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Assessment arrangements for reformed religious studies qualifications

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Assessment arrangements for reformed religious studies qualifications

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Assessment arrangements for reformed religious studies qualifications

  1. 1. New religious studies GCSEs, AS and A level qualifications – in England December 2014 subject consultation event
  2. 2. Introduction • We are consulting on assessment arrangements and assessment objectives for religious studies. The consultation closes on 5 January. You can view and respond to our consultation on our website: www.gov.uk/government/publications?departments%5B%5D=ofqual&pu blication_filter_option=consultations • In this presentation we will outline our proposals in the context of wider reforms to GCSE, A level and AS qualifications and answer any questions you may have. • The DfE is also consulting on the proposed subject content requirements for these qualifications. We encourage you to respond to their consultation, which closes on 29 December 2014: www.education.gov.uk/consultations
  3. 3. Responsibilities for reform Government – Department for Education Overall policy on qualifications Content/curriculum development Exam boards Design and delivery of qualifications Ofqual Regulatory oversight – Standards – Purpose – Fairness Rule setting, recognition, accreditation and on-going regulation
  4. 4. Design of new GCSE, AS and A levels Structure – linear, exams in the summer (November resits for GCSE maths and English language only for those aged 16+) Assessment – to be by exam only where possible, with other forms of assessment where necessary to assess essential subjects skills GCSE tiering – only where necessary because of the nature of the subject Grading: GCSEs to have numbered scale from 9 to 1 A levels graded A* - E and AS graded A – E as now. AS – de-coupled from the A level
  5. 5. Balance of exam and non-exam assessment Where subject content can be validly assessed by exams, set and marked by exam boards, this should be the default method of assessment. Where other forms of assessment are required assess essential subject skills or knowledge, the non-exam assessment must: (a) strike a balance between valid assessment of essential knowledge and skills, sound assessment practice and manageability; (b) be designed to fit the requirements of the particular subject, including the relative weighting of exams and other components assigned to it; (c) be designed so that the qualification is not easily distorted by external pressures from the wider system. We propose that the entire draft subject content for these qualifications can be validly assessed by exams, set and marked by exam boards.
  6. 6. Tiering and assessment objectives Tiering GCSEs should only be tiered where a single set of assessments cannot in a valid and manageable way assess students across the full ability range. We propose that GCSE religious studies should be untiered. Assessment objectives We have worked with subject and assessment experts to develop better assessment objectives to sit alongside reformed subject content. We are seeking feedback on the proposed assessment objectives and their weightings.
  7. 7. GCSE assessment objectives AO1 (50%): Demonstrate knowledge and understanding of religion, including: • similarities and differences between and within religions and beliefs; • the nature of religious beliefs and teachings and their impact on individuals, communities and societies. AO2 (50%): Analyse and evaluate questions and issues related to religious beliefs, values and teachings: • using and applying knowledge and understanding of religions; • constructing well-informed and balanced arguments.
  8. 8. AS and A level assessment objectives AO1 (AS 50%, A level 40%) Demonstrate knowledge and understanding of religion, including: • religious belief, thought and relevant issues; • explaining the nature of religious beliefs and teachings and their impact on individuals, communities and societies; • making connections across different aspects of the study of religion and belief. AO2 (AS 50%, A level 60%) Analyse and evaluate questions and issues related to • religious beliefs, values and teachings: • using and applying knowledge and understanding of religions; • constructing well-informed and balanced arguments.
  9. 9. Discussion • Proposed assessment objectives and their weightings • Proposed assessment arrangements • Any questions about qualifications reform

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