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- Studying for GCSE exams can be a stressful experience, but with good time management skills it becomes much more manageable. By breaking up the workload into small, achievable tasks and managing your study time carefully you can ensure that you are well prepared for each exam session.
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These tips can make a big difference to the way you study and could make your workload more manageable as you prepare for exams.
- Executive summary
- Introduction
- Section 1: Perceptions of the qualifications system in 2022
- Section 2: Composite confidence measure of qualifications in general
- Section 3: General perceptions of GCSEs
- Section 4: General perceptions of A levels
- Section 5: General perceptions of Applied General qualifications
- Section 6: Reviews of marking and moderation, and appeals against results for GCSEs and A levels
Every year Ofqual commissions a survey on the Perceptions of General Qualifications. It aims to explore perceptions of GCSE, A level and Applied General qualifications, as well as levels of confidence in aspects of the examination system in England. This report presents the findings of wave 21 of this survey conducted by YouGov in 2022.
In interpreting these results, it is important to note that 2022 saw the return of exams and formal assessments following 2 years in which alternative arrangements had been put in place due to the coronavirus (COVID-19) pandemic. Given the unique circumstances in 2022, the survey included a 2022-specific section to gauge perceptions based solely on that year. In all other sections participants were asked to reflect on their general perceptions of the system. To provide contextual information and details on the methodology, a background note is published alongside this report.
A range of stakeholders took part in this survey:
•young people
•parents
•teachers
This report presents the findings of wave 21 of the Perceptions of General Qualifications Survey conducted in 2022. This report should be read alongside the background information report.
The survey was commissioned by Ofqual and conducted by YouGov. The aim of this survey was to investigate young people’s, parents’, teachers’, head teachers’ (for the purposes of this report, the head teachers sample refers to school and college leaders ie deputy and assistant head teachers) and head teachers), Higher Education Institutions’ (HEIs), employers’, and the general public’s perceptions of, and levels of confidence in, qualifications and the examination system in England.
The survey followed the approach used since wave 13 in early 2015 and was conducted using an online method. The fieldwork for this wave was conducted between 8 November and 12 December 2022.
The final achieved samples were structured to be representative of the relevant target populations. However, while the sampling approach aimed to identify groups of participants who were representative, as this is a survey, it only captures the views of those involved. As a result, the data in this report reflects the responses of only those respondents included in the study. Further information on sampling and methodology is available in the accompanying background information report.
As a result of changing practices during the pandemic, a new series of questions has been added to the survey since wave 19 to investigate year-specific perceptions of the qualifications system given that assessment arrangements were different. Respondents across all groups were presented with statements and questions similar to those asked in the annual survey but instructed to think specifically about perceptions for qualifications and arrangements in 2022.
All respondents were informed that in recognition of the disruption experienced by young people and caused by the coronavirus (COVID-19) pandemic, a package of support was made available to young people sitting exams and formal assessments in 2022. This section explores how 2022-specific perceptions of GCSEs, A levels and Applied General qualifications differ and, if so, to what extent, from general perceptions of these qualifications in 2022.
The following section considers respondents’ composite confidence in GCSEs, A levels and Applied General qualifications in general. The results in this section relate to general perceptions, not specific to any exam series, as opposed to 2022-specific perceptions (presented in section 1).
The composite confidence measure was calculated based on levels of agreement with 8 separate questions relating to the following criteria: understanding, trust, maintenance of standards, preparation for further study, preparation for work, skill development, accuracy in marking, and value for money. For more information on how the composite confidence measure is calculated, please see the accompanying background information report.
The following section considers respondents’ general perceptions of GCSEs, as opposed to 2022-specific perceptions. For comparisons with respondents’ perceptions of GCSEs in 2022, please see section 1.
For the following 8 survey items the wave 21 effective base was: All responses (N=2,068); Young people (N=224); Parents (N=249); Teachers (N=561); Head teachers (N=235); HEIs (N=243); Employers (N=248); General public (n=968).
The following section considers respondents’ general perceptions of A levels, not specific to any exam series, as opposed to 2022-specific perceptions. For comparisons with respondents’ perceptions of A levels in 2022, please see section 1. To account for changes made to the A level qualification system over recent years, in wave 20, the question text changed to remove reference to AS.
For the following 8 survey items the wave 21 effective base was: All responses (N=2,068); Young people (N=224); Parents (N=249); Teachers (N=561); Head teachers (N=235); HEIs (N=243); Employers (N=248); General public (N=968).
The following section considers respondents’ general perceptions of Applied General qualifications, not specific to any exam series, as opposed to 2022-specific perceptions. For comparisons with respondents’ perceptions of Applied General qualifications in 2022, please see section 1.
For the following 8 survey items the wave 21 effective base was: All responses (N=2,068); Young people (N=224); Parents (N=249); Teachers (N=561); Head teachers (N=235); HEIs (N=243); Employers (N=248); General public (N=968).
Key findings
Approximately 8 in 10 (82%) respondents were aware of the normal process for reviews of marking and moderation and appeals for GCSE and A level results, representing a decrease compared to wave 20 (84%). Awareness decreased among employers (76% compared with 84%) and HEIs (90% compared with 94%) and increased among young people (79% compared with 73%) compared with wave 20. Approximately half of respondents agreed that the process for reviews of marking and moderation and appeals is fair for GCSEs (50%) and A levels (49%). This was consistent with wave 20 for most stakeholder groups apart from teachers, where agreement decreased in wave 21 to 54% compared to 62% for GCSEs and 52% compared to 62% for A levels, returning to levels seen in wave 19. Overall, 55% of respondents agreed that they have adequate information about the process, which marked an increase in comparison with wave 20 (50%). This was mainly due to the increase in agreement among young people (48% compared to 40%). Approximately 7 in 10 (71%) respondents were aware that for A level or GCSE subjects, in 2022 a school or college can appeal to the exam board on the ground of a marking error. This represented a large increase compared with when this question was last asked in wave 18 (46%). This increase in awareness was seen across all stakeholder groups.
Awareness and perceptions
For the following survey item, the wave 21 effective base was: All responses (N=2,068); Young people (N=224); Parents (N=249); Teachers (N=561); Head teachers (N=235); HEIs (N=243); Employers (N=248); General public (N=968). Approximately 8 in 10 (82%) respondents in wave 21 were aware that there is a process of reviews of marking and moderation and appeals for GCSE and A level results (figure 32). This was a decrease compared with wave 20 (84%). When looking at individual stakeholder groups in comparison with wave 20, awareness decreased among employers (76% compared with 84%) and HEIs (90% compared with 94%). However, there was an increase among young people (79% compared with 73%). For the rest of the stakeholder groups, awareness was not significantly different to wave 20. Figure 32. Results for “Are you aware that there is a process of reviews of marking and moderation, and appeals for GCSE and A level results?” Note: In wave 19, the question text changed from “Are you aware that there is a review of marking, moderation and appeals system (formerly known as Enquiries about Results and Appeals) for GCSE and AS/A level results?”. In wave 20, the question text changed to remove reference to AS. For the following 4 survey items the wave 21 effective base was: All responses (N=1,666); Young people (N=168); Parents (N=173); Teachers (N=541); Head teachers (N=232); HEIs (N=220); Employers (N=189); General public (N=650). Respondents were shown a 5-point agreement scale. Agree is an aggregation of strongly agree and agree and disagree an aggregation of strongly disagree and disagree. As shown in figure 33, half (50%) of respondents in wave 21 agreed that ‘the process of reviews of marking and moderation, and appeals for GCSE results is fair’. Overall, this was consistent with wave 20. In wave 21, agreement among teachers decreased in comparison to wave 20 (54% compared with 62%) returning to levels seen previously, while for other stakeholder groups there were no significant differences. Figure 33. Results for “The process of reviews of marking and moderation, and appeals for GCSE results is fair.” Note: This survey item was available only to those who were aware that there is a review of marking and moderation, and appeals system for GCSE and A level results. Approximately half (49%) of respondents agreed this wave that ‘the process of reviews of marking and moderation, and appeals for A level results is fair’. This was consistent with wave 20. As with GCSEs, agreement decreased among teachers in comparison with wave 20 (52% compared with 62%) marking a return to agreement levels seen in wave 19. For other stakeholder groups there were no statistically significant differences compared with wave 20 (figure 34). Although agreement among parents stayed consistent with wave 20, there has been a gradual increase since wave 17 (48% compared with 35%). Likewise, there was a similar pattern observed among head teachers. Figure 34. Results for “The process of reviews of marking and moderation, and appeals for A level results is fair.” Note: This survey item was available only to those who were aware that there is a review of marking and moderation and appeals system for GCSE and A level results. Fifty-five per cent of respondents in wave 21 agreed that they ‘have adequate information about the process of reviews of marking and moderation, and appeals for GCSE and A level results’. This was an increase in comparison with wave 20 (50%). When looking at individual stakeholder groups in wave 21, agreement also increased among young people (from 40% to 48%). However, among the rest of the stakeholder groups there were no statistically significant differences in comparison with wave 20 (figure 35). Figure 35. Results for “I have adequate information about the process of reviews of marking and moderation, and appeals for GCSE and A level results.” Note: This survey item was available only to those who were aware that there is a review of marking and moderation, and appeals system for GCSE and A level results. In wave 19, the question text changed from “I have adequate information about the changes to the review of marking, moderation and appeals system (formally known as Enquiries about Results and Appeals) for GCSEs and AS/A levels?”. Approximately 7 in 10 (71%) respondents were aware that ‘for any A level or GCSE subjects, in 2022 a school or college can appeal to the exam board on the ground of a marking error’. This represented a large increase compared with when this question was last asked in wave 18 (46%). This pattern was seen across all stakeholder groups, with awareness increasing the most among teachers (from 49% to 78%). Figure 36. Results for “Are you aware that for any A level or GCSE subjects, in 2022 a school or college can appeal to the exam board on the ground of a marking error if their concerns about marking have not been addressed during a review of marking as well as on the ground of a procedural failing by the exam board?” The greyed-out area on the graph represents a break in the time series where this question was not asked during Covid-19. In wave 19, the question text changed from “Are you aware that for any AS or A level subject, or in GCSE English language, English literature and maths, in 2019 a school or college whose concerns about marking that were not addressed during a review of marking could appeal to the exam board on the ground of a marking error as well as on the ground of a procedural failing by the exam board?”.
Jan 4, 2024 · Managing stress during the GCSE revision period is essential for being on top form for every exam. Incorporate regular physical exercise, maintain a balanced diet, ensure sufficient sleep, and take short, frequent breaks.
Jul 14, 2024 · When you create your GCSE revision timetable, ensure that you include small, manageable study periods with regular days off. This will help you to create good study habits and actually stick to your schedule.
Revising for your GCSE exams can seem overwhelming, but with the right approach, you can make the process more manageable and increase your chances of success. Here’s our guide to effective revision, including our top five revision tips:
Feb 12, 2020 · A solid revision schedule not only guarantees you cover everything you need in time for the exam, but it also breaks everything down into more manageable chunks. A revision timetable is essentially a calendar, which allows you to prioritise your subjects and their various topics to specific weekdays.
Mar 8, 2019 · Although it is likely that anyone preparing for and taking exams will experience some stress and anxiety, research has suggested that around 15% of GCSE students may fall into the category of...
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