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Geography
GCSE
A level and AS qualifications
Proposed assessment arrangements
Proposed assessment objectives
Current assessment objectives
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You have until September to give your thoughts on these proposals
More on the GA website.
Geography
GCSE
1.1
We have already announced our decisions on the
design and assessment of new GCSE geography, following consultation in summer
2013. The new qualifications are due to be taught from September 2016.
A level and AS qualifications
1.2
We consulted in late 2013 on proposed assessment
arrangements for A level and AS qualifications in geography and on
new assessment objectives for these qualifications.[1] We proposed that 20
per cent of the marks should be allocated to assessing fieldwork skills in a
non-exam assessment.
1.3
It was intended that the reformed qualifications
should be taught from September 2015. However, the responses to the separate
consultation, hosted by the DfE, highlighted the need for a further review of
the proposed content. This led to a decision to defer the introduction of new A level
and AS qualifications in geography until September 2016.
1.1
ALCAB.[1]
We have reconsidered our proposals for the balance of assessment in the light
of the draft revised content and have decided that our original proposals
remain appropriate. However, as the draft content has changed, we repeat our
proposals here and invite views on them. In addition, in response to the new
subject content, we have made some changes to the assessment objectives on
which we previously consulted. We set out our rationale for our revised
proposals below.
Proposed assessment arrangements
1.2
Currently students are expected to undertake
fieldwork to develop their skills and understanding of the subject; however,
there is no direct assessment of fieldwork skills. We have received
representations from the subject community arguing in support of a separate
assessment of fieldwork skills and raising concerns about the effectiveness of
the assessment of these skills by examination. In our review of the current
qualifications, we also identified concerns about whether all relevant
geographical skills were being effectively assessed in exams, and suggested
that it was important to consider whether non-exam assessment should be
included in reformed A level qualifications.[2]
1.3
Given the importance of fieldwork to students’
understanding of the subject and for progression to study geography in higher
education, we are proposing that fieldwork skills should be assessed through
non-exam assessment at A level. We propose that 20 per cent of the marks
should be allocated to this assessment.[3]
1.4
In contrast to our decisions on A level
science practical assessments we propose that the outcome for A level
geography fieldwork assessment should contribute to the overall A level
grade. The geography fieldwork assessment will take place over a period of
time, and it can be more student-led than science practical assessments. It
will draw on different aspects of the course and will not result in direct
assessment of the fieldwork skills but will result in a written report, the
marking of which can be moderated by exam boards.
1.5
In A level, the science practical
assessment directly assesses a wide range of practical skills. Our expectation
is that by the end of a two-year course of study in a science subject most
students should have developed those skills and should therefore be expected to
pass the practical assessment. As we have seen from the current science
practical assessments, it is difficult to differentiate between students’
performances in such assessments. There is greater potential to differentiate
between students’ fieldwork reports.
1.6
We will work with the exam boards to consider
how authenticity of the work and the quality of teacher marking and its
moderation can be secured. We will keep the effectiveness of any new geography
fieldwork assessment under close review.
1.7
We propose that AS qualifications in geography
should be assessed by exam only. If there was a non-exam assessment in the AS
qualification, a student who chose to take both an AS and an A level would
have to complete two non-exam assessments. This could be disruptive to teaching
and learning and add little value. A student intending to study geography in
higher education could be expected to undertake an A level in the subject
and therefore undertake the fieldwork assessment.
Proposed assessment objectives
1.8
The proposed assessment objectives specify more
clearly than the current ones the abilities required in the subject. The proposed
permitted ranges are narrower than those in the current assessment objectives.
This should promote greater comparability in the way the abilities are targeted
in different qualifications.
|
|
Assessment objectives
|
Weighting
|
|
|
AS
|
A level
|
||
|
AO1
|
Demonstrate knowledge and understanding of
places, environments, concepts, processes, interactions and change at a
variety of scales
|
30–40%
|
30–40%
|
|
AO2
|
Apply knowledge and understanding in
different contexts to analyse, interpret and evaluate key concepts,
information and issues
|
30-40%
|
30-40%
|
|
AO3
|
Use a variety of relevant methods and
techniques to:
n investigate
questions and issues
n interpret,
analyse and evaluate data and resources
n communicate
findings
|
20–30%
|
20–30%
|
Current assessment objectives
|
|
Assessment objectives
|
Weighting
|
|
|
AS
|
A level
|
||
|
AO1
|
Demonstrate knowledge and understanding of the
content, concepts and processes
|
30–55%
|
30–55%
|
|
AO2
|
Analyse, interpret and evaluate geographical
information, issues and viewpoints and apply understanding in unfamiliar
contexts
|
20–40%
|
20–40%
|
|
AO3
|
Select and use a variety of methods, skills and
techniques (including the use of new technologies) to investigate questions
and issues, reach conclusions and communicate findings
|
25–45%
|
25–45%
|
[3]
We have taken a different view at GCSE. We have decided, following consultation,
that the new GCSEs in geography will be assessed by exam only, with some exam
questions being designed to assess the knowledge and skills students learn from
fieldwork. There will be no non-exam assessment, but schools must confirm in a
written statement that students have carried out two pieces of fieldwork.
The GCSE geography cohort is, of course, much larger
than that for A level geography (in 2012 in England 163,604 students were
awarded a GCSE in geography, and 27,604 an A level in the subject). Our
decisions for GCSE geography took into account
the logistical issues created by a compulsory
fieldwork requirement for GCSE students and the challenges of making sure all
students entered for GCSE geography have undertaken their fieldwork assessment.
The writing of the fieldwork assessment in the classroom under controlled conditions
diverts time away from teaching and learning, which can be significant in a
small qualification such as a GCSE. There are also concerns about the
authenticity and marking of some controlled assessments.
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