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The reform of A level qualifications in the sciences The reform of A level qualifications in the sciences

The reform of A level qualifications in the sciences - PowerPoint Presentation

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The reform of A level qualifications in the sciences - PPT Presentation

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

skills practical work arrangements practical skills arrangements work level current students exam assessments biology assessment requirements boards physics chemistry

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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