[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-208604-105":59,"doc-detail-208604-en":131},{"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":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","multiple-entries-in-gcse-igcse-qualifications-cambridge-assessment-research-report-2014","Multiple entries in GCSE / IGCSE qualifications - Cambridge Assessment Research Report - 2014","","Research examines entry behaviours in GCSE/IGCSE, focusing on multiple certification (multiple entries at specification level) and specification migration, driven by school accountability incentives and the high-stakes nature of English language and mathematics. Using England cohort data from June 2012 and June 2013 sessions, combined with Department for Education records and unit-level OCR specification data, the study applies descriptive statistics and propensity score matching to assess how these practices relate to overall grades, especially at grade C threshold.",{"@graph":69,"@context":123},[70,84,106],{"@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/multiple-entries-in-gcse-igcse-qualifications-cambridge-assessment-research-report-2014/208604/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/multiple-entries-in-gcse-igcse-qualifications-cambridge-assessment-research-report-2014/208604.png","ImageObject",300,407,{"name":92,"@type":93},"Paura","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-28","2026-09-05",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",15,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What behaviors does the research investigate in GCSE/IGCSE entries?","Question",{"text":113,"@type":114},"It investigates multiple certification (multiple entries at specification level) and specification migration, where students attempt units across awarding bodies/specifications and aggregate results to maximize chances of achieving a target grade.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"Which subjects are analyzed in the results?",{"text":118,"@type":114},"Due to small numbers in most GCSE subjects, analyses are carried out for English language and mathematics only.",{"name":120,"@type":111,"acceptedAnswer":121},"What data sources and methods are used to evaluate impacts on grades?",{"text":122,"@type":114},"The study uses Department for Education data on uptake and performance and OCR unit-level data for mathematics and English language specifications. It uses descriptive statistics and propensity score matching to evaluate the impact of multiple entries on performance.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},208604,1788604720,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":11,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":144,"preview_page_count":4},13056712833777,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Multiple entries in GCSE / IGCSE qualifications  \nCarmen Vidal Rodeiro  \nCambridge Assessment Research Report 24th March 2014  \n1  \nAuthor contact details:  \nARD Research Division Cambridge Assessment  \n1 Regent Street Cambridge CB2 1GG  \n[vidal.c@cambridgeassessment.org.uk](vidal.c@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:  \nVidal Rodeiro, C. L. (2014) . Multiple entries in GCSE/IGCSE qualifications. Cambridge Assessment Research Report. Cambridge, UK: Cambridge Assessment.  \nContents  \nExecutive Summary ….……………..........................................…………….…………………………………………….... 4  \n1. Introduction …………………………….………………….................…………….…………………………………………….... 7  \n1.1 Background to the research …….……………………….................…………….……………………………….... 7  \n1.2 Aims of the research ……………..……….………………………...................…………….………………………… 8  \n2. Data …......…………………………………………………………………………………………………………………………………… 10  \n2.1 Multiple certification ...…..…………………….…………….................…………….………………………………. 10  \n2.2 Specification migration ……………..…………..………………….................…………….………………………… 10  \n2.3 Data caveats / issues ………………………………..………………………………………………………………………… 12  \n3. Methods ……………………………………………………………………………………………………………………………………. 13  \n3.1 Propensity score matching .………………….…………….................…………….………………………………. 13  \n4. Results ………………………………………………………………...…….……………………………………………………………… 15  \n4.1 Multiple certification ….……………………...............…………….………………………………………………….. 15  \n4.1.1 Mathematics …………………………………………………………………………………………………………… 16  \n4.1.2 English language……………………………………………………………………………………………………… 46  \n4.2 Specification migration…..….................…………….……………………………………………………………….. 63  \n4.2.1 Mathematics …………………………………………………………………………………………………………… 63  \n4.2.2 English language……………………………………………………………………………………………………… 68  \n5. Summary of results …………………………………….……………………………………………………………………………… 75  \n6. Conclusions and discussion ….…………………………………………………………………………………………………….. 77  \nReferences …………………………………………………………………………………………………………………………………….. 79  \nAppendix A: Propensity score matching – extended results …………………………………………………………… 81  \nExecutive summary  \nBackground and aim of the research  \nIn recent years, increasing numbers of students have been taking their GCSE exams a year or two early and re-sitting them after failing to achieve the desired grades in the first attempt. Students have also been sitting examinations for the same qualification with several awarding bodies or different specifications with the same awarding body in the same session.  \nThe current school accountability measures, with a strong emphasis on certain subjects and grades, seemed to have encouraged schools to focus on borderline students, which has contributed to decisions to make multiple entries for GCSE/IGCSE qualifications. In particular, GCSE English language and GCSE mathematics are high stakes qualifications and students often need at least a grade C in them to progress to further study or employment. Also, the current use of grade C as a threshold in school accountability measures means that centres are keen to maximise the proportion of their students achieving at least that grade.  \nOn a similar matter, there is some evidence, both anecdotal and from awarding body internal investigations, that students attempt units of modular/unitised specifications from different awarding bodies and then aggregate with just one of them (in which they accumulated the best UMS) in order to maximise their opportunities to achieve a grade C or above. This strategy, slightly different than the “multiple entry” practice described above is defined in this research as“specification migration”.  \nDue to t","cbCaigo7cQ03ZLj0","https://ap.wps.com/l/cbCaigo7cQ03ZLj0","pdf",1406463,"English","# Executive Summary\n## Background to the research\n## Aims of the research\n# Data\n## Multiple certification\n## Specification migration\n## Data caveats / issues\n# Methods\n## Propensity score matching\n# Results\n## Multiple certification\n## Specification migration\n# Summary of results\n# Conclusions and discussion\n# References\n# Appendix A: Propensity score matching – extended results","[{\"question\":\"What behaviors does the research investigate in GCSE/IGCSE entries?\",\"answer\":\"It investigates multiple certification (multiple entries at specification level) and specification migration, where students attempt units across awarding bodies/specifications and aggregate results to maximize chances of achieving a target grade.\"},{\"question\":\"Which subjects are analyzed in the results?\",\"answer\":\"Due to small numbers in most GCSE subjects, analyses are carried out for English language and mathematics only.\"},{\"question\":\"What data sources and methods are used to evaluate impacts on grades?\",\"answer\":\"The study uses Department for Education data on uptake and performance and OCR unit-level data for mathematics and English language specifications. It uses descriptive statistics and propensity score matching to evaluate the impact of multiple entries on performance.\"}]","Multiple entries in GCSE / IGCSE qualifications - Cambridge Assessment Research Report - 2014 | PDF",227]