Assessment arrangements for reformed religious studies qualifications

1. New religious studies GCSEs, AS and A level
qualifications – in England
December 2014 subject consultation event

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. 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. 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. 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. 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. 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. 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. Discussion
• Proposed assessment objectives and their weightings
• Proposed assessment arrangements
• Any questions about qualifications reform