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Issue 3
February 2010
Specification
Edexcel GCSE
in Statistics (2ST01)
Welcome to the Edexcel GCSE
in Statistics Specification
Issue 2
As a result of feedback from centres we have made changes.
This version is Issue 2 and key changes are indicated by a sideline.
This specification has been written to help all your students succeed.
It has been designed in sections to help you find your way around
the content.
• The ‘specification at a glance’ pages give a clear and simple summary
of the qualification, including the assessment arrangements, so you
have all the important information in one handy place.
• Section A features the unit content. Written by our team of teachers
and examiners, it is presented in a style that allows you to quickly
and easily see what you need to teach and students need to learn.
• Section B provides clear and concise information about the assessment,
including guidance about controlled assessment. You will also find all
the practical information you need on making entries and assessing
your students.
• Section C includes information on the full range of support, services
and training available to help you plan and deliver the course. You will
find information on the range of teaching and learning material that
will help you implement the course effectively, and a summary of all
our services designed to support you every step of the way.
However, that’s not all.
The Edexcel GCSE in Statistics qualification will be supported better than
ever before. Keep up to date with the latest news and services available
by visiting our website: www.edexcel.com/gcse2009
Introduction
The Edexcel GCSE in Statistics is designed for use in schools and colleges. It is part of a suite of
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supports students in their progression through statistics and other related disciplines.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
1
Contents
A
Specification at a glance
4
Qualification content
6
Knowledge and understanding
6
Skills
7
Specification content
B
8
Foundation Tier
10
Higher Tier
25
Assessment
45
Assessment summary
45
Summary table of assessment
45
Assessment Objectives and weightings
46
Relationship of assessment Objectives to assessments
46
External assessment
47
Examination papers 1F and 1H
47
Calculators
48
Entering your students for assessment
48
Student entry
48
Forbidden combinations and Classification Code
49
Access arrangements and special requirements
49
Disability Discrimination Act (DDA)
49
Controlled assessment
2
50
Summary of conditions for controlled assessment
50
Internal standardisation
55
Authentication
55
Further information
55
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Contents
Assessing your students
56
Awarding and reporting
56
Unit results
57
Qualification results
57
Resitting of units
57
Language of assessment
58
Quality of written communication
58
Stretch and challenge
58
Malpractice and plagiarism
58
Student recruitment
59
Progression
59
Previous knowledge
60
Grade descriptions
61
Resources, support and training
64
Edexcel resources
64
Edexcel publications
64
Endorsed resources
65
Edexcel support services
66
Training
67
D Appendices
68
C
Appendix 1 Key skills
69
Appendix 2 Wider curriculum
70
Appendix 3 Codes
72
Appendix 4 Formulae sheets
73
Appendix 5 Controlled assessment
76
Appendix 6 Controlled assessment marking criteria
81
Appendix 7 Student Record Form
87
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
3
Specification at a glance
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4
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Specification at a glance
Unit 2
Unit code: 5ST02
• Controlled conditions
25% of
the total
GCSE
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
5
A Qualification content
Knowledge and understanding
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• Time series
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Reasoning, interpreting and discussing results
• Inference and other reasoning
• Predictions
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Probability
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6
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Qualification content A
Skills
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including using ICT.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
7
A Qualification content
Specification content
Foundation Tier
10
The collection of data
10
(a)
Planning
10
(b)
Types of data
11
(c)
Population and sampling
12
(d)
Collecting data
13
Processing, representing and analysing data
8
15
(b)
Diagrams and representations
16
(c)
Measures of central tendency
18
(e)
Further summary statistics
19
(f)
Scatter diagrams and correlation
20
(g)
Time series
21
(h)
Estimation
21
Reasoning, interpreting and discussing results
22
Probability
23
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Qualification content A
Higher Tier
25
The collection of data
25
(a)
Planning
25
(b)
Types of data
26
(c)
Population and sampling
27
(d)
Collecting data
29
Processing, representing and analysing data
31
(a)
Tabulation
31
(b)
Diagrams and representations
32
(c)
Measures of central tendency
34
(d)
Measures of dispersion
35
(e)
Further summary statistics
36
(f)
Scatter diagrams and correlation
37
(g)
Time series
38
(h)
Quality assurance
39
(i)
Estimation
39
Reasoning, interpreting and discussing results
40
Probability
42
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
9
A Qualification content
Foundation Tier
Foundation Tier
The collection of data
(a)
Planning
Students should be taught to:
specify a line of enquiry to be investigated; breaking it down into more
manageable parts and sub-questions when necessary
specify a hypothesis to be tested
Terminology such as null hypothesis will not be required. A hypothesis such as
‘as motor cycles get older their value is likely to go down’ is expected.
determine the data required for a line of enquiry, selecting an appropriate
method of obtaining the data
Use a questionnaire rather than an open-ended interview.
Explain the rationale behind a sampling method.
10
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Foundation Tier
(b)
Qualification content A
Types of data
Students should be taught to:
recognise that data can be obtained from primary or secondary sources
Primary sources could include raw data, surveys, questionnaires which
may have more than two categories, investigations and experiments, whilst
secondary sources could include databases, published statistics, newspapers,
internet pages.
recognise the difference between quantitative and qualitative variables
Number of pets is quantitative, favourite name is qualitative.
recognise the difference between discrete and continuous data
Number of people is discrete, whilst height is continuous.
recognise, understand and use scales of measurement — categorical, rank
Categorical: hair colour, rank: exam grades.
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class boundaries
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and class interval is expected.
understand the meaning of bivariate data which may be discrete, continuous,
grouped or ungrouped
Plotting and interpreting points in a 2D framework is expected.
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The construction and use of two-way tables, obtained from surveys and
questionnaires.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
11
A Qualification content
(c)
Foundation Tier
Population and sampling
Students should be taught to:
understand the meaning of the term population
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or the cars in a car park.
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and large populations, for example national census
A census obtains information about every member of a population.
understand the reasons for sampling and that sample data is used to estimate
values in the population
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population in many circumstances.
understand the terms random, randomness and random sample
The relation between ‘random’ and ‘equally likely’ may be tested.
generate and use random numbers
Using a calculator, or a computer (including the use of a spreadsheet) or by
experiment.
understand, design and use a sampling frame
Designing a sampling frame is expected.
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as a method of investigating a population
An appreciation of an appropriate sample size is expected, as is the ability to
make a random selection or sample from a population using calculators or
computers.
Examples of one category might include male/female or KS2/KS3/KS4.
have a basic idea of the concept of bias, how it might occur in a sampling
procedure and how it might be minimised
Possible bias in sources of secondary data, for example vested interests.
12
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Foundation Tier
(d)
Qualification content A
Collecting data
Students should be taught to:
collect or obtain data by observation, surveys, experiments (including
controlled experiments), counting, data logging, questionnaires and
measurement
Writing improved or good questions for a questionnaire is expected.
obtain primary data by questionnaires or experiment
understand the effects of accuracy on measurements
Knowing that measured data such as length or time is subject to some error.
For example, that every measurement is taken to a given level of accuracy.
understand the advantages and disadvantages of using interviews versus
questionnaires
Deciding which technique might be more appropriate, and why, is expected.
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recording data
understand the role and use of pilot studies and pre-testing
The rationale behind pilots for questionnaires and pre-tests for experiments is
expected.
understand and account for the problems of design, ambiguity of wording,
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The minimisation of ambiguity and bias is expected.
understand the advantages and disadvantages of open and closed questions
As used in questionnaires.
be aware of, and understand, the problems related to identifying the appropriate
population, the distribution and collection of questionnaires, errors in recorded
answers, non-responses and missing data
Dealing with problems such as non-response and rogue values is expected.
identify appropriate sources of secondary data
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
13
A Qualification content
Foundation Tier
Students should be taught to:
extract data from secondary sources, including those based on ICT
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Statistics is expected or data on subjects of students’ own interests, including
that extracted from the internet.
understand the aspects of accuracy, reliability, relevance and bias as related to
secondary data
Questioning the reliability of secondary sources and data is expected. Examples
of secondary data include the internet, Retail Price Index (RPI) or Consumer
Price Index (CPI), Key Data and Abstract of Statistics, GCSE results.
design simple statistical experiments to obtain data
Students will be expected to comment on the design of experiments, for example
using controls and random allocation.
understand the meaning of explanatory and response variables
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variables is expected.
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Knowledge of redundant variables is expected.
understand surveys
Examples from other school subjects (including science) and everyday life.
14
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Foundation Tier
Qualification content A
Processing, representing and analysing data
Students should be taught to:
construct frequency tables by tallying raw data where appropriate
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bar across them.
tabulate using class intervals as appropriate
For continuous or discrete data.
tabulate using various forms of grouping the data
Could include qualitative or quantitative categories.
combine categories to simplify tables with an understanding of the problems of
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trends and the loss of detail
Students will be expected to comment on aspects such as loss of detail or
masking of trends.
read and interpret data presented in tabular or graphical form
Tables of data drawn from media and from government and other statistical
sources may be used, for example social trends.
design suitable tables, including summary tables; design and use appropriate
two-way tables
Systematically listing outcomes from single or two successive events.
convert raw data to summary statistics, design, construct and present summary
tables
Understanding of the difference between raw data and summary statistics is
expected.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
15
A Qualification content
(b)
Foundation Tier
Diagrams and representations
Students should be taught, as appropriate, to construct, draw, use and understand:
correct and precise labelling of all forms of diagrams
The labelling and scaling of axes is expected.
pictograms, bar charts, multiple or composite bar charts and pie charts for
qualitative, quantitative and discrete data
The reasons for choosing one form of representation are expected.
vertical line (stick) graphs for discrete data
Comparative line graphs are expected.
for continuous data: pie charts, histograms with equal class intervals, frequency
diagrams, cumulative frequency diagrams, population pyramids
No distinction will be made between cumulative frequency polygons and curves,
whilst frequency polygons could be open or closed.
stem and leaf diagrams for discrete and continuous data
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A key is expected.
scatter diagrams for bivariate data
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line graphs and time series
Trend lines by eye and seasonal variation are expected.
choropleth maps (shading)
For example, showing temperature across Europe by shading regions.
simple properties of the shape of distributions of data including symmetry,
positive and negative skew
the distinction between well-presented and poorly presented data
Poorly presented data can be misleading.
16
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Foundation Tier
Qualification content A
Students should be taught, as appropriate, to construct, draw, use and understand:
the shape and simple properties of frequency distributions; symmetrical positive
and negative skew
the potential for visual misuse, by omission or misrepresentation
Knowledge of causes such as unrepresentative scales is expected.
the transformation from one presentation to another
Bar chart to pie chart, etc.
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trend or pattern
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
17
A Qualification content
(c)
Foundation Tier
Measures of central tendency
Students should be taught to:
work out and use the mean, mode and median of raw data presented as a list
No more than 30 numbers in the list will be examined.
work out the mean, mode and median for discrete data presented as a frequency
distribution
Graphical and other methods for the median are expected.
3 notation is expected.
identify the modal class interval for grouped frequency distributions for discrete
or continuous data
Frequency distributions with equal class intervals only.
work out and use estimates for the mean and median of grouped frequency
distributions for discrete or continuous data
Graphical and other methods for the median are expected.
The use of sigma notation is expected.
understand the appropriateness, advantages and disadvantages of each of the
three measures of central tendency
Explanation of why certain measures are inappropriate is expected.
be able to make a reasoned choice of a measure of central tendency appropriate
to a particular line of enquiry
18
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Foundation Tier
(d)
Qualification content A
Measures of dispersion
work out and use the range for data presented in a list or frequency distribution
The possible effect of an outlier on range is expected.
work out the quartiles, percentiles and interquartile range for discrete and
continuous data presented either as a list, frequency table or grouped frequency
table
Graphical and other methods are expected.
construct, interpret and use box plots
The use of box plots includes comparisons.
understand the advantages and disadvantages of each of the measures of
dispersion range, quartiles, interquartile range, percentiles
use an appropriate measure of central tendency, together with range, quartiles,
interquartile range and percentiles to compare distributions of data
An awareness that a full comparison needs at least both a measure of central
tendency and a measure of dispersion is expected.
Extra measures are included.
(e)
Further summary statistics
Students should be taught to:
simple index numbers
Price relative = (Price ÷ Price in base year) × 100
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
19
A Qualification content
(f)
Foundation Tier
Scatter diagrams and correlation
Students should be taught to:
plot data as points on a scatter diagram
The labelling and scaling of axes is expected.
recognise positive, negative and zero linear correlation by inspection
Terms such as strong or weak are expected.
understand the distinction between correlation, causality and a non-linear
relationship
The points lying on the circumference of a circle are related but show zero
correlation.
¿WDOLQHRIEHVW¿WSDVVLQJWKURXJK ( x , y ) to the points on a scatter diagram, by
eye may be required
Questions will state when ( x , y ) is required.
to use interpolation and extrapolation and understand the pitfalls
Particularly the problem of extrapolating beyond the range.
interpret data presented in the form of a scatter diagram
20
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Foundation Tier
(g)
Qualification content A
Time series
Students should be taught to:
plot points as a time series; draw a trend line by eye and use it to make a
prediction
No more than 20 points are expected.
calculate and use appropriate moving averages
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series graphs
(h)
Estimation
Students should be taught to:
estimate population means from samples
estimate population proportions from samples with application in opinion polls
and elsewhere
understand the effect of sample size on estimates and the variability of
estimates
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
21
A Qualification content
Foundation Tier
Reasoning, interpreting and discussing results
Students should be taught, in the context of real data, to:
apply statistical reasoning, explain and justify inferences, deductions,
arguments and solutions
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level.
explore connections and look for and examine relationships between variables
For example, height and weight, age and depreciation of a car, GNP and
mortality in infants.
consider the limitations of any assumptions
Simple cases only, for example honest replies to questionnaires, equally
likely outcomes in probabilities, representativeness of sample of population,
reliability of secondary data.
relate summarised data to any initial questions or observations
The relevance of measures of central tendency.
interpret all forms of statistical tables, diagrams and graphs
To include real published tables and graphs.
compare distributions of data and make comparisons using measures of central
tendency, measures of dispersion and percentiles
The shapes of distributions and graphs may be used.
Formula for variance and standard deviation to be given.
check results for reasonableness and modify their approaches if necessary
For example, the mean must lie between the maximum and minimum, ‘the
average bicycle speed was 130 km per hour’ is not reasonable.
interpret correlation as a measure of the strength of the association between two
variables
The use of words such as ‘weak’ or ‘strong’ are expected.
22
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Foundation Tier
Qualification content A
Probability
Students should be taught to:
understand the meaning of the words event and outcome
Tossing a coin is an event with outcomes landing heads or tails.
understand words such as: impossible, certain, highly likely, likely, unlikely,
possible, evens, and present them on a likelihood scale
Interpretation of real-life situations will be expected, for example ‘the
probability that the horse will win the next race is 0.3’; ‘the probability that I
will get a grade C or better in my GCSE Statistics is 3 ’
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put outcomes in order in terms of probability
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put probabilities in order on a probability scale
Labelling of the scale will be expected.
understand the terms ‘random’ and ‘equally likely’
understand and use measures of probability from a theoretical perspective and
from a limiting frequency or experimental approach
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such as ‘as the number of trials increases’ is expected.
understand that in some cases the measure of probability based on limiting
frequency is the only viable measure
The probability of a sports team winning can only be measured from a limiting
frequency perspective.
For example, medical statistics for the assessment of health risks.
compare expected frequencies and actual frequencies;
use probability to assess risk
Examples may be taken from insurance scenarios.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
23
A Qualification content
Foundation Tier
Students should be taught to:
produce, understand and use a sample space
Listing all outcomes of single events and two successive events, in a systematic
way.
understand the terms mutually exclusive and exhaustive and understand the
addition law P(A or B) = P(A) + P(B) for two mutually exclusive events
P(A or B) = P(A) + P(B);
‘Mutually exclusive’ means that the occurrence of one outcome prevents
another, 3p = 1 when summed over all mutually exclusive outcomes.
know, for mutually exclusive outcomes, that the sum of the probabilities is 1
and in particular the probability of something not happening is 1 minus the
probability of it happening
If P(A) = p then P(not A) = 1 – p
draw and use tree diagrams and probability tree diagrams for independent
events
Listing all possible joint or compound outcomes.
understand, use and apply the addition law for mutually exclusive events and
the multiplication law for independent events
To correctly apply
P(A and B) = P(A) u P(B),
P(A or B) = P(A) + P(B).
24
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Higher Tier
Qualification content A
Higher Tier
The collection of data
(a)
Planning
Students should be taught to:
specify a line of enquiry to be investigated; breaking it down into more
manageable parts and sub-questions when necessary;
specify a hypothesis to be tested
Terminology such as null hypothesis will not be required. A hypothesis such as
‘as motor cycles get older their value is likely to go down’ is expected.
determine the data required for a line of enquiry, selecting an appropriate
method of obtaining the data and justifying the choice of method by
comparing it with possible alternatives
Use a questionnaire rather than an open-ended interview. Explain the rationale
behind a sampling method, in relation to size or type of sample.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
25
A Qualification content
(b)
Higher Tier
Types of data
Students should be taught to:
recognise that data can be obtained from primary or secondary sources
Primary sources could include raw data, surveys, questionnaires which
may have more than two categories, investigations and experiments, whilst
secondary sources could include databases, published statistics, newspapers,
internet pages, etc.
recognise the difference between quantitative and qualitative variables
Number of pets is quantitative, favourite name is qualitative.
recognise the difference between discrete and continuous data
Number of people is discrete, whilst height is continuous.
recognise, understand and use scales of measurement – categorical, rank
Categorical: hair colour, rank: exam grades.
FDWHJRULVHGDWDWKURXJKWKHXVHRIZHOOGH¿QHGSUHFLVHGH¿QLWLRQVLQWHUYDOVRU
class boundaries
7KHXVHRIFODVVERXQGDULHVVXFKDVD”DQGWHUPVVXFKDVFODVVZLGWK
and class interval is expected
appreciate the implications of grouping for loss of accuracy in both
calculations and presentations
understand the meaning of bivariate data which may be discrete, continuous,
grouped or ungrouped
Plotting and interpreting points in a 2D framework is expected.
XQGHUVWDQGXVHDQGGH¿QHVLWXDWLRQVIRUJURXSHGDQGXQJURXSHGGDWD
The construction and use of two-way tables obtained from surveys and
questionnaires.
26
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Higher Tier
(c)
Qualification content A
Population and sampling
Students should be taught to:
understand the meaning of the term population
7KHGH¿QLWLRQRIµSRSXODWLRQ¶FDQYDU\²IRUH[DPSOHLWFRXOGEHDFODVVJURXS
or the cars in a car park.
XQGHUVWDQGWKHZRUGFHQVXVHVSHFLDOO\ZLWKUHJDUGWRZHOOGH¿QHGVPDOOVFDOH
and large populations, eg National census
A census obtains information about every member of a population.
The types of questions used for a census and how the collected data is used.
understand the reasons for sampling and that sample data is used to estimate
values in the population
5HDVRQVWRLQFOXGHWLPHDQGHI¿FLHQF\DQGWKHLPSRVVLELOLW\RIUHDFKLQJWKH
whole population in many circumstances.
understand the terms random, randomness and random sample
The relation between ‘random’ and ‘equally likely’ may be tested.
understand the use of random numbers
using a random number table, calculator or computer (including the use of a
spreadsheet);
understand, design and use a sampling frame
Designing a sampling frame is expected.
EHDEOHWRVHOHFWDVLPSOHUDQGRPVDPSOHRUDVWUDWL¿HGVDPSOHE\more than
one category as a method of investigating a population
An appreciation of an appropriate sample size is expected, as is the ability to
make a random selection or sample from a population using calculators or
computers.
Examples of one category might include male/female or KS2/KS3/KS4.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
27
A Qualification content
Higher Tier
Students should be taught to:
understand and use systematic, quota and cluster sampling
With particular reference to large-scale lines of enquiry such as quality
control or opinion polls.
Quota sampling: for example, market research, using a quota of subjects of
VSHFL¿HGW\SH
Cluster sampling: for example, grouping subjects by area.
have a basic idea of the concept of bias, how it might occur in a sampling
procedure and how it might be minimised
Possible bias in sources of secondary data, for example vested interests.
understand the strengths and weaknesses of various sampling methods,
LQFOXGLQJELDVLQÀXHQFHVDQGFRQYHQLHQFH
$QDZDUHQHVVRILQÀXHQFHVVXFKDVJHQGHUVRFLDOEDFNJURXQGRU
geographical area is expected.
28
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Higher Tier
(d)
Qualification content A
Collecting data
Students should be taught to:
collect or obtain data by observation, surveys, experiments (including
controlled experiments), counting, data logging, convenience sampling,
questionnaires and measurement
Writing improved or good questions for a questionnaire is expected.
obtain primary data by questionnaires, experiments or simulations
Simulations such as the rolling of a die can be obtained using a calculator or
a spreadsheet.
understand the effects of accuracy on measurements
Knowing that measured data such as length or time is subject to some error.
For example, recognise that every measurement is taken to a given level of
accuracy and that measurements given to the nearest whole unit may be
inaccurate by up to p 1 unit.
2
understand the advantages and disadvantages of using interviews versus
questionnaires
Deciding which technique might be more appropriate, and why, is expected.
GHVLJQDQGXVHHI¿FLHQWDQGHIIHFWLYHGDWDFDSWXUHVKHHWVDQGPHWKRGVRI
recording data
understand the role and use of pilot studies and pre-testing
The rationale behind pilots for questionnaires and pre-tests for experiments is
expected.
understand and account for the problems of design, ambiguity of wording,
OHDGLQJDQGELDVHGTXHVWLRQVGH¿QLWLRQVDQGREWDLQLQJWUXWKIXOUHVSRQVHVwith
simplest form of random response in sensitive cases
The minimisation of ambiguity and bias is expected.
([DPSOHRIDVHQVLWLYHFDVHZKHQHPRWLRQV¿QDQFHSROLWLFVRUFULPLQDO
activity are involved.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
29
A Qualification content
Higher Tier
Students should be taught to:
understand the advantages and disadvantages of open and closed questions
As used in questionnaires.
be aware of, and understand, the problems related to identifying the appropriate
population, the distribution and collection of questionnaires and surveys, errors
in recorded answers, non-responses and missing data
Dealing with problems such as non-response and rogue values is expected.
identify appropriate sources of secondary data
1HZVSDSHUV2I¿FHRI1DWLRQDO6WDWLVWLFVWKHLQWHUQHWDQGRWKHUV
extract data from secondary sources, including those based on ICT
7KHVDPSOLQJRIVHFRQGDU\GDWDIURPVRXUFHVVXFKDV2I¿FHRI1DWLRQDO
Statistics is expected or data on subjects of students’ own interests, including
that extracted from the internet.
understand the aspects of accuracy, reliability, relevance and bias as related to
secondary data
Questioning the reliability of secondary sources and data will be expected.
Examples of secondary data include the internet, Retail Price Index (RPI),
Consumer Price Index (CPI), Key Data and Abstract of Statistics, GCSE
results.
design simple statistical experiments to obtain data
Students will be expected to comment on the design of experiments, eg using
controls and random allocation including replication, randomisation and
matched pairs.
understand the meaning of explanatory and response variables
7KHLGHQWL¿FDWLRQRIH[SODQDWRU\LQGHSHQGHQWDQGUHVSRQVHGHSHQGHQW
variables is expected.
XQGHUVWDQGWKHQHHGIRULGHQWL¿FDWLRQRIWKHYDULDEOHVWREHLQYHVWLJDWHG
Knowledge of redundant variables will be expected.
understand surveys; the appropriateness of the conditions
Examples from other subjects (including science) and everyday life.
30
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Higher Tier
Qualification content A
Processing, representing and analysing data
(a)
Tabulation
Students should be taught to:
construct frequency tables by tallying raw data where appropriate
7KHXVHDQGLQWHUSUHWDWLRQRIWKHVWDQGDUG¿YHSRLQWWDOO\LQDWDOO\FKDUWLV
H[SHFWHGLHWDOO\LQJDIUHTXHQF\RIZLWKIRXUYHUWLFDOEDUVDQGRQHGLDJRQDO
bar across them.
tabulate using class intervals as appropriate, including open-ended classes and
classes of varying width
For continuous or discrete data.
tabulate using various forms of grouping the data
Could include qualitative or quantitative categories.
combine categories to simplify tables with an understanding of the problems of
RYHUVLPSOL¿FDWLRQWKHHIIHFWVRQUHDGDELOLW\WKHLGHQWL¿FDWLRQRUPDVNLQJRI
trends and the loss of detail
Students will be expected to comment on aspects such as loss of detail or
masking of trends.
SUREOHPVDVVRFLDWHGZLWKXQGHUDQGRYHUVLPSOL¿FDWLRQWKURXJK
LQDSSURSULDWHQXPEHURIVLJQL¿FDQW¿JXUHVRUDQXQVXLWDEOHJURXSVL]H
An awareness of problems associated with creating categories that are too
broad, too narrow or redundant.
read and interpret data presented in tabular or graphical form
Tables of data drawn from media and government and other statistical sources
may be used, for example social trends.
design suitable tables, including summary tables; design and use appropriate
two-way tables
Systematically listing outcomes from single or two successive events.
convert raw data to summary statistics, design, construct and present summary
tables
Understanding the difference between raw data and summary statistics is
expected.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
31
A Qualification content
(b)
Higher Tier
Diagrams and representations
Students should be taught, as appropriate, to construct, draw, use and understand:
correct and precise labelling of all forms of diagrams
The labelling and scaling of axes is expected.
pictograms, bar charts, multiple or composite bar charts and pie charts for
qualitative, quantitative and discrete data and comparative pie charts with
area proportional to frequency
The reasons for choosing one form of representation are expected.
vertical line (stick) graphs for discrete data and cumulative frequency step
polygons
Comparative line graphs are expected, as are comparative step polygons.
for continuous data: pie charts, histograms with equal class intervals, frequency
diagrams, cumulative frequency diagrams, population pyramids, histograms
with unequal class intervals and the concept of frequency density
No distinction will be made between cumulative frequency polygons (other than
step polygons) and curves, whilst frequency polygons could be open or closed.
Changes over time, for example population pyramids. Practical consequences
applied to all forms of representation.
stem and leaf diagrams for discrete and continuous data
6WXGHQWVVKRXOGEHDEOHWRGH¿QHWKHVWHPIRUWKHPVHOYHV
A key is expected.
scatter diagrams for bivariate data
6WXGHQWVVKRXOGEHDEOHWRGH¿QHWKHLURZQVFDOHV
line graphs and time series
Trend lines by eye and seasonal variation are expected.
32
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Higher Tier
Qualification content A
Students should be taught, as appropriate, to construct, draw, use and understand:
choropleth maps (shading)
For example, showing temperature across Europe by shading regions.
simple properties of the shape of distributions of data including symmetry,
positive and negative skew
the distinction between well-presented and poorly presented data
Poorly presented data can be misleading, for example, 3D angled pie charts
and 3D pie charts with slices pulled out, scales that do not start at 0.
the shape and simple properties of frequency distributions
symmetrical positive and negative skew
that many populations can be modelled by the Normal distribution
the potential for visual misuse, by omission or misrepresentation
Knowledge of causes such as unrepresentative scales or other measures is
expected.
the transformation from one presentation to another
Bar chart to pie chart, etc.
KRZWRGLVFRYHUHUURUVLQGDWDDQGUHFRJQLVHGDWDWKDWGRHVQRW¿WDJHQHUDO
trend or pattern, including outliers
$QDO\WLFDOGH¿QLWLRQRIDQRXWOLHUwill be required.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
33
A Qualification content
(c)
Higher Tier
Measures of central tendency
Students should be taught to:
work out and use the mean, mode and median of raw data presented as a list
No more than 30 numbers in the list will be examined.
work out the mean, mode and median for discrete data presented as a frequency
distribution
Graphical and other methods for the median are expected.
3 notation is expected.
identify the modal class interval for grouped frequency distributions for discrete
or continuous data
Frequency distributions with equal class intervals only. work out and use
estimates for the mean and median of grouped frequency distributions for
discrete or continuous data
Graphical and other methods for the median are expected.
The use of sigma notation is expected
understand the effects of transformations of the data on the mean, mode
and median
Transformations will be restricted to those of the type x m ax + b
LHDI¿QHWUDQVIRUPDWLRQV
understand the effect on the mean, mode and median of changes in the
data including the addition or withdrawal of a population or sample
member
understand the appropriateness, advantages and disadvantages of each of the
three measures of central tendency
Explanation of why certain measures are inappropriate is expected.
be able to make a reasoned choice of a measure of central tendency appropriate
to a particular line of enquiry, nature of the data and purpose of the analysis;
Full explanation of why a particular measure is chosen, including cases
where a comparison is to be made, is expected.
calculate and use a weighted mean
No more than four categories are expected.
34
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Higher Tier
(d)
Qualification content A
Measures of dispersion
Students should be taught to:
work out and use the range for data presented in a list or frequency distribution
The possible effect of an outlier on range is expected.
work out the quartiles, percentiles and interquartile range for discrete and
continuous data presented either as a list, frequency table or grouped frequency
table
Graphical and other methods will be expected.
Numerical interpolation is expected.
work out interpercentile ranges for discrete and continuous data presented
as a list, frequency distribution or grouped frequency distribution
Numerical interpolation is expected.
construct, interpret and use box plots
The use of box plots includes comparisons.
formally identify outliers
2XWOLHUVDUHGH¿QHGDV
less than LQ – 1.5 s IQR and
greater than UQ + 1.5 s IQR,
where LQ and UQ are lower and upper quartiles and IQR is interquartile
range.
Effect of anomalous data.
calculate and use variance and standard deviation
Division by n is expected, as is use of 3 notation.
understand the advantages and disadvantages of each of the measures
of dispersion range, quartiles, interquartile range, percentiles, deciles,
interpercentile range, variance and standard deviation
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
35
A Qualification content
Higher Tier
Students should be taught to:
use an appropriate measure of central tendency together with range, quartiles,
interquartile range, percentiles, deciles, interpercentile range, variance and
standard deviation to compare distributions of data
An awareness that a full comparison needs at least both a measure of central
tendency and a measure of dispersion is expected.
calculate, interpret and use standardised scores to compare values from
different frequency distributions
Extra measures are included.
(e)
Further summary statistics
Students should be taught to:
simple index numbers
Price relative = (Price ÷ Price in base years) × 100
chain base index numbers
Used to calculate the annual percentage change.
weighted index numbers
:HLJKWHGLQGH[QXPEHU Ȉ,QGH[QXPEHUî:HLJKW·Ȉ:HLJKW
For example, CPI (Consumer Price Index), AEI, (Average Earnings Index).
Retail Price Index (RPI)
What items are in the index, how items change over time, how prices are
established from survey, how the index is used in assessing real price change
and the limitations.
36
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Higher Tier
(f)
Qualification content A
Scatter diagrams and correlation
Students should be taught to:
plot data as points on a scatter diagram
The labelling and scaling of axes is expected.
recognise positive, negative and zero correlation by inspection
Terms such as strong or weak are expected.
understand the distinction between correlation, causality and a non-linear
relationship
The points lying on the circumference of a circle are related but show zero
correlation.
GUDZDOLQHRIEHVW¿WSDVVLQJWKURXJK( x , y ) to the points on a scatter diagram
Questions will state when ( x , y ) is required.
¿QGWKHHTXDWLRQRIDOLQHRIEHVW¿WLQWKHIRUPy = ax + b and a practical
interpretation of a and b in context
Commenting on whether a straight line is appropriate will be expected.
Finding the values of a and b from the diagram.
¿WQRQOLQHDUPRGHOVRIWKHIRUPVy = axn + b and y = kax
The relationship will be suggested; n could be 2, 1 or
1
only.
2
For example, population growth or nuclear decay.
understand the pitfalls of interpolation and extrapolation
Particularly the problem of extrapolating beyond the range.
interpret data presented in the form of a scatter diagram
FDOFXODWHLQDSSURSULDWHFDVHV6SHDUPDQ¶VUDQNFRUUHODWLRQFRHI¿FLHQW
and use it as a measure of agreement or for comparisons of the degree of
correlation
The formula will be given. Although students should have experience of
dealing with tied ranks, this will not be tested in the examination.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
37
A Qualification content
(g)
Higher Tier
Time series
Students should be taught to:
plot points as a time series; draw a trend line by eye and use it to make a
prediction
No more than 20 points is expected.
calculate and use appropriate moving averages
Up to and including a 7-point moving average.
LGHQWLI\DQGGLVFXVVWKHVLJQL¿FDQFHRIVHDVRQDOYDULDWLRQE\LQVSHFWLRQRIWLPH
series graphs
Students will be expected to work out the average seasonal variation from
their time series graphs.
draw a trend line based on moving averages;
recognise seasonal effect at a given data point and average seasonal effect.
Interpretations are expected.
38
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Higher Tier
(h)
Qualification content A
Quality assurance
Students should be taught to:
plot sample means, medians and ranges over time on quality control charts
that have target values, and action and warning limits
For example, in the manufacture of clothes to test that the variation in
waist size is within allowable limits and that production may continue; in
the manufacture of engineering components that certain measurements are
within allowable limits and production may continue.
understand that in a process under control almost all of the means,
medians or ranges fall inside the action limits, and only 1 in 20 fall outside
the warning limits
know the action to be taken if a sample mean, median or range falls outside
of each type of limit
If a sample mean is outside the action limits the process is stopped. If a
sample mean is between the warning and action limits another sample is
taken.
(i)
Estimation
Students should be taught to:
estimate population means from samples
estimate population proportions from samples with applications in opinion polls
and elsewhere
HVWLPDWHSRSXODWLRQVL]HEDVHGRQWKH3HWHUVHQFDSWXUHUHFDSWXUHPHWKRG
The appropriateness of the assumptions in practice.
understand the effect of sample size on estimates and the variability of
estimates, with a simple quantitative appreciation of appropriate sample
VL]H
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
39
A Qualification content
Higher Tier
Reasoning, interpreting and discussing results
Students should be taught to:
apply statistical reasoning, explain and justify inferences, deductions,
arguments, solutions and decisions
&DVHVFOHDUO\UHVWULFWHGWRWKHFRQWHQWRIWKHVSHFL¿FDWLRQDWWKHDSSURSULDWH
level.
explore connections and look for and examine relationships between variables,
LQFOXGLQJ¿WWLQJWKHHTXDWLRQWRDOLQHRIEHVW¿WRUWUHQGOLQH
For example, height and weight, age and depreciation of a car, GNP and
mortality in infants.
Interpretations of gradient and intercept are expected.
consider the limitations of any assumptions
Simple cases only, for example, honest replies to questionnaires, equally
likely outcomes in probabilities, representativeness of sample of population,
reliability of secondary data.
formally identify outliers using quartiles
Dealing with outliers is expected.
relate summarised data to any initial questions or observations
The relevance of measures of central tendency.
interpret all forms of statistical tables, diagrams and graphs
To include real published tables and graphs.
compare distributions of data and make comparisons using measures of
central tendency and measures of dispersion, such as percentiles, deciles,
interpercentile range, mean deviation, variance and standard deviation
The shapes of distributions and graphs may be used.
Formula for variance and standard deviation to be given.
40
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Higher Tier
Qualification content A
Students should be taught to:
check results for reasonableness and modify their approaches if necessary
For example, the mean must lie between the maximum and minimum, ‘the
average bicycle speed was 130 km per hour’ is not reasonable.
interpret correlation as a measure of the strength of the association between
two variables, LQFOXGLQJ6SHDUPDQ¶VUDQNFRUUHODWLRQFRHI¿FLHQWIRUUDQNHG
data
The use of words such as weak or strong is expected; the closer to p 1 the
better the correlation for a given sample size.
Beware the use of correlation in small samples.
make predictions
The use of a trend line by eye, drawing or formula will be expected.
FRPSDUHRUFKRRVHE\H\HEHWZHHQDOLQHRIEHVW¿WDQGDPRGHOEDVHGRQ
y = axn + b for n = 2, 1 or 1 , y = ax2 + bx or y = kax
2
Based on an informal awareness of the spread of points around a proposed
model.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
41
A Qualification content
Higher Tier
Probability
Students should be taught to:
understand the meaning of the words event and outcome
Tossing a coin is an event with outcomes landing heads or tails.
understand words such as: impossible, certain, highly likely, likely, unlikely,
possible, evens and present them on a likelihood scale
Interpretation of real-life situations is expected, for example, ‘the probability
that the horse will win the next race is 0.3’; ‘the probability that I will get a
grade C or better in my GCSE Statistics is 3 .’
4
put outcomes in order in terms of probability
Use of b is expected.
put probabilities in order on a probability scale
Labelling of the scale is expected.
understand the terms random and equally likely
understand and use measures of probability from a theoretical perspective and
from a limiting frequency or experimental approach
)RUPDOGH¿QLWLRQDQGQRWDWLRQRIDOLPLWZLOOQRWEHUHTXLUHGEXWWHUPLQRORJ\
such as ‘as the number of trials increases’ is expected.
Understand that increasing sample size generally leads to better estimates of
probability and population parameters.
understand that in some cases the measure of probability based on limiting
frequency is the only viable measure
The probability of a sports team winning can only be measured from a limiting
frequency perspective.
For example, medical statistics for the assessment of health risks.
compare expected frequencies and actual frequencies
42
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Higher Tier
Qualification content A
Students should be taught to:
use simple cases of the binomial and discrete uniform distribution
The expansion of (p + q)2 is expected.
In all other cases the expansion of (p + q)n will be given.
(n will be limited to 5)
use simulation to estimate more complex probabilities
use probability to assess risk
Examples may be taken from insurance scenarios.
produce, understand and use a sample space
Listing all outcomes of single events and two successive events, in a systematic
way is expected.
understand and use Venn diagrams and Cartesian grids
IRUH[DPSOHXVLQJDî&RUWHVLRQJULGWRVKRZWKHVXPRIWZRGLFH
understand the terms mutually exclusive and exhaustive and to understand the
addition law P(A or B) = P(A) + P(B) for two mutually exclusive events
‘Mutually exclusive’ means that the occurrence of one outcome prevents
another,
3(probabilities) = 1 when summed over all mutually exclusive outcomes.
know, for mutually exclusive outcomes, that the sum of the probabilities is 1
and in particular the probability of something not happening is 1 minus the
probability of it happening
If P(A) = p then P(not A) = 1 – p
draw and use tree diagrams and probability tree diagrams for independent
events and conditional cases
Listing all possible joint or compound outcomes with and without replacement
for up to three outcomes and three sets of branches.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
43
A Qualification content
Higher Tier
Students should be taught to:
understand, use and apply the addition for mutually exclusive events, general
addition and multiplication laws for independent events and conditional
events and outcomes
To correctly apply
P(A and B) = P(A) u P(B),
P(A or B) = P(A) + P(B),
P(A ‡ B) = P(A) + P(B) – P(A † B),
P(A † B) = P(B \ A) s P(A).
the shape and simple properties of the Normal distribution
The distribution is symmetrical with mean, mode and median equal;
approximately 95% of values are within p 2 standard deviations of the mean;
virtually all values are within p 3 standard deviations of the mean. Use of the
Normal distribution to model some populations.
Use of Normal distribution tables will not be required.
44
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
B Assessment
Assessment summary
• 2QHZULWWHQSDSHU
• 2QHLQWHUQDODVVHVVPHQWZLWKFRQWUROOHGFRQGLWLRQV
Summary table of assessment
Unit 1 Paper 1F
Unit code: 5ST1F/01
• RIWKH¿QDODVVHVVPHQW
• Content aimed at grades C–G
• &RYHUVDOO$VVHVVPHQW2EMHFWLYHV
• 2QHZULWWHQSDSHUODVWLQJKRXUDQGPLQXWHV
• PDUNVLQWRWDO
• Consists of questions in familiar and unfamiliar contexts
• &RQWDLQVVKRUWDQVZHUDQGORQJDQVZHUTXHVWLRQV
• 4XHVWLRQVVHWRQVWDQGDUGVWDWLVWLFDOWHFKQLTXHVGLDJUDPVDQGSUREDELOLW\
• 4XHVWLRQVZKLFKJLYHVWXGHQWVWKHRSSRUWXQLW\WRDQDO\VHZULWWHQDQGVWDWLVWLFDOHYLGHQFH
Unit 1 Paper 1H
Unit code: 5ST1H/01
• RIWKH¿QDODVVHVVPHQW
• &RQWHQWDLPHGDWJUDGHV$±'
• &RYHUVDOO$VVHVVPHQW2EMHFWLYHV
• 2QHZULWWHQSDSHUODVWLQJKRXUV
• PDUNVLQWRWDO
• Consists of questions in familiar and unfamiliar contexts
• &RQWDLQVVKRUWDQVZHUDQGORQJDQVZHUTXHVWLRQV
• 4XHVWLRQVVHWRQVWDQGDUGVWDWLVWLFDOWHFKQLTXHVGLDJUDPVDQGSUREDELOLW\
• 4XHVWLRQVZKLFKJLYHVWXGHQWVWKHRSSRUWXQLW\WRDQDO\VHZULWWHQDQGVWDWLVWLFDOHYLGHQFH
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
45
B Assessment
Unit 2
Unit code: 5ST02
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Assessment Objectives and weightings
% in
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Assessment Objective
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AO2
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46
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Assessment B
External assessment
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Specification
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B Assessment
Calculators
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Assessment B
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Specification
© Edexcel Limited 2008
49
B Assessment
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Assessment B
Task setting
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
51
B Assessment
1: Planning
6WXGHQWVFRPSOHWHDOOZRUNXQGHUformal supervision.
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52
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Assessment B
2b: Processing and representing data
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
53
B Assessment
Use of assessment criteria for internal assessment
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54
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Assessment B
Internal standardisation
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relation to the assessment criteria. If more than one teacher in a
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Edexcel GCSE in Statistics
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© Edexcel Limited 2008
55
B Assessment
Assessing your students
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56
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Assessment B
Unit results
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Unit 1
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240
210
180
150
120
90
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D Appendices
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Appendix 2 Wider curriculum
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Appendix 3 Codes
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Appendix 4 Formulae sheets
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Appendix 5 Controlled assessment
76
Appendix 6 Controlled assessment marking criteria
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Appendix 7 Student Record Form
87
Edexcel GCSE in Statistics
Specification
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Appendix 1
Appendix 1
Appendices D
Key skills
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Unit 1
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Appendix 2
D Appendices
Appendix 2
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Appendices D
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
71
Appendix 3
D Appendices
Appendix 3
Codes
Type of code
Use of code
Code number
National
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National
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Unit code
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students for their examination.
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Appendix 4
Appendix 4
Appendices D
Formulae sheets
The following formulae sheets will be given in each examination paper and controlled
assessment task.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
73
Appendix 4
D Appendices
Edexcel GCSE in Statistics
Formulae Sheet
Foundation Tier
Mean of a frequency distribution
Mean of a grouped frequency distribution
74
Edexcel GCSE in Statistics
=
∑ fx
∑f
=
∑ fx
, where x is the mid-interval value.
∑f
Specification
© Edexcel Limited 2008
Appendix 4
Appendices D
Edexcel GCSE in Statistics
Formulae Sheet
Higher Tier
Mean of a frequency distribution
=
∑ fx
∑f
Mean of a grouped frequency distribution
=
∑ fx
, where x is the mid-interval value.
∑f
Variance
=
∑ (x − x )
2
n
Standard deviation (set of numbers)
or
x 2 x 2 n n
( x x )2 n
where x is the mean set of values.
Standard deviation (discrete frequency
distribution)
2
fx 2 fx f f or
f ( x x )2 f 6SHDUPDQ¶VUDQNFRUUHODWLRQFRHI¿FLHQW
Edexcel GCSE in Statistics
1−
6∑ d 2
n(n 2 − 1)
Specification
© Edexcel Limited 2008
75
Appendix 5
D Appendices
Appendix 5
Controlled assessment
Nature of controlled assessment
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76
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Appendix 5
Appendices D
ICT
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that for the controlled assessment the selection of appropriate graphs or
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order to ensure controlled conditions are maintained.
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requirements.
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
77
Appendix 5
D Appendices
Controlled assessment advice
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78
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Appendix 5
Appendices D
Supervision of controlled assessment
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
79
Appendix 5
D Appendices
Standardisation
Internal standardisation
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assessment.
80
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Appendix 6
Appendix 6
Appendices D
Controlled assessment marking criteria
Introduction
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Appendix 7
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
81
Appendix 6
D Appendices
Quality of Written Communication (QWC)
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vocabulary when appropriate.
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throughout the controlled assessment.
82
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Appendix 6
1:
Appendices D
Planning
(10 marks)
Mark
Performance descriptor
0
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
83
Appendix 6
D Appendices
2a:
Collecting data
(8 marks)
Mark
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0
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1
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collected their data.
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Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Appendix 6
2b:
Appendices D
Processing, analysing and representing data
(12 marks)
Mark
Performance descriptor
0
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3
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4
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from their planning.
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6
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their planning.
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comparisons.
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QWC (ii) and
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11
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approach.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
85
Appendix 6
D Appendices
3:
Interpreting and evaluating data
Marks
Performance indicator
0
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1
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(10 marks)
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2
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statistical comparison.
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5
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interpretations of statistical techniques.
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comparisons and commenting on the effect of anomalies in their data.
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86
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
Appendix 7
Appendix 7
Appendices D
Student Record Form
&DQGLGDWHQDPH
Total mark out of 40:
&DQGLGDWHQXPEHU
&HQWUHQDPH
&HQWUHQXPEHU
Date
completed
Planning (10 marks)
Teacher’s advice to student
Student’s changes to initial plan
Please record marks and additional comments on the next page.
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008
87
Appendix 7
D Appendices
For the teacher-examiner’s, and moderator’s use
Assessment
Objective
Centre
mark
Moderator
mark
Comments
$GGLWLRQDOFRPPHQWVWRMXVWLI\PDUN
Planning
(10 marks)
Data collection
(8 marks)
Processing,
analysing and
representing data
(12 marks)
Interpreting and
discussing data
(10 marks)
Other comments:
88
Edexcel GCSE in Statistics
Specification
© Edexcel Limited 2008