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It draws on interviews with 27 teachers across independent schools and sixth form colleges in Bristol, Hampshire and Greater Manchester, focusing on perceptions of examination demands, pedagogy issues, and assessment design. Findings address volume versus depth of study, curriculum alignment, fairness toward top-performing students, and backwash effects shaping teaching practice, workload, and student 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was the aim of the stretch and challenge policy in A-levels?","Question",{"text":112,"@type":113},"It was intended to broaden study and increase depth of learning in A-level courses.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted and who participated?",{"text":117,"@type":113},"The study drew on focus groups with 27 teachers, recorded and transcribed before coding using NVivo, across independent schools and sixth form colleges in Bristol, Hampshire, and Greater Manchester.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes emerged from teachers’ discussions?",{"text":121,"@type":113},"Key themes included examination demands, pedagogy issues, assessment design, and an overarching tension between volume and depth of study.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},621022,1792894224,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"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":144,"read_time":26},687207412472,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","STRETCH AND CHALLENGE IN A-LEVEL EXAMINATIONS: TEACHERS’ VIEWS OF THE NEW ASSESSMENTS  \nJo-Anne Baird, Anthony Daly, Katherine Tremain and Michelle Meadows  \nFebruary 2009  \nContents  \n1 Executive Summary ......................................................................................................................... 3  \n2 Introduction ...................................................................................................................................... 4  \n2.1 Stretch and challenge policy ..................................................................................................... 4  \n2.2 Implementing stretch and challenge policy .............................................................................. 5  \n2.3 Backwash effects of testing ...................................................................................................... 8  \n3 Methodology .................................................................................................................................. 11  \n3.1 Participants ............................................................................................................................. 12  \n3.1.1 Hampshire sixth form college focus group ...................................................................... 12  \n3.1.2 Manchester sixth form college focus group ..................................................................... 13  \n3.1.3 Manchester independent school focus group ................................................................. 13  \n3.1.4 Bristol independent school focus group .......................................................................... 13  \n3.2 Procedure ............................................................................................................................... 13  \n3.3 Analysis .................................................................................................................................. 14  \n4 Findings ......................................................................................................................................... 14  \n4.1 Demands of A-levels............................................................................................................... 15  \n4.2 Pedagogy ................................................................................................................................ 16  \n4.2.1 Teacher support requests ............................................................................................... 17  \n4.3 A-level assessment design ..................................................................................................... 17  \n5 Discussion ...................................................................................................................................... 18  \n6 Acknowledgements ........................................................................................................................ 19  \n7 Disclaimer ...................................................................................................................................... 19  \n8 References ..................................................................................................................................... 20  \nAppendix A Centre recruitment letter .............................................................................................. 22  \nAppendix B Consent form ............................................................................................................... 23  \nAppendix C Focus group schedule ................................................................................................. 24  \n2 of 24  \nStretch and challenge evaluation  \n1 Executive Summary  \nThe Government’s stretch and challenge policy was intended to bring about broader and greater depth of study at A-level. This research investigated 27 teachers’ views of the need for, and implementation of, the‘stretch and challeng","cbCaijk1qIUbGlY6","https://ap.wps.com/l/cbCaijk1qIUbGlY6","pdf",1331951,24,"English","# Contents\n## Executive Summary\n## Introduction\n## Methodology\n## Findings\n## Discussion\n## Acknowledgements\n## Disclaimer\n## References\n## Appendix A Centre recruitment letter\n## Appendix B Consent form\n## Appendix C Focus group schedule","[{\"question\":\"What was the aim of the stretch and challenge policy in A-levels?\",\"answer\":\"It was intended to broaden study and increase depth of learning in A-level courses.\"},{\"question\":\"How was the research conducted and who participated?\",\"answer\":\"The study drew on focus groups with 27 teachers, recorded and transcribed before coding using NVivo, across independent schools and sixth form colleges in Bristol, Hampshire, and Greater Manchester.\"},{\"question\":\"What themes emerged from teachers’ discussions?\",\"answer\":\"Key themes included examination demands, pedagogy issues, assessment design, and an overarching tension between volume and depth of study.\"}]","STRETCH AND CHALLENGE IN A-LEVEL EXAMINATIONS - Teachers’ Views of the New Assessments | PDF",1792464871]