The reform of A level qualifications in the sciences
Dennis Opposs
SCORE seminar on grading of practical work in A level sciences,
17 October 2014, London
A level reform in England
We want qualifications that:
properly prepare young people for next steps in education or work
provide a level playing field for all students
give valid results in which people can have confidence
Key decisions on A level reform
AS to be decoupled – but we expect they will be co-teachable, so
significant flexibility remains
Otherwise, no fundamental changes to A levels – evidence is that
they are broadly fit for purpose
A levels and AS to remain at the same standard as now
Some subjects undergoing significant review – mathematics,
languages, geography
Sciences content updated
Other subjects will continue much as they are
A level reform schedule
Subjects for teaching from September 2015:
English language
English literature
English language and literature
Biology
Chemistry
Physics
Psychology
Computer science
Business
History
Art and design
Economics
Sociology
Current requirements
In the A levels in Biology, Chemistry and Physics subject currently:
The practical skills are assessed through tasks set by the exam
boards or, in some cases, by schools and colleges
Assessments are supervised by teachers and are marked either by
the teacher or by the exam board
Assessments are marked with the expectation of discrimination
across the full ability range
Outcomes from the assessments contribute to the overall grades
awarded to students
Current issues (1)
There are a range of concerns about the current arrangements for
the assessment of the practical skills:
The assessments do not discriminate effectively between different
levels of performance
Students’ grades for the practical assessments often exceed those for
their written exams
Overall grades do not make clear students’ practical attainment
Current issues (2)
HE representatives have said the technical and manipulative skills of
students entering courses are generally not strong enough
The range of assessments is limiting students' experience of practical
work
The results cannot be validated effectively
The flexibility of the current assessments and the pressures in
schools and colleges create the potential for malpractice
Getting things right (1)
We have considered how to strengthen the arrangements:
We have analysed the current qualifications and have discussed the
issues and possible ways of addressing them with a wide range of
stakeholder groups:
– exam boards
– teaching and subject bodies
– the wider science community
We have all agreed that the current arrangements are not delivering
good educational outcomes and need to change
The feedback and suggestions from all those consulted have been
extremely helpful in shaping our views
Getting things right (2)
We have not been able to determine an approach that:
– involves a sufficiently wide and varied range of practical work and
experimentation
– would provide direct, objective and manageable assessment of
practical skills
– could be marked sufficiently reliably and consistently and with
enough discrimination
for the assessment to contribute to the overall qualification grade
We have taken forward into the reformed arrangements for first
teaching in September 2015 several elements proposed by different
stakeholder groups
We announced our decisions on these arrangements in April 2014,
following our consultation the previous autumn
Key changes (1)
In the reformed A level science subjects:
Students taking each of Biology, Chemistry and Physics will have to
complete at least 12 practical activities during the course
These activities must enable students to engage with a list of specific
apparatus and techniques detailed in the content requirements for all
qualifications
Students’ practical skills will be assessed in two main ways
Key changes (2)
The written exams – for Biology, Chemistry and Physics as well as for
Psychology – will include questions about the theory and application
of practical skills
These will address requirements such as commenting on
experimental design and evaluating scientific methods
They will form at least 15% of the total marks for each of Biology,
Chemistry and Physics and 25-30% of those for Psychology
Key changes (3)
Students’ practical skills when conducting the required activities for
A level Biology, Chemistry and Physics will be directly assessed by
teachers
The skills will include making and recording observations, applying
investigative approaches and methods to practical work, as well as
working safely using instruments
Attainment in these practical skills will be reported (pass/fail) on the
certificate alongside the qualification grade rather than contributing to
it
Addressing the new requirements (1)
To ensure that the new requirements are met:
Schools and colleges must keep records of the practical work
undertaken by all their students
Each student must also keep a laboratory book/record for each
practical activity
Exam boards will conduct live checks of students completing their
practical work and the assessment by teachers
Exam boards will identify any schools and colleges where the entire
qualification is not being taught
We plan to discuss with Ofsted the arrangements they may put in
place to check practice
Addressing the new requirements (2)
The exam boards are conducting a trial this term to:
Finalise the common practical assessment criteria teachers will use to
assess practical skills in Biology, Chemistry and Physics
Determine consistent arrangements between the exam boards for
assessing and monitoring practical work
Make sure the arrangements in place are fit for purpose and promote
the best science teaching and learning
Summary
Ofqual and others are firmly of the view that practical skills are
an integral part of A level science courses
It is widely accepted that the current arrangements need to
change
The new arrangements will
– give schools and colleges the opportunity to make practical work
central to their teaching
– provide opportunities to assess students’ practical skills better
than at present
– enable the assessment of the learning that has taken place
through practical work to contribute to the qualification grade
Further information
http://www.ofqual.gov.uk/
Contact me at
dennis.opposs@ofqual.gov.uk