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The session explains what information to gather from students after assessments, including the use of AQA Insight reports and ERA to identify strengths and weaknesses for follow-up after GCSEs. It reviews provisional results, security and paper-delivery assurances, GCSE science entry patterns, and how boundary setting is informed by statistics and expert judgement under Ofqual oversight.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/ase-annual-conference-key-messages-to-support-development/618982/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/ase-annual-conference-key-messages-to-support-development/618982.png","ImageObject",300,407,{"name":92,"@type":93},"Himbo","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/vnd.openxmlformats-officedocument.presentationml.presentation","2026-10-20",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What student information should be gathered after the exams?","Question",{"text":111,"@type":112},"The session asks how students performed and what information was gathered from students after the exams, plus how that information was used in support and curriculum delivery.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How can ERA help identify strengths and weaknesses?",{"text":116,"@type":112},"It is referenced as a tool to analyse student performance against skills, helping identify weaknesses and strengths demonstrated by students.",{"name":118,"@type":109,"acceptedAnswer":119},"How are GCSE grade boundaries set and who oversees them?",{"text":120,"@type":112},"Grade boundaries are set to maintain standards using a mix of statistics and expert judgement, with oversight by Ofqual. They are based on marked scripts and can move up or down depending on that year’s performance.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},618982,1792519158,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},687197100911,"https://ap-avatar.wpscdn.com/avatar/a000239b6f1da00475?x-image-process=image/resize,m_fixed,w_180,h_180&k=1785132997149421697","ASE Annual Conference:Key messages to support development\nJulian Clarke and Elise Reece\nSpring 2020\nWelcome\nCopyright © AQA and its licensors. All rights reserved.\n2\nThis meeting will be recorded\nCopyright © AQA and its licensors. All rights reserved.\nExam boards have an Ofqual requirement to record event audio.\nRecordings are kept for the lifetime of the specification and not shared as an accompaniment to session resources.\nThe recording will begin now.\n3\nOutline of the session\nCopyright © AQA and its licensors. All rights reserved.\n2019 Outcomes, entry patterns and grade boundaries\nInformation in AQA Insight reports\nKey areas of challenge:\npractical skills\nmaths\nextended response\nknowledge and understanding\nEntry Level Certificate\nLooking ahead…including key questions for mock analysis?\n4\nHow did your students get on?\nCopyright © AQA and its licensors. All rights reserved.\nWhat information did you gather from students after the exams?\nHow did you use this?\nHave you used ERA to identify the weaknesses and strengths demonstrated by your students?\nIf so:\nhow have you used this information to support them after their GCSEs\nhow have you used this information to review your delivery of the secondary science curriculum?\n5\nProvisional GCSE results summer 2019\nCopyright © AQA and its licensors. All rights reserved.\n6\nGCSE\nTotal entries\nGrade 1\nGrade 4\nGrade 7\nCombined Science\n778 626\n(740 916)\n97.9\n(98.2)\n55.5\n(54.8)\n7.5(7.4)\nBiology\n165 318(164 408)\n99.3(99.1)\n89.6(89.2)\n42.3(41.4)\nChemistry\n159 082\n(157 664)\n99.4(99.3)\n90.0(89.7)\n43.9(43.1)\nPhysics\n157 819\n(155 994)\n99.4(99.3)\n90.8(90.6)\n43.8(42.5)\njcq.org.uk/examination-results/gcses/2019\n*Combined Science numbers are double-counted\nProvisional AQA GCSE results summer 2019\nCopyright © AQA and its licensors. All rights reserved.\n7\nGCSE\nGrade 1\nGrade 4\nGrade 7\nGrade 9\nCombined Science\n98.1(98.4)\n56.0(55.0)\n7.6(7.5)\n0.9(0.9)\nBiology\n99.4(99.2)\n90.1(89.3)\n42.8(41.7)\n12.5(12.1)\nChemistry\n99.5(99.4)\n90.3(90.0)\n44.5(43.6)\n13.2(12.8)\nPhysics\n99.5(99.3)\n91.1(90.6)\n44.2(42.9)\n12.6(12.4)\nGCSE Sciences: Question paper delivery\nCopyright © AQA and its licensors. All rights reserved.\n8\nNo security breaches this summer.\nNo question paper errors.\nAllowances made last year to prevent large proportions of Higher Tier students failing no longer in place:\nHigher Tier allowed grade 3 (separate sciences) and grade 4-3 (combined sciences) set as intended this summer\nno grade 3-3 on Higher Tier Combined Science.\nGCSE\nTotal entries\nFoundation  (%)\nHigher (%)\nCombined Trilogy\n303 207\n(285 671)\n63(58)\n37(42)\nCombined Synergy\n6138(5898)\n79(73)\n21(27)\nBiology\n130 938(130 020)\n15(13)\n85(87)\nChemistry\n126 276(124 785)\n15(11)\n85(89)\nPhysics\n125 656(123 820)\n15(12)\n85(88)\nAQA GCSE entry patterns 2019\nCopyright © AQA and its licensors. All rights reserved.\n9\nGrade boundaries\nCopyright © AQA and its licensors. All rights reserved.\nGrade boundaries are set to maintain standards.\nGrade boundaries vary from one year to the next:\nBiology: boundaries increased on both tiers\nChemistry: Higher Tier boundaries decreased slightly\nPhysics: boundaries increased at top end of Higher Tier\nCombined Trilogy: all boundaries lower than 2018\nCombined Synergy: lower at top end of Higher Tier\nNotional grade boundaries are all quite similar.\nUse 2019 boundaries when analysing mocks.\n10\n2019 grade boundaries\nCopyright © AQA and its licensors. All rights reserved.\nGrade boundaries are set using a mix of statistics and expert judgement.\nOur Centre for Education Research and Practice (CERP) use a range of statistics to make predictions that suggest the most appropriate grade boundaries.\nThe statistical evidence considers the prior attainment of the given cohort as well as the distribution of marks. Senior examiners then review a script sample to confirm the statistically recommended marks are sensible for the grade.\n11\n2019 grade boundaries\nCopyright © AQA and its licensors. All rights reserved.\n12\nBoundary setting is overseen by Ofqual. T","cbCaipcRTa1XyMw5","https://ap.wps.com/l/cbCaipcRTa1XyMw5","pptx",2888063,59,"English","# 2019 Outcomes, entry patterns and grade boundaries\n## How did students get on?\n## Provisional GCSE results summer 2019\n## GCSE sciences: question paper delivery\n## AQA GCSE entry patterns 2019\n## Grade boundaries and how they are set\n## Information in Insight Reports\n# Looking ahead\n## Key questions for mock analysis?","[{\"question\":\"What student information should be gathered after the exams?\",\"answer\":\"The session asks how students performed and what information was gathered from students after the exams, plus how that information was used in support and curriculum delivery.\"},{\"question\":\"How can ERA help identify strengths and weaknesses?\",\"answer\":\"It is referenced as a tool to analyse student performance against skills, helping identify weaknesses and strengths demonstrated by students.\"},{\"question\":\"How are GCSE grade boundaries set and who oversees them?\",\"answer\":\"Grade boundaries are set to maintain standards using a mix of statistics and expert judgement, with oversight by Ofqual. They are based on marked scripts and can move up or down depending on that year’s performance.\"}]","ASE Annual Conference - Key messages to support development | PPTX",1792462197,149]