of-ks4-qualifications.pdf
www.ofqual.gov.uk/files/2013-06-11-review-of-controlled-assessment-in-GCSEs.pdf
50
http://comment.ofqual.gov.uk/gcse-reform-june-2013
51
www.ofqual.gov.uk/documents/yougov-analysis-of-responses-to-the-2013-gcse-reform-consultation
52
www.ofqual.gov.uk/documents/equality-analysis-report-on-reforms-to-gcses-from-2015
53
www.ofqual.gov.uk/news/design-details-of-new-gcses-in-england
49
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Grading consultation
On 2nd April 2014 we published a consultation on setting the grade standards for
new GCSEs.54
Subject content
The Government published the content for a number of new GCSEs.55
A level and AS qualifications
November 2010
In the White Paper The Importance of Teaching, the DfE said: “we are working with
Ofqual… to ensure universities and learned bodies can be fully involved in the
development [of A levels]” (paragraph 4.47).
Spring/summer 2012
We published our research on A levels.56 For this research, we spoke to teachers,
employers and other higher education representatives. We also looked at the
standards and methods other countries use to assess students at this point in their
education. 57
June to September 2012
We ran an open consultation58 where we asked education specialists and the general
public for their opinions on possible changes to A levels, including removing exams in
January. This consultation was supplemented with face-to-face events across the
country with a wide range of stakeholders including higher education, teachers and
representatives of disability groups.
November 2012
We confirmed that we would remove January exams. There were no A level exams
this January (2014).
March 2013
The DfE confirmed that AS qualifications will be ‘decoupled’ from the new A levels
54
http://comment.ofqual.gov.uk/setting-the-grade-standards-of-new-gcses-april-2014
Maths: www.gov.uk/government/publications/gcse-mathematics-subject-content-and-assessmentobjectives
English language and English literature: www.gov.uk/government/publications/gcse-english-language-andgcse-english-literature-new-content
56
www.ofqual.gov.uk/files/2012-04-03-fit-for-purpose-a-levels.pdf
57
www.ofqual.gov.uk/documents/international-comparisons-in-senior-secondary-assessment-full-report/allversions
58
http://comment.ofqual.gov.uk/a-level-reform
55
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September 2013
We published a report by Professor Mark Smith, the independent Chair of a group
established by the Government to review the current curriculum requirements for
some A levels and confirm whether they are fit for purpose or need to change.
We also confirmed the timetable for reform (which has since been updated). It is now:

First teaching in 2015: English language, English literature, English language
and literature, biology, chemistry, physics, psychology, art and design, business
studies, computing, economics, history, sociology.

First teaching in 2016: ancient languages, dance, design and technology,
drama, geography, mathematics, further mathematics, modern foreign
languages (MFL), music, physical education and religious studies.
October 2013
We launched a consultation on assessment arrangements for each subject to be
introduced for first teaching in 2015. This consultation included geography, but the
Government has since confirmed that this subject will be introduced in 2016. In the
consultation we set out proposals for the role of non-exam assessment in each
subject. The proposals are based on the principle that assessment should be by
exam only, except where non-exam assessment is needed to test a skill essential to
the subject (for example in art and design). This principle comes from our aims:

to create a better balance between exam and non-exam assessment;

to give clear reasons why non-exam assessment is needed;

to have greater consistency across the qualifications set by different exam
boards.
After this consultation, we made our decisions on assessment for subjects that will be
first taught in 2015.
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Appendix 2
Ofqual’s role, objectives and duties
Our statutory objectives include the qualifications standards objective, which is to
secure that the qualifications we regulate:
(a)
give a reliable indication of knowledge, skills and understanding; and
(b)
indicate
i.
ii.
a consistent level of attainment (including over time) between comparable
regulated qualifications; and
a consistent level of attainment (but not over time) between qualifications
we regulate and comparable qualifications (including those awarded
outside of the UK) which we do not regulate.
We must therefore regulate so that qualifications properly differentiate between
students who have demonstrated they have the knowledge, skills and understanding
required to attain the qualification and those who have not.
We also have duties under the Apprenticeship, Skills, Children and Learning Act
2009 to have regard to the reasonable requirements of relevant students, including
those with special educational needs and disabilities, of employers and of the higher
education sector, and to aspects of government policy when so directed by the
Secretary of State.
As a public body we are subject to the public sector equality duty (PSED).59 This duty
requires us to have due regard to the need to:
(a)
eliminate discrimination, harassment, victimisation and any other conduct which
is prohibited under the Equality Act 2010;
(b)
advance equality of opportunity between persons who share a relevant
protected characteristic and persons who do not share it;
(c)
foster good relations between persons who share a relevant protected
characteristic and persons who do not share it.
The exam boards that design, deliver and award GCSE, A level and AS qualifications
are required by the Equality Act, among other things, to make reasonable
adjustments for disabled people taking their qualifications, except where we have
specified that such adjustments should not be made.
59
Equality Act 2010, section 149
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When we decide whether such adjustments should not be made, we must have
regard to:
(a)
the need to minimise the extent to which disabled persons are disadvantaged in
attaining the qualification because of their disabilities;
(b)
the need to secure that the qualification gives a reliable indication of the
knowledge, skills and understanding of a person upon whom it is conferred;
(c)
the need to maintain public confidence in the qualification.
Legislation therefore sets out a framework within which we must operate. We are
subject to a number of duties and we must aim to achieve a number of objectives.
These different duties and objectives can, from time to time, conflict with each other.
For example, if we regulate to secure that a qualification gives a reliable indication of
a student’s knowledge, skills and understanding, a student who has not been able to
demonstrate the required knowledge, skills and/or understanding will not be awarded
the qualification. A person may find it more difficult, or impossible, to demonstrate the
required knowledge, skills and/or understanding because they have a protected
characteristic. This could put them at a disadvantage relative to others who have
been awarded the qualification. It is not always possible for us to regulate so that we
can both secure that qualifications give a reliable indication of knowledge, skills and
understanding and advance equality between people who share a protected
characteristic and those who do not. We must review all the available evidence and
actively consider all the available options before coming to a final, rational decision.
Qualifications cannot be used to mitigate inequalities or unfairness in the education
system or in society more widely that might affect, for example, students’
preparedness to take the qualification and the assessments within it. Whilst a wide
range of factors can have an impact on a student’s ability to achieve a particular
mark in an assessment, our influence is limited to the way the qualification is
designed and assessed.
We require the exam boards to design qualifications to give a reliable indication of
the knowledge, skills and understanding of those on whom they are conferred. We
also require the exam boards to avoid, where possible, features of a qualification that
could, without justification, make a qualification more difficult for a student to achieve
because they have a particular protected characteristic. We require exam boards to
monitor whether any features of their qualifications have this effect.
In setting the overall framework within which exam boards will design, assess and
award the reformed A level and AS qualifications we want to understand the possible
impacts of the proposals on persons who share a protected characteristic.
The protected characteristics under the Equality Act 2010 are:
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
age;

disability;

gender reassignment;

marriage and civil partnerships;

pregnancy and maternity;

race;

religion or belief;

sex;

sexual orientation.
It should be noted that under section 149 of the 2010 Act, we are not required to
have due regard to impacts on those who are married or in a civil partnership.
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Published by the Office of Qualifications and Examinations Regulation in 2014
© Crown copyright 2014
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