AS level grade, age, gender and centre type and A level grades in the June 2002 examination series

Oct 20, 2026

Study of seven AQA GCE specifications analyzes how AS level grade, age, gender, and centre type relate to A level outcomes in the June 2002 series. Candidate performance patterns are broadly consistent, with most attaining the same grade at AS and A level, and fewer improving between tiers. Multiple regression shows AS grade explains the largest share of A level variance, while centre type, age, and gender contribute smaller but significant effects that vary by specification. Predictive accuracy ranges from about 55% to 80%, with mean GCSE grade potentially improving predictions, especially where it can be used for awarding decisions.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages21

Reading Time53 min

AccessFree to download

Introduction

Results

Relationship between candidates’ AS and A level grades

Predictors of A level grade

The relationship between AS level grade, age, gender and centre type and A level grades in the June 2002 examination series was studied in seven AQA GCE specifications. The specifications studied were Biology B, Psychology B, English Language and Literature A, ICT, Mathematics A, History and General Studies A. The relationship between candidate performance at AS and A level was consistent across the specifications. Most candidates were awarded the same grade at AS and A level, but only a slightly smaller proportion did better at AS than at A level and very few did better at A than AS level. The difference in the grades awarded at AS and A level raises doubt over the viability of Dearing’s (1996) definition of GCE standards and may have implications for the way in which these qualifications are awarded. For all specifications together, and each specification in turn, multiple regression was performed with A level grade as the outcome and age, gender, centre type and AS grade as the predictors. Candidates’ grade at AS level accounted for the greatest proportion of variance in A level grade. Centre type, age and gender independently predicted small but significant amounts of the variance. These variables had different relationships with A level grade depending on the specification studied. This was particularly the case for centre type. For example, candidates taking the Biology, History and General Studies specifications who were from comprehensive schools tended to be awarded significantly lower A level grades than candidates from other types of centres. The opposite, however, was true for candidates taking the Mathematics specification and there was no relationship between attending a comprehensive school and A level grades for the Psychology, English Language and Literature and ICT specifications. In general, female candidates and candidates aged 18 years or younger were awarded significantly higher A level grades than other candidates. The accuracy of prediction of A level grade varied across the specifications. Between 55 and 80 per cent of grade variance was accounted for. The inclusion of candidates’ mean GCSE grade could improve the predictions, although it is likely that a large proportion of the variance predicted by mean GCSE grade would be common to that predicted by AS grade. If the relationship between the predictors and A level grade proves reliable across examination series, it may be possible to generate more accurate and valid predictions to inform awarding. This may be of particular value when it is not possible to use mean GCSE grade to predict A level grades, for example when a large proportion of candidates are aged 19 years and older. 1. INTRODUCTION Seven AQA specifications with high entries were studied to examine the relationship between AS level grade, age, gender and centre type and A level grade. The specifications studied and the number of candidates awarded an A level are reported in Table 1. Candidates were awarded AS level grades in one of three series – June 2001, January 2002 or June 2002. Candidates were awarded A level grades in June 2002. Table 1. The number of candidates awarded an A level by specification. | Specification | Entry | | --- | --- | | Biology B | 10,873 | | Psychology B | 3,381 | | English Language and Literature A | 2,798 | | ICT | 11,599 | | Mathematics A | 4,436 | | History | 7,658 | | General Studies A | 20,636 | | Total | 61,381 | 2. RESULTS The relationship between candidates’ AS and A level grades Candidates’AS and A level grades, across specifications and for each specification in turn, are cross-tabulated in Tables I to VIII (Appendix 1) . These cross-tabulations are summarised in Table 2. The pattern of candidate performance at AS and A level was consistent across specifications. The largest percentage of candidates was awarded the same grade at AS and A level and a slightly smaller proportion of candidates did better at AS than at A level. A

FAQs

What does the study investigate regarding AS and A level performance?

It examines the relationship between AS level grade, age, gender, centre type, and A level grades across seven AQA GCE specifications in the June 2002 examination series.

How consistent are grade outcomes between AS and A level?

Across specifications, most candidates receive the same grade at AS and A level, with a slightly smaller proportion doing better at AS, and relatively few doing better at A than at AS.

Which factors most strongly predict A level grade in the regression analysis?

AS level grade accounts for the greatest proportion of the variance in A level grade, while age, gender, and centre type independently predict additional (smaller but significant) variance that differs by specification.

Oct 20, 2026

Uploaded by Aria Callaghan