Research and analysis

GCSE computer science regulatory summary

Published 18 July 2024

Applies to England

Ofqual is responsible for ensuring that regulated qualifications provide a reliable and consistent indication of students’ knowledge, skills and understanding, and that exams and assessments show what a student has achieved. To do this, standards need to be appropriately set and maintained over time. We monitor awarding organisations’ grading of their qualifications and consider credible evidence that suggests we might need to take action to secure standards.

As part of this work, we have undertaken extensive research considering grading standards over time in GCSE computer science. GCSE computer science has been in a unique position as there have been several changes since the qualification was first awarded in 2012. This includes changes to the design of the qualification, the nature of the entry (which has rapidly increased) and the context within which it has operated. Changes such as these, particularly within the relatively short lifespan of a qualification, can introduce challenges in effectively maintaining standards. Ofqual has therefore undertaken a substantial programme of research to consider grading standards over time in this qualification, in line with Ofqual’s objective to secure qualification standards.

Our research comprised 2 strands. The first used a range of analytical approaches, both judgemental and statistical, to consider whether there is any evidence that standards have not been consistently maintained. The second considered the possible impact of any changes to the current grading standard.

The findings of strand one suggest that there is some evidence of a small change in qualification standards over time, and that standards may have become slightly more stringent through the period from 2014 to 2019. These changes are likely due to the context within which the qualification was operating during this period, and the changes to the qualification itself.

Our analyses also suggest that any changes within a single year were likely to be very small. As such, it is unlikely that these changes could have been detected by awarding organisations when setting grade boundaries for their qualifications. These changes are not, therefore, because of a failure of awarding organisations’ oversight through the awarding process.

The second strand of research considered the possible impact a change in grading standards would have on the performance necessary to achieve a grade 7 or 4 in the most recent assessments. This drew on subject experts with a wide range of expertise in computer science. The findings suggest that the experts believed that a small change in the grading standard would have a limited impact on the skills and knowledge demonstrated by students at these grades. However, a larger change would risk potentially undermining the value of the qualification.

We have carefully reviewed the findings of our research to consider whether there is sufficient evidence to support making an adjustment to grading standards in GCSE computer science. In considering this, we have taken into account the findings of our research, alongside Ofqual’s objectives to ensure that regulated qualifications provide a reliable and consistent indication of the knowledge, skills and understanding demonstrated by students, and to support public confidence in qualifications. Based on this, we consider that there is sufficient evidence to make a positive adjustment at grades 9, 7 and 4 this summer.

In considering the size of an adjustment, we have sought to balance the findings from both strands of our research. While the analyses in strand one typically suggest that standards may have become slightly more stringent over time, they do not consistently suggest what the size of any such effect might be. Further, as noted in our research report, there are a number of caveats and limitations with each piece of analysis.

It is also important that any changes to the grading standard do not undermine the value of the qualification. The second strand of our research therefore compliments the first, by drawing on the views of subject experts. The findings suggest that a small change to the grading standard would be unlikely to impact on the knowledge and skills demonstrated by students at both grades 7 and 4. A larger change might, however, undermine the value of the qualification.

Having considered this carefully, we are requiring exam boards to reflect the findings of both strands of the research when setting grade boundaries for GCSE computer science this summer. This will involve exam boards making positive adjustments of +2pp (percentage points) at grades 9 and 7, and +3pp at grade 4, to the statistical predictions that are used to support the setting of grade boundaries. As in any year, senior examiners will review the quality of student’s work before recommending grade boundaries, taking into account the difficulty of the assessments this year compared to previous years. They will also be briefed on the findings of our research and the rationale for making an adjustment.

The adjustments that we are making conclude our programme of research considering grading standards in GCSE computer science. While we recognise that the Department for Education is current conducting a consultation relating to the GCSE computer science subject content, this does not impact the adjustments being made. We will, however, continue our monitoring to ensure that standards are set and maintained appropriately, and that action is taken where needed to secure this.