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 ID: 370748
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Slide1
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, LondonSlide2
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 confidenceSlide3
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 areSlide4
A level reform schedule
Subjects for teaching from September 2015:
English language
English literature
English language and literature
Biology
Chemistry
PhysicsPsychology
Computer science
Business
History
A
rt
and
design
Economics
SociologySlide5
Current requirements
I
n 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 boardAssessments are marked with the expectation of discrimination across the full ability rangeOutcomes from the assessments contribute to the overall grades awarded to studentsSlide6
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 examsOverall grades do not make clear students’ practical attainmentSlide7
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 effectivelyThe flexibility of the current assessments and the pressures in schools and colleges create the potential for malpracticeSlide8
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 boardsteaching and subject bodiesthe wider science communityWe have all agreed that the current arrangements are not delivering good educational outcomes and need to changeThe feedback and suggestions from all those consulted have been extremely helpful in shaping our viewsSlide9
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 skillscould be marked sufficiently reliably and consistently and with enough discrimination for the assessment to contribute to the overall qualification gradeWe 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 autumnSlide10
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 waysSlide11
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 PsychologySlide12
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 instrumentsAttainment in these practical skills will be reported (pass/fail) on the certificate alongside the qualification grade rather than contributing to itSlide13
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 teachersExam boards will identify any schools and colleges where the entire qualification is not being taughtWe plan to discuss with Ofsted the arrangements they may put in place to check practiceSlide14
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 PhysicsDetermine 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 learningSlide15
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 changeThe new arrangements will give schools and colleges the opportunity to make practical work central to their teachingprovide opportunities to assess students’ practical skills better than at presentenable the assessment of the learning that has taken place through practical work to contribute to the qualification gradeSlide16
Further information
http://www.ofqual.gov.uk/
Contact me at
d
ennis.opposs@ofqual.gov.uk