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The report builds on four embedded principles aimed at improving candidate confidence and reducing barriers through clearer language, more restart opportunities, and assessment structures that unlock trapped marks for standard techniques. 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Helping candidates get off to a good start  \n2. Providing more restart opportunities  \n3. Unlocking trapped marks assessing standard techniques (AO1)  \n4. Making language more accessible and reducing reading time  \nWhat has been the impact of improving question accessibility?  \nHave the changes been effective in improving student experience of A level Mathematics?  \nConclusion  \n3  \n7  \n10  \n13  \n17  \n18  \n19  \nBackground and introduction  \nIn 2020, we published A guide to our question paper improvements (March 2020) to highlight the changes made to our A level Mathematics question papers. This report (Review of the question paper improvements) aims to further illustrate the key improvements with evidence from the 2023 and 2024 exam series.  \nSince 2019 we have embedded four key principles to ensure our exams are more accessible and that all students have a positive exam experience.  \nThese are:  \n• Helping candidates get off to a good start  \n• Providing more restart opportunities  \n• Unlocking trapped marks assessing standard techniques (AO1)  \n• Making language more accessible and reducing reading time  \nTo assess the impact of these changes we have gathered feedback from teachers and students via surveys and focus groups1. We have also completed statistical analysis of question performance.  \nThis report provides a comprehensive overview of the impact of the improvements using examples from the Summer 2023 and Summer 2024 A level Mathematics question papers and making comparisons to Summer 2019. The purpose of this analysis is to demonstrate if the changes have been effective in improving student experience of A level Mathematics.  \n1 three surveys and two focus groups  \n1. Helping candidates get off to a good start  \nThe aim of the key principle ‘Helping candidates get off toa good start’ was to give students more confidence as they start the assessment.  \nResearch feedback from teachers and students via surveysand focus groups tells us that performing well at the start of the paper gives candidates more confidence in answering questions and reduces exam anxiety. This allows for candidates to demonstrate their full potential in an exam.  \nThe initial report A guide to our question paper  improvements (March 2020) stated:  \n“  \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 demand targets.  \n”  \nChanges to the early questions  \nWe conduct a comprehensive review of candidate performance after each exam series. This allows us to reflect on successes and identify opportunities for improvement. This process provides valuable insights into which questions students find most accessible thus informing changes to question papers.  \nFor example, changes we have made to the early questions are  \n• making sure they are short and concise  \n• assessing familiar topics so there are no surprises  \n• keeping problem-solving and modelling at a low-level.  \nProportion of AO1 and AO3 at the start of the exam  \nAnother key change to the question papers has been to amend the proportion of AO1 and AO3 marks at the start of the exam.  \nWe have increased the percentage of marks assessing standard techniques (AO1) in the first five questions of each Pure Mathematics paper (01 and 02) . We have also reduced the number of marks assessing problem solving (AO3) within the first five questions of each Pure Mathematics paper.  \nThe proportion of AO3 marks within the first questions of the overall qualification has reduced by 13%(01) and 16%(02) from 2019 to 2024.  \nThis table compares AO allocations in 2024 compared to 2019 for the first five questions of the Pure Mathem","cbCailHYhrH0Y0dE","https://ap.wps.com/l/cbCailHYhrH0Y0dE","pdf",822800,"English","# Contents\n## Background and introduction\n## Helping candidates get off to a good start\n## Providing more restart opportunities\n## Unlocking trapped marks assessing standard techniques (AO1)\n## Making language more accessible and reducing reading time\n## What has been the impact of improving question accessibility?\n## Have the changes been effective in improving student experience of A level Mathematics?\n## Conclusion","[{\"question\":\"What is the purpose of this review of question paper improvements?\",\"answer\":\"It further illustrates key improvements made to A level Mathematics question papers using evidence from the 2023 and 2024 exam series, and checks whether the changes improve student experience compared with 2019.\"},{\"question\":\"What are the four key principles embedded since 2019?\",\"answer\":\"They are helping candidates get off to a good start, providing more restart opportunities, unlocking trapped marks assessing standard techniques (AO1), and making language more accessible while reducing reading time.\"},{\"question\":\"How has the report measured the impact of the improvements?\",\"answer\":\"It uses feedback from teachers and students collected through surveys and focus groups, alongside statistical analysis of question performance with comparisons to Summer 2019.\"}]","A level Mathematics - Review of the question paper improvements - V1 - DCL1 | PDF",1792466822]