More open-ended essay-style questions are to be introduced in place of those that lead students through a series of highly structured answers. In addition, a new A* grade is being considered to challenge the most able youngsters, as next month’s exam results are expected to show a record number of passes.

Ken Boston, head of the Government’s examinations regulator, told The Times that there would be major changes to A levels within two years in response to concerns that the exam had been devalued by big increases in the number of top grades. Almost a quarter of A levels were given an A grade last summer, prompting universities to complain that they could no longer distinguish the best applicants from the merely well-drilled. Many have introduced their own tests for popular subjects.

Dr Boston, chief executive of the Qualifications and Curriculum Authority (QCA), said: “We are in a position to give universities far more information if they want it. Although an A is between 80 and 100 per cent, we can provide more information within the stretch-and-challenge agenda. One possibility is to produce a higher grade above the current A grade, while continuing to maintain the standard of an A grade. We could introduce an A* either by a fixed percentage each year or by setting a new benchmark of, say, 90 per cent.”

This year’s results will be released to more than 250,000 students in a month’s time. The pass rate is expected to rise for the 24th successive year, from 96.2 per cent in 2005.

The move revives controversy over the Government’s rejection last year of Sir Mike Tomlinson’s plan to replace A levels and GCSEs with a new diploma. Sir Mike, who now sits on the QCA’s board, had called for the introduction of A+ and A++ grades for the top 5 per cent of candidates, in return for answering more difficult exam questions.

Dr Boston said that the introduction of Advanced Extension Awards in 2002 to stretch the top 10 per cent had not been a success because universities were not asking for the qualification. Tougher optional questions could be added to regular papers, but the grading system would have to recognise students who chose to take them.

As well as changing the type of questions, the QCA intends to cut the number of examined units from six to four to allow students to study subjects in greater depth.

The changes unpick parts of the Government’s Curriculum 2000 reforms, which split the A level into six pass-as-you-go units. Critics said that the qualification had been “dumbed down” because students no longer had to show a broad understanding of subjects.

The QCA is awaiting approval from Alan Johnson, the Education Secretary, for proposals to scrap coursework in some A levels and to place tight restrictions on it in others. Students would be required to complete coursework under supervision in classrooms to prevent parents assisting them.

Dr Boston said he believed that the A level would remain the principal exam for university entry, but that it would face growing competition from the International Baccalaureate and other qualifications. Cambridge International Examinations sending drafts of a new qualification, the Cambridge Pre-U, to schools in October.

“There certainly is a market and qualifications submitted to us for accreditation will be judged on their merits. We are the regulator of the market and the decision is not ‘are they competitors for A levels’, but ‘are they reliable, high quality and educationally sound qualifications’,” he said.

The announcement was welcomed by universities and employers. Geoff Parks, the admissions tutor for Cambridge University, said: “Reintroducing more essay-style questions would be good educationally because we have been concerned about the compartmentalising of knowledge and the diminished emphasis on skills, such as essay-writing.”

NEW (open-ended essay-style question)

Explain the importance of Muslim disunity, in relation to other factors, as a reason for the success of the First Crusade

OLD (series of highly structured answers)

(a) Explain briefly the [symbolic] importance of the “lance” in the First Crusade.

(b) Explain how Source C differs from Source A about the siege of Jerusalem

GETTING HARDER

ENGLISH LANGUAGE AND LITERATURE

Compare the ways in which Chaucer and Bennett create humour in The Miller’s Tale and Talking Heads 2. You should refer to one or two sections from The Miller’s Tale and one or two monologues from Talking Heads 2

ARCHAEOLOGY

How far are archaeologists able to establish the reasons for the abandonment of particular sites in the past?

ENGLISH LANGUAGE AND LITERATURE

Compare the ways in which the Miller and Marjory begin their narratives in The Miller’s Tale, and The Outside Dog from Talking Heads 2.

You should base your answer on the opening of The Miller’s Tale from the beginning to “He moste endure, as oother folk, his care” (line 124 in the recommended edition), and the opening of The Outside Dog from the beginning to “Seems to have lost another anorak, this one fur-lined.” (page 60 in the recommended edition).

ARCHAEOLOGY

Using Figures 1 to 3 and your own knowledge, explain the possible indicators of population movement which might occur within the archaeological record.

All examples are extracts from AQA GCE/AS papers, 2005

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