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Following feedback from teachers, parents, and students and ongoing analysis since 2019, the guide explains key principles that increase accessibility and confidence. 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Your exams officer will be able to let you know your login details.  \n2  \nRefining our papers to improve the exam experience for all students  \nFollowing the summer 2019 exam series for A level Mathematics, we collected a large amount of feedback from teachers, parents and students. Since 2019 we have continued to conduct our own analysis of students’ performance and have now embedded key principles to ensure our exams are more accessible and that all students have a positive exam experience. You can find more details around this process in the 2021 A level Mathematics efficacy report.  \nThe improvements focus on:  \n• Helping candidates get off to a good start page 3  \n• Providing more restart opportunities pages 4-5  \n• Unlocking trapped marks assessing standard techniques (AO1) pages 6-7  \n• Making language more accessible and reducing reading time pages 8-10  \nTo support you and your students, we’ve created this guide to show you what these improvements look like in practice and what you can expect in future exam series. We have used questions from our live exam series since 2019 to exemplify each of these improvements.  \nWe’d like the take this opportunity to thank everyone who has offered feedback and been a vital part in helping us make these improvements. If you have any further questions or feedback on these improvements, please get in touch using [assessmentfeedback@pearson.com](assessmentfeedback@pearson.com).  \n3  \n1. Helping candidates get off to a good start  \nWe have put more questions that students perform well on at the start of the paper to give them confidence as they start the assessment. We have been able to do this because we now have more knowledge about which questions students find more accessible and more clarity about our high, medium and low demand targets.  \nOctober 2021 Pure Mathematics Paper 1 Question 1  \n1. f(x) = ax3 + 10x2 − 3ax − 4 Given that (x − 1) is a factor of f(x), find the value of the constant a.  \nYou must make your method clear.  \n(3)  \nTo help more students achieve success at the beginning of each paper we’ve made sure early questions are short and snappy.  \nOctober 2021 Pure Mathematics Paper 2 Question 1  \n1. In an arithmetic series  \n• the first term is 16  \n• the 21st term is 24  \n(a) Find the common difference of the series.  \n(2)  \n(b) Hence find the sum of the first 500 terms of the series.  \n(2)  \nWe also make sure that early questions assess familiar topics and that there are no surprises.  \nOctober 2021 Pure mathematics Paper 2 Question 3  \n3. Using the laws of logarithms, solve the equation  \nlog3 (12y + 5)– log3 (1 – 3y) = 2  \n(3)  \nProblem-solving and modelling is kept at a low level in the opening questions of each exam.  \nQuestions here are taken from the A level Mathematics Mock Papers (Pure Mathematics) published in January 2020. They exemplify some of the improvements we’re making.  \n4  \n2. Providing more restart opportunities  \nOne of our early improvements was to divide questions into parts. We have now gone further by restricting ourselves, where possible, to writing questions worth a maximum of five marks. We also give students opportunities to approach the solution in the way they are most comfortable with, rather than it being scaffolded down a particular path.  \nSome questions had previously been broken into steps in an attempt to guide a candidate through their answer. This had an unintended consequence: where a candidate made a mistake in an early step, it became more difficult to gain marks in later steps. Where the topic allows, this has been changed either to remove the reliance of later question parts on earlier ones, or to ask the question as a single large entity. The approach taken in each case is informed by the topic of the questio","cbCaiv1PECtXNk8N","https://ap.wps.com/l/cbCaiv1PECtXNk8N","pdf",1041066,11,"English","# Refining our papers to improve the exam experience for all students\n# 1. Helping candidates get off to a good start\n# 2. Providing more restart opportunities","[{\"question\":\"What feedback and analysis were used to develop these A level Mathematics question paper improvements?\",\"answer\":\"The guide is based on feedback collected after the summer 2019 A level Mathematics exam series, plus continued analysis of students’ performance since 2019.\"},{\"question\":\"How does the guide help candidates get off to a good start?\",\"answer\":\"It adds more early questions that students tend to perform well on, keeps opening questions short and familiar, and avoids surprises to build confidence at the start of the assessment.\"},{\"question\":\"What changes support students after an early mistake?\",\"answer\":\"The guide increases restart opportunities by dividing questions into parts where possible, limiting marks per part, and reducing reliance of later parts on earlier steps, including using more “show that” questions where appropriate.\"}]","A level Mathematics - A guide to our question paper improvements - Version 1.0 - Mar 2020 | PDF",1792466858,28]