Last updated: 26 Mar 1999

The demand of syllabuses and the standards of performance by candidates in examinations at 16+ and A level have been broadly maintained over the past twenty years, according to research published today by the Qualifications and Curriculum Authority (QCA).

The research is part of a rolling programme of work to ensure examination demand and grade standards are being maintained over time in all major subjects. The first report, Standards in Public Examinations 1975 to 1995, published in 1996, looked at English, mathematics and chemistry.

The new reports examine standards in geography, physical education, religious education and French at 16+ and government & politics, history, physics and German at A level. Key findings are:

16+ Geography
The 1996 syllabuses and assessment schemes were more demanding than those from 1976.

16+ Physical Education
The limited evidence from examination scripts showed that grades were in line with expected standards.

16+ Religious Studies
Demand was judged to have increased significantly since 1976, with courses now much broader in coverage.

16+ French
The skills required have changed. In 1976, writing was the most important skill; in 1996, listening, writing, reading and speaking were equally weighted.

A Level Government and Politics
There was no significant change in overall demand or grading standards.

A Level History
Overall, the changes in syllabuses and examinations broadened demand but did not change the level of demand.

A Level Physics
The amount of recall and mathematical knowledge tested was reduced. The importance attached to understanding and the ability to apply knowledge increased. Overall, these changes did not affect demand.

A Level German
Grade A scripts were at the expected standard across boards and over time, but there were concerns about the standard at grade E.

The base research was done by groups of subject specialists, who reviewed the evidence in each examination for the demands made on candidates (content of syllabuses, question papers and mark schemes) and for candidates' performance (marked examination scripts). For A level examinations, the conclusions were then evaluated by the independent examinations standards tribunals appointed by QCA last year, who made recommendations for improvements in the examination process. These recommendations, together with QCA's response to them, are also being published.

Improvements at A level have been made during the process of drawing up new criteria for courses and approving syllabuses as part of the changes flowing from the Government's recent announcement on post-16 education reforms. Changes at GCSE will be made in the process of revision after the current review of the National Curriculum and decisions on the shape of the Key Stage 4 curriculum.

The programme of reviews is continuing. The next set of reports will be published later this year on German, history and physics at GCSE and biology, classical subjects, French and psychology at A level.

Sir William Stubbs, Chairman of QCA, welcomed the report, saying: "This work on consistency of standards over the last twenty years helps QCA ensure future standards are maintained. The independent examination standards tribunals established last year have played a key role in the process. We shall maintain a close watch on standards through the period of change in post-16 qualifications over the next three years."

Notes to Editors

1. The reports are on the QCA website at http://www.qca.org.uk/:
   
   • QCA's response to the recommendations of the independent tribunals on examinations in A level subjects;
   • the recommendations of the independent tribunals on examinations in A level subjects;
   • the reports of the subject specialists on examinations in A level subjects; and
   • the reports of the subject specialists on examinations at 16+.
     
2. The previous report, Standards in Public Examinations 1975 to 1995, was published jointly by the School Curriculum and Assessment Authority (SCAA) and Ofsted in 1996. It can be obtained by calling our Publications Helpline on 0208-561-4499 (ref: KS4/96/639, priced £3).
   
3. The A level examination standards independent tribunal members were:
   
   History
   
   Professor Christopher Wrigley - Professor of Modern History, University of Nottingham and President of the Historical Association
   
   Professor Eric Evans - Professor of History, University of Lancaster
   
   Mrs Vicki Askew - Head of History, Christ's Hospital
   
   Physics
   
   Professor Marshall Stoneham - Department of Physics and Astronomy, University College, London
   
   Dr John Marks - Independent consultant with expertise in Physics
   
   Mrs Pauline Wilson - Head of Physics, Aylesbury High School
   
   German
   
   Professor Richard Towell - Head of Department of Modern Languages, University of Salford and Chair of the University Council of Modern Languages
   
   Mr Peter Downes - President of the Association for Language Learning and former headteacher
   
   Mr Tony Evans - Headmaster, King's College School, Wimbledon
   
   Government and Politics
   
   Dr Susan Saunders -Vosper Department of Politics, Birkbeck College, University of London
   
   Dr Sonia Mazey - Department of Social and Political Science, University of Cambridge
   
   Mr Andrew Matthews - Head of History, Reigate Grammar School

The base research was undertaken by over a hundred subject specialists. A list of these is available from the QCA media team (see note 5 for contact details).

4. Detailed conclusions of the new report are summarised below. The term ‘16+' is used because the 20-year survey covers the former O level, CSE and GCSE examinations.
   

16+ GEOGRAPHY

Examination demand

• The content of 16+ geography syllabuses changed. There was a reduction in the amount of physical geography and increased emphasis on human and social issues and on the interaction between people and their environment. The increased breadth of syllabus requirements meant that demand was at least maintained.
• The weighting for recall of knowledge decreased while the weighting for skills increased.
  The range of skills assessed also increased.
• The use of structured questions in question papers made them more accessible to candidates.
• In several places the changes were felt to cancel each other out but overall examination demand increased between 1976 and 1996.

Standards of performance

• Most scripts at grades A and C were appropriately graded. Where standards were a little out of line, these standards were generally found to have been consistent across time. There was no evidence of systematic differences either over time or between awarding bodies.

16+ PHYSICAL EDUCATION

Examination demand

• Two boards made major changes to their syllabuses. The changes were not judged to have affected demand, but did raise some fundamental issues of inter-option and inter-syllabus comparability and about fitness for purpose. In particular, the availability of a route through a syllabus that did not require any practical activity was considered of doubtful validity.
• The number and type of practical activities prescribed varied across the awarding bodies, raising questions about comparability.
• The approach to moderation of practical activities was different for every awarding body. In some cases, this would be likely to have affected the reliability of the outcomes.
  Standards of performance

Evaluation of grade standards was based on performance in written components only. Within these limits, there was general agreement that grades were in line with expected standards.
Where performance was slightly below expected standards, this was often due to papers which did not provide candidates with sufficient opportunities to apply their knowledge and understanding.

16+ RELIGIOUS STUDIES

Examination demand

• The presentation and clarity of syllabuses and examination materials greatly improved over the period.
  Syllabus content changed from focusing on recall of knowledge of biblical texts to understanding and evaluating a range of living religions.
• The demand of syllabuses was fairly consistent across options in more recent syllabuses, and syllabus coverage had also been made more thorough.
• The demand of examinations increased significantly between 1976 and 1996. Candidates could no longer rely simply on factual recall but had to demonstrate a wide number of skills as required in the assessment objectives.

Standards of performance

• Grade standards remained the same between 1986 and 1991. Better factual recall in 1986 was compensated for by the broader range of skills exhibited in 1991.
• Grade standards declined between 1991 and 1996. Improved skills in evaluation failed to compensate for the reduction in detailed knowledge and understanding.

16+ FRENCH

Examination demand

• In 1976, syllabus content was not specified; in 1996, syllabuses clearly defined their content, aims and assessment objectives.
• Assessment criteria changed. In 1976, grammatical accuracy was the only criterion for assessing communication; in 1996, accuracy was still assessed but candidates were given credit for other qualities in their work.
• The skills required changed. In 1976, writing was the most important skill; in 1996, listening, writing, reading and speaking were equally weighted. The main reasons for the changes were developments in the way foreign language was assessed; the introduction of GCSE, which widened the range of attainment assessed by a single examination; and the introduction of the National Curriculum.

Standards of performance

Comparing grading standards over time was problematic. Evidence from earlier years was limited and confined to work on the production of accurate written answers.

• The lack of emphasis on accuracy within GCSE adversely affected the overall quality of language produced.
• In written assessment, there was evidence that the standard declined between 1986 and 1996.
• Inconsistency between awarding bodies in their approaches to written assessment in 1996 made judging the standard difficult.
• In the assessment of speaking in 1996, there was inconsistency of marking within awarding bodies.

A LEVEL GOVERNMENT AND POLITICS

Examination demand

• Syllabus content in government and politics changed: emphasis moved from government to politics; a requirement to compare political systems of different countries was included in 1991 and 1996; recent syllabuses also included an explicit demand for analysis.
• The overall demand of examinations did not change.
• Changes in syllabus content were not necessarily carried through into question papers and mark schemes. For example some earlier syllabuses expected more analysis than they stated while the increased emphasis on analysis in later syllabuses was not always reflected in the assessment.
• The requirement for comparison of political systems was not necessarily reflected in the questions set.
• There is a much greater variety of question type in current examinations than in their predecessors.

Standards of performance

• Grading standards did not change.
  At grade A, most scripts were at the expected standard. At grade E, half of the scripts were considered to be slightly below the expected standard, but there was little evidence that the situation had changed over time.
• In terms of grading standards there was no evidence that any awarding body was consistently out of line over time and across grades.
• Structured questions did not always help weaker candidates, as is often assumed. Conversely, such questions did seem to help candidates at the A/B borderline.

A LEVEL HISTORY

Examination demand

• Syllabuses and examination papers in history changed a great deal over the period. The importance of historiographical and other skills increased.
• The way syllabuses and examination papers were presented changed. In 1996, all materials were easier to understand and clearly stated what was expected of candidates.
• The periods and options offered in syllabuses remained similar.
• The essay remained an important part of all assessment, but the use of other, more structured, methods of questioning increased.
• Overall, the changes in syllabuses and examinations affected the nature of demand but not the level of demand. A possible reduction in breadth of knowledge required was compensated for by the need to show achievement across a wider range of objectives.

Standards of performance

• Standards remained the same in half the awarding bodies reviewed.
• For one awarding body at one boundary the standards were below the expected level in both years.
• Standards at both boundaries declined in one awarding body between 1991 and 1996.

Differences in grading standards between the awarding bodies in any one year were more marked than changes across time. While this is reassuring as to the maintenance of standards over time, it raises questions about the comparability of grades in any one year.

A LEVEL PHYSICS

Examination demand

• A level Physics changed significantly between 1976 and 1996. Content was updated and emphasised applications of physics.
• The amount of recall and mathematical knowledge tested was reduced. The importance attached to understanding and the ability to apply knowledge increased. Overall, these changes did not affect demand.
• More recent examinations assessed a wider range of skills. This increased demand.
• The approach to assessment changed. Syllabuses stated what was expected of candidates; weighted assessment objectives and structured questions also helped candidates to be clear about what knowledge and understanding they needed to show.
• The use of structured questions reduced the need for candidates to select and organise material. This reduced demand.
• A wider range of question types was used in 1996. This increased demand.

Standards of performance

• There were no clear trends in standards over time at grade A or grade E. Standards declined in some specific areas of syllabuses in some awarding bodies and increased in others.
• There were differences between awarding bodies. The awarding body with the most demanding examination was also slightly more severe in its grading. The awarding body with the least demanding examination was lenient at grade A.

A LEVEL GERMAN

Examination demand

• The way syllabuses were written changed. In 1976 syllabus content was not specified; in 1996 syllabuses clearly defined their content, aims and assessment objectives.
• The skills required changed. In 1976 the ability to translate from and into German was the most important skill (some awarding bodies required minimum levels of competence before a grade was awarded). By 1996 more skills were assessed. A cultural dimension was introduced and listening and speaking became more important. The increase in the breadth of skills and topics assessed led to some loss of depth.
• Assessment criteria changed. In 1976 grammatical accuracy was the only criterion for assessing communication; in 1996 accuracy was still assessed but candidates were given credit for other qualities in their work. The main reasons for these changes were the developments in the way foreign language is assessed; the introduction of GCSE, which widened the range of attainment assessed by a single examination; and the introduction of the National Curriculum.

Standards of performance

Comparing grading standards was difficult. Evidence from earlier years was limited, especially of oral or aural performance where differences over time might be expected to be largest.

• Grade A scripts were at the expected standard across awarding bodies and over time.
• Grade E scripts caused concern. 1996 candidates were unable to convey a clear message in German. Their inability to express themselves was also evident in their use of English. Such weaknesses would almost certainly have led to these grade E candidates failing the requirement in earlier years for accurate translation.

5. For further information please email the Media Relations team.