A LEVEL FROM THE PERSPECTIVE OF CAMBRIDGE

UNIVERSITY

Richard PartingtonSenior Tutor

Churchill College Cambridge

Objectives in Cambridge admissions

To select ‘the brightest and best’ To identify academic strength, weakness

and potential Defensibly to choose among applicants

whose academic strengths and weaknesses are similar

Not to favour well-prepared applicants unwisely or unreasonably

Not to overburden applicants and their schools/colleges

Defining potential

Appropriate subject interest for courses that remain strongly academic, theoretical and specialised

Core knowledge and technical fluency Logic, analysis and intellectual flexibility Curiosity, capacity to absorb

information, and ability and willingness to communicate fluently and clearly

Capability as independent learners

Curricula

Accordingly, we believe in curricula that involve: Stretch Knowledge and a conceptual core Independent learning and thinking Fluency Sensible combinations of subjects Effective and reliable assessment

providing considerable granularity

Does A Level do the job? Evidence of the Cambridge Multiple

Regression Study (2011) Research into how well performance at

GCSE, A Level (UMS) and aptitude tests (BMAT, TSA) predicted performance in Cambridge exams

School/college background and gender also considered

Four years of Cambridge examination data (2006-9)

Analysis for all major Cambridge subjects Ongoing study

Does A Level do the job (cont.)?

Main findings: A Level UMS provide a good to verging

on excellent indicator of potential for academic success at Cambridge, in every major subject except Mathematics

Given the same examination record at point of admission, students from the state and independent sectors, and from different schools and colleges, have been equally likely to perform well in Cambridge

Does A Level do the job (cont.)?

Does A Level do the job (cont.)? Evidence of the inter-relationship

between A* at A Level and Cambridge first-year examination performance

Preliminary results Students who had achieved grades

A*A*A* or better significantly outperformed students who had achieved grades A*A*A or worse

No ‘sector gap’ Suggests that both the A* grade and

‘stretch and challenge’ are effective

Does A Level do the job (cont.)? Evidence of steadily improving

Cambridge examination results Evidence of improving figures for state-

sector entrance to Cambridge since the introduction of Curriculum 2000

Critical role of Year 12 UMS results in Cambridge admissions process – vital data essentially ignored elsewhere

Cambridge effectively already operates ‘PQA’ via AS/A Level marks

Potential improvements End-of-year examination and fewer re-

sits More explorative learning and more

essay-writing in Year 12 (EP) Greater focus upon effective

combinations of subjects Less compartmentalisation – and more

Maths in Physics! Renewed focus upon conceptual core

and technical fluency – in consultation with teachers in universities

More reliable and consistent marking