Introduction to Oxford International AQA Examinations Christine Ozden, Managing Director NARIC CONFERENCE 2015
Overview In this presentation, we will: Provide some background to Oxford International AQA Examinations Outline how recent reforms in the UK have influenced the design of our new International GCSE and A-levels Show how we balance meeting international needs with ensuring comparability with UK qualifications
Introduction to Oxford International AQA Examinations A joint venture between AQA, the UK s leading academic awarding body and Oxford University Press, a department of Oxford University. Founded upon a shared mission to improve education through excellence in teaching, learning and assessment We provide high quality international GCSEs, A-levels, and AS qualifications for students studying in British curriculum schools around the world
Qualifications Portfolio Phase 1 International AS/ A-Level English Literature English Language Mathematics Further Mathematics Biology Chemistry Physics International GCSE English Literature English Language Mathematics Biology Chemistry Physics Combined Science
Our starting points Providing valid and reliable assessments, these qualifications are based on over 100 years of experience, research, and international best practice. Independently validated as being to the same standard as AQA s UK GCSEs and A-levels which are accredited by the UK examinations regulator, Ofqual. Reflecting the latest changes to the British curriculum standards, with due consideration of assessment reforms, enable students to progress to higher education with up-to-date qualifications.
Our aims Our international GCSE, AS and A-levels offer the same rigour and high quality as GCSE, AS and A-levels taken in the UK Designed to be relevant and appealing to students worldwide Built on a deep understanding of the needs of teachers and schools around the globe.
How have we built on current reforms? Our new International A-levels and GCSEs build on reforms to qualifications in the UK But take account of the needs of international students, teachers and schools Comparable in demand and rigour, but differ in the detail of how we achieve this.
Structure of the new qualifications In order to retain the flexibility needed for international schools, our International A-levels retain a modular structure, with AS coupled to the A-level (ie forming the first half of the A-level course). But our new GCSEs have a linear structure, and will be graded 9-1, so that it is clear that they are comparable to new GCSEs in the UK.
Content of the new qualifications Across our Phase 1 qualifications portfolio, while some content will be common with UK qualifications, other content will differ in order to: Provide contexts for learning which are more suited to international schools Ensure that the qualifications assess knowledge and skills which is relevant to a wide range of students.
Ensuring comparability (1) Our International A-levels and GCSEs have been validated by NARIC as comparable to their UK counterparts in terms of: Overall aims Entry requirements Duration Structure and content breadth and depth Learning outcomes Methods of learning and assessment, including: Assessment objectives Types of assessment, and type and level of assessment questions NARIC found clear similarities, and minor differences: concluded that both programmes are designed to provide a comparable level of preparation for the purposes of further study.
Ensuring Comparability NARIC findings on similarities and differences in content in Oxford AQA and AQA AS/ A-levels
AS/A-level Biology Oxford AQA Biology and AQA Biology share the same purpose: to develop scientific knowledge and understanding and mathematical skills, and for students to gain an appreciation and enthusiasm for the subject. However, AQA Biology includes aims for students to understand the connection between different areas of biology and the overarching contribution of biology to the economy and society. To allow valid assessment within different economic and societal contexts, the Oxford AQA specification includes aims to understand the tentative nature of science and understand the importance of critical thinking and to appreciate the breadth of the subject. Content and topics differ, but overall offer the same breadth and depth. Mathematical skills required are tailored to the needs of the particular specifications.
AS/A-level Chemistry Oxford AQA and AQA Chemistry have similar aims: developing enjoyment of the subject, acquiring knowledge, critical thinking, application of scientific methods, development of mathematical, communication and practical skills. Relative emphasis placed on physical, inorganic and organic chemistry is the same Both specifications provide scope for the assessment of practical skills and synoptic assessment of skills and knowledge gained from across the curriculum. Assessment objectives broadly similar in scope and skills coverage Both examinations assess theoretical knowledge and application of principles and procedures used in chemistry. In both, candidates are expected to apply their knowledge, requiring similar application of skills and depth of knowledge. Both assess ability to use, interpret, and explain scientific data Similar emphasis on mathematical skills.
AS/A-level Physics Both qualifications aim to develop students appreciation of breadth and depth of physics; and application of knowledge and understanding of physics in context. Use of practical, mathematical and communication skills feature in both. Minor differences in the breadth of content, but overall the content covered is very similar; comparable breadth and depth of study. Slightly different emphasis in the assessment objectives. Difference in how use of scientific principles is incorporated: ( develop and refine procedures versus select, describe and evaluate procedures Performance in practical experiments does not directly contribute to the grades achieved in either qualification, but a proportion of the written examinations indirectly assess skills learnt from the practical experiments carried out Papers both assess similar content in familiar and non-familiar contexts, through the use of freeresponse and / or multiple-choice questions, with questions of a similar length overall and with similar inclusion of tables, graphs and other illustrations. Both qualifications also assess across the full range of skills (e.g. knowledge and understanding of physics in theory and practice; application of physics in different contexts (drawing on mathematical skills where appropriate); and analysis / evaluation of scientific procedures).
AS/A-level Mathematics and Further Mathematics Maths and Further Maths share the same aims similar across the two qualifications in each case. Mathematics: The two qualifications show comparable breadth and depth of content but structured differently. Different balance of topics, but overall weight similar. Similar question types used free response questions with the majority including multiple parts or sub-questions within each question. Further Mathematics: AQA AS/A-level in Further Mathematics is for candidates who have obtained/are obtaining an AS and/or A-level award in Mathematics - this assumed prior learning makes the structure unique many electives, but rules on which may be taken in combination. Oxford AQA content structure is almost entirely pre-determined, with only two electives available (statistics and mechanics) as part of the final A-level unit. But across the two, same assessment methods and similar question types.
AS/A-level English Language Similar aims: thinking creatively and critically; producing, analysing and interpreting language/texts; exploring data and language use. But different contexts: eg, in reference to language use, the Oxford AQA AS/A-level aims to develop understanding of language in the context of social group membership as well as understanding how new forms of English emerge. Similar content: e.g. language use, writing skills. Similar themes: e.g. methods; terminology; concepts; issues; contexts; analysis of meaning. While the form of assessment differs, both qualifications encourage students to pursue an area of individual interest and collect data for analysis, developing academic research and writing skills. Both assessments include questions that require students to demonstrate skills in discussion, analysis and critical thought.
AS/A-level English Literature Broadly similar aims: to critically read and analyse texts and understand others interpretations of these texts. AQA programme aims for students to independently read text of their own selection; Oxford AQA programme aims for students to use theoretical starting points to understand literary works. Core assessment objectives in both are to find meaning in texts and analyse the way meanings are shaped, in addition to being able to provide informed and personal responses to literary texts through well-articulated writing. Similar number and range of texts to be studied, but the selection is de-anglicised in the Oxford AQA specification (e.g. no requirement to read Shakespeare). Different balance of types of assessment, but overall assessment weighting similar and both assessments include passage-based questions, essay questions, and other free-response questions. Both qualifications allow students to select between questions, and to comment on an unseen text.
NARIC report For further information on the NARIC findings, please go to: oxfordaqaexams.org.uk/recognition
Ensuring comparability (2) Within the new joint venture, we will ensure that we build on our experience to ensure robust: Qualification development and review processes Marking and moderation practices Awarding and grading procedures Monitoring of provision in overseas schools and colleges.
Conclusion In summary: Our international GCSE, AS and A-levels offer the same rigour and high quality as GCSE, AS and A-levels taken in the UK But are designed to provide relevant and valid assessment for students, teachers and schools worldwide.
Follow-up & Questions? www.oxfordaqaexams.org.uk