Education Certificate (GCE) Advanced , or Level A , is the primary school leaving qualifications in England, Wales, Northern Ireland, Channel Islands and the Isle of Man. It is available as an alternative qualification in another country.
It used to be the case that students will study over a two year period, and that they will sit the exam at the end of each year (AS and A2 respectively), with each counting for 1/2 of the final score. By 2015, Ofqual decided to change the system so that students now follow all of their exams at the end of the second year. The US is still on offer, but as a separate qualifier. The US value is no longer calculated against the last A-level.
Most students study three or four A-level subjects simultaneously for two post-16s (ages 16-18) in secondary school, in the sixth form colleges, at higher and higher colleges, or in college, as part of their continuing education.
A Level is recognized by many universities as a standard for assessing applicants' suitability for admission in England, Wales, and Northern Ireland, and many such universities partly base their acceptance offer on predicted A-level students, with the majority offering conditions for achieving sets minimum final value.
Video GCE Advanced Level (United Kingdom)
Histori
A Level was introduced in 1951 as a qualification leaving standard school, replacing the High School Certificate. Exams can be taken on a subject-by-subject basis, according to student strength and interest. It encourages specialization and in-depth study of three to four subjects. Level A was initially assessed as only difference, pass or failure (although students were given their sign indication, up to 5% closest), candidates who gained the distinction initially had the option to sit on the Scholarship Level paper on the same material. , to try to win one of the 400 national scholarships. Scholarship level was renamed to S-Level in 1963.
The rapidly increasing number of students taking the A-level exam requires more differentiation of achievements below the S-Level standard. The value was introduced. Between 1963 and 1986, the values ​​were referenced:
The value of O is equivalent to passing the GCE Ordinary Level which shows performance equivalent to the lowest passing grade at the Ordinary Level.
Over time, the validity of this system is questionable because, rather than reflecting the standards, the norms reference only retains a certain proportion of candidates in each class, which in small groups are subject to statistical fluctuations in the standard. In 1984, the Government's Secondary Examining Authority decided to change the norm referring to the criteria for reference: future values ​​will be given to the examiner's judgment thereby eliminating the possibility of inadequate schemes.
The criterion reference scheme went into effect for the summer 1987 exam because the system sets specific criteria for assigning B and E values ​​to candidates, and then divides the other values ​​according to a fixed percentage. Instead of giving a Regular Rate for the lowest ticket, a new "N" (for Nearly graduation) is introduced. Critics of the rating level continued, and when the 2000 Curriculum was introduced, decisions were made to have specific criteria for each class, and the class 'N' was abolished.
In 1989, the Advanced Supplementary (US) award was introduced; they are intended to extend the subjects studied by students under 16, and to supplement rather than being part of a student's A-level study. AS-Levels are generally taken over two years, and in one subject the students do not study at A-Level. Each US level contains half A-Level content, and at the same level of difficulty.
Initially, a student may study three subjects on the A-Level and one in the AS-Level, or even often four subjects on the A-Level. However, due to decreased public spending on education over time, more schools and colleges in the sixth form will arrange for their students to study for three A-Levels instead of four.
A gradual rate evolved from a two-year linear course with a final exam, to a modular course, between the late 1980s and 2000. In 2000 there was a strong educational reason for standardizing the exam and offering a greater extent to the students. through the module and there is also a pragmatic case based on the inefficiency of the linear course where up to 30% of students fail to complete or graduate.
The 2000 curriculum was introduced in September 2000, with the first new exam taken in January and June of the following year. The Curriculum Reform 2000 also replaces the S-Level extension paper with the Advanced Extension Award.
Conservative Party under Prime Minister David Cameron embarked on a reform for Level A to change from the current modular to the linear structure. The British Exam Council (Edexcel, AQA and OCR) is regulated and accredited by the UK Government in response to government reform announcements by modifying the specifications of several A Level subjects.
Maps GCE Advanced Level (United Kingdom)
Curriculum
Structure
Prior to the Government's reform of the A Level system, the A-levels consisted of two equally weighted parts: The Advanced Subsidiary, assessed in the first year of study, and Level A2, were assessed in the second year of study. Following the reforms, while it is still possible to take the US Level as a stand-alone qualification, the exams are not counted to full Level A, with all the exams taken at the end of the course. The US course usually consists of two modules, or three for science and mathematics subjects; A full Level usually consists of four modules, or six for science and Math. Modules in each section may have different weights. Modules are properly assessed by exam papers marked by national organizations, or in limited cases by assessed schools, courses that are externally administered.
Subjects offered
A wide range of subjects is offered at A-level by five exam boards. Although exam boards often change their curriculum, this table shows most of the subjects that are consistently available for study.
Process
Learn
The number of A-level exams taken by students may vary. The typical route is to study four subjects at the US level and then down to three at A2 level, although some students continue with their fourth subject. Three are usually the minimum A Level required for university admission, with some universities determining the need for a fourth US subject. No limit is set on the number of A Levels that can be studied, and a number of students take five or more Level A. It is possible to take A Level in an already fluent language, or courses with overlapping content, though not always fully recognized by the university.
Grading
The passing score for A Level is, from highest to lowest, A *, A, B, C, D and E. The process for deciding this value involves a uniform marking scheme (UMS). Under this scheme, four A level modules have a maximum mark of 400 UMS (or 200 UMS each for AS and A2), and six A level modules have a maximum mark of 600 (or 300 UMS each for AS and A2). Maximum UMS in AS and A2 can be shared unequally between each module. For example, US Physics may have two exam modules worth 90 UMS and 150 UMS, and a course module worth 60 UMS. 'Raw marks' ie actual scores received on a test may differ from those provided by the UMS. At each assignment, the correspondence of the raw mark for UMS is determined by setting the class boundary, a process involving consultation by subject matter experts and statistical considerations, aimed at maintaining the standard for each class of the same year. Achieving less than 40% yields U (not classified). For graduation rates, 40% correspond to the value of E, 50% a D, 60% a C, 70% a B, and 80% A. Class A * was introduced in 2010 and awarded to candidates who averaged 80% of UMS in all modules, with a score of over 90% of UMS in all A2 modules. In Mathematics, which consists of six 100 UMS modules, only C3 and C4 modules are taken into account in this requirement. In Further Mathematics and Advanced Advanced Mathematics, where more than three A2 modules can be taken, the three A2 modules of the best scores are calculated. There is no A * grade at US level.
International comparison
Wales and Northern Ireland
Recent research and related findings have shown that over the span of a few years students from Northern Ireland will outperform students from England and Wales in the A-level exam.
Hong Kong
According to UCAS and HKEAA, Hong Kong's A-level examinations have historically been compared with A Level England. In general, the value of A UK is broadly equivalent to the Hong Kong A-C class. This conclusion is based primarily on the percentage of pupils who achieve their respective scores in each exam. In the UK, on ​​average 25% of participants from each subject reach an A grade every year, compared to 25% A-C levels in Hong Kong - A (4%), A-B (10%), A-C (25%). According to the BBC, the percentage of students reaching A * is about 8-10%, which essentially lies within the A-B range of their Hong Kong peers in their respective subjects. However, both systems measure different skills mastery and any comparison can be subjective and therefore meaningless.
United States
In the United States (US), a secondary school diploma is a qualification that is generally required for admission to colleges and universities.
In the UK, a high school diploma is considered to be at the level of the Secondary Certificate of Secondary Education (GCSE), granted in Year 11. For university and university admissions, a secondary school diploma may be accepted in lieu of GCSE if the average grade C is earned on the subject with a GCSE counterpart.
Since the academically higher A level granted in Year 13 is expected for university admissions, secondary school diplomas alone are generally not considered to meet university requirements. Students wishing to study in the UK can take part in the Advanced Placement (AP) or International Baccalaureate (IB) program, considered to be at the A Level qualification level and earn points at the UCAS Tariff, or may choose to take the A Level exam at an international English school or as a personal candidate. The University Entrance Examination Test (CEEB), such as SAT, SAT Subject Tests, or ACT, may also be considered.
The University and College Admissions Service (UCAS) recommends that in addition to a high school diploma, a grade of 3 or more in at least two, or ideally three, the Advanced Placement exam may be considered to meet the general admission requirements for entry. The IB diploma is also acceptable. For the University Entrance Examination exam, a score of at least 600 or higher in all SAT sections or a minimum score of 26 or higher in all parts of ACT together with a minimum score of 600 in the relevant SAT Subject Test may be considered as meeting the general admission requirement for admission.
Special education needs
The Equality Act says that the exam boards are required to take 'such measures reasonable to have to take to avoid losses', meaning that they are required to make reasonable adjustments for students who would otherwise be at a great disadvantage when demonstrating their skills, knowledge and understanding in the assessment. For students who take the GCE A Level exam with learning difficulties, recurrent/recurrent injury injuries (RSI) or other defects, some of the access settings offered are:
- Additional time (the most commonly approved is 25%, but the amount depends on the severity of the disability, and the student's processing speed.This may be permitted for: disorders such as ADHD, Dyspraxia, Dyslexia, or any other defect affecting speed processing, an injury affecting the time required for the exam, or studying in English as a second language provided that the student has studied in the UK for no more than 2 years)
- A amanuensis (type of person or handwrit dictated by the student: this is usually used when students can not write due to injury or disability)
- The word processor (without spell checker) can be used by students who have difficulty writing legibly or who can not write fast enough to complete the exam within the time limit
- Different format test paper (large print, Braille, printed on colored paper, etc.)
- A 'reader' (test lecturer/examiner can read out the written word on the exam, but they can not explain the meaning)
- Different rooms (sometimes due to students' inability to be placed in their own room or with others selected) this also happens when a amanuensis is used, so as not to interfere with other candidates All examination rooms are covered by separate separate invigilators.)
Access settings must be approved by the exam board in question. There are others available, but these are the most commonly used.
Test board
The A-level exam in the UK is currently managed through 5 award agencies: AQA, OCR, Edexcel (London Examinations), WJEC and CCEA. Currently 5 can trace its roots through a series of mergers or acquisitions to one or more of the original 9 GCE Examination boards. In addition, there are two test boards that offer international level qualifications: Edexcel and CIE. OCR and CIE are both branches of the parent organization, Cambridge Assessment. In the UK it is customary for schools to enroll with some examination boards and to "mix and match" Level A to get a combined curriculum that matches the school profile.
Usage
England, Wales and Northern Ireland
A Level is usually studied by students in Sixth Form, which refers to the last two years of secondary education in England, Wales and Northern Ireland, taken at the age of 16-18. Some secondary schools have their own Sixth Form, which recognizes students from lower year groups, but will often receive external applications. There are also many Specialist Sixth Form and Advanced Education Schools that receive from feeder schools across a wide geographical area. Entry to the program level is at the discretion of the provider, and usually depends on the GCSE value. The general requirement is the value of 5 A * -C in the GCSE, although the requirements may be higher, especially for independent schools and grammar schools.
Scotland
Level A is offered as an alternative qualification by a small number of educational institutions in Scotland, in place of the Scottish High Standards, and Advanced High Levels of the Scottish Qualification Certificate. The schools that offer Level A primarily are private schools that pay fees especially for students who want to attend universities in the UK.
International school
Many international schools choose to use the British system for their wide acknowledgment. Furthermore, students may choose to sit in the British examination agency papers at educational centers around the world, such as those held by the British Council. According to the British Council, A Level is similar to an American Advanced Placement course that is equivalent to the first year of a four-year American undergraduate degree.
University admissions
A Level students often apply to universities before they take the final exam, with centrally managed applications through UCAS. British universities (including Scottish universities, which receive many applicants who take A Level) consider GCSE, US level results, predict A Level results, and extracurricular achievements when deciding whether applicants should bid through UCAS. This offer may be 'unconditional', guaranteeing place regardless of performance in A2 exam. Much more often, the offer is conditional on the level values, and becomes void if the student fails to achieve the expected grade by the university (eg, a conditional offer of three A Levels in class B-B-C). Universities can determine which subjects they want for this grade (for example, a conditional offer of A-A-B grades with an A in Mathematics). The offer may include additional requirements, such as achieving a certain value in the Six-Term Test Paper. The University is obliged to accept the candidate if the conditions are met, but not obliged to reject candidates who yearn for requirements. The savings can be specifically indicated if the candidate is almost lost value.
Rate values ​​are also sometimes converted into numerical scores, usually UCAS tariff scores. Under the new UCAS system starting 2017, A * value in A Level is 56 points, while A is 48, B value is 40, C value is 32, D value 24, and E is 16; so the university may even demand that the applicant reach 112 points, rather than the B-B-C equivalent offer. This allows greater flexibility for students, since 112 points can also, for example, be achieved through a combination of A-B-D, which will not meet the B-B-C bid requirement because the value of D.
Depending on the specially made offer, a combination of more than 3 (typically 4 or 5) subjects with a lower grade, or points from non-academic input such as higher-level music values ​​or a Major Expertise course, may also be accepted by the university. The offer text determines whether this flexibility is available - "112 UCAS Points" is likely to be, while "112 UCAS Points from three A Level subjects" will not.
International variant
There are currently two examination boards that provide an international variant of the Royal High Court exam for international students. These are Cambridge International Examinations (CIE) and Edexcel. International A Level is widely available around the world, with over 125 countries providing courses with 60 different elective subjects.
Unlike the current modular system applied in the UK, the CIE A-Level, or better known as Cambridge A level, practices a terminal checking system. Students are required to take two major exams, US and A2, at the end of each academic year. Each major exam carries a 50 percent weight to form a complete Level A. However, Edexcel A students will sit on the same paper with students in the UK simultaneously.
In addition, countries outside the UK have established academic qualifications of the same or similar name, and in a similar format, to the level A of the United Kingdom. However, these qualifications may differ in certain respects from those offered in the UK.
Awarding
Please note: The 2015 value is currently temporary.
A-Class UK Classification from June 1989 to 2017
Note : norm * - the value allocated per norm referenced to the percentile quotas described above.
Criticism and controversy
Inflation class
The most common criticism of the A-level system is class inflation allegations. The press has recorded a steady rise in average scores over several years in a row and draws the conclusion that A-levels are becoming consistently easier. In the educational report, Robert Coe compares student scores in an ALIS ability test with the equivalent grades achieved in A level tests over a period of about 20 years. He found that students with similar abilities achieved an average of about 2 grades lower in the past than in the present. In the case of mathematics it is closer to the lower 3.5 classes.
Governments and teaching bodies argue that enhanced values ​​represent higher levels of achievement because of better and more experienced teaching methods, but some educational experts and journalists argue that this change is caused by easier class and exam inflation. It has also been suggested that government pressure on schools to achieve high exam results has made them train students to pass exams rather than understand the subject. In 2000 the A-level system was changed to check students at the end of every two years of A-level study, not just at the end of two years. The results of the first year exam (AS-level) have allowed students to drop subjects that they find difficult after one year and to take back exams to achieve higher grades. Unlimited resit ability, with the best mark, has improved results. Some believe that students tend to choose subjects that are easier than the more difficult to achieve higher values.
Universities in the UK have complained that the more A given value makes it difficult to differentiate between students at the top of the ability spectrum. Class C was originally intended to represent average ability, and students typically require 60% or higher in all assessments to achieve it; However, the average results are now at the lower end of class B. Many universities have introduced their own entrance tests such as BMAT and LNAT for a particular course, or conducting interviews to select applicants. In addition, the head of admissions at the University of Cambridge outlines the changes he believes must be done for the current system, in particular the use of the Advanced Extension Awards, a more challenging qualification based on more advanced content from the A-level syllabus. More and more universities are looking to see the results of individual module applicants to see how they have achieved their results comfortably due to concerns that A-levels may not offer an accurate ability test, or that it is a good predictor of future academic success. In 2007, the allegation that students had been rated lower than was supposed to improve the overall results and make the graduation rate seem lower than it had been in previous years. The Tomlinson investigation was established to ascertain whether this was a fraudulent act to prove that level A was too easy. As a result, some papers were re-tagged but only 1,220 A levels and 733 US-level students saw an improvement in their results.
Reform
In response to concerns expressed by companies and universities that it is impossible to distinguish between a large number of students who achieve an A grade, and to reflect current GCSE standards, there is debate about whether the new "super A" higher grade (such as A * grade in GCSE ) should be introduced. As will be seen in the future, it is generally agreed that bringing higher values ​​would be a far better idea than raising the class boundaries to maintain consistent standards, and it has been proposed that above A, A * values ​​should be available at level A to stretch the most capable students while still allowing others to achieve the value they deserve. From existing A2 exams in the future, the highest A level will be A *, requiring an overall A and 90% of the overall UMS in A2 paper.
The latest reformation of the Mathematics syllabus, following the overly loud call, has attracted criticism for allegedly made easier. In the change, content consisting of three modules (Pure 1-3) is distributed to four modules (Core 1-4). Allegedly this makes the course easier because students are less likely to work for the same qualifications. Further reforms to make the more popular Math syllabus have been filled with diverse opinions. Supporters citing it will reverse the downward trend in students who take the subject while others worry that the subject is "still very difficult".
Despite ongoing work to improve A-level image in the business community, a number of business leaders have begun to express concerns about the suitability of qualifications for graduate school and to urge the adoption of the International Baccalaureate in the UK as an alternative qualification in schools. In addition, concerns were raised by Sir Mike Rake, BT Group Chairman, Sir Terry Leahy, Chairman of Tesco and by Sir Christopher Gent, Chairman of GlaxoSmithKline. Some schools have also moved to offer Cambridge Pre-U as an alternative to A-levels and at higher rates.
Assessment load
With the increase in subject modularisation, the amount of time that young adults studied in the UK has improved significantly. It is estimated in a report by educational experts that at the age of 19 years children will spend a year of their schooling to be assessed. As a result of such criticism about the "burden of judgment", because the candidates have taken four papers for most A-levels, not six as in the past. This means there are two modules for AS and two for A2 for the majority of level A. However, this will not be the case for all levels A: Biology, Human Biology, Chemistry, Physics, Electronics, Geology, Music, Welsh and Science will continue with six units, three units for US and A2 respectively, and 600 UMS for A level. Mathematics (including Advanced Mathematics, Advanced Advanced Mathematics, Statistics, and Uses of Mathematics US), will not change structurally in modular reforms; it will remain at 600 UMS (300 UMS for the US), but it will include the new A * grade and the 'Stretch and Challenge' provisions. Also, Bengali, Modern Hebrew, Punjabi, Polish, Arabic, Japanese, Modern Greek, Hebrew Bible, Dutch, Gujarati, Persian, Portuguese, and Turkish will remain in two units, one for US and one for A2. However, they will move to 200 UMS for level A. China will also move to 200 UMS, but instead of two units, it will move to three units: the US will have two units, A2 will have one. This is the first A level that has an odd number of units since the 2000 Curriculum.
Cambridge University has warned that it is highly unlikely that it will accept applicants who take two or more supposedly 'softer' subject levels out of 3. This has outlined the list of subjects considered 'not suitable ', which includes Accounting, Design and Technology, Film Studies, Information and Communication Technology, Media Studies, Photography, and Sport.
As a result of the dislike of the modular system, many schools are now offering alternatives to the alternative International Baccalaureate Diploma. The course offers more subjects, extracurricular activities, a philosophical epistemological component known as "Theory of Knowledge", as well as an extended essay requirement on the subject of candidate choice. Unlike the current AS/A2 system, International Baccalaureureate is not based on a modular system. The Diploma Program, managed by the International Baccalaureureate, is a recognized pre-university education program.
Former British Prime Minister Tony Blair recently suggested that one public school in each region should offer the International Baccalaalaurus Diploma Program as an alternative to level A.
Extent of study
A-level has been criticized for giving it less widespread as many A-level students generally do not learn more than three subjects in their final year. [18] The main part of this criticism is that, while the curriculum of three or four subjects can be balanced across the spectrum (for example students may choose one subject of science (such as Mathematics, Chemistry or Biology) (eg English, English, French, German, Spanish), and "creative" subjects such as Art Studies), in many cases students choose three closely related subjects, for example, Mathematics, Physics and Chemistry or Sociology, Psychology, and Political. This is partly due to university entrance requirements, which, for degree programs such as medicine, may require three related A-level subjects, but non-traditional combinations become more common ("British Council Australia Education UK"). Thus, while the objective of the Curriculum 2000 is to encourage students to undertake different subjects, to expand their 'skill base', there is a tendency to pursue similar disciplines. Others, however, disagree, arguing that the additional US-level being studied will provide more widening than the old system.
Approximate grading
Reform may be something called a post-qualified application system (PQA), in which applicants apply to universities once they receive their results. It has been argued that this will be fairer for applicants, especially those from low-income families whose results are considered less predictable. However, the newer UCAS report shows that although reliability of predicted values ​​declines in line with family income, this can still lead to over-predicted effects for low-income groups. Only 45% of the predicted value is accurate - 47% is over-predicted and 9% below prediction. UCAS consultations have recently rejected the application of PQA following opposition from universities, schools and accepting agencies.
See also
- GCE S-Level/Special level
- GCE Advanced Renewal (AEA) Award
- A-level (International)
- Advanced Higher (Scotland)
- High School Certificate (UK)
- IB Diploma Program
- Baccalaalaureate Europe
References
Source of the article : Wikipedia
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