//Options for setting the grade 9 boundary in GCSEs

Options for setting the grade 9 boundary in GCSEs

By |2017-03-03T09:51:55+00:0022nd April 2016|Exams and assessment, Reports|

We were commissioned by Ofqual to consider the likely impact on different types of schools of different approaches to the award of grade 9 in new GCSEs.

Three approaches to the award of grade 9 were modelled:

  1. 20% approach: the grade 9 boundary in each subject is set so that the top 20% of students awarded at least a grade 7 is awarded a grade 9.
  2. Tailored approach: the grade 9 boundary is set so that over all subjects, 20% of students awarded at least a grade 7 are awarded a grade 9 but the exact percentage varies by subject. It is higher in those subjects with a higher proportion of students awarded at least a grade 7 and lower in those subjects with a lower proportion of students awarded at least a grade 7.
  3. 50% approach: the grade 9 boundary in each subject is set so that the top 50% of students currently awarded a grade A* is awarded a grade 9.

The analysis was based on a dataset comprising the exam results for students aged 15 to 16 years in summer 2014 in state-funded and independent schools.

You can contribute to the consultation here.

Grade 9 boundary

Categories

Tags

About the Author:

Rebecca Allen is an associate research fellow, having led FFT Education Datalab from its launch in February 2015 to January 2018. She is an expert in the analysis of large scale administrative and survey datasets, including the National Pupil Database and School Workforce Census. In January 2018 she took up a position as a professor at the UCL Institute of Education, leading the Centre for Education Improvement Science.

Leave A Comment