Dear AQA,
I am a student in year 13, currently studying for A2 Biology, Chemistry and Physics. The bizarre nature of the ISAs (Investigative Skills Assignment) set by AQA has been apparent to me since GCSE, but now that the scores I receive are so important to mine, and my peers, futures I felt it necessary to pursue. The key problems that I have identified are as follows:
1. The exam is internally sat and assessed, without the need for external invigilators. It is common knowledge that some schools will drop hints on what will be on the written section of the test, with some going so far as to tell students what will be on it. This creates inequalities between those with schools that are prepared to abuse the system and those that are not.
2. The exam is sat at different times between schools and between classes in individual schools. This means that the questions on the written part of the ISA can be freely shared between students, putting those who sit in early on in the period at a disadvantage, and those who sit it later at a great advantage.
3. The above two points, combined with the generic nature of the test, have led to scores becoming bloated to ludicrous levels. Using the UMS converter for ISAs, it can be seen that half marks will usually result in a notional N grade, and full raw marks are usually required for full UMS. Even a few marks often makes the difference between two grades, making it an assessment that does not properly measure candidates' ability. By means of example, an extremely able former student at my school, now at University, achieved full UMS in BIOL1 and BIOL2, but a grade C in BIOL3T. I have heard many similar stories.
I would be interested to know AQA's rationale for allowing such flagrant abuses of the examination system, and for its lack of interest in accurately assessing students' ability. I would also like to know what steps you plan to take, if any, to remedy these problems.
Regards,
Daniel Hurt
I'll keep you posted!
