Assessment - GCSE Biology
Forms of assessment
The GCSE (9–1) in Biology A (Gateway Science) is a linear qualification with 100% external assessment.
OCR’s GCSE (9–1) in Biology A (Gateway Science) consists of four examined papers that are externally assessed. Two are at Foundation Tier and two are at Higher Tier. Learners are entered for either the Foundation Tier or Higher Tier. Each paper carries an equal weighting of 50% for that tier of the GCSE (9–1) qualification. Each paper has a duration of 1 hour and 45 minutes.
Biology Paper 1 and Paper 3
These papers, one at Foundation Tier and one at Higher Tier, are each worth 90 marks, are split into two sections and assess content from Topics B1 to B3 and B7.
- Section A contains multiple choice questions. This section of the paper is worth 15 marks.
- Section B includes short answer question styles (practical, maths, structured questions) and an extended six-mark Level of Response question. This section of the paper is worth 75 marks.
Biology Paper 2 and Paper 4
These papers, one at Foundation Tier and one at Higher Tier, are each worth 90 marks, are split into two sections and assess content from Topics B4 to B6, with assumed knowledge of Topics B1 to B3 and B7.
- Section A contains multiple choice questions. This section of the paper is worth 15 marks.
- Section B includes short answer question styles (practical, maths, synoptic questions, structured questions) and an extended six-mark Level of Response question. This section of the paper is worth 75 marks, some of which will be synoptic.
Assessment objectives (AO)
There are three Assessment Objectives in OCR GCSE (9–1) in Biology A (Gateway Science). These are detailed in the table below:
Assessment Objectives Weightings
| Assessment Objectives | Weighting (%) - Higher | Weighting (%) - Foundation |
|---|---|---|
| AO1 Demonstrate knowledge and understanding of: • scientific ideas • scientific techniques and procedures. | 40 | 40 |
| AO2 Apply knowledge and understanding of: • scientific ideas • scientific enquiry, techniques and procedures. | 40 | 40 |
| AO3 Analyse information and ideas to: • interpret and evaluate • make judgements and draw conclusions • develop and improve experimental procedures. | 20 | 20 |
Assessment Objective elements
The Assessment Objectives are further broken down to Assessment Objective elements as shown in the table below.
Assessment Objective elements breakdown
| Element | Description |
|---|---|
| AO1 | Demonstrate knowledge and understanding of scientific ideas and scientific techniques and procedures. |
| AO1.1 | Demonstrate knowledge and understanding of scientific ideas. |
| AO1.2 | Demonstrate knowledge and understanding of scientific techniques and procedures. |
| AO2 | Apply knowledge and understanding of scientific ideas and scientific enquiry, techniques and procedures. |
| AO2.1 | Apply knowledge and understanding of scientific ideas. |
| AO2.2 | Apply knowledge and understanding of scientific enquiry, techniques and procedures. |
| AO3 | Analyse information and ideas to interpret and evaluate, make judgements and draw conclusions and develop and improve experimental procedures. |
| AO3.1 | Analyse information and ideas to interpret and evaluate. |
| AO3.1a | Analyse information and ideas to interpret. |
| AO3.1b | Analyse information and ideas to evaluate. |
| AO3.2 | Analyse information and ideas to make judgements and draw conclusions. |
| AO3.2a | Analyse information and ideas to make judgements. |
| AO3.2b | Analyse information and ideas to draw conclusions. |
| AO3.3 | Analyse information and ideas to develop and improve experimental procedures. |
| AO3.3a | Analyse information and ideas to develop experimental procedures. |
Command words
The key list of common command words used in our exams is listed below. The definitions are intended to provide guidance to teachers and students as to what a student will be expected to do when these words are used in examinations.
The exact response expected to a command word will be dependent on the context. At all times, we advise students to read the full question carefully to be sure of what they are being asked to do.
To view all command words, please go here.
AO weightings in OCR GCSE (9–1) in Biology A (Gateway Science)
The relationship between the Assessment Objectives and the components are shown in the following table:
AO weightings breakdown (J247)
| Component | AO1 (%) | AO2 (%) | AO3 (%) | Total (%) |
|---|---|---|---|---|
| Component (Foundation Tier) | AO1 | AO2 | AO3 | Total |
| Paper 1 (Foundation Tier) J247/01 | 20 | 20 | 10 | 50 |
| Paper 2 (Foundation Tier) J247/02 | 20 | 20 | 10 | 50 |
| Total | 40 | 40 | 20 | 100 |
| Component (Higher Tier) | AO1 | AO2 | AO3 | Total |
| Paper 3 (Higher Tier) J247/03 | 20 | 20 | 10 | 50 |
| Paper 4 (Higher Tier) J247/04 | 20 | 20 | 10 | 50 |
| Total | 40 | 40 | 20 | 100 |
3d. Tiers
This scheme of assessment consists of two tiers: Foundation Tier and Higher Tier. Foundation Tier assesses grades 5 to 1 and Higher Tier assesses grades 9 to 4. An allowed grade 3 may be awarded on the Higher Tier option for learners who are a small number of marks below the grade 3/4 boundary. Learners must be entered for either the Foundation Tier or the Higher Tier.
3e. Total qualification time
Total qualification time (TQT) is the total amount of time, in hours, expected to be spent by a learner to achieve a qualification. It includes both guided learning hours and hours spent in preparation, study, and assessment. The total qualification time for GCSE Biology A is 140 hours. The total guided learning time is 120-140 hours.