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The study details how candidates develop cross-curricular academic skills through global topic study and combines written examination, essay, team project and reflective reporting. It also evaluates comparability with GCE A Level in the UK and Senior Secondary Certificate standards in Australia, highlighting a stronger interdisciplinary, skills-focused assessment profile.",{"@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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Findings on Global Perspectives & Research  \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 of Cambridge International AS & A Level. As part of this study, Cambridge International AS & A Level Global Perspectives & Research was reviewed and this summary details the key findings of UK NARIC’s study in relation to the programme and its comparability across three international education systems: the UK, the USA and Australia.  \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, mode of learning and assessment and associated outcomes. Consideration was also given to the quality assurance mechanisms and processes that underpin Cambridge International awards.  \nComparative analysis of the Cambridge International AS & A Level was conducted against well-recognised upper secondary school qualifications, including national GCE AS/A Level in the UK, the Advanced Placement (AP) Tests in the US and the Higher Secondary Certificate (HSC) in New South Wales, Australia. Particular attention was given to learning outcomes, assessment methods, and assessed skills and competencies.  \nReview and International Comparisons  \nIn addition to developing subject-specific skills and knowledge, Cambridge also acknowledges the importance of cross-curricula learning and academic skills. Cambridge International AS & A Level Global Perspectives & Research has been designed as a crosscurricular, skills-based course which aims to connect subject-specific knowledge and to develop students’ self-reflection, independent research skills and the ability to think critically about a range of global issues.  \nSubject content for the Cambridge International AS & A Level in Global Perspectives & Research is presented as series of global topics, from which candidates study at least three. The programme is flexible and teachers are free to choose the material and specific subject matter they teach, although the themes should be studied from a global outlook with coverage of varying perspectives. The breadth of the suggested global topic areas is beneficial as it allows the programme to be tailored to the candidate’s interests and also enables a range of different topics to be covered. This provides scope for encouraging the interdisciplinary approach proposed in the qualification aims.  \nThe Cambridge International AS Level Global Perspectives & Research is assessed through a combination of written examination, essay and a team project and reflective paper. The written examination involves identification of key arguments presented on unprepared source material, evaluating the arguments in terms of their validity and reliability and comparing and contrasting alternative arguments from different sources, assessing students’ability to analyse, integrate and think independently.  \nThe essay component provides an opportunity for assessing independent research and essay writing skills. The essay enables candidates to demonstrate wider reading around the selected topic in addition to their critical analysis skills and selective and concise use of supporting evidence within a 2000 word limit.  \nThe team project provides an assessment of oral communication skills, in particular the ability of the candidate to produce a reasoned argument. Assessment criteria place emphasis on the clarity of spoken communication and ability to present persuasive a","cbCaiaHPOmqv0Mrp","https://ap.wps.com/l/cbCaiaHPOmqv0Mrp","pdf",188118,"English","# Scope and Methodology\n## Review and International Comparisons","[{\"question\":\"What is the purpose of the benchmarking study?\",\"answer\":\"UK NARIC was commissioned by Cambridge International Examinations to benchmark Cambridge International AS \\u0026 A Level and summarize key findings on the programme’s comparability across the UK, the USA and Australia.\"},{\"question\":\"How is Cambridge International AS \\u0026 A Level Global Perspectives \\u0026 Research assessed?\",\"answer\":\"It is assessed through a combination of a written examination, essay, team project, and reflective paper, with the A Level also including an extended research report.\"},{\"question\":\"Which international qualifications are used for comparison?\",\"answer\":\"Comparisons are made against well-recognised upper secondary school qualifications, including the UK GCE AS/A Level, US Advanced Placement (AP) Tests, and Australia’s Higher Secondary Certificate (HSC) in New South Wales.\"}]","Benchmarking Cambridge International AS & A Level - Summary of Findings on Global Perspectives & Research | PDF",1792721427]