Current assessment objectives used by boards Assessment objectives Weighting AO1 Recall, select and communicate their knowledge and understanding of computer technology 25−60% AO2 Apply knowledge, understanding and skills to solve computing or programming problems AO3 Analyse, evaluate, make reasoned judgements and present conclusions 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? 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 The content for A level and AS qualifications in computer science has already been developed and published by the DfE. 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 The DfE is consulting on the content for GCSE qualifications in dance. Proposed assessment arrangements 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
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 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). 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. Assessment objectives Weighting AS A level AO1 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 35–45% 30–40% AO2 Reason, interpret and communicate mathematically Students should be able to: independently construct a rigorous, proof or mathematical argument construct extended chains of reasoning to achieve a given result assess, critique and improve the validity of a 30–40% 30–40%
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 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 Weighting AS A level AO1 Demonstrate knowledge and understanding of scientific, socio-cultural and practical aspects of physical activity and sport, including concepts and theories 25−30% 25−30% AO2 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 35−40% 30−40% AO3 Analyse and evaluate scientific, socio-cultural and practical aspects of physical activity and sport, including concepts and theories, in theoretical and practical contexts. 35−40% 35−40% Current assessment objectives Assessment objectives Weighting AS A2 A level AO1 Demonstrate knowledge and understanding of physical activity 35–45% 25–35% 30–40% AO2 Demonstrate the ability to apply skills, knowledge and understanding in physical activity 40–50% 30–40% 35–45% AO3 Demonstrate the ability to analyse and evaluate critically physical activity 10–20% 30–40% 20–30%