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It outlines background on tiering in mathematics and science, specifies study aims, and describes recruitment, participants, and analytical approach. Results cover science and mathematics separately, compare findings across subjects, and discuss when and how tier-entry decisions are made, including potential effects of proposed GCSE reforms and implications for institutions.",{"@graph":69,"@context":116},[70,84,99],{"@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/entry-for-tiers-in-science-and-mathematics-gcses-teachers-views/206815/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Fahsai","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What topic does the report address regarding GCSE science and mathematics?","Question",{"text":106,"@type":107},"The report focuses on entry for tiering arrangements in GCSE science and mathematics, presenting teachers’ views and how tier-entry decisions are handled.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"How is the study structured methodologically?",{"text":111,"@type":107},"It includes recruitment and participants, followed by analysis, then reports science and mathematics results and a comparison between the two subjects.",{"name":113,"@type":104,"acceptedAnswer":114},"What does the discussion section explain about tier-entry decisions and their potential effects?",{"text":115,"@type":107},"It considers when decisions are made about tier entry, how and by whom they are made, and potential effects of proposed GCSE reforms, including implications for institutions.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},206815,1788596191,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":133,"language":134,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":135,"faqs":136,"seo_title":137,"seo_description":67,"update_tm":123,"read_time":138},549768702563,"https://ap-avatar.wpscdn.com/avatar/8000c4aa63b76e948b?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786536092046926083","Entry for tiers in Science and Mathematics GCSEs:  \nteachers’ views.  \nDr Frances Wilson and Tim Gill  \nCambridge Assessment Research Report July 2014  \nAuthor contact details:  \nARD Research Division Cambridge Assessment  \n1 Regent Street Cambridge CB2 1GG  \nfrances.wi[lson@ocr.org.uk](lson@ocr.org.uk)  \n[gill.tim@cambridgeassessment.org.uk](gill.tim@cambridgeassessment.org.uk)  \n[http://www.cambridgeassessment.org.uk/](http://www.cambridgeassessment.org.uk/)  \nCambridge Assessment is the brand name of the University of Cambridge Local Examinations Syndicate, a department of the University of Cambridge. Cambridge Assessment is a not-for-profit organisation.  \nHow to cite this publication:  \nWilson, F. and Gill. T. (2014) . Entry for tiers in Science and Mathematics GCSEs: teachers’views. Cambridge Assessment Research Report. Cambridge, UK: Cambridge Assessment.  \n1  \nContents  \nAcknowledgements ............................................................................................................... 4  \nExecutive Summary .............................................................................................................. 5  \n1 Introduction .................................................................................................................... 7  \n2 Background.................................................................................................................... 9  \n2.1 Tiering in Mathematics and Science ....................................................................... 9  \n2.2 Entry for tiers ........................................................................................................ 10  \n2.3 Aims ..................................................................................................................... 12  \n3 Method......................................................................................................................... 13  \n3.1 Recruitment and Participants ................................................................................ 13  \n3.2 Analysis ................................................................................................................ 13  \n4 Science Results ........................................................................................................... 15  \n4.1 Participants ........................................................................................................... 15  \n4.2 The relationship between tiering and ability sets ................................................... 19  \n4.3 Factors affecting entry for tiers .............................................................................. 29  \n4.4 Terminal assessment and accountability measures .............................................. 43  \n4.5 Views about proposed changes to tiering arrangements ....................................... 48  \n4.6 Summary of Science results ................................................................................. 64  \n5 Mathematics Results.................................................................................................... 67  \n5.1 Participants ........................................................................................................... 67  \n5.2 The relationship between tiering and ability sets................................................... 70  \n5.3 Factors affecting entry for tiers.............................................................................. 77  \n5.4 Terminal assessment and accountability measures .............................................. 88  \n5.5 Proposed changes to tiering arrangements........................................................... 93  \n5.6 Summary of Mathematics Results....................................................................... 102  \n6 Comparison of Science and Mathematics Results ..................................................... 104  \n6.1 The relationship between tiering and ability sets...................","cbCaipSstXLoiuxD","https://ap.wps.com/l/cbCaipSstXLoiuxD","pdf",3556816,130,"English","# Contents\n## Acknowledgements\n## Executive Summary\n## 1 Introduction\n## 2 Background\n## 2.1 Tiering in Mathematics and Science\n## 2.2 Entry for tiers\n## 2.3 Aims\n## 3 Method\n## 3.1 Recruitment and Participants\n## 3.2 Analysis\n## 4 Science Results\n## 4.1 Participants\n## 4.2 The relationship between tiering and ability sets\n## 4.3 Factors affecting entry for tiers\n## 4.4 Terminal assessment and accountability measures\n## 4.5 Views about proposed changes to tiering arrangements\n## 4.6 Summary of Science results\n## 5 Mathematics Results\n## 5.1 Participants\n## 5.2 The relationship between tiering and ability sets\n## 5.3 Factors affecting entry for tiers\n## 5.4 Terminal assessment and accountability measures\n## 5.5 Proposed changes to tiering arrangements\n## 5.6 Summary of Mathematics Results\n## 6 Comparison of Science and Mathematics Results\n## 6.1 The relationship between tiering and ability sets\n## 6.2 Factors affecting entry for tiers\n## 6.3 Terminal assessment and accountability measures\n## 6.4 Views about proposed changes to tiering arrangements\n## 6.5 Comparison of Mathematics and Science results: Summary\n## 7 Discussion\n## 7.1 When are decisions made about tier entry?\n## 7.2 How are tier entry decisions made, and by whom?\n## 7.3 Potential effects of reforms to GCSEs\n## 7.4 Institution Type\n## 7.5 Science issues\n## 7.6 Mathematics issues\n## 7.7 Implications\n## 8 Conclusions\n## References","[{\"question\":\"What topic does the report address regarding GCSE science and mathematics?\",\"answer\":\"The report focuses on entry for tiering arrangements in GCSE science and mathematics, presenting teachers’ views and how tier-entry decisions are handled.\"},{\"question\":\"How is the study structured methodologically?\",\"answer\":\"It includes recruitment and participants, followed by analysis, then reports science and mathematics results and a comparison between the two subjects.\"},{\"question\":\"What does the discussion section explain about tier-entry decisions and their potential effects?\",\"answer\":\"It considers when decisions are made about tier entry, how and by whom they are made, and potential effects of proposed GCSE reforms, including implications for institutions.\"}]","Entry for tiers in Science and Mathematics GCSEs - teachers’ views | PDF",328]