Assessment - A-Levels Maths
Assessment of A Level in Mathematics A
OCR's A Level in Mathematics A is assessed through three externally assessed components. All examinations have a duration of 2 hours.
3a. Forms of assessment
Assessment structure
| Assessment feature | Details |
|---|---|
| Components | OCR's A Level in Mathematics A consists of three components that are externally assessed. |
| Synoptic assessment | All three components (01-03) contain some synoptic assessment, some extended response questions and some stretch and challenge questions. |
| Stretch and challenge | Stretch and challenge questions are designed to allow the most able learners the opportunity to demonstrate the full extent of their knowledge and skills. |
| A* support | Stretch and challenge questions will support the awarding of A* grade at A Level, addressing the need for greater differentiation between the most able learners. |
| Problem solving | The set of assessments in any series will include at least one unstructured problem solving question which addresses multiple areas of the problem solving cycle as set out in the Overarching Themes. |
| Modelling | The set of assessments in any series will include at least one extended problem solving question which addresses the first two bullets of assessment objective 3 in combination and at least one extended modelling question which addresses the last three bullets of assessment objective 3 in combination. |
| Duration | All examinations have a duration of 2 hours. |
| Calculators | Learners are permitted to use a scientific or graphical calculator for all papers. Calculators are subject to the rules in the document Instructions for Conducting Examinations, published annually by JCQ. |
| Calculator features | It is expected that calculators available in the assessment will include an iterative function such as an ANS key, and the ability to compute summary statistics and access probabilities from the binomial and normal distributions. |
| Working | Allowable calculators can be used for any function they can perform. In each question paper, learners are expected to support their answers with appropriate working. |
Assessment components
| Component | Content and structure | Marks | Weighting |
|---|---|---|---|
| Paper 1: Pure Mathematics (Component 01) | The paper assesses content from the Pure Mathematics section of the specification, in the context of the Overarching Themes. The assessment has a gradient of difficulty throughout the paper and consists of a mix of short and long questions. | 100 marks | 33 1/3% of the total A Level |
| Paper 2: Pure Mathematics and Statistics (Component 02) | The paper assesses content from the Pure Mathematics and Statistics sections of the specification, in the context of the Overarching Themes. The assessment is structured in two sections of approximately 50 marks each: Pure Mathematics, and Statistics. Each section has a gradient of difficulty throughout the section and consists of a mix of short and long questions. Some assessment items which target the statistics section of the content will be set in the context of the pre-release large data set and will assume familiarity with the key features of that data set. | 100 marks | 33 1/3% of the total A Level |
| Paper 3: Pure Mathematics and Mechanics (Component 03) | The paper assesses content from the Pure Mathematics and Mechanics sections of the specification, in the context of the Overarching Themes. The assessment is structured in two sections of approximately 50 marks each: Pure Mathematics, and Mechanics. Each section has a gradient of difficulty throughout the section and consists of a mix of short and long questions. | 100 marks | 33 1/3% of the total A Level |
3b. Assessment Objectives (AO)
There are three Assessment Objectives in OCR A Level in Mathematics A. These are detailed in the table below.
Assessment Objectives
| AO | Assessment Objectives | Weighting |
|---|---|---|
| AO1 | Use and apply standard techniques Learners should be able to: • select and correctly carry out routine procedures; and • accurately recall facts, terminology and definitions. | 50% (±2%) |
| AO2 | Reason, interpret and communicate mathematically Learners should be able to: • construct rigorous mathematical arguments (including proofs); • make deductions and inferences; • assess the validity of mathematical arguments; • explain their reasoning; and • use mathematical language and notation correctly. Where questions/tasks targeting this assessment objective will also credit learners for the ability to use and apply standard techniques (AO1) and/or to solve problems within mathematics and other contexts (AO3), an appropriate proportion of the marks for the question/task must be attributed to the corresponding assessment objective(s). | 25% (±2%) |
| AO3 | Solve problems within mathematics and in other contexts Learners should be able to: • translate problems in mathematical and non-mathematical contexts into mathematical processes; • interpret solutions to problems in their original context, and, where appropriate, evaluate their accuracy and limitations; • translate situations in context into mathematical models; • use mathematical models; and • evaluate the outcomes of modelling in context, recognise the limitations of models and, where appropriate, explain how to refine them. Where questions/tasks targeting this assessment objective will also credit learners for the ability to use and apply standard techniques (AO1) and/or to reason, interpret and communicate mathematically (AO2), an appropriate proportion of the marks for the question/task must be attributed to the corresponding assessment objective(s). | 25% (±2%) |
AO weightings in A Level in Mathematics A
| Component | AO1 | AO2 | AO3 |
|---|---|---|---|
| (H240/01) Pure Mathematics | 47-53 marks | 25-29 marks | 18-28 marks |
| (H240/02) Pure Mathematics and Statistics | 47-53 marks | 23-27 marks | 20-30 marks |
| (H240/03) Pure Mathematics and Mechanics | 47-53 marks | 21-25 marks | 22-32 marks |
| Total | 48-52% | 23-27% | 23-27% |
More variation is allowed per paper than across the full set of assessments to allow for flexibility in individual assessment design while retaining consistent weightings over time.
4a. Pre-assessment
Estimated entries
| Entry information | Details |
|---|---|
| Estimated entries | Estimated entries are your best projection of the number of learners who will be entered for a qualification in a particular series. |
| Submission | Estimated entries should be submitted to OCR by the specified deadline. They are free and do not commit your centre in any way. |
Final entries
| Entry information | Details |
|---|---|
| Final entries | Final entries provide OCR with detailed data for each learner, showing each assessment to be taken. It is essential that you use the correct entry code, considering the relevant entry rules. |
| Deadline | Final entries must be submitted to OCR by the published deadlines or late entry fees will apply. |
| Entry rule | All learners taking an A Level in Mathematics A must be entered for H240. |
Final entry codes
| Entry code | Title | Component code | Component title | Assessment type |
|---|---|---|---|---|
| H240 | Mathematics A | 01 | Pure Mathematics | External Assessment |
| H240 | Mathematics A | 02 | Pure Mathematics and Statistics | External Assessment |
| H240 | Mathematics A | 03 | Pure Mathematics and Mechanics | External Assessment |