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An analysis of the GCE A* grade.

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Title: An analysis of the GCE A* grade.
Authors: Acquah, DanielK.1 (AUTHOR) DAcquah@aqa.org.uk
Source: Curriculum Journal. Dec2013, Vol. 24 Issue 4, p529-552. 24p. 1 Diagram, 1 Chart, 5 Graphs.
Subject Terms: *A-level examinations, *Grading of students, *General Certificate of Secondary Education, *Educational tests & measurements, *Educational equalization, *Education policy, *Secondary education, British education system
Geographic Terms: United Kingdom
Abstract: The General Certificate of Education (GCE) A* grade was first awarded to students in 2010. It was introduced to assist higher education institutions in differentiating between the highest performing students and to promote and reward greater stretch and challenge. This paper, based on a synthesis of key policy documents, an analysis of quantitative data and a review of existing research, provides an analysis of the GCE A* grade. The paper begins by introducing the historical and political context that led to the introduction of the A* grade, drawing together policy documents and research carried out by the awarding bodies. The paper then presents an analysis of 2011 A-level data, considering the characteristics of students who achieve the grade and addressing concerns around equality and fairness. A further line of evidence concerns public confidence in the new grade, especially in relation to whether it is fulfilling its purposes. The paper concludes by identifying a number of policy lessons for the future of the GCE A* grade. Forthcoming reforms to the A-level will necessitate a reappraisal of the way A* is calculated: this paper will be a useful source of evidence with which to consider the issues. [ABSTRACT FROM PUBLISHER]
Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: An analysis of the GCE A* grade.
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  Data: <searchLink fieldCode="JN" term="%22Curriculum+Journal%22">Curriculum Journal</searchLink>. Dec2013, Vol. 24 Issue 4, p529-552. 24p. 1 Diagram, 1 Chart, 5 Graphs.
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  Data: *<searchLink fieldCode="DE" term="%22A-level+examinations%22">A-level examinations</searchLink><br />*<searchLink fieldCode="DE" term="%22Grading+of+students%22">Grading of students</searchLink><br />*<searchLink fieldCode="DE" term="%22General+Certificate+of+Secondary+Education%22">General Certificate of Secondary Education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+tests+%26+measurements%22">Educational tests & measurements</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br />*<searchLink fieldCode="DE" term="%22Education+policy%22">Education policy</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br /><searchLink fieldCode="DE" term="%22British+education+system%22">British education system</searchLink>
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  Data: The General Certificate of Education (GCE) A* grade was first awarded to students in 2010. It was introduced to assist higher education institutions in differentiating between the highest performing students and to promote and reward greater stretch and challenge. This paper, based on a synthesis of key policy documents, an analysis of quantitative data and a review of existing research, provides an analysis of the GCE A* grade. The paper begins by introducing the historical and political context that led to the introduction of the A* grade, drawing together policy documents and research carried out by the awarding bodies. The paper then presents an analysis of 2011 A-level data, considering the characteristics of students who achieve the grade and addressing concerns around equality and fairness. A further line of evidence concerns public confidence in the new grade, especially in relation to whether it is fulfilling its purposes. The paper concludes by identifying a number of policy lessons for the future of the GCE A* grade. Forthcoming reforms to the A-level will necessitate a reappraisal of the way A* is calculated: this paper will be a useful source of evidence with which to consider the issues. [ABSTRACT FROM PUBLISHER]
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  Data: <i>Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1080/09585176.2013.817347
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      – Code: eng
        Text: English
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        Type: general
      – SubjectFull: Grading of students
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      – SubjectFull: General Certificate of Secondary Education
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      – SubjectFull: Educational tests & measurements
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      – SubjectFull: Educational equalization
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      – SubjectFull: Education policy
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      – SubjectFull: Secondary education
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      – SubjectFull: British education system
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              Text: Dec2013
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