[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-206390-105":59,"doc-detail-206390-en":117},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":110,"head_meta":112,"extra_data":114,"updated_unix":116},105,"en","gcse-maths-summary-of-research-programme","GCSE Maths - Summary of Research Programme","","The GCSE maths research programme is designed to investigate key characteristics of new GCSE mathematics sample assessment materials developed during current reforms. It comprises four coordinated strands: comparing mathematicians’ views on relative mathematical demand, pilot testing to measure question difficulty experienced by Year 11 students, evaluating which questions best elicit mathematical problem-solving through model-response judgement, and analysing how experts differentiate interpretations of problem-solving across specifications. Reporting is scheduled for late April 2015.",{"@graph":69,"@context":109},[70,84,100],{"@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/gcse-maths-summary-of-research-programme/206390/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":94,"encodingFormat":92,"isAccessibleForFree":95,"interactionStatistic":96},"DigitalDocument",{"name":87,"@type":88},"Sarah ","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-06","2026-09-05",true,{"@type":97,"interactionType":98,"userInteractionCount":8},"InteractionCounter",{"@type":99},"ViewAction",{"@type":101,"mainEntity":102},"FAQPage",[103],{"name":104,"@type":105,"acceptedAnswer":106},"What does Strand 2 measure about the new GCSE questions?","Question",{"text":107,"@type":108},"It evaluates actual question difficulty by having current Year 11 students take sample assessment papers as mock exams, then analysing marked scripts and item-level results.","Answer","https://schema.org",{"og:url":83,"og:type":111,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":113,"canonical":83},"index,follow",{"doc_id":115,"site_id":62},206390,1788592398,{"code":4,"msg":5,"data":118},{"doc_id":115,"user_id":119,"nickname":87,"user_avatar":120,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":121,"file_id":122,"file_url":123,"file_type":124,"file_size":125,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":126,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":127,"faqs":128,"seo_title":129,"seo_description":67,"update_tm":116,"read_time":39},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","GCSE Maths  \nSummary of Research Programme  \n􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄 􀂄  \nOverview  \nOur GCSE maths programme of research has been designed to further explore features of the sample assessment materials that have been developed by exam boards as part of the current reforms. This current design of the research programme is made up of four strands that ask the following questions:  \n􀂄 Strand 1: Based on the views of mathematicians, what is the relative mathematical demand of questions in sample assessment materials for the new maths GCSE?  \n􀂄 Strand 2: Based on a sample of current Year 11 students sitting the sample  \nassessment materials, what is the relative difficulty of questions in the new maths GCSE?  \n􀂄 Strand 3: Based on maths experts’ views of students’model answers, which questions from the new maths GCSE sample assessment materials elicit the best mathematical problem-solving?  \n􀂄 Strand 4: Based on the views of maths experts, how do problem-solving  \nquestions vary across the sample assessment materials for the new maths GCSE?  \nAll four strands are scheduled to report at the end of April 2015.  \nOverview of research designs Strand 1 – Comparison of item demand  \nMethodology  \nThe methodology applied in this strand uses a comparative judgement framework based on question demand. This means that mathematicians are presented with a series of pairs of maths questions and asked, for each pair: “Which question is the most mathematically difficult to answer fully?” The judges are asked to make this judgement many times for randomly paired questions. Based on these many judgements, a statistical model is fitted (the Rasch model) that places the questions on a scale from the least to most mathematically demanding.  \nThe questions used for this strand of research are those from sample assessment materials for the new GCSE maths specifications, questions from the current GCSE maths papers and also questions from 12 international jurisdictions. This leads to a pool of over 2,000 questions. More than 40 judges will be asked to perform 1,000 judgements each.  \nOnce these judgements have been made, the statistical model will allow an evaluation of which questions are perceived to be of greater and lesser mathematical demand, and how reliable the judgements were.  \nStrand 2 – Pilot testing to evaluate question difficulty  \nMethodology  \nWhereas strand 1 considers the perceived demand of questions, this strand will evaluate the actual difficulty of questions as experienced by students.  \nTo evaluate the actual difficulty of questions, current Year 11 students will be asked to sit one of the question papers from the sample assessment materials as a mock exam. As an incentive to participate, the scripts will be marked and teachers provided with student-and item-level analyses following the study. Once schools have been recruited to participate and have nominated their candidates as higher or foundation tier, question papers from the different exam boards from the appropriate tier will be randomly distributed between the students. One non-calculator paper from each exam board will be included in this strand and will be sat under exam conditions.  \nA minimum of 500 students will be required to sit each question paper at each tier from each exam board. This number is necessary to achieve a level of randomness that will provide meaningful comparisons between the groups sitting the different papers. Following marking of students’ scripts, analysis of the data will provide details of the relative difficulty of questions as experienced by candidates and further evidence regarding the technical functioning of the assessments.  \nStrand 3 – Judging model problem-solving responses  \nMethodology  \nThis strand uses a comparative judgement framework, in a similar way to strand 1.  \nHigh-achieving Year 11 maths students will be asked to provide model responses to questions drawn from the boards’ sample ","cbCaijEdOiFpwNO1","https://ap.wps.com/l/cbCaijEdOiFpwNO1","pdf",294744,"English","# Overview\n## Research strands and reporting timeline\n# Overview of research designs\n## Strand 1: Comparison of item demand\n## Strand 2: Pilot testing to evaluate question difficulty\n## Strand 3: Judging model problem-solving responses\n## Strand 4: Differentiating interpretations of problem-solving","[{\"question\":\"What does Strand 2 measure about the new GCSE questions?\",\"answer\":\"It evaluates actual question difficulty by having current Year 11 students take sample assessment papers as mock exams, then analysing marked scripts and item-level results.\"}]","GCSE Maths - Summary of Research Programme | PDF"]