Instructions for conducting non-examination assessments (GCE & GCSE specifications)

Foreword

This JCQ document applies to GCE and GCSE qualifications accredited in England or Wales which include a proportion of non-examination assessment.

It provides subject teachers, senior leaders and heads of centre with a single, definitive source of generic guidance and instructions.

The regulators’ definition of an examination is very narrow. In effect, a non-examination assessment (NEA) is classified as any type of assessment that is not: 

• set by an awarding body; 
• designed to be taken simultaneously by all candidates at a time determined by the awarding body; and 
• taken under conditions specified by the awarding body (including conditions relating to the supervision of candidates during the assessment and the duration of the assessment).

‘NEA’ therefore includes, but is not limited to, internal assessment. Externally marked and/or externally set practical examinations taken at different times across centres are also classified as ‘NEA’.

The principles for non-examination assessment, as determined by the qualification regulators for England and Wales, are: 

• non-examination assessment should only be used where it is the only valid means of assessing essential knowledge and skills; 
• non-examination assessment must strike a balance between valid assessment of essential knowledge and skills, sound assessment practice and manageability; 
• any non-examination assessment should be designed to fit the requirements of the particular subject, including the relative weighting of written examinations.

Changes made to the content of this document since the previous version (1 September 2024 to 31 August 2025) are highlighted in yellow for easy identification.

1 Non-examination assessments: the basic principles

What are non-examination assessments?

Non-examination assessments measure subject-specific knowledge and skills that cannot be tested by timed written papers.

There are three assessment stages and rules which apply to each stage. These rules often vary across subjects. The stages are: 

• task setting; 
• task taking; 
• task marking.

How do the awarding bodies monitor the management of non-examination assessments in centres?

Awarding bodies require each centre to have a non-examination assessment policy in place to: 

• to cover procedures for planning and managing non-examination assessments; 
• to define staff roles and responsibilities for non-examination assessments; 
• to manage risks associated with non-examination assessments.

A JCQ Centre Inspector may ask the examinations officer to confirm that a policy is in place. Guidance provided in this document will help the head of centre to ensure that the centre’s policy is robust and fit for purpose.

Additionally, each centre must have available for inspection an internal appeals procedure relating to internal assessment decisions.

Which GCE and GCSE specifications are covered by these instructions?

These instructions apply to all GCE and GCSE specifications with one or more non-examination assessment component.

See Appendices 1 and 2 for instructions for the endorsements – Practical Skills (GCE A level Biology, Chemistry, Geology and Physics) and Spoken Language (GCSE English Language – England only).

For the conduct of externally set GCE and GCSE Art & Design components see the JCQ document Instructions for conducting examinations. The document is available in PDF format on the JCQ website: 

http://www.jcq.org.uk/exams-office/ice—instructions-for-conducting-examinations

2 Managing non-examination assessments: task setting

Who is involved in task setting?

Where the awarding body is responsible for task setting, subject-specific tasks will be provided by the awarding body.

Where the centre is responsible for task setting, centres may: 

• select from a number of comparable tasks provided by the awarding body; or 
• design their own task(s), in conjunction with candidates where permitted, using criteria set out in the specification.

Where centres are responsible for task setting, they must refer to the awarding body’s specification to ensure that the assessment criteria can be met and that tasks are accessible to candidates.

In A level Geography, the Ofqual Subject-Level Conditions and Requirements stipulate that each candidate must undertake a single independent investigation based on a question or issue that is defined and developed by the candidate. Centres may give general guidance but they must not provide candidates with a choice of titles or tasks from which candidates then choose.

Is it permissible to give candidates a copy of the marking criteria?

Yes. Candidates should be aware of the criteria used to assess their work. They will then know what they need to do to gain credit. Specifications describe the marking criteria in detail. It is perfectly acceptable for teachers to produce a simplified candidate-friendly version of the marking criteria, provided that it is not specific to the work of an individual candidate or group of candidates.

3 Managing non-examination assessments: issuing of tasks

When are tasks set by awarding bodies issued to centres?

Centres must consult the relevant awarding body’s specification and/or website to obtain the date for the issuing of tasks. Awarding bodies issue tasks well in advance to allow time for planning, resourcing and teaching in centres.

What action should be taken if the wrong task is given to candidates?

The centre must make arrangements for candidates to complete the correct task and should take great care to ensure that they do so. Awarding bodies will do all they can to protect candidates’ interests, but, in some cases, it may not be possible to accept work based on the wrong task.

4 Managing non-examination assessments: task taking 

4.1 Supervision

Where appropriate to the component being assessed, the following arrangements apply unless the awarding body’s specification says otherwise.

Invigilators and display of the JCQ Unauthorised items and JCQ Warning to candidatesposters are not required.

Candidates do not need to be directly supervised at all times. The use of resources, including the internet, is not tightly prescribed. Centres must always check the subject-specific requirements issued by the awarding body.

The centre must ensure that: 

• there is sufficient supervision of every candidate to enable work to be authenticated; 
• the work that an individual candidate submits for assessment is their own.

Work may be completed outside of the centre without direct supervision, provided that the centre is confident that the work produced is the candidate’s own. Candidates may normally: 

• have unlimited access to electronic and printed resources; 
• use the internet without restriction; 
• work in groups.

Where candidates work in groups, the teacher should keep a record of each candidate’s contribution so that it is possible to attribute assessable outcomes to individual candidates (see section 4.5).

Centres must ensure that candidates understand what they need to do to comply with the regulations for non-examination assessments. This is outlined in the JCQ document Information for candidates – non-examination assessments: 

http://www.jcq.org.uk/exams-office/information-for-candidates-documents

Centres must ensure that candidates: 

• understand that information from all sources must be referenced; 
• receive guidance on setting out references; 
• are aware that they must not plagiarise other material. 

4.2 Advice and feedback

As appropriate to the subject and component, centres should advise candidates on aspects such as those listed below before work begins: 

• sources of information; 
• relevance of materials and concepts; 
• structure of the response (e.g. chapter titles and content); 
• techniques of data collection; 
• techniques of data presentation; 
• skills of analysis and evaluation; 
• health and safety considerations, including the use of equipment; 
• potential ethical considerations; 
• security of their work.

Centres must not provide model answers or writing frames specific to the task (such as outlines, paragraph headings or section headings).

What advice and feedback can teachers give to candidates during thetask-taking stage?

Unless specifically prohibited by the awarding body’s specification, teachers may: 

• review candidates’ work and provide oral and written advice at a general level; 
• having provided advice at a general level, allow candidates to revise and re-draft work.

General advice of this nature does not need to be recorded or taken into account when the work is marked.

If teachers give any assistance which goes beyond general advice, for example: 

• provide detailed specific advice on how to improve drafts to meet the assessment criteria; 
• give detailed feedback on errors and omissions which limits candidates’ opportunities to show initiative themselves; 
• intervene personally to improve the presentation or content of work

then they must record this assistance and either take it into account when marking the work or submit it to the external examiner.

Annotations should be used to explain how marks were applied in the context of the additional assistance given (see section 6.1).

Teachers must not provisionally assess work and then allow the candidate torevise it.

In all subjects, teachers must not provide any type of assistance which is explicitly prohibited in the awarding body’s specification. Assistance must not be given if there is no means to record it and to take account of it in the marking.

Failure to follow this procedure constitutes malpractice. 

4.3 Resources

What resources are allowed?

In many subjects, candidates will use source material, including the internet and AI tools, when researching and planning their tasks. Candidates normally have unrestricted access to resources. Centres must refer to the JCQ document AI Use in Assessments: Protecting the Integrity of Qualifications:

http://www.jcq.org.uk/exams-office/malpractice

as well as the awarding body’s specification and/or associated documentation published by the awarding bodies and the regulator.

Some subjects require candidates to produce the work for assessment in formally supervised sessions. Unless the awarding body’s specification says otherwise, for all formally supervised sessions: 

• the use of resources is always tightly prescribed and normally restricted to the candidate’s preparatory notes; 
• access to the internet is not permitted; 
• candidates are not allowed to use their own computers or other electronic devices, e.g. mobile phones.

Are candidates allowed to introduce new resources between formally supervised sessions?

No. Candidates are not allowed to augment notes and resources between sessions. When work for assessment is produced over several sessions, the following material must be collected and stored securely at the end of each session (and not be accessible to candidates): 

• the work to be assessed; 
• preparatory work.

Additional precautions need to be taken if the centre permits candidates to use computers to store work. This may involve collecting memory sticks for secure storage between sessions or restricting candidates’ access to a specific area of the centre’s IT network.

How should sources be acknowledged?

The work submitted for assessment must include references where appropriate. To facilitate this, each candidate should keep a detailed record of their own research, planning, resources etc. The record should include all the sources used, including books, websites and audio-visual resources.

If candidates use material from a source, or generated from a source which is not their own work, they must indicate the particular part, element or phrase and state where it came from. Candidates must give detailed references even where they paraphrase the original material.

A reference from a printed book or journal should show the name of the author, the year of publication and the page number. For example: (Morrison, 2000 p 29).

For material taken from the internet, the reference should show the date when the material was downloaded and must show the precise web page, not the search engine used to locate it. This can be copied from the address line. For example: http://news.bbc.co.uk/onthisday/hi/dates/stories/october/28/newsid_2621000/2621915.stm downloaded 5 February 2026

Where computer-generated content has been used (such as an AI chatbot), the reference must show the name of the AI tool used and should show the date the content was generated. For example: ChatGPT 3.5 (https://openai.com/blog/chatgpt/), 25/01/2026. Candidates should also reference the sources used by the AI tool in generating the content.

Candidates must retain a copy of the question(s) and computer-generated content for reference and authentication purposes in a non-editable format (such as a screenshot) and provide a brief explanation of how it has been used. This must be submitted with the candidate’s work for final assessment so that the teacher can review the work, the AI-generated content and how it has been used. If this is not submitted and the teacher suspects the candidate has used AI tools, they will need to consult the centre’s malpractice policy for the next steps and assure themselves that the work is the candidate’s own. Further guidance on how this can be done is set out in the JCQ document Plagiarism in Assessments. The document can be found on the JCQ website:

http://www.jcq.org.uk/exams-office/malpractice

Centres must also refer to the following JCQ documents which can be found on the JCQ website:

http://www.jcq.org.uk/exams-office/malpractice 

AI Use in Assessments: Your role in protecting the integrity of qualifications

JCQ-AI-information-sheet-for-teachers-1.pdf
JCQ-AI-poster-for-students-2.pdf 

Candidates must be familiar with the JCQ document Information for candidates – non-examination assessments: 

http://www.jcq.org.uk/exams-office/information-for-candidates-documents 

4.4 Word and time limits

Centres should refer to awarding bodies’ specifications as to whether there are minimum and/or maximum time and word limits.

4.5 Collaboration and group work

When is group work permitted?

Unless the awarding body’s specification says otherwise, candidates are free to collaborate when carrying out research and preparatory work.

Where the specification permits, some assignments may be undertaken as part of a group. The specification may place a restriction on the maximum size of the group. It must be possible to attribute assessable outcomes to individual candidates.

Where an assignment requires written work to be produced, each candidate must write up their own account of the assignment. It is acceptable for all members of the group to record the same information. However, each candidate must use their own words to describe how the information was obtained and draw their own conclusions. Where an artefact or a performance is required, candidates may collaborate, but their responses must be their own and their individual contributions must be clearly identified. The contribution of each individual candidate must be clear from both the work itself and, if applicable, the record forms.

Should all members of a group get the same mark?

No. Group work is permitted but group assessment is not. Individual members of the group make different contributions and the work of each candidate must be individually assessed.

How is credit apportioned to individual candidates?

The centre is responsible for monitoring group work and ensuring that each candidate’s contribution can be separately assessed. 

4.6 Authentication procedures

How is candidates’ work authenticated?

Teachers must be sufficiently familiar with a candidate’s general standard to judge whether the piece of work submitted is within their capabilities.

Where required by the awarding body’s specification, the following procedures apply.

All candidates must sign a declaration to confirm that the work they submit for final assessment is their own unaided work. This must take place as soon as the candidate has completed the assessment.

Teachers must sign a declaration of authentication after the work has been completed, confirming that: 

• the work is solely that of the candidate concerned; 
• the work was completed under the required conditions.

Electronic signatures are acceptable. Typed names will be taken as being as binding as a handwritten signature.

Signed candidate declarations must be kept on file until the deadline for requestinga review of results has passed or until any appeal, malpractice or other results enquiry has been completed, whichever is later. They may be subject to inspection by a JCQ Centre Inspector.

What if the teacher has doubts about the authenticity of the work?

If teachers cannot confirm that the work presented by a candidate is their own and has been completed, under the required conditions: 

• do not accept the candidate’s work for assessment; 
• record a mark of ‘0’ (zero) for internally assessed work.

If teachers are concerned that malpractice may have occurred or cannot authenticatethe work for any other reason, they must inform a member of the senior leadership team(see section 9).

If, during the external moderation process, it is found that the work has not been properly authenticated, the awarding body will take steps to determine the appropriate action, including potentially setting the mark(s) at ‘0’ (zero). 

4.7 Presentation of work

4.8 Keeping materials secure

When is secure storage of candidates’ work required?

Where candidates are producing work over a period of time under formal supervision, their work must be stored securely between sessions.

Once any work is handed in by the candidate for formal assessment it must be stored securely.

Where work is submitted by post, centres should take precautions to ensure that the package in which the work is despatched is robust and securely fastened.

What constitutes secure storage of digital content?

The centre must keep secure the work that candidates have submitted.

Where work is stored electronically, centres are required to restrict access to this material and to utilise appropriate security safeguards, such as firewall protection and virus-scanning software.

Candidates’ work must be backed-up regularly and stored securely on the centre’s IT system. Centres should consider the contingency of candidates’ work being backed-up on two separate devices, including one off-site back-up. The centre must implement appropriate information security arrangements (which will include protection against corruption and cyber attack).

Centres should consider encrypting any sensitive digital media to ensure the security of the data stored within it. Centres must refer to awarding body guidance to ensure that the method of encryption is suitable.

What constitutes secure storage of non-digital work?

Secure storage is defined as a securely locked cabinet or cupboard.

Where candidates are producing artefacts (e.g. Art & Design), secure storage may be defined as a classroom, studio or workshop which is locked or supervised from the end of one session to the start of the next.

Are teachers allowed to take work home to mark?

Yes, if they take sensible precautions regarding its security.

Are candidates allowed to use work for other purposes?

Before the submission of work for formal assessment, centres must remind candidates to always keep their work secure and not to publicise their work, such as posting it on social media. The JCQ document Information for candidates – social media must be brought to the attention of candidates:

https://www.jcq.org.uk/exams-office/information-for-candidates-documents

Centres must also be aware of the need to authenticate candidates’ work, as detailed in section 4.6.

During the period from the submission of work for formal assessment until the deadline for requesting a review of results, copies of work may be used for other purposes, e.g. in a competition, provided that the originals are stored securely by the centre. Any material which is not required for moderation purposes (or any subsequent review) may also be freely used by the candidate. This applies to artefacts in Design & Technology if photographic evidence is needed for moderation and any subsequent review. Where original work is used for moderation, as in Art & Design, a teacher must be present if, during this period: 

• assessed work is exhibited; 
• a candidate takes assessed work to an interview; 
• the work is removed from secure storage for any other reason.

When can marked work be removed from secure storage?

Internally assessed work that is not required for the moderation sample and work returned to centres after moderation must be stored securely until all possible post-results services have been exhausted. If post-results services have not been requested, internally assessed work may be returned to candidates after the deadline for requesting a review of results for the relevant series. If post-results services have been requested, internally assessed work may be returned once the review of results, and any subsequent appeal, has been completed.

5 Non-examination assessments: task marking – externally-assessed components 

5.1 Conduct of externally-assessed work

The format of external assessment will vary according to the specification and the component.

Some components, for example, may have a Visiting Examiner. Other components will require candidates’ work to be despatched to an examiner or uploaded electronically. Details of the subject-specific arrangements will be found in the awarding body’s specification and/or administration guide.

Externally assessed components will be conducted within a window specified by theawarding body. 

5.2 Submission of work

Centres must pay close attention to the completion of the attendance register (if applicable). Failure to do so will impact upon an awarding body’s ability to deliver an accurate set of results. 

A copy of the attendance register must be kept until the deadline for requesting a review of results has passed.

Where candidates’ work needs to be despatched to an examiner or uploaded electronically, this must be completed by the date specified by the awarding body.

6 Non-examination assessments: task marking – internally-assessed components 

6.1 Marking and annotation

Teachers are responsible for marking work in accordance with the marking criteria detailed in the relevant specification and associated subject-specific documents.

Teachers must not use AI as the sole or primary means of marking candidates’ work. Any use of AI should be complementary to the human marking process.

Teacher annotation should be used to provide evidence to indicate how and why marks have been awarded. This will facilitate the standardisation of marking within the centre and enable the moderator to check that marking is in line with the assessment criteria.

What is the correct procedure if a candidate submits little or no work?

Is the centre required to tell candidates what marks they have been awarded?

Yes. The centre must inform candidates of their centre-assessed marks, as a candidate can request a review of the centre’s marking before marks are submitted to the awarding body.

What is the correct procedure for a candidate requesting a review of the centre’s mark?

Any review must be undertaken before marks are submitted to the awarding body. Candidates must be given sufficient time to allow them to review copies of material, as necessary, and reach a decision. The centre must also allow sufficient time for the review to be carried out, to make any necessary changes to marks and to inform the candidate of the outcome, all before the awarding body’s deadline. The review must be conducted by an assessor who has appropriate competence, has had no previous involvement in the assessment of that candidate for the component in question and has no personal interest in the outcome of the review. The reviewer must ensure that the candidate’s mark is consistent with the standard set by the centre.

Centres must also make it clear to candidates that any centre-assessed marks are subject to change through the moderation process.

Centres must inform the awarding body if they do not accept the outcome of a review.

The awarding bodies have produced a set of Frequently Asked Questions which may be found within the Notice to Centres – Informing candidates of their centre assessed marks at: 

https://www.jcq.org.uk/exams-office/non-examination-assessments

What is the correct procedure where there is a conflict of interest between the teacher and the candidate?

Centres must make every effort to avoid situations where a candidate is assessed by a person who has a close personal relationship with the candidate. For example, members of their family (which includes step-family, foster family and similar close relationships) or close friends and their immediate family (e.g son or daughter).

Where this cannot be avoided, the centre must declare the possible conflict of interest to the relevant awarding body and submit the marked work for moderation whether or not it is part of the moderation sample. Further details are given in section 5 of the JCQ document General Regulations for Approved Centres. The document is available in PDF format on the JCQ website:

http://www.jcq.org.uk/exams-office/general-regulations 

6.2 Internal standardisation

Teachers must indicate on candidates’ work, or on the cover sheet, the date when the workwas marked.

It is important that all teachers involved in the assessment of a component mark to common standards. Centres must ensure that the internal standardisation of marks across assessors and teaching groups takes place. The following sequence is an example of good practice.

6.3 Consortium arrangements for centre assessed NEA components

A consortium is a group of centres from which candidates are taught and assessed together.If the centre is part of a consortium, follow these steps:

Where a specification is taught at a centre but some candidates are taught and assessed at another centre, the centre must inform the awarding body.

6.4 Submission of marks and work for moderation

Is it possible to obtain an extension to the deadline for submission of marks?

Where a centre has been affected by circumstances beyond its control, it may be possible, in exceptional cases, to grant a short extension. This is at the discretion of the awarding body. The centre must contact the awarding body as soon as possible to request an extension.

The timely release of examination results will be put at risk if the deadlines for submission of marks and samples are not adhered to.

Failure to meet awarding body deadlines may be considered maladministration and investigated as such. 

6.5 Storage and retention of work after submission of marks

6.6 External moderation – the process

The purpose of moderation is to ensure that the standard of marking is consistent acrossall centres.

6.7 External moderation – feedback

What sort of feedback can centres expect?

Feedback enables centres to take remedial action, if necessary, before the next examination series. The feedback given is intended to be constructive, objective, supported by fact or judgement, and sufficiently detailed to explain any differences between the centre’s assessments and the agreed standard for the component.

Feedback will cover the following aspects:

Reports do not comment on the quality of the work itself or include the moderator’s personal opinion.

7 Access arrangements and reasonable adjustments

The JCQ document Access Arrangements and Reasonable Adjustments, 1 September 2025 to31 August 2026 provides detailed information. The document is available in PDF format onthe JCQ website: 

http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration

Awarding bodies have developed their specifications to be compliant with equality legislation.

In principle, if a candidate has an access arrangement as part of their normal way of working within the centre and meets the published criteria for the arrangement, then it will normally be permitted for written examinations and non-examination assessments. Centres must complete online applications for access arrangements in advance of timetabled written examinations and non-examination assessments.

Information on the application of access arrangements in the Practical Skills Endorsement of a GCE A level Biology, Chemistry, Geology and/or Physics specification may be found at: 

https://www.jcq.org.uk/exams-office/non-examination-assessments/reasonable-adjustments-for-gce-a-level-sciencesendorsement-of-practical-skills/

How can centres prepare themselves to cater for candidates with access arrangements?

The SENCo must ensure that all relevant staff are aware of those candidates who will require access arrangements when completing non-examination assessments.

8 Special consideration and loss of work

The JCQ document A guide to the special consideration process provides detailed information.The document is available in PDF format on the JCQ website: 

http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration

8.1 Absence

If candidates are absent, will they be eligible for special consideration?

What are the criteria for a candidate who has been absent to be eligible for special consideration?

• The candidate has covered the whole course and has been fully prepared for the relevant assessment.
• The candidate was unable to complete the relevant assessment during the certification series at the same time as their peers for an acceptable reason, i.e. a temporary injury, temporary illness or other indisposition (where the assessment was scheduled for a restricted period of time).
• The centre has taken all reasonable steps to try to accommodate the candidate in completing the assessment, including the consideration of a short extension.
• The centre can clearly set out why the assessment could not be completed in the certification series by means of an agreed extension.
• The candidate meets the published criteria for enhanced grading.
• The centre supports the application for special consideration.

Are there any circumstances in which the awarding body will accept a reduced quantity of work?

Yes, provided that all the following criteria are met:

• The specification requires completion of more than one piece of work.
• All pieces of work are assessed against the same criteria.
• The candidate has completed at least one piece of work and each required assessment objective has been covered at least once.

8.2 Loss of work

What are the criteria for a candidate whose work has been lost to be eligible for an adjustment?

What is the procedure for requesting an adjustment for a candidate whose work has been lost?

Form 15 – JCQ/LCW is part of the pdf labeled Form 15 – Notification of Lost Centre Assessed Work, and can be downloaded here:

https://www.jcq.org.uk/exams-office/non-examination-assessments

9 Malpractice

To prevent both candidate and centre malpractice, teachers must familiarise themselves with the JCQ document Notice to Centres – Sharing NEA material and candidates’ work: 

http://www.jcq.org.uk/exams-office/non-examination-assessments

For detailed guidance on dealing with suspected malpractice, centres should refer to the JCQ document Suspected Malpractice: Policies and Procedures:

http://www.jcq.org.uk/exams-office/malpractice

Candidates must not: 

• submit work which is not their own; 
• make their work available to other candidates through any medium; 
• allow other candidates to have access to their own independently sourced material; 
• assist other candidates to produce work; 
• use books, the internet or other sources without acknowledgement or attribution; 
• submit work that has been word processed by a third party without acknowledgement; 
• include inappropriate, offensive or obscene material.

Candidates are not prohibited from lending books or other resources to one another, provided these are not used as part of their own independently sourced material.

Candidates must not publicise their work, e.g. by posting it on social media. They must be made aware of the JCQ document Information for candidates-Social Media: 

http://Www.jcq.org.uk/exams-office/information-for-candidates-documents

Head of centres and senior leaders must ensure that those members of teaching staff involved in the direct supervision of candidates producing work for assessment are aware of the potential for malpractice.

Teaching staff must be reminded that failure to report allegations of malpractice, or suspected malpractice, constitutes malpractice in itself.

Teaching staff must:

• be vigilant in relation to candidate malpractice and be fully aware of the published regulations; 
• escalate and report any alleged, suspected or actual incidents of malpractice to the senior leadership team or directly to the awarding body.

What should a centre do if it suspects malpractice?

What sanction is applied when candidate malpractice has occurred?

If a breach of the regulations on the part of the candidate is discovered after a candidate has signed the authentication statement, the awarding body may impose one of the following sanctions: 

• the piece of work will be awarded ‘0’ (zero) marks; 
• the candidate will be disqualified from that component for that examination series; 
• the candidate will be disqualified from the whole subject for that examination series; 
• the candidate will be disqualified from all subjects and barred from re-entering for a period of time.

10 Post-results services

For detailed information on post-results services, centres should refer to the JCQ document Post-Results Services: Information and guidance to centres: 

http://www.jcq.org.uk/exams-office/post-results-services

The following post-results services may be requested.

What is the procedure for obtaining a review of moderation?

Why is the original moderation sample required?

This is a review of the original moderation to ensure that the assessment criteria have been fairly, reliably and consistently applied. It is not a re-moderation of candidates’ work.

The awarding body will have trained its reviewers to conduct reviews of moderation accurately and consistently.

The sample of work submitted for review must have been stored securely. If there is evidence that work has been returned to candidates, the review will be cancelled.

What will happen if the centre fails to despatch the sample within three working days?

The outcome of the review may be delayed or cancelled.

11 Other issues

What happens if, after submission, it is discovered that the wrong task was givento candidates?

The centre must apply for special consideration. Awarding bodies do all they can to protect candidates’ interests but, in some cases, it may not be possible to accept work based on the wrong task. Centres must, therefore, take great care to ensure that they give candidates the correct task for the year of submission. See section 3 for further information.

Can excluded pupils, distance learners (see Appendix 3), private candidates and those who do not attend a centre for any reason complete non-examination assessments?

Centres should refer to the relevant specification and/or subject-specific guidance in the first instance. Where the specification is available to those outside of mainstream education, the centre which makes the entry or entries must arrange for supervision, authentication and marking, as required.

Can a non-examination assessment mark be carried forward when a candidate re-takesa qualification?

Yes. When a candidate re-takes a qualification which includes non-examination assessment, the mark for the non-examination assessment component may be carried forward (re-used). In the case of internal assessment, this will be the final post-moderation mark. The candidate’s original UCI number must be used.

However, where a qualification consists entirely of non-examination assessment, the candidate must re-take at least one component.

Within the lifetime of the specification, there is no restriction on the time between the original attempt and a re-take, nor on the number of occasions a mark may be carried forward.

If a candidate has two or more previous non-examination assessment marks, the most recent mark will be used, even if this is a lower mark.

If a candidate re-takes rather than carrying forward a non-examination assessment, the new mark will be used, even if this is a lower mark.

A mark can only be carried forward where a grade, including ‘Unclassified’, has been awarded for the qualification.

A candidate wishing to carry forward a mark for the Speaking component in a GCSE MFL specification must be re-entered for the qualification at the same tier.

For candidates entered for unitised WJEC specifications, the centre should contact WJEC for advice.

Can previous non-examination work be enhanced and re-submitted when a candidate re-takesa qualification?

Yes, unless specifically prohibited by the awarding body’s specification or where the awarding body sets a task which changes each year. As indicated above, the new mark will be used, even if it is lower than the previous mark.

If there is more than one task, all tasks must be submitted for assessment and/or moderation, even if the candidate has not done any further work on them. Where work is assessed or moderated live, all tasks must be repeated. This does not apply if assessment or moderation is carried out from recordings, except in the Speaking component of GCSE and GCE Modern Foreign Languages, where the whole of the Speaking test must be repeated.

Centres must be aware of the need to authenticate candidates’ work, as detailed in section 4.6. They must ensure that any additional assistance is recorded and taken into account when marking the work (or submitted to the external examiner) in the normal way, as detailed in section 4.2. However, candidate knowledge of the previous breakdown of marks does not need to be regarded as additional assistance.

What happens if a candidate moves to a different centre during the course?

It may be possible to help candidates who move centres during the course. Possible solutions depend on the stage at which the move takes place. The relevant awarding body should be contacted at the earliest opportunity for advice about individual cases.

Appendix 1

Practical Skills Endorsement for the A level Sciences designed for use in England

Introduction

The assessment of practical skills is a compulsory requirement of A level Biology, Chemistry, Geology and Physics qualifications. Each of these qualifications will have an endorsed components, covering those skills.

The endorsement has several features which distinguish it from most general qualifications assessments, in particular: 

• it will not contribute to the A level grade; 
• no marks will be assigned – it will be assessed holistically and reported as ‘Pass’ or ‘Not Classified’; 
• it will be assessed on a ‘competency’ basis using agreed Common Practical Assessment Criteria (CPAC). Candidates must consistently and routinely meet all of the criteria to be awarded a ‘Pass’ at the end of the course; 
• there will be a monitoring visit to each centre which will check that teachers are implementing the requirements of the practical endorsement appropriately and applying the assessment criteria correctly.

New lead teachers are required to undertake training provided by the awarding body onthe implementation of the practical endorsement. Further details will be supplied by the awarding body.

Lead teachers must ensure that all other teachers of that subject within the centre can apply the standards appropriately.

There is no separate assessment of practical skills for AS Biology, Chemistry, Geology orPhysics qualifications.

Entries and centre declaration

A level entries for Biology, Chemistry, Geology and Physics automatically include the practical skills endorsement.

A certificate will be issued for A level Biology, Chemistry, Geology and/or Physics where the candidate has been awarded a grade (A* to E). The result for the endorsement, including ‘Not Classified’, will be reported on the certificate.

The head of centre must sign a declaration confirming that all reasonable steps have been or will be taken to ensure that all candidates at the centre have had, or will have, the opportunity to undertake the prescribed practical activities.

Where a centre intends to enter candidates for the first time for one or more of the A level subjects, as above, the relevant awarding body must be contacted at the beginning ofthe course.

Practical activities

The arrangements for the assessment of practical skills in A level Biology, Chemistry, Geology and Physics are common to all awarding bodies and include the following: 

• The required practical activities (that will enable candidates to demonstrate the five practical competencies) are set out by each awarding body in the subject specification and must be carried out by each candidate. 
• Centres assess candidates using Common Practical Assessment Criteria (CPAC) issued jointly by the awarding bodies. The CPAC are based on the requirements of the respective appendix from the prescribed subject content, published by the Department for Education (DfE). They define the minimum standard required for the achievement of a ‘Pass’ grade. 
• Candidates who consistently and routinely demonstrate the required standard across all of the CPAC, incorporating all of the skills, apparatus and techniques (as defined in the respective appendix of the DfE subject content), will receive a ‘Pass’ at the end of the course.

Candidates may work in groups, but teachers should be confident of each individual’s competence when awarding a ‘Pass’.

In each specification, at least 12 activities are prescribed. These activities provide opportunities for demonstrating competence in all the required skills and in the use of all apparatus and techniques detailed for each subject. Some awarding bodies’ specifications require candidates to carry out all of the specified activities. In all specifications, candidates may also demonstrate the competencies in any additional practical activities undertaken during the course of study which cover the requirements of the CPAC and are of Level 3 challenge.

Centre record-keeping

Each centre must keep a written record of the following: 

• plans to carry out sufficient practical activities which meet the requirements of CPAC, incorporating skills and techniques detailed in the respective appendix of the DfE subject content over the course of the A level; 
• each practical activity undertaken and the date when it was completed; 
• the criteria being assessed in that practical activity; 
• candidate attendance; 
• details of which candidates met the criteria and which did not; 
• candidate work showing evidence required for the particular task with date(s), together with any associated materials provided for the practical activity, e.g. written instructions given.

Candidate record keeping

Candidates must keep a record of their practical work, including their assessed practical activities and the dates. The format is not prescribed, as it is important that candidates record their practical experiences in their own ways. It could include: 

• lab books (allowing all records to be kept in one place); 
• candidates’ folders; 
• computer-based systems; 
• pre-printed workbooks.

Monitoring

Quality assurance of the practical endorsement is supported by visiting monitors from the awarding bodies. As the practical activities for the endorsement take place throughout the two years of the A level course, visits could be in either the first or second year.

Each centre will be visited (or will have been visited) at least once, in at least one of the Sciences (A level Biology, Chemistry or Physics), during the period September 2024 to May 2026. If there are more than 140 candidates following any of the A level Sciences in a centre, then the centre will receive a visit for every Science.

Centres will receive a separate visit for A level Geology.

The purpose of the visit is to ensure that the centre is implementing the requirements of the practical endorsement appropriately and applying the assessment criteria (CPAC) correctly. The monitoring process is not intended to moderate or adjust the results of individual candidates.

The centre visit

The monitor will contact the examinations officer at the centre who will be asked to pass information to the lead teacher for a visit to be arranged with at least two weeks’ notice.

On the day of the centre visit the monitor will: 

• observe a practical activity taking place; 
• review the records kept by the centre and by a sample of candidates; 
• talk with staff and candidates.

The visit is intended to determine the ability of the centre to assess candidates in the practical endorsement, not to decide on candidate achievement. It is unnecessary and counter-productive to rehearse the practical activity that the monitor is to observe.

The monitor will prepare a written record of the visit and a copy will be sent to the centre, stating whether or not they agree with the centre’s implementation of the requirements and application of the assessment criteria (CPAC).

If the monitor does not agree with the centre’s judgements, they will provide guidance on the measures which the centre needs to put in place. Such an outcome could result in the other Sciences (Biology, Chemistry and/or Physics) receiving a visit from the respective awarding body or bodies as well as a repeat visit for the science which was monitored. If additional visits are necessary, there may be a supplementary charge.

It is possible that the monitor may agree with the centre’s application of CPAC yet still include guidance on improvements which could be made.

What if a centre disagrees with the monitor?

If a centre disagrees with the outcome of a monitoring visit, it may request a repeat visit by an alternative monitor. There may be a charge for this service.

Alternative centre arrangements 

• To offer the A level Sciences, a centre must be able to provide practical work and the practical endorsement. 
• Where a centre does not have laboratory facilities and undertakes the practical endorsement at an alternative site or venue, or in a shortened timescale, a specific visit will be made on a defined date when practical activities are taking place. 
• Where candidates from more than one centre undertake practical work together using joint-teaching arrangements, the centre being monitored must inform the awarding body’s monitor of such arrangements when contacted. Where each centre has separate classes, monitoring visits will take place with all centres within an academy chain or a consortium.

Candidate absence and exemptions

Where a candidate misses a prescribed practical activity through absence, the centre must organise an alternative session, or provide other opportunities for the candidate to demonstrate the required skills and techniques.

It is a regulatory requirement that each candidate must demonstrate the specified skills and techniques through carrying out a minimum of 12 activities. Candidates who are unable to do this because of absence will not qualify for special consideration and will receive a ‘Not Classified’ result for the practical skills endorsement.

If a candidate cannot access the endorsement due to a substantial impairment, reference should be made to section 5.17 of the JCQ document Access Arrangements and Reasonable Adjustments:

https://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance

When an exemption is granted by an awarding body an indication will be placed on the candidate’s certificate.

Centres which switch to another awarding body

Where a centre intends to switch awarding body, the relevant awarding bodies must be informed as soon as possible.

If a visit has not yet taken place, the updated details will be used when arranging the visit.

If a visit has already taken place in the Science where the centre has switched, the consequential decisions will stand.

Candidates who move to a new centre during the course

To award a ‘Pass’ grade, the new centre must take all reasonable steps to ensure that it is satisfied that all of the five competencies and all of the skills and techniques have been successfully covered in at least 12 practical activities (at one or both centres).

Re-use (carry forward) of practical skills grades

A candidate who is re-taking an A level Biology, Chemistry, Geology or Physics qualification may request to carry forward (i.e. transfer into a new entry) a previous grade for the practical skills endorsement, even if it was awarded by a different awarding body.

If a candidate has two or more previous endorsement grades, the most recent grade will be used, even if this is ‘Not Classified’.

If a candidate re-takes the endorsement and a new grade is submitted, the new grade willbe used.

An endorsement grade can only be carried forward where a grade, including ‘Unclassified’, has been awarded for the A level qualification.

Sanctions 

• If a monitoring visit shows that a centre is not implementing the requirements of the practical endorsement appropriately, the awarding body will provide guidance on the improvements which need to be put in place. 
• If a monitoring visit shows that a centre is not assessing to the correct national standard, the lead teacher may be required to undertake further training. 
• Failure by the centre to act in response to the above, or to provide a declaration to confirm that all candidates have had the opportunity to undertake the prescribed practical activities, may cause results for the endorsement to be awarded as ‘Not Classified’.

Malpractice 

• If it comes to light that a teacher has awarded a ‘Pass’ grade to a candidate who has not satisfactorily completed the necessary practical activities, the head of centre will be asked to carry out an investigation of the circumstances and report to the awarding body. Results from some or all candidates at the centre may be withheld and the teacher may be subject to a malpractice investigation. 
• Failure on the part of the head of centre to give all candidates the opportunity to undertake the practical activities is a breach of specification requirements and will be investigated by the awarding body, who may inform other awarding bodies and the regulator. The centre’s arrangements for the next cohort will be closely monitored. 
• Due to the nature of the work required, opportunities for candidate malpractice are reduced, but where it does occur, the standard published malpractice procedures apply.

Appendix 2

Spoken Language Endorsement for GCSE English Language specifications designed for use in England

Introduction

GCSE English Language has an endorsed component covering Spoken Language. This endorsement has several features which distinguish it from most general qualifications components, in particular: 

• it will be reported as a separate grade (‘Pass’, ‘Merit’, ‘Distinction’ or ‘Not Classified’) and will not contribute to the result of the GCSE English Language qualification; 
• no marks will be assigned – it will be assessed holistically as a grade; 
• it will be assessed on a ‘competency’ basis using agreed common criteria – to be awarded a grade, candidates must achieve all of the criteria for that grade.

The endorsement will be assessed by centres. There will be monitoring arrangements through which awarding bodies will check that: 

• centres have used appropriate tasks; 
• centres have applied the assessment criteria correctly and consistently – no adjustments will be made to centres’ assessments.

For monitoring purposes, each centre is required to provide audio-visual recordings of the presentations of a sample of candidates.

Entries and centre declaration

Entries for GCSE English Language automatically include the Spoken Language endorsement.

A certificate will be issued for GCSE English Language where the candidate has been awarded a grade (9-1). The result for the endorsement (including ‘Not Classified’) will be reported on the certificate.

The head of centre must sign a declaration confirming that all reasonable steps have been, or will be, taken to ensure that all candidates at the centre have had, or will have, the opportunity to undertake the Spoken Language endorsement.

Task setting and task taking

Candidates must undertake a prepared spoken presentation on a specific topic. As a guide, the duration should be no more than 10 minutes. The requirements are as follows: 

• Presentations may take a wide variety of forms, including talks, debates, speeches and dialogues. 
• The appropriate format should be determined by the teacher, in discussion with the candidate. The format chosen should allow candidates to fully demonstrate their Spoken Language abilities. 
• Candidates must identify the subject for their presentations in advance and agree it with their teacher. 
• Presentations must be planned and organised. Candidates should be advised that lack of preparation is likely to prevent access to the criteria for the higher grades. 
• Candidates may use prepared notes to assist them during their presentations, but this is not a requirement. 
• There are no word limits, page restrictions or other limitations regarding notes. 
• Teachers should advise candidates that reading entirely from prepared notes is unlikely to enable them to access the criteria for the higher grades, which require engagement with the audience.

As part of or following the presentation, candidates must listen to and respond appropriately to questions and feedback. Therefore, task taking also includes the following requirements: 

• Candidates must give their presentations to an audience, which must always include the teacher. 
• The size and composition of the audience should be determined by the teacher, in discussion with the candidate. 
• Where the audience is only the teacher, the presentation and dialogue should be designed in such a way that it could have a potentially wider audience than just one person (e.g. it replicates a television interview). 
• An audience consisting of two people can more likely create the circumstances under which a candidate can demonstrate the knowledge, skills and understanding necessary to reach the higher specified levels of attainments in the spoken language assessment. The audience should be composed of individuals able to provide the candidate with opportunities to respond to appropriate questions and feedback.

The task-taking format is flexible. There is no requirement to present to other candidates. Further advice is provided in each awarding body’s specification and/or guidance.

Assessment and internal standardisation

Candidates should be assessed either live or from recordings, using the common assessment criteria which have been developed collaboratively by the awarding bodies and teachers.

Teachers award grades (‘Pass’, ‘Merit’, or ‘Distinction’) – there are no marks. Candidates who do not reach the ’Pass’ standard must be recorded as ‘Not Classified’. To achieve a particular grade, a candidate must meet all of the criteria for that grade. The ‘best fit’ and compensatory approach normally used in GCSE assessments does not apply. Further details are available in the guidance and support provided by the awarding bodies.

Centres must make arrangements for internal standardisation of assessments. This should take place as far as possible before assessment begins. Internal standardisation should include a preliminary trial assessment session (including all teachers involved in assessment) using exemplar material provided by the awarding body. This will ensure that there is a common understanding of the assessment criteria. It could also include observation by teachers before starting their own assessments. Teachers could observe live sessions where the lead teacher assesses candidates. Equally, the lead teacher could observe some of the live sessions where each teacher assesses candidates.

Monitoring

Common monitoring arrangements are in place, as agreed by the awarding bodies, to ensure that centres are using appropriate tasks and are applying the assessment criteria correctly.

The centre must provide recordings of the presentations of a sample of candidates. The recording of each candidate’s presentation, including questions and feedback from the audience, must be complete and unedited. Any proceedings at the beginning or end which are not part of the assessment should not be recorded or should be edited out.

Using their knowledge of candidates’ likely performance, centres should select the sample following the guidance shown in Table 1, and its footnotes. Centres are recommended to aim to record slightly more than the minimum number at each grade to allow for candidates whose performance is awarded a higher or lower grade than the centre had anticipated. However, a centre whose sample at a particular grade is ultimately slightly smaller than the minimum specified in the table is not required to take further action (i.e. record further candidates) to rectify the sample. Awarding bodies will provide details regarding the storage and submission of recordings.

Table 1 – Sample sizes

No. of candidates at centre	No. of candidates whose presentations must be recorded	Minimum no. of candidates at each grade (D, M, P)+
30 or fewer	All candidates	10++
Over 30	30	10+++

The sample should be representative of the teaching groups within the centre.

+	All candidates at a grade if the centre has fewer than the stated minimum. Candidates assessed as ‘Not Classified’ should not be included.
++	For example, if a centre has 15 D candidates, 11 M candidates and 3 P candidates, all these candidates will be in the sample.
+++	For example: (a) if a centre has 21 D candidates, 14 M candidates and 3 P candidates, the sample will consist of 10 of the D candidates, 10 of the M candidates and all of the P candidates, with 7 additional candidates (from D and/or M) to make the overall sample up to 30. (b) if a centre has no D candidates, 7 M candidates and 60 P candidates, the sample will consist of all of the M candidates and 23 of the P candidates.

Where a centre is concerned that it may be unable to record the required number of candidates owing to concerns (expressed by the candidates themselves or by their parents/carers) about safeguarding, confidentiality or faith, it must contact the awarding body at the earliest opportunity.

Assessments must be submitted by the awarding body’s published deadline for internal assessment. Awarding bodies will supply details of the administrative arrangements. The monitor appointed by the awarding body will view some, or all, of a centre’s recordings and there will be a statistical analysis of the centre’s assessments. 

If there are concerns because of monitoring, the centre will be provided with additional support (which may include a visit by a monitor) in the academic year 2026-27. There may be enhanced monitoring arrangements, such as an earlier deadline for submission of assessments or a requirement to record the presentations of all candidates.

Consortium arrangements

The normal consortium arrangements apply – see section 6.3.

The consortium must select a sample of recordings in line with the requirements in Table 1 and the accompanying text, as above.

Candidate absence and exemptions

Where a candidate misses the scheduled date or time for their presentation, the centre must organise an alternative session.

A candidate who is unable to undertake their presentation because of persistent absence (whether through ill health or any other reason) will not qualify for special consideration and will receive a ‘Not Classified’ result for the Spoken Language endorsement. If the centre wishes to conduct the assessment at an alternative venue, the relevant awarding body should be contacted for advice.

If a candidate cannot access the endorsement due to a substantial impairment, reference should be made to section 5.17 of the JCQ document Access Arrangements and Reasonable Adjustments.

When an exemption is granted by an awarding body, an indication will be placed on the candidate’s certificate.

Candidates who move to a new centre during the course

If a candidate moves to a new centre after their Spoken Language assessment has been carried out, the result of that assessment remains valid. The new centre should contact its awarding body for details regarding the administrative arrangements.

Re-use (carry forward) of Spoken Language grades

A candidate who is re-taking GCSE English Language may request to carry forward (i.e. transfer into a new entry for GCSE English Language) a previous grade for the Spoken Language endorsement, even if it was awarded by a different awarding body.

If a candidate has two or more previous endorsement grades, the most recent grade will be used, even if this is ‘Not Classified’.

If a candidate re-takes the endorsement and a new grade is submitted, the new grade willbe used.

An endorsement grade can only be carried forward where a grade, including ‘Unclassified’,has been awarded for the GCSE English Language qualification.

Malpractice 

• If it comes to light that a teacher has awarded a grade to a candidate who has not carried out a presentation in the required manner, the head of centre will be asked to carry out an investigation of the circumstances and report to the awarding body. Results from some or all candidates at the centre may be withheld and the teacher may be subject to a malpractice investigation. 
• Failure on the part of the head of centre to give all candidates the opportunity to undertake a Spoken Language presentation is a breach of specification requirements and will be investigated by the awarding body. The awarding body will inform other awarding bodies and the regulator. The centre’s arrangements for the next cohort will be closely monitored. Where candidates do not attempt the endorsement, a grade of ‘Not Classified’ will be recorded. 
• Due to the nature of the work required, opportunities for candidate malpractice are reduced, but where it does occur, the standard published malpractice procedures apply.

Appendix 3

Distance learning candidates

Distance learning candidates can meet the requirements of GCE and GCSE specifications, including non-examination assessment components, in the following way:

Prior to embarking on any work for a non-examination assessment component, the distance learning candidate must register or enrol with a centre which has been approved by the relevant awarding body. This includes Distance Learning Providers which are approved examination centres. The centre, including a Distance Learning Provider approved by the relevant awarding body, will administer all aspects of the non-examination assessment process, as detailed in the awarding body’s specification. This will be defined as the candidate’s entering centre.

Information for private candidates may be found at:

https://www.aqa.org.uk/student-support/private-candidates

https://www.ocr.org.uk/students/private-candidates

https://qualifications.pearson.com/en/support/support-topics/registrations-and-entries/academic-registrations-and-entries/private-candidates.html

https://www.wjec.co.uk/home/student-support/private-candidates

The entering centre will be responsible for teaching the course, including all aspects of setting, authenticating and marking the candidate’s work.

The entering centre may, or may not, be able to conduct written examinations. If not, the candidate will be responsible for finding a centre which is prepared to host the written examinations.

Where required, once a ‘host centre’ has been found, the entering centre will initiate the transferred candidate arrangement process. The process must be completed by the published deadline. A fee will be payable to the awarding body by the entering centre for the transferredcandidate arrangement.

A Distance Learning Provider which does not provide ‘face-to-face’ teaching must comply with the awarding body’s requirements for non-examination assessment. To achieve this there must be a pattern of regular contact between the candidate and any assigned tutor(s) prior to the commencement of the work through to its submission. This process must have been agreed with the awarding body prior to the candidate beginning the course.

During such contact, the tutor(s) must ensure that all non-examination assessment rules are,or will be, successfully adhered to.

The tutor(s) must authenticate the candidate’s work and, where relevant, record any factors which may have a bearing on their judgement of the assessment, including the amount of assistance that has been requested by the candidate.

The tutor(s) must be sufficiently familiar with the candidate’s general standard to judge whether the piece of work submitted is within their capabilities.

The entering centre must mark the candidate’s work, which must be in accordance with the awarding body’s published mark scheme.

The awarding body will issue results and certificates to the entering centre.

The entering centre must make distance learning candidates aware that there are several costs associated with the examination entry process.

Contacts