I originally wrote this a few days before the 2016 AS and A Level results came out. I added the postscript after the dust had settled on results day.
I teach psychology, one on the new AS specifications taught from September 2015. This Summer’s AS exams were the first test of the new specification, my teaching of it and interpretation of the assessment criteria. That adds a little spice to the wait for results day, for teachers as well as students!
We opted for the AQA specification, and had done the AQA A specification previously. There was really good support for the new specification from this exam board and a wealth of sample assessments, Mark schemes and commentaries. The last time the specification changed, there were considerable differences in the style of some questions from the sample materials, but this wasn’t the case this time round. I’m aware, however that odd things can happen in the first year of a new exam and research commissioned by the DFE shows that the grade distributions can plateau or fall when specifications change, as for A levels in 2010 and GCSEs in 2011 (DFE RB203, March 2012). It’s this knowledge that means that, irrespective of how long I’ve been teaching, how much I prepared for the new course, how well the students performed in internal assessments or PPEs, I can’t be as sure of how they will do in the actual exams as I was the year before.
I was pleased to see that Ofqual are also aware of the issues surrounding assessment of the new qualifications and say they have taken steps to ensure standardisation across the transition, so that students examined in the first year of a new course are not penalised. They also plan to publish their analysis of the results on AS results day (you can read the Ofqual blog post on setting standards for new AS qualifications here). I haven’t been impressed with some strategies used to ‘maintain standards’ especially moving grade boundaries (as you can read in my post Beating the Bounds from last year), but I’m hoping that this move to be ahead of the curve and transparent with a prompt statistical analysis is a positive one.
So, like my students, I’ll be awaiting the results a little nervously this year – probably good for me to feel a little of what it’s like in their shoes, but I’m hoping that lessons have been from the introduction of new assessments in the past, so results will be a true indication of students’ performance.
The results are now all in, I now now how my own students did in their exams and Ofqual have published their promised analysis (read it here).
Nationally, the picture seems fairly stable with a 1% increase for A grades at AS continuing a trend (although only 0.2% for psychology). In general Ofqual say the outcomes for the new AS exams were similar to those taken by 17 year olds last year.
As for my own students, much the same story. There was a slightly positive VA versus forecasts overall, so I didn’t need to worry and will have a keen bunch to embark on the first run of ‘A level Year 2’ (we decided to enter everyone for AS this time round).
I hope your experiences with the A Level & BTEC were similarly positive.