The Secondary Certificate of Secondary Education ( GCSE ) is an academic qualification, generally taken in a number of subjects by students in secondary education in England, Wales and Northern Ireland. Each GCSE qualification exists in a particular subject, and stands alone, but such a set of qualifications (or their equivalents) is generally accepted as a record of achievement at the age of 16, in lieu of a leaving certificate or baccalaureate qualification in another region.
Studies for the GCSE exam generally last for two or three academic years (depending on the subject, school, and exam board), beginning in Year 9 or Year 10 for most students, with exams being seated at the end of Year 11. GCSEs are introduced in lieu of for the former O-Level (GCE Ordinary Level) and a CSE (Certificate of Secondary Education) qualification.
Video General Certificate of Secondary Education
History
Previous qualification
Prior to the introduction of the GCSE, students take an examination toward a CSE or O-Level certificate, or a combination of both, in a variety of subjects. The CSE broadly covers the GCSE C-G or 4-1 values, and the O-Level includes A * -C or 9-4 values, but both are independent qualifiers, with different scoring systems. Separate qualifications have been criticized for failing under 42% of O-Level entrants who fail to receive qualifications, and the brightest CSE entrants are indistinguishable from their true abilities.
The level of Education of the General Certificate of Education (GCE) , or O-Level , is scored on a scale from A to E, with U (ungraded) values ​​below it. Prior to 1975, scoring schemes vary between check boards, and are not shown on certificates. Officially, the value before 1975 only "passed" and "failed".
Secondary Education Certificate , or CSE , are rated on a numerical scale from 1 to 5, with 1 being the best, and 5 being the worst graduation scores. Below 5 there is also class U (ungraded). The highest score, 1, is deemed to be equivalent to the O-Level C score or higher, and the achievement of this score often indicates that the student can take a more academically challenging O-Level course in the subject to achieve higher qualifications. Since both are independent qualifiers with separate syllabuses, separate studies must be taken to "transform" the CSE into an O-Level in order to reach the A-Level.
Previous attempts to unify these two different qualifications were attempted in the 1980s, with "16" trials in some subjects, giving CSE and O-Level certificates, before the GCSE was introduced.
Introduction to GCSE
The GCSE was introduced in 1988 to establish a national qualification for those who decide to leave school at the age of 16, without pursuing further academic studies toward qualifications such as A-Level or university degrees. They replaced previous CSE and O-level qualifications, bringing together two qualifications to allow access to different classes for more students.
After the introduction, GCSE is assessed on a scale of letters, from A to G, with C that is set roughly equivalent to O-Level Grade C, or CSE Grade 1, and thus can be about 25% of each group.
Change since initial introduction
Over time, the range of subjects offered, test formats, rules, content, and GCSE exam assessments has changed greatly. Many subjects have been added and changed, and new subjects are offered in modern languages, ancient languages, vocational areas, and expressive arts, as well as Civics courses.
Introduction to A * grade
In 1994, grade A * was added above grade A, to distinguish further achievement at the highest end of qualification. This remains the highest value available until 2017. The youngest student to earn an A * is Thomas Barnes, who earned an A * in GCSE Mathematics at the age of 7 years.
2000 reform
Between 2005 and 2010, various reforms were undertaken for GCSE qualifications, including modularity improvements and changes to the administration of non-audit assessments.
From the first assessment series in 2010, the controlled assessment replaced courses in a variety of subjects, requiring more stringent exam conditions for most of the assessed non-exam jobs, and reducing opportunities for outside assistance in the course.
Reform 2010
Under Conservative David Cameron, and Education Minister Michael Gove, changes were made to GCSE qualifications. Prior to the various reforms, temporary changes were made to existing qualifications, removing the January exam series as an option in most subjects, and requiring 100% assessment in the subjects of the 2014 examination series to be taken at the end of course. This is the precursor to reform later.
Beginning in 2015, large-scale reform programs began, changing the assessment criteria and syllabus for most subjects, as well as the qualification format, and the scoring system.
Under the new scheme, all GCSE subjects are being revised between 2015 and 2018, and all new awards will be on the new scheme by the summer of 2020. The new qualifications are designed in such a way that most exams will be taken at the end of the year course, without interim interim assessment , course, or controlled assessment, unless necessary (as in art). Some subjects will retain lectures on an uneducated basis, with the completion of certain experiments in science subjects assumed in the exam, and teacher reporting of the oral language participation for the English GCSE as a separate report.
Other changes include moving to a numerical scoring system, to differentiate new qualifications from old-fashioned GCSEs, publication of core content requirements for all subjects, and further improvement, essay style questions to challenge more students. At the same time, a variety of qualifications and low absorption qualifications with significant overlaps will cease, with their content removed from the GCSE option, or incorporated into similar qualifications.
The GCSE examination in English and mathematics is reformed with the publication of the 2015 syllabus, with the first test taking place in 2017. The rest will be reformed with syllabus publications 2016 and 2017, leading to the first award in 2018 and 2019, respectively.
Unreformed qualifications will no longer be available. Knowledge reform, in particular, means that a single "science" and "additional science" option is no longer available, replaced with multiple "science-combined" options (rated on a scale of 9-9 to 1-1 and equivalent to 2 GCSEs). Alternatively, students may take separate qualifications in chemistry, biology, and physics. Other removed qualifications include a variety of design technology subjects, which are reformed into a single "design and technology" subject matter with multiple choices, and a variety of catering and nutritional qualifications, which are folded into "food technology". Finally, some GCSE "umbrellas" such as "humanities", "performing arts", and "expressive art" are disbanded, with those wishing to study such subjects need to take separate qualifications in the subjects included.
This reform is not directly applicable in Wales and Northern Ireland, where GCSE will continue to be available on the A * -G scoring system. However, due to the legislative requirements for comparability between GCSEs in the three countries, and allowances for certain subjects and qualifications will be available in Wales and Northern Ireland, some 9-1 qualifications will be available, and other changes largely adopted in these countries. as well.
Maps General Certificate of Secondary Education
Test board
Historically, there have been various regional examination boards, or award-giving organizations (AOs), which set up trials in their area. Over time, as deregulation allows schools to choose which board to use, mergers and closures will only carry the 5 exam boards left today.
- The Assessment and Qualification Alliance (AQA), which absorbs the following boards: AEB, JMB, NEAB, and SEG.
- The Oxford, Cambridge, and RSA (OCR) exams, which absorb Oxford and Cambridge exam boards, MEG, and RSA.
- Pearson Edexcel, which absorbs LREB, BTEC, and ULEAC boards.
- Welsh Joint Education Committee (WJEC or CBAC), the main examining board in Wales.
- Board for Curriculum, Exam & amp; Assessment (CCEA), the board of examiners and regulators in Northern Ireland.
The examining board operates under the supervision of Ofqual (Office of Qualification and Regulation of Examination) in England, Wales Qualifications in Wales, and CCEA in Northern Ireland.
In the UK, AQA, OCR, and Pearson operate under their respective brands. In addition, WJEC operates the Eduqas brand, which develops qualifications in the UK. CCEA qualifications are not available in the UK.
In Wales, WJEC is the only accredited accreditation agency for GCSE in the public sector, and thus no other councils formally operate in Wales. However, some qualifications of the English board are available as qualifications specified in some circumstances, as they are not available from the WJEC.
In Northern Ireland, CCEA operates as a board and regulator. Most qualifications of English boards are also available, with the exception of English and science, due to the requirements for speaking and practical judgment, respectively.
Structure and format
Students typically take at least 5 GCSEs on Key Stage 4, to meet the headline size that has long been rated 5 A * -C, including English and math. Appropriate qualifications taken by students vary from school to school and student to student, but the school is encouraged to offer at least one path leading to a qualification for English Baccalaurus, requiring GCSE in English, English literature, math, 2 GCSE science, language modern or ancient, and both history and geography.
Subject
The list of GCSE subjects available today is much shorter than before the reforms, as the new qualifications in the UK all have the core requirements set by regulators, Ofqual, for each subject. In addition, there are some subjects where only one board offers qualifications, including some that are only available in one UK country for that reason. The following list is sourced from the exam board website.
Core Subject
This is a requirement to achieve the British Baccalaalaureate title size in the league table, from 2017 onwards. The Baccalaureateate itself does not collect certificates for students. Other subjects, especially religious studies, computer science, or physical education, may be required in some schools because these subjects are part of the National Curriculum on Key Stage 4.
- English : English and English literature
- Math
- Science : one of these two options:
- Joint Science (worth 2 GCSE)
- 3 of the following: Chemistry, Physics, Biology, Computer Science
- Language : one GCSE in modern or outdated languages:
- Modern languages ​​: Arabic, Bengali, Chinese (Mandarin), French, German, Greek, Gujarati, Modern Hebrew, Italian, Japanese, Panjabi, Persian, Polish, Portuguese, Spanish, Turkish, Urdu
- ancient languages ​​: Classical Greek, Hebrew Bible, Latin
- Humanities : History or Geography
Other subject
- Science and Mathematics :
- Astronomy
- Geology
- Psychology
- Statistics
- Humanities and Social Sciences :
- Ancient History
- Citizenship Study
- Classical Civilization
- Religious Studies
- Sociology
- Business and Company :
- Business
- Economy
- Design and Technology :
- Design and Technology
- Electronics
- Technique
- Food Preparation & amp; Nutrition
- Art :
- Art and Design
- Dancing
- Drama
- Movie Studies
- Media Studies
- Music
- More :
- Physical Education
- Northern Ireland (CCEA) only :
- Agriculture and Land Use
- Applied ICT
- Business and Communication System
- Child Development
- Construction and Artificial Environment
- Contemporary Crafts
- Digital Technology
- Further Mathematics
- Government and Politics
- Health and Social Care
- House Economy
- Hospitality
- Ireland
- Ireland
- Gaeilge
- Journalism in the Media and Communications Industry
- Learn to Live and Work
- Holidays, Travel, and Tourism
- Motor and Road User Study
- Moving Image Art
- Wales (WJEC/CBAC) only :
- Information and Communication Technology
- Welsh (required at Welsh schools):
- Welsh language (first language)
- Welsh literature (first language)
- Second Language Welsh
Value and tiering
GCSE is awarded on a multilevel scale, and crossed two levels of the Regulated Qualification Framework (RQF): Level 1 and Level 2. These two levels are approximately appropriate, respectively, for the foundation and higher level in the tiered GCSE qualification. Qualification Level 1 is a GCSE in the qualifications of classes G, F, E, and D or 1, 2, and 3. Level 2 are those in classes C, B, A and A * or 4, 5, 6, 7, 8, and 9.
The qualification level allows a subset of the values ​​to be achieved in a certain level of paper. Previously, many subjects were tiered, but with mid-2010 reforms, the number of graded subjects was dramatically reduced, including the removal of levels from the GCSE English specification. Non-printed paper allows any value to be achieved. Course assignments and controlled judgments are always not found.
In the past, mathematical qualifications offered a range of different levels, with three. This is the foundation level in classes G, F, E, and D; intermediate levels in classes E, D, C, and B; and higher levels in classes C, B, A, and A *. This has finally changed to match levels in all other GCSE qualifications.
The evolution of values, and the coarse ratio between them are as follows:
- Note :
- GCSE grades 9 through 4 (A * to C) - Certificates and qualifications are given. In the GCSE, it is considered a 'good feed', and qualifies at Level 2 of the RQF.
- GCSE grades 9 through 1 (A * through G) - Certificates and qualifications are given. At GCSE, award qualification at Level 1 of the RQF.
- U: not bundled/unclassified - no certificates or qualifications are given Class
- ^ a Ã, 9-1 staged by subject between 2017 and 2019 in the UK
- ^ b New A * -G value in Northern Ireland starting 2019
- ^ c The A * -G value used in Wales since 1994, and in the UK and Northern Ireland between 1994 and 2019
- ^ d Prior to 1975, each examination board had its own scoring system (several letters, numbers). Values ​​are only given to schools and are not recorded on the student certificate
Nilai surat
When GCSE was first introduced in 1988, they were assessed on the scale of the letters in each subject: A, B, C, D, E, F, and G which passed the value, with U (not classified) below the non-qualifying. students for certificates.
These values ​​were originally set in such a way that the GCSE C value was equivalent to grade C or grade 1 CSE, although the change in marking criteria and limitations over the years meant that this comparison was approximate.
Rarely, X and Q values ​​are given. X indicates that a course is not completed in full, and thus that the corresponding value can not be calculated. Q (query) grade is a temporary class that requires schools to contract the examining body. These last two values ​​are usually temporary, and replaced with ordinary values ​​after the problem is solved. X values ​​are also sometimes used for other purposes, on rare occasions, such as to show that a tester finds offensive material or hate speech in the student's response. In some cases, this may cause the student to lose all grades for that paper or course. These values ​​are most common in subjects addressing ethical issues, such as biology, religious studies, and citizenship.
In 1994, class A * was added, above the initial A value, to show remarkable achievement, above the required level for value A.
Under the letter-grade scheme, base-level papers assess content in class C to G, while higher papers rate content in classes A * through C. In a base-level paper, students can obtain the maximum value of C, while at a higher level paper, they can achieve the minimum value of D. If higher grade candidates miss class D with a small margin, they are given E. Otherwise, the value below E in this paper is U. In a paper that is not printed, the student can reach the level anything in the scheme.
The scheme is being removed in the UK, but remains in Wales and Northern Ireland. In Northern Ireland, the A * value has been adjusted upward with the introduction of numerical schemes in the UK, so A * is equivalent to new English classes 9. They also add C * classes to line up with grade 5. in the English scheme, for comparison purposes.
Numerical values ​​(2017 and so on)
From 2017 in the UK (and in Wales and Northern Ireland on the qualifications of the English board), some GCSEs are now rated on a 9-point scale, using numbers from 9 to 1, and, as before, U (unclassified) levels for achievement at below the minimum pass mark. Under this system, 9 is the highest grade, and is set above the previous A * classification, equivalent to the new Northern Irish class A *. Former class C is set in grade 4, with grade 5 considered a "good feed" under the new scheme.
Although fewer qualifications have tiered than before, tiering systems still exist. At the base level, grades 1, 2, 3, 4, and 5 are available, while at higher levels, grades 4, 5, 6, 7, 8, and 9 are targeted. Again, if the higher-grade students miss the 4th grade mark by a small margin, they are given a grade of 3., and the controlled assessment and lecture assignment are not sewn.
Results
The GCSE results were published by the examination board in August, for the previous exam series from April to June of the same year. They are usually released one week after the A-Level results, in the fourth week of August, with CCEA results on Tuesday and other board results on Thursday. Some boards and schools release results online, though many still require students to attend personally to collect their results from the center where they take the exam.
These results are then continued by informing league tables published in the next academic year, with key performance metrics for each school.
Source: : Joint Council for General Qualification through Brian Stubbs.
Note : In the last year DES statistics for O-Levels are available, and in all subjects, 6.8% candidates earn A, and 39.8% and A through C.
British GCSE Classification
Assessment type
GCSE modular and modular
In the past, many GCSE qualifications are available as a modular qualification, in which some assessments (up to 60% under 'terminal rules') may be filed before the final exam series. It allows for students to take several GCSE units before the final exam series, and thus provide an indication of progress and ability at various stages, as well as allow for students to resit the exam in which they do not do so as well, in order to increase their grade, before accepting qualifications.
Various qualifications are available as a modular and linear scheme, and schools can choose which one best suits them.
Under Conservative David Cameron's government, and Education Minister Michael Gove, reforms began that changed all current GCSEs from 2012 (for assessment from 2014) to the de facto linear scheme, prior to the introduction of new specifications between 2015 and 2018 (for the first assessment from 2017 to 2020). This new rule requires that 100% of the assessment in the GCSE be submitted in the final exam series, at the same time as an application for full qualification certification. The check board meets by modifying the remaining GCSE qualification syllabus to remove modular components. subject.
Both modular and linear assessments have become political debates, and the British Labor Party's opposition, and in particular former MP Tragnam Hunt states that it is their policy that such reforms are stopped and reversed, maintaining modular assessments in both the GCSE and the A-Level. The modular scheme is supported by Oxford University and Cambridge University.
Controlled courses and ratings
In some subjects, one or more controlled appraisals or course assignments may also be completed. This can contribute either a small or a large part of the final value. In practical and performance subjects, they generally have heavier weight to reflect the difficulties and potential injustices of conducting examinations in this field.
In the past, it was available in a wide variety of subjects, including long letters in English, science, business, and foreign languages; practical assessment in science and technology subjects; and assessments speak in the language. Since the 2010 reforms, availability has been reduced, with the vast majority of design and technology subjects and performing arts retaining the contribution of their controlled judgments. In English, an oral language assessment has been downgraded to a separately reported certificate on an English certificate, not contributing to the grade. In science, practical practice is a required part of qualification, but not directly assessed, as it only supports a teacher's statement.
A balance between controlled judgment and examination is a debate, with time to set aside for training sessions seen as a burden on school schedules. However, the use of a controlled assessment allows to mark some work out of season tests, and can ease the burden on students to perform well on exam day.
Extraordinary circumstances and lighten
For students with learning difficulties, recurrent strain injury/injury (RSI) or disability, assistance is offered in this form:
- Extra time (the amount depends on the severity of learning difficulties, such as dyslexia, disability, injury or learning in English as a second language provided that the student has studied in the UK for no more than 2 years. >
- Amanuensis (type of person or handwrite as disciple dictate: 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
- 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 the inability of a student to be placed in a room of their own or with another person chosen) this also happens when a amanuensis is used, so as not to interfere with other candidates All examination rooms are covered by separate specialized invigilators. )
Each of the above shall be approved by the relevant examining board. Other forms of assistance are available with approval by the examining board, but the ones above are the most common.
If a sick student or unforeseen circumstances occur that may affect their performance in the examination, they may apply for special consideration from the examining board, to prevent the negative impact of the event in their class. Procedures vary depending on how many students have completed, but in the case of sitting exam, they may receive a percentage increase on their value to reflect this, or consideration of their course and other judgments along with their predictive value, to calculate fair value based on the achievement of those who other.
Progression
GCSE, BTECs or other Level 2 qualifications are generally required to pursue a Level 3 qualification such as A-Level or BTEC Extended Diploma over the age of 16.
Requirements 5 or more A * -C or 9-4 grades, including English and mathematics, are often a requirement for post-16 qualification in the sixth form college or tertiary education college after leaving secondary school. Where the subject taken post-16 has also been taken in the GCSE, it is often necessary that the student reach a C, 4, or 5 as a minimum in GCSE.
Most universities, in addition to their post-16 requirements, look for candidates they have a grade of C or 4 or higher in English and GCSE math. Many of those who achieve below this standard will recapture GCSE English and math to improve their grades. A series of November exams exist for this purpose, to allow a faster path to get these values ​​than to wait until the next summer series. Leading universities often take into account performance at the GCSE level, sometimes expecting applicants to have a high proportion of A and A * grades.
Comparison with other qualifications
In the United Kingdom
The GCSEs in England, Wales and Northern Ireland are part of the Regulated Qualification Framework. GCSE in class G, F, E, D, 1, 2, or 3 is a Level 1 qualification. GCSE in C, B, A, A *, 4, 5, 6, 7, 8 or 9 is Level 2 qualification. A, X, or Q values ​​do not qualify. Level 2 qualifications are much more sought, and generally form the minimum requirements for work and hope for further study.
BTEC is another Level 1/2 qualification available in the same area as GCSE, and rated on 5 levels. At Level 2, it can be compared with A *, A, B, and C, respectively are Distinction *, Distinction, Merit, and Pass. A BTEC at Level 1 is only marked as "Level 1", without division. Below that level, a U is given, as in the GCSE.
Other qualifications at this level include Cambridge Nationals, Key Skills, and Functional Skills.
Comparable qualifications in Scotland are National 4 and 5 National awards (formerly Standard and/or Intermediate Class).
In other regions
Most recent and used English territories :
Educational systems from British and former areas, such as Gibraltar, and Nigeria, also offer qualifications, such as those provided by the same exam board. Other former British colonies, such as Singapore and Zimbabwe, continue to use the O-Level qualification. The international version of GCSE is the IGCSE, which can be taken anywhere in the world and includes additional options related to the courses and qualified languages ​​being pursued. All subjects completed in the fifth of the European Baccalaeureate are generally equivalent to the subject's GCSE.
Ireland :
In the Republic of Ireland, the Junior Certificate is a comparable qualification.
United States
In the United States, a high school diploma is required for admission to college. In the UK, this is considered to be at the GCSE level, granted in Year 11. For university and university admissions, a high school diploma may be accepted in lieu of GCSE if the average score is better than D earned in subjects with GCSE partners.
Since A-Level is generally expected for university admission, a high school diploma is not considered adequate for university entrance in the UK. The Advanced Placement or International Bachelor's Degree program is considered to be the same as the A-Level, earning points on the UCAS tariff, and therefore can be accepted as a substitute for A-Level for university entrance in the UK by US students. SAT reasoning test and SAT Subject Test, or ACT may also be considered in the bid for university entrance.
Criticism and controversy
Class differences
Statistics released by the London Poverty Profile find the overall GCSE achievement in London is greater than the rest of the UK. 39% of students at Inner London and 37% in Outer London did not get five GCSEs in A * to C, compared to 42% across the UK. Also, according to the ITV News report, UK students tend to outperform the Jersey students on the GCSE exam.
Gender bias is another area of ​​concern. Ministry of Education data shows that the relative performance gap between girls and boys widens significantly below GCSE, compared with O-Level.
Subject attenuation
The decline in the number of students studying foreign languages ​​in the UK has been a major concern of education experts for many years. Paul Steer, Head of the Exam Council of the British OCR exam board recently stated that "unless we act immediately, even the French and German GCSEs can face challenges".
In addition, the publication of "soft" subjects (eg Critical Thinking, General Studies, etc.) and "academic" subjects (for Mathematics, Science, Languages) for GCSE and A-Level by Oxford and Cambridge universities have created continuing education. argue where, on the one hand, many educational experts will support this "sharing of interests", whereas, on the other hand, many head teachers will not only disagree but actually "oppose a shift to traditional academic GCSEs only (and A-levels) subject ".
Inflation class
There is a comment that the GCSE system dims the old GCE O-Level system (because it takes focus from the theoretical side of many subjects, and teaches students about real-world implications and issues related to ICT and citizenship).
Moreover, the value of GCSE has increased over the years, which criticizes the attribute for assessing inflation. By comparing the students' scores on YELLIS test capabilities with their GCSE results over a period of about 20 years, Robert Coe found a general improvement in results ranging from 0.2 (Science) to 0.8 (Mathematics) from GCSE scores. Fewer than half of the students who took the GCSE exam achieved the 5 A * to C grades required for most forms of academic advanced education.
One important difference between previous educational qualifications (and earlier A-Level assessments) and subsequent GCSE qualifications should be a change from the marker referenced by the norm to the sign referenced by the criteria. In the norm-referenced scoring system, the percentage of candidates still reaches each class. With the values ​​referenced, in theory, all candidates who reach the criteria can achieve value. Comparisons of clear reference norms, such as the NFER or CAT Cognitive Ability Test, with the GCSE assessment seem to show unexpected correlations, challenging the idea that GCSE is an appropriate criterion-based assessment.
The incorporation of GCSE awards into the school league table, and the targeting of the School level, above the national average, has been criticized. At the time of introduction, the class E is intended to be equivalent to the class of CSE 4, and therefore can be obtained by the median candidate/ability; Sir Keith Joseph set the target school to have 90% of their students get the minimum F (which is the 'average' achieved in the past), the goal finally reached nationally about 20 years later. David Blunkett goes a step further and sets the school to ensure 50% of 16-year-olds earn 5 GCSEs or equivalent in grade C and above, requiring schools to set up a means for 50% of their students to achieve grades previously only earned by the top 30% this is achieved with the help of equivalent qualifications and most of the vocational. Labeling Schools fails if they can not reach at least 5 Cs, including English and Mathematics at the GCSE, since 40% of their students have also been criticized, since it basically takes 40% of each intake to achieve a value earned only by a top 20% on when the introduction of qualification.
In recent years, concerns about standards have caused some public schools to go so far as to equip GCSEs with IGCSE in their curriculum, and to bring their students directly to A-Level or BTEC. Other public schools, such as the Manchester Grammar School, replace the GCSE with IGCSE where there is the option of not undertaking the course. The new Science syllabus has caused many public schools to switch to the IGCSE Double Award syllabus.
Errors and errors
In recent years, there have been a number of complaints that GCE and GCE A-Level are marked unfairly (teachers and students also have the option of questioning the exam results by signing up for the re-marking procedure if they feel the results do not reflect students' abilities and expectations or if, (copy) of the exam script, detecting marking errors), following the decision to change the class limit. Recently for the first time in all exam history, the proportion of all GCSEs gets the A * -C value falls.
Other incidents include GCSE Mathematics exam paper where there is a complaint about a question later referred to in the media as a question of 'Hannah candy'. Twitter users complain that they find the question difficult and/or unintelligible, reported on several media sites. However, after a calm situation, some teachers, experts, and students presented the solution to the question through the media.
In other cases, related to the 2016 GCSE biology exam, students take to Twitter to complain about the lack of Biological content in the exam.
Recently, the English literature examination in May 2017 (under OCR rule) implies that Tybalt, a fictional and evil figure in 'Romeo and Juliet' is not a Capulet. The serious drawback in this question confuses many students. OCR accepts responsibility and claims no students will be harmed. The question is worth 40 marks. This has led to doubts about the competence of the council which has 3 years to organize the paper.
See also
- International Certificate of Advanced Education (IGCSE), offered with or rather than O-Level internationally
- Advanced GCE; usually referred to as "A-Level", this is the next set of exams most done by students and more deeply and academically strictly
- Board of Business and Technology Education; referred to as "BTEC", the other next set of course some students take
- GCE (International) GCE Level (O-Level)
- GCE Ordinary Level (United Kingdom)
- Ordinary Level (Sri Lanka)
- Cambridge International Ordinary Level (Singapore)
- Cambridge International O-Level Subject
- Secondary Education Certificate (CSE)
- Secondary Education Certificate (UK) (CSE)
- General Education Certificate (GCE), which consists of O-Level and A-Levels
- School certificate (SC), predecessor for GCE O-Level and CSE qualification
- School Certificate (English)
- School Certificate (Australia)
- School Certificate (New Zealand)
Note
References
- The Guardian <25, 2005, "It's really that bad" - GCSE standard
- The Guardian , September 3, 2005, "The top independent school to dispose of GCSE science"
External links
Source of the article : Wikipedia
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