Controlled Assessment Presentation Overview Why change coursework? 2005 QCA report Outcome of review What is controlled assessment? Questions and answers Useful information
Controlled assessment - Overview In relation to new and revised CCEA GCSE qualifications only. Controlled Assessment is the new term for GCSE coursework. All CCEA revised and new GCSEs, except Religious Studies, Economics and Mathematics, have an element of controlled assessment. Either 60% or 25% weighting.
Why change coursework? 2005 QCA report, www.qcda.org.ukwww.qcda.org.uk Views from: –Candidates, teachers, parents, senior examiners and moderators, awarding body staff and staff of the regulatory bodies.
2005 QCA report findings Findings of review: –Benefits outweigh any drawbacks –Value of coursework: assessing skills and knowledge that cannot be assessed by exam important motivator for many candidates in many subjects candidates have an opportunity to study an area in depth candidates have an opportunity to take responsibility for their own learning
2005 QCA report findings (contd) Findings of review (contd): –Needs to be a strengthening of the current arrangements –Concerns about coursework Teachers need to be able to confidently and consistently confirm that the work is the candidate’s own More guidance needed on: – setting tasks – drafting work – limits of permitted help – what constitutes malpractice – internal standardisation – purpose and format of feedback from moderators – weighting of coursework across subjects
Outcome of the Review The 2007 report recommended that coursework be replaced by controlled assessment. For the full report go to www.ccea.org.ukwww.ccea.org.uk New general regulations were developed. New subject specific regulations were developed All subjects were allocated 0%, 25% or 60% controlled assessment weighting. All GCSE specifications which were developed or revised by all awarding bodies from the 2007 to 2010 were required to adhere to these regulations.
What is controlled assessment? New approach in GCSE subjects which require coursework. A more integrated approach to teaching, learning and assessment. A tightening of the circumstances in which students, over a period of time, complete those aspects of the subject which are usually marked by their teacher. Controlled assessment regulations set out the levels of control for individual subjects. Levels of control address issues of authenticity, plagiarism and comparability of process and demand across specifications in the same subject offered by different awarding bodies.
Processes in controlled assessment Important processes in coursework, now referred to as ‘controlled assessment’, relate to: setting the task: the need to ensure that tasks are valid and reliable by making them less predictable and formulaic; taking the task: the circumstances under which the task is taken and the need to address issues of authenticity; and marking the task: the need to ensure high-quality judgements in assessment.
Levels of Control For each of the processes different levels of control are possible: –high –medium –limited/low Within any subject, varying levels of control are likely to be required across the three processes.
Task Setting explained High: CCEA sets the task(s). Medium: CCEA provides a task(s) that can be adapted by the teacher. Low/Limited: The teacher sets the task(s) according to criteria provided by CCEA.
Task Setting (contd) Some specifications require teachers to submit the titles to CCEA. There are also some specifications that offer teachers a choice, for example: –choose from exemplar tasks provided by CCEA; –create a task of choice; or –adapt a task provided by CCEA. For those specifications that have: –25% controlled assessment, CCEA will replace the task every year –60% controlled assessment, CCEA will review the task, as a minimum, every two years to ensure that they continue to set an appropriate challenge.
Task Taking explained One of the issues for centres relates to the level of supervision that is required during the time when candidates are completing their controlled assessment. The level of supervision varies for individual subjects and is defined in each specification. Three levels: –High: Formal Supervision –Medium: Informal Supervision –Low: Limited Supervision
Formal Supervision JCQ para 4.1.2 Candidates’ work must be completed under direct supervision ie. candidates’ teacher or another person nominated by the centre. Candidates must work independently. Teachers must not offer assistance. Usually candidates do not have to complete their work in one sitting – advice in specifications. Usually during the final stages of the work when candidates write up the results of preparatory work or research and present the outcome for assessment. When this takes place over a number of sessions, candidates’ work should be collected, stored securely and redistributed as necessary.
Informal Supervision JCQ para 4.1.3 Candidates can work on their own - some guidance by the teacher. Some subjects, e.g. Art & Design and Music - necessary for candidates to complete part of the assessment outside the classroom –Teacher/supervisor must be able to state that what candidate presents for assessment is their own work –Candidates must sign a Declaration of Authentication –Close supervision of portfolio work which may have been: started in class and completed in the candidate’s own time started outside the classroom and completed by the candidate in class
Informal Supervision (contd) Where work has been done outside the classroom, the amount of work carried out during class time should be sufficient for the teacher/supervisor to determine each candidate’s capability in relation to what is presented for assessment. E.g. analytical discussion with the candidate about his/her work.
Limited Supervision JCQ para 4.1.4 Candidates undertake work without teacher supervision. Candidates may undertake research and preparatory work which will inform, but should not be included in, the final piece of work presented for assessment.
Task Marking explained Most tasks for individual specifications are marked with a medium level of control. This means that the tasks are internally marked by centres and externally moderated by CCEA. There are some tasks within a small number of specifications which are marked with a high level of control. This means that the tasks are marked by CCEA.
Your questions answered - drafting/redrafting Can candidates draft and redraft their work? When drafting skills are being assessed, mark schemes will clearly give credit for drafting/redrafting work. Therefore, candidates’ work should show evidence of work having been drafted and redrafted. When drafting is not one of the skills being assessed, teachers may review candidates’ work and may provide advice at a general level. Teachers must not provide detailed and specific advice on how drafts could be improved to meet assessment criteria.
Your questions answered – storage Where should the candidates’ work be stored to ensure that it is secure? Assessment materials and mark schemes must be kept secure throughout the controlled assessment process. Candidates’ work for assessment must be stored securely within the centre. This could be done by the subject department or the examinations office - this would normally mean a locked steel or metal cabinet.
Your questions answered – storage (contd) Where should the candidates’ work be stored to ensure that it is secure? (contd) If this is not practical because of the nature of the assessment e.g. the need to allow items of work to dry overnight, secured storage can be defined as classrooms being locked from one end of the session to the start of the next. Memory sticks should be collected at the end of each session. Teachers can mark at home but need to take sensible precautions regarding the security of the work.
Your questions answered – adherence to regulations What procedures are in place to ensure adherence to the regulations? It is the responsibility of the head of centre to ensure that the subject leaders adhere to the procedures for setting, taking and marking the task(s), as appropriate to the specification. Declaration of Authentication (JCQ para 4.7) Any breaches of the regulations for the setting, supervision, authentication and marking of controlled assessment may constitute maladministration as defined by JCQ. For further information and access to the current documentation go to www.jcq.org.ukwww.jcq.org.uk
Your questions answered – malpractice What constitutes malpractice? Candidates must not: submit work that is not their own; lend their work to others or allow their work to be copied; allow others access to, or the use of, their own independently sourced material; use any books, the Internet or other sources without acknowledgement or attribution; submit work word processed by a third party without acknowledgement.
Your questions answered – absenteeism If a candidate has an occasional absence during the controlled assessment, how can this be managed? If a candidate is absent or misses allocated controlled assessment time, they can sit the task or work on it at another convenient time providing that the controlled assessment supervision requirements for the specific subject(s) are met, ie. an alternative supervised session may be organised for such candidates. If the assessment can not be repeated, the centre should contact CCEA for advice.
Your questions answered – re-doing units If a candidate wants to re-do a controlled assessment unit, what are the regulations? Units not yet submitted to CCEA; At the discretion of a centre, candidates who wish to re-do a controlled assessment unit before the marks have been sent to us can do so as long as the following conditions are met: –Controlled Assessment tasks taken under Formal supervision conditions: Candidates must do a different task available from the examination series in question. The work must be undertaken in a new period of formal supervision. Candidates must not be allowed to make another attempt at the same task. Note: Candidates may re-use the research carried out for the original task.
Your questions answered – re-doing units (contd) If a candidate wants to re-do a controlled assessment unit, what are the regulations? (contd) –Controlled Assessment tasks taken under Informal supervision conditions: Candidates may make amendments to their work in the light of feedback from their teacher. The feedback must be in line with the requirements of the specification and any additional instructions issued by JCQ on task taking. Candidates must not be allowed to make amendments after the work has been submitted for final assessment by the teacher.
Your questions answered – re-sitting units If a candidate wants to re-sit a controlled assessment unit after it has been submitted to CCEA what are the regulations? Candidates who wish to re-sit a controlled assessment after it has previously been submitted to CCEA may make another attempt at the task if it is still available within that examination series. The work presented for assessment must be entirely new and carried out under the level(s) of control specified in the specification. Candidates must not be allowed to amend the work which was submitted previously. In unitised specifications, candidates may re-take an individual unit once before certification. Note: Candidates may re-use the research carried out previously.
Your questions answered – re-using units If a candidate wants to re-take a GCSE qualification, what are the regulations regarding re-using results? The candidate can re-use the result of any unit, including the controlled assessment unit. The candidate, however, must meet the terminal requirement by re-taking units contributing to at least 40% of the assessment. The result(s) from this final series (of units accounting for at least 40% of the total assessment) will count towards the new award even if the candidate has (a) better result(s) from a previous series.
Your questions answered – re-taking linear GCSEs In linear GCSE specifications candidates who re-take the whole qualification may either re-take their controlled assessment component or re- use their previous mark.
Further questions and answers Answers to these and other questions can be found on our controlled assessment microsite and the JCQ document, for example: Can candidates work in groups to complete their controlled assessment task? If candidates miss a substantial amount of controlled assessment, what are the procedures? (JCQ para 13.6) How should candidates authenticate their work? (JCQ para 4.7.1) What if a teacher has reservations about the authenticity of the candidate’s work? (JCQ para 4.7.4)
CCEA supporting teachers and learners Where can you find more information on Controlled Assessment? Within the revised Specification for each subject in: –Section 6 –The Appendix. Some Specimen Assessment Materials have specimen tasks. Subject microsites at www.ccea.org.ukwww.ccea.org.uk
Supporting teachers and learners What additional support/information is available? Controlled Assessment Guide Teacher guidance Student guidance Student guide Controlled assessment microsite www.ccea.org.uk/controlled_assessment/ JCQ documents www.jcq.org.uk
Centre management of controlled assessment Develop and implement a controlled assessment policy (JCQ Instructions for conducting controlled assessments 1.6) www.jcq.org.uk www.jcq.org.uk Create a centre-wide plan (QCDA Managing GCSE controlled assessment. A centre-wide approach) www.qcda.gov.uk
QCDA suggested approach to developing a policy Whole school approach Roles and responsibilities (Outlining staff responsibilities) Risk management (Risk management process) Coordination of controlled assessment activities Monitoring of progress
Administration of controlled assessment Some recurring issues Timetabling Accommodation Facilities Resources Absenteeism Adherence to rules Internal standardisation Internal appeals Unitisation Re-sits Terminal assessment
Other useful documents JCQ www.jcq.org.ukwww.jcq.org.uk Arrangements for internal appeals about internal assessment decisions and enquiries about results Notice to centres Malpractice Plagiarism in examinations Guidance for Teachers/assessors Ofqualwww.ofqual.gov.ukwww.ofqual.gov.uk Avoiding Plagiarism A guide for parents and carers
Other useful documents (contd) QCDAwww.qcda.gov.ukwww.qcda.gov.uk Authenticity A guide for teachers Unitised GCSEs and the terminal assessment rule