Experts call for caution as new maths GCSE results revealed
THE first results for the new Wales-only maths GCSEs have been revealed – and most students got a D or below.
Students in Wales are now taking different maths exams, with two GCSE maths qualifications instead of one. One exam covers numeracy and the other covers mathematics.
The first results were published today, from students who took the exam early in November.
Of the 22,686 students sitting the mathematics exam, 5.8% got an A* and 4.1% had As. Of the 28,753 taking mathematics numeracy 5.6% got an A* and 6.7% an A.
Both qualifications had the same percentage achieving A* to C, at 46%. In GCSE mathematics, the proportion achieving A* to C is 46.1%.
Education Secretary Kirsty Williams said the exams were “part of extensive reforms ... to give our young people the right skills and knowledge to thrive in the modern word”.
She said: “Our national mission is to raise standards and make sure everybody has a chance to succeed.”
Independent regulator Qualifications Wales said it was concerned about the number of pupils who took the exam early and therefore couldn’t answer some of the questions, and also that some pupils had been entered for the wrong tier by their schools. It is carrying out research into the effect of early entry on exam results.
The two new GCSE maths qualifications – mathematics and mathematics numeracy – were introduced for first teaching in September 2015.
Data from the WJEC shows that in total there were more than 52,000 entries for the new qualifications.
There were 23,000 entries for GCSE mathematics, 60% of the national cohort, and 29,000 entries for GCSE mathematics numeracy or 90% of the national cohort.
In a statement Qualifications Wales said: “The entry for both GCSEs is much larger than has been seen in previous November series, which suggests that the nature of the cohort, including the range of learner ability, has changed.
“It is important that early entry opportunities are appropriately used for learners. There was some evidence in the data observed at the awards that learners did not attempt certain questions, which suggests that they had not yet fully covered the course at the time of the examination. We have launched a research project to gain a deeper understanding of early and multiple entry practices in GCSE examinations.
“There was some evidence in the data observed at the awards that some learners had been entered inappropriately for the intermediate tier.”
The WJEC and Qualifications Wales said results could not be compared with previous maths GCSE results as they are significantly different to the old qualification.
The GCSE numeracy qualification assesses mathematics needed in everyday life, the world of work and other general curriculum areas. The new GCSE mathematics qualification covers aspects of maths needed for progression to scientific, technical or further mathematical study.
What was previously a single GCSE qualification is now two separate and distinct qualifications with three tiers of entry – Foundation, Intermediate and Higher – that target different grades and replace the two that previously existed.
Qualifications Wales chief executive Philip Blaker said: “The new GCSE mathematics and GCSE mathematics numeracy qualifications are significantly different to the previous GCSE mathematics qualification – and indeed to each other – with each assessing different content and skills.
“We have closely monitored the awarding of this qualification and we are content that the grade boundaries set by WJEC are appropriate and that the GCSE standard has been maintained.”
WJEC chief executive Gareth Pierce said: “Students and teachers in Wales should be extremely pleased with the successes demonstrated by the results in both these new qualifications.
“With the November assessment series opportunity occurring just two months into the school year, there is of course plenty of time remaining within Year 11 for those candidates who wish to aim for improvement on the grade achieved on this occasion.”
When new qualifications are introduced, research has shown that performance can be adversely affected by a lack of familiarity, known as the “sawtooth effect”.
In order to protect learners when exams are reformed, the grade boundaries are adjusted to mitigate for this.
“It is important to note that grade boundaries will only be adjusted to a point where standards are still appropriate,” added Qualifications Wales.