Internal Assessment

In GCSE Biology, 25 percent of the marks are awarded for internal assessment. This means that students are continuously assessed in their ability to carry out experiments and investigations.

Teachers award the marks and we moderate them. Teachers conduct internal assessment during normal class time in a variety of experimental situations. Students must gain marks for at least two pieces of investigative work carried out during the course. At least one these marks must come from a whole investigation - an activity that covers aspects of all the skills being assessed.

Teachers can tell students when a particular skill area is being assessed and make sure that students understand the marking criteria being used. It is not necessary to assess all students at the same time nor when carrying out the same experiment or investigation. However, when assessments are being made during group activity, teachers must make sure they identify the contribution made by the individual student being assessed.

The table below outlines the skills students are assessed against:


Skills Assessed Description
Plan Experimental Procedures Students are assessed on their ability to:
  • formulate questions which can be tested;
  • predict the outcome of a set of experimental procedures;
  • devise investigations to test their ideas;
  • decide on what measurements to take and how to take them and;
  • recognise what factors need to be taken into account in order to ensure that their investigation is valid.
Obtain Evidence Students are assessed on their ability to:
  • use apparatus and materials safely and effectively to make observations and measurements with increasing levels of discrimination and precision; and
  • record data in a systematic manner using an appropriate range of forms.
In the Higher Tier, students must be aware of sources of error and limits of accuracy.
Interpret and Evaluate Data Students are assessed on their ability to:
  • recognise and explain patterns in data;
  • handle data in an increasingly quantitative manner;
  • draw valid conclusions from the results of their investigations; and
  • report their experimental work systematically and with clarity, using scientific language and notation as appropriate.
In the Higher Tier, students must be able to account for irregular results, evaluate their experiment or investigation and suggest improvements.

For more information, see the full specification.

Candidate Record Sheet - Sciences (except Double Award)
(PDF), Last Updated: 22 September 2009