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 35–45% 30–40% 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 AO2 30–40% 30–40% 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
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%
ACE_GCSE_GCE_OFQUAL_response_190914.docx