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The study reviews qualification aims, entry, duration, structure and content, learning outcomes, learning modes, and assessment, supported by an in-depth review of Cambridge quality assurance and assessment processes. Comparative findings assess learning outcomes, assessed skills, competencies, and assessment methods, informing an overall evaluation of equivalence.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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the UK Education System  \nExecutive Summary  \nSubmitted to Cambridge International Examinations by UK NARIC  \nThe National Recognition Information Centre for the United Kingdom  \nThe national agency responsible for providing information and expert opinion on qualifications and skills worldwide  \nMarch 2016  \nCommercial in confidence  \nScope and Methodology  \nUK NARIC was commissioned by Cambridge International Examinations to conduct a benchmarking study, examining the comparability between Cambridge International AS & A Level in the context of the UK education system. Consideration was also given to the structure and volume of the Cambridge Advanced International Certificate of Education (AICE) Diploma.  \nIn terms of approach, UK NARIC applied its well-established benchmarking methodology, based upon the key principles of credential evaluation. The first stage involved a review of qualification aims, entry requirements, duration, structure and content, learning outcomes, modes of learning and assessment , and associated outcomes. Cambridge International AS & A Levels offered in six subjects were analysed within the scope of this study, these included mathematics, physics, history, English literature, business studies and Global Perspectives & Research. The process was supported by in-depth review of underpinning quality assurance processes used by Cambridge. This focussed on centre requirements and monitoring, qualification delivery, internal quality assurance, qualification development processes and practice, and assessment, grading and standard setting processes. Consideration was also given to any external recognition of Cambridge and its awards.  \nComparative analysis of the Cambridge International AS & A Level programmes was conducted against the national GCE AS/A Level in the UK. Particular attention was given to learning outcomes, assessed skills and competencies in similarly focussed subjects. Moreover, the comparative analysis also considered the comparability of assessment methods with reference to question types and mark schemes. The combined findings informed the overall evaluation of comparability.  \nKey Findings  \nIn conclusion, the study found the Cambridge International AS & A Level to be globally relevant and robust, demonstrating overall comparability to the national AS/A Level, recognised senior secondary qualifications widely accepted for higher education admissions. Across all the six selected subjects, Cambridge International AS & A Levels provide a solid grounding in preparation for higher education, aiming to develop a combination of subjectspecific and transferrable skills. The Cambridge International AS & A Level in Global Perspectives & Research in particular enables development and consolidation of higher order thinking skills and research skills valued by higher education institutions. Global Perspectives & Research also benefits from an interdisciplinary approach to study, which aims to connect subject-specific knowledge.  \nUK NARIC found Cambridge International AS & A Level specifications to provide a coherent and well-defined framework, while allowing centres the freedom to develop supporting curricula and implement their own methods of methods in their delivery. As such, Cambridge programmes can be easily tailored to be offered by centres based across a diverse range of international education systems. Flexible programmes of study in a number of subjects also offer candidates various options and pathways, allowing for depth and specialisation as well as breadth of subject coverage. The versatility and the global orientation of the Cambridge  \nInternational AS & A Level can be of particular value for schools intending to offer the awards alongside existing national provision.  \nCambridge International AS & A Level assessment frameworks allow for broad yet thorough evaluation of skills and competencies acquired across the differ","cbCainTvQTS4uL8w","https://ap.wps.com/l/cbCainTvQTS4uL8w","pdf",174757,"English","# Scope and Methodology\n## Comparative analysis\n# Key Findings\n# Comparability in the UK Education System","[{\"question\":\"What was the purpose of the benchmarking study?\",\"answer\":\"UK NARIC was commissioned to examine the comparability between Cambridge International AS \\u0026 A Level and the UK education system, and to consider the structure and volume of the Cambridge AICE Diploma.\"},{\"question\":\"What aspects of the qualifications were reviewed?\",\"answer\":\"The study reviewed qualification aims, entry requirements, duration, structure and content, learning outcomes, learning modes, assessment, and associated outcomes, supported by Cambridge quality assurance and assessment process reviews.\"},{\"question\":\"What did the study conclude about comparability?\",\"answer\":\"The study found Cambridge International AS \\u0026 A Level to be globally relevant and robust, showing overall comparability to the national AS/A Level, with wide recognition for higher education admissions.\"}]","Benchmarking Cambridge International AS & A Level in the Context of the UK Education System - Executive Summary | PDF",1792721427]