Presentation on theme: "2012 SQA Central Training (New Centers) Venue – BISU, Beijing"— Presentation transcript:
12012 SQA Central Training (New Centers) Venue – BISU, Beijing 9, Sept 20129.00 am– 5:00 pmMary Gao
2Introduction and Welcome Please switch off mobile phones
3Agenda 08:30-09:00 Registration 09:00-9:30 Introduction and welcome 9:30-10:00Session 1 IntroductionIntroduction to SQA and HND awards ( New Frameworks)10:00-10:30Number of units to be delivered each yearSuggested order of delivery & Course Tutor Guide10:30-10:45Tea break10:45-11:30Session 2 DeliveryUnderstanding of Unit SpecificationOutcomesEvidence requirementAssessment requirement and Marking standardInternal verificationTeaching methods and Sample of teaching/Lesson PlanStudent Guide11:30-12:30Additional Materials in Student Guides/Sample of PPT LectureSample of reference materialsDiscussion on alternative teaching methods and benefits12:30-13:30Lunch
4Agenda 13:30-14:30 Section 3 Assessment Use of the Assessment Exemplar Use of the Assessment Marking GuidelinesUse of the Marking Schemes14:30-15:00Session 4 Internal Verification & External VerificationInternal Verification and role of Internal verifier External Verification procedures15:00-15:15Tea Break15:15-16:00Session 5 Roles and ResponsibilitiesSQA CoordinatorCentre’s policies and proceduresInternal Verification procedures and related sample formsExternal Verification procedures16:00-16:30Section 6 Alternative assessmentMaking your own Alternative Assessment16:30-16:45SQA & CSCSE Data System16: 45Dispatch
5About the Scottish Qualifications Authority (SQA) SQA is an executive non-departmental public body (NDPB) sponsored by the Scottish Executive Education Department. It is the national body in Scotland responsible for the development, accreditation, assessment and certification of qualifications other than degreesThe overall aim of the SQA is to manage the qualifications system below degree level to allow students to fulfill their potential to participate in the economy, society and communities of ScotlandThere are approximately 650 staff located at our Glasgow and Edinburgh sitesThere are approximately 1,750 centers approved to offer our range of qualifications.
6SQA’s Main Function SQA's functions are to: devise, develop and validate qualifications, and keep them under reviewaccredit qualificationsapprove education and training establishments as being suitable for entering people for these qualificationsarrange for, assist in, and carry out, the assessment of people taking SQA qualificationsquality assure education and training establishments which offer SQA qualificationsissue certificates to candidates.
8HND China Group Awards HND Business HND Business with Marketing HND Business with AccountingHND Business with HRHND Business with ITHND Financial ServicesHND Administration and Information TechnologyHND Global Trade and BusinessHND Supply Chain ManagementHND Computing: Software Development/Technical Support/Networking & Internet TechHND Hospitality ManagementHND Travel and Tourism
12Award Structure To obtain the full HND Award 30 HN credits must be achieved15 creditsin Year 115 creditsin Year 2
13Teaching order/Schedule of the Units Not mandatoryBased on your own center’s availabilityBut need to follow suggested orderTeaching order of units should be agreed internally
14Resources Provided by SQA SQA China websiteFramework-list of unitSuggested order of deliveryCourse Tutor GuideUnit Specification ( details exactly what to deliver and assess)Assessment Exemplar ( sample of typical assessment for each outcome unit)Learning Guide (contains same teaching materials)
17Understanding of Unit Specification Assessment Guideline (what should assess and what should not)Marking GuidelineInterpreting US & Apply in your delivery
18Unit Specification Always use it as a guide/outline/syllabus Always refer to the unit specification while preparing your Lesson planUnit Specification consist ofUnit titleUnit codeThe number of the outcomes that candidates must achieveCredit ValuePrior knowledge and skillsContext for deliveryEvidence requirementAssessment guideline
19Understanding of Unit Specification ( Group work) How you are going to plan your teaching base on the information provided from unit specificationHow do you assess the student for the unit, what is the assessment condition required from US?How to mark the student work, is there any marking guide from US that you can follow?Group 1Group 2Group 3
20Unit Specification Sample Unit Specification ( paper copy provided) F7J8 34 Economic Issues: An Introduction( Group 1)
21Unit Specification F84T 34 Managing People and Organizations ( Group 2)
22Unit SpecificationF84M 34 Business Accounting ( Group 3)
23SAMPLE UNIT: F84T 34 Managing People and Organizations On completion of the Unit the candidate should be able to:1. Explain the characteristics and purpose of the organisation and its environment.2. Analyse factors that influence workplace performance.3. Analyze factors that influence managerial performance.4. Identify and compare alternative approaches to organizing people within the workplace
24F84T 34 Managing People and Organizations ( Key Information in US) Credit points and level: 2 HN credits at SCQF level 7: ( Key information)Assessment: Assessment may take place on an open-book basis with structured questions based on stimulus materials requiring candidates to produce a written or oral response.
25Outcome 1 Knowledge and/or Skills Types of organisation Formal and informal organisationOrganisational goals, objectives, and policiesOpen Systems TheoryStakeholder TheoryStrategies for organisational control
26Outcome 1 Evidence Requirements Candidates will need to provide evidence to demonstrate their Knowledge and/or Skills by showing that they can:correctly identify the main differences between the formal organisation and informal organisationclearly illustrate the relationship between organisational goals, objectives, and policy and justify their contribution to the effective management of a given organisationexplain the nature of Open Systems Theory and apply it to a given organisationoutline the different stakeholders of an organisation and explain the influence and interest of each stakeholder in a given organisationpropose a strategy of control in a given organisation
27F84T 34 Managing People and Organizations ( Key Information in US) Assessment GuidelinesIt is possible that either of two different forms of assessment could be used to generate the necessary evidence. The first method of assessment could be an open-book response covering Outcomes 1 to 4. It could be based on a case study of a real or fictitious organisation which, for Outcome 4, would require a solution to a structural problem of a work/organisation. Candidates will be required to examine the given problem and prepare and present their solutions to the problem. If desired this could be presented in a way which would give candidates an opportunity to provide content which may provide opportunity for integration with Communication: Analysing and Presenting Complex Information (DE3N 34). While it is recommended that some form of case study stimuli be used for assessment purposes, candidates who have current or past work experience may be able to base their response upon an organisation in which they have or do work. A single case study based upon a real or fictitious organisation can be used for the assessment of all four Outcomes or for any combination of Outcomes.
28F84T 34 Managing People and Organizations ( Continue) A second possible option for assessment would be to use separate case studies for each Outcome. If this is the case the case studies are likely to be shorter. Candidates who have access to a suitable organisation could complete Outcome 4 with reference to that organisation.It is unlikely that candidates will be assessed via a single submission. Individual Outcomes and/or logical groupings of Outcomes (for example Outcomes 1 and 4 or Outcomes 2 and 3) will most likely provide candidates with the best opportunities to satisfy the Evidence Requirements of the Unit. Where centres wish, opportunities exist to use more than one instrument of assessment. For example, in addition to the use of structured questions for an Outcome(s), some form of group assessment could be used for Outcome 2.
30Using Learning GuidesThis is teaching and learning outline provided by SQAIt contains introduction to the SQA and units, some learning material listed for this unit, suggested learning plan, additional reading material, solution to the self-assessment questions and activitiesThe student guide should only be regarded as a guide. It is not a textbook. It is individual tutor’s responsibility to provide supplementary learning material to contextualize this providing local examples to assist candidates’ learningLearning guides should be used by both teachers and students
31Additional Reference materials( to be identified by staff) E-booksWebsitesTextbooks from bookstoreNewspaper or magazineSQA China website ( where you could find more relevant learning and teaching materials )
32The reference material provided for Unit of Marketing: An Introduction TextbookMarketing Management, Millennium Edition/Philip KotlerPrinciples of Marketing/Philip Kotler & Gary ArmstrongMarketing: An Introduction/SQA student guideE-book: The Principle of the Marketing/by phillip KotlerWebsite:
33Teaching Plan/Lesson Plan Factors to be considered when preparing your lesson planObjectivesLearners NeedsTimeContentAssessment/AssignmentTeaching MethodsResourcesReassessmentNB: Assessment must not be left to the end of each semester
34Teaching and Learning Plan: Outlines a whole unitTopics to be covered in each sessionshows where assessments fit inAlways prepare in advanceCourse Leader should keep the copyThis is one of the teaching evidence requested on external moderation
35Lesson Plans Objectives Give details of Enabling objectives Methods of delivery ( including Activities)Resources requiredTiming of Assessment and Reassessment
36Learning Objectives Student centred rather than teaching centred State what the learner will know or be able to do as a result of the lessonCan assess learner to determine if the objectives have been achieved ( formative assessment first)
37Learning StylesQuestion: Why is it that two people can attend the same lecture or course or training session - one will say ‘that was really good, I’ve learned a lot today’ whilst the other one will say ‘ that was not very good, I didn’t learn anything today’.Answer: Their learning styles are likely to be different - what part they were asked to play in that learning experience will influence their learning that day.
38Knowing and understanding that our own learning style and the learning style of our students is having an impact on their learning gives us challenges for our delivery of that learning.Activity - Possibly think of your own learning style and how it can affect what type of learner. What would you have to plan to do?
39Group Activity In groups, discuss the Lesson plan you could write for a given unit in class:You have 20 minutes to complete this activity
43Section 3 AssessmentSession 4 Internal Verification & External VerificationSession 5 Roles and Responsibilities( of SQA Coordinator, IV and EV)Section 6 Alternative assessmentSQA & CSCSE Data System
44Session 3 Assessments/Reassessment There are various types of assessmentsInitially, we must use the assessment exemplar provided by SQA (this provides an example of the number of assessments for a unit, the type of assessments and the standard)For students who fail an assessment, you will have to have a second assessment to re-assess. This must be different from the first assessment. You will have to develop your own assessments for re-assessment, you must to send to SQA for prior verificationYou must develop the assessment sample solutions and marking scheme , and, put it through your internal verification system then send it to SQA at least 3 months before you intend to use it.
45Types of Assessments Take-home report Class-based test with (without) additional notes allowed to be taken in, e.g 1X A4 note sheetType of questions:One single questionSet of structured questionsBased on source materialMultiple choiceType of AssessmentsFormative assessment (to allow teachers to gauge if students are ready to take the final assessments)Summertime Assessment (Final results are based on this)
46Marking Assessments This is a vital part for staff, students and SQA SQA must ensure that the students studying in China meet the standard in ScotlandMarking must be fair – and be seen to be fair – by all concernedDifferent Lecturers will not always agree on what standards are acceptableTutors need patience and care when marking because it is in relation to the External verification and final unit result.Marking should have tutor’s comments, not just noted as Satisfactory or Unsatisfactory
47Cross-MarkingIt is of critical importance that a system of cross-marking is in place in your centreThis involves identifying one person – usually the Unit Leader – who will clarify what is a pass and what is notCross-marking does not mean that the work of one student is marked twice by two different lecturersThe Unit Leader will only require to sample some of the assessments to ensure standards are maintained between classes.
48Explanation on using Assessment exemplar Assessment Exemplars for Higher National UnitsUnit: A4W4 35 International Trade and Payments
51Assessment Task Instructions This assessment should be prepared in the format of a formal report to a management board complete with system descriptions, conclusions and recommendations. The report should be approximately 3000 words in length and will include references to the source material used in preparation. The subject of the report will be an overview of the current procedures for handling exports to a wide variety of countries, including the legal situation, the management of payments from buyers located in different countries and how the organization manages the risks inherent in exporting and dealing in foreign currencies. Included in this report should be recommendations to minimize the risks normally associated with the collection of funds from other countries.Selecting a suitable organization that you are familiar with, preferably one that you are working with, an investigation is to be carried out into the procedures for the collection of funds arising from the export of goods to a variety of countries. The investigation will look at the legal situation and the documentation which is used to establish a legally binding contract; the methods adopted for settlement of international trade and what methods are used to transfer funds between the respective parties. Also the report should identify and explain the methods used by the organization to minimize the risks associated with fluctuating value of foreign currencies.It is essential that the outcome requirements be met. You must demonstrate that you can:1.Accurately describe contract formation for a given situation in international trade which includes references to offer and acceptance; Essential validity; contracts in writing; construction of contracts; choice of law; conflict of law; the “Battle of the Forms”Accurately explain the relationship of different contract documents for a given situationAccurately assess remedies for breach of contract for a given situation in international trade with references to the jurisdiction of courts; arbitration and mediation; specific implement; recession; damages; retention and lien.1000 words
52Sample of the marking scheme Assessment ChecklistsNote- these are useful for marking, but it is an idea to have a separate standard form to record the final results ( i.e after-any re-assessment)
54Re-assessmentRe-assessment will be required when Students fail to meet more than just a few evidence requirements on the first attemptIf students only fail to meet one or two parts of the criteria, it is acceptable to ask them to redo only the one or two parts.Each unit only has one assessment exemplar, and some of these contain tasks for reassessing one or more outcomes. It is the course tutor’s job to prepare another one for students to be re- assessed. A Subject specialist must write the new centre assessment ( and sample solutions and marking scheme), then it must be checked by another subject specialist (internal qualify), only then, if it any changes have been made, should it be sent to SQA for prior verification.
56Purpose of this Session To identify the different between ‘Units’ and ‘ Graded Units’To examine the Graded Unit for Year OneTo interpret the Assessment Conditions requiredTo grade mock assessment responses
57Graded Unit The purpose of a Graded Unit is to: assess the candidates’ ability to retain and integrate the knowledge and/or skills gained in the contributory unitsGrade candidate achievement
58Graded Unit To achieve an HND Business students must pass all – the Unit Assessmentsandtwo Graded Units
59Graded Unit In Year One for HND Business there is only one Graded Unit (single credit)it is Examination-based with closed book assessmentit is a written examination of 3 hours( Note: All HND awards only have ONE single credit graded unit in Year 1, however, it will not always be an examination. The unit specification for the Graded Units in the award you will be delivering will specify exactly what requirements are)Use Graded Unit Specification here
60Graded Unit 1( HND Global Trade & Business) The questions in the examination will be based on a Case Study of an organisationThe Case Study must be given to Candidates 10 days prior to the examinationThe questions must be unseen until the actual time of the examinationTo pass Graded Units, Candidates must attain 50% of the available marks- A pass=70%-100%B pass=60%-69%C pass=50%-59% (Below 50%=Fail)
61Graded Unit 1 (Business) Students should have completed or be in the process of completing the following units in order to be able to undertake the Graded Unit:Business AccountingEconomic Issues: An IntroductionManaging People and OrganisationsMarketing: An IntroductionThese four units will form the basis of the four main topic areas from which the questions on the Case Study will be taken.
62Graded Unit 1 (Business) Case StudyWritten account of some aspects of an organisation’s activitiesSome additional information+Financial Information:CompanyLiterature:Product or market Information:Promotional activity
63Graded Unit 1(Business) Marking Guidelines:Five Key PointsRefer to the table in the Graded Unit specification – level of performance for each gradeStudents’ answers justify the points with reasons and examplesStudents’ answers should be related to the case studyMaterial from the four mandatory units is used in the responsesMarking involves exercising judgementUse Assessment Exemplar now
64Graded Unit 1( Business) The Marking Guidelines give advice on the following:Allocation of marks within each questionThe use of development points – these extend or justify an initial pointThe relevant concepts which answers might have – these are indications onlyThe use of development points – these extend or justify an initial point and can include examples from the case study and relevant theoretical concepts.Examine Marking Guidelines – talk through the explanations of allocating marks
65Graded UnitsOnce the marks are aggregated to give an overall mark for each candidate, a grade can be assigned based on the following:A = 70% - 100%B = 60% - 69%C = 50% - 59%
68Internal verification (IV) procedures and its suggested forms Staff in the centre will undertake internal verificationInternal verification must take place as soon as possible after each assessment event.Centre must have at least two subject experts, one to teach and another to carry out IVIV is someone check another’s work whether they agree with pass/fail and marking judgment of someone else.Prepare your staff information and list the assessors and Internal verifiersSampling procedureFindings, comments, signature and date of IV
69Responsibilities of Internal Verifiers include Monitoring samples of assessor performance to ensure that assessment is being conducted properly.* Liaison with the external verifier* Identifying issues arising out of the assessment decisions and taking appropriate action.* Ensuring that the internal verification process is conducted in a supportive manner.* Keeping records and completing internal verification forms.* Ensuring that the results of the monitoring are communicated to assessment teams and appropriate management.* Checking that arrangements for assessment are satisfactory.* Ensuring that there is an effective appeals procedure.* Supporting the assessors.* Ensuring that the programme teams meet regularly to:discuss assessment plansdiscuss assessment decisionscompare evidencedevelop a shared understanding of the appropriateness and sufficiency of the evidence* Ensuring that the course team operates an effective system of recording* Ensuring that recording procedures allows cross-referencing* Ensuring that the system allows feedback to students* Maintaining and retaining documentation for SQA.
70Course Team Meeting Meeting will decide upon: Assessment methods The course team for GTB will include all these teaching/assessing and/or internally verifying all units in the GTB framework)Meeting will decide upon:Assessment methodsAssessments to be usedAnswer guides to assessmentAssessment schedule ( assessment must not always be left to the end of the semester- continuous assessment)Resources requiredCross-marking systemIV feedbackImplementing feedback from EVReview
71Course Team Meeting Essential for every award being delivered First meeting should take place before semester beginsA team will be put in place for each award stating who the Unit Leader is and which staff are members of the award TeamEvery lecturer who is involved with a Unit will be a member of the course teamDiscussion will focus on the good practice and problems and concerns with teaching and learning, assessment and internal verification
72Action Minutes with follow-up The centre must make sure that any action points made from course meeting must be followed and the progression must be recorded.
75Three Stage IV ProcessThis could be found from SQA website and about IV job in the three stage of- Before delivery- Sampling- Review
76Deal with PlagiarismThe centres should make a control of this and ensure that assessment evidence is the candidates’ own work.
77External Verification Procedure and EV’s role and responsibility
78External Verification procedure and forms External moderators will be appointed by the SQA. They will have qualifications and experience which is relevant and specific to the vocational areas. The role of the external moderator is to verify that the assessment system at the centres is valid and reliable. Responsibilities of external moderators include:
79Verifying assessment practice at the centre by; sampling assessment practicechecking consistency of interpretation of standardsmonitoring and reporting on assessment practice and proceduresidentifying where corrective action by the centre is necessaryhelping to ensure that disputes regarding assessment are resolved equitably.* Maintaining records of visits and providing feedbackmaintaining a moderation record, identifying frequency and purpose of visits.Producing regular and accurate reports.Drawing the attention of the awarding body to concerns regarding the design and implementation of assessment.* Providing information, advisory and support services to Centresmaintaining an effective relationship with internal moderatorsensuring centres are fully aware of the SQA requirements and procedures.Advising on appropriate planning, resourcing, quality assurance and recording requirements.Ensuring consistency of standards across centres.
80Center requirement Staff development/timetabling Resources External LinkMotivating and Supporting Staff
81Documents need prepare for EV A copy of the unit specification that you have been usingYour teaching packStudent learning materialsAssessment materials and marking schemesStudents’ work that has been assessed by youRecords of Achievement (eg class registers)Any records you have of internal moderation that has been carried outRecords of Course Team Meetings (and evidence of any progress towards ‘action recommended’ from these meetings, or completed action)
82Action Feedback From External SQA Actions made by external verifier on the day of the visit/or centre verification must be followed by the centre and the completion day of the remediation must be met.
84Suggested Induction Programme Check student names against list of those acceptedIssue information packs (ie Award Title and structure, unit titles, timetable etc)Students to complete form with personal details (for tutor contact etc)Welcome and introduction (by Course/Programme Leader)Purpose of inductionExplanation of fire drills etc, smoking policy and use of mobile phones in classIntroduction to student-centred learningCentre procedures – i.e attendance, assessment procedures and appealsAssessment and reassessmentPlagiarism
85Suggested Induction Programme Department staffing (brief introduction to staff delivering units within the award framework)Role of Course Team LeaderRole of LecturersRole of Course Teams (including student representatives)Assessment procedures, including reassessment and deadlinesSession calendar and class timesAcademic routes (ie progression)Programme leader to explain timetablesSupport available to candidates
86Centre Handbook(s) = Centre Procedures What are these?Documented procedures - ie guides for carrying out work associated with SQA qualifications in the centre eg Roles and responsibilities of the SQA Co-Ordinator and staff assessing and/or internally moderatingWhy are they needed?To apply standard procedures in different teaching areas in a centre, and to record them (in the event of staff, or other changes)Consider these as:An ‘in-house’ (Centre) Quality Manual
87Procedures and Systems - Suggestions Roles and responsibilitiesSQA Co-OrdinatorTeachers (ie Assessors)Internal ModeratorsStudents (candidates)Policies, Procedures and Documents - StandardisationConduct of assessments, marking, recording results and submitting internally (ie to whom, and by what means), retention and storage of marked candidate evidenceInternal Moderation (IV) (ensuring assessment decisions are correct and consistent, recording IM activity, sampling)Appeals (against an assessment decision, & recording)External Moderation (preparation for, and taking action on recommendations, if any)
88Procedures and Systems - Suggestions Policies, Procedures and Documents - StandardisationEqual OpportunitiesHealth and SafetyInduction (for new staff)Induction (for students)Guidance and Support (for students)Guidance and Support (for Staff) ie in-house staff training/updating on SQA and centre proceduresContinuous Professional Development (CPD) - ie subject specific, for those assessing and/or internally moderatingSubmitting results to the SQA Co-OrdinatorSending files to CHS for ProcessingResolving errors in CHS files
89HND Unit Results Possible Unit Results P (Pass) F (Fail) Possible Graded Unit ResultsA (generally 70% to 100%)B (60% to 69%C (50 to 59%)
94Assessment – Writing and QA *Internal VerifierChecksWrites IV Report*Assessor –WritesAssessmentReview -Change needed?Send to SQA forPrior Verification*Both Assessor and Internal Verifier must be subject specialists
95Overview – Teaching/Learning, Formative and Summative Assessments (incl re-assessment) Step 1 (Teaching/Learning)a) Teaching/learning ANDb) Formative (mock) AssessmentGood PracticeHelps students to be successful ieto pass unit assessments and HND ProgrammeStep 2 (Student Support)Provide practice & formativeassessments to prepare forsummative (final) assessmentStep 3 (Final Assessment)Assessments OR ReDo/Re-assessment - the resultsof which are sent to SQANB: In most cases, assessments will not take place at the end of the unit (they will be ongoing throughout unit delivery).NB: Re-assessment time must be built into delivery plans.
96Writing Assessments You will need the following documents: The correct Unit SpecificationAn existing formative, summative or re-assessmentNB: In order to write an assessment, you MUST be familiar with the unit content, evidence requirements and assessment conditionsWhat are Formative Assessments?They are ‘mock’ assessments which you devise to prepare your students for the type and level of activities they will encounter in summative assessment (those on which students will be certificated)They are conducted less formally than summative assessments and you can ‘chunk’ them ie ask students to complete part of the task(s) as they progress through the unit
97What You Need for when you prepare your Alternative Assessment You need following documents:Unit SpecificationHandout – ‘Professional Development Workshop for HND Teachers 6 September Writing Assessments’Assessment Exemplar and Sample Solutions for the unitAny Teaching Materials for the unit (optional)Paper and pen/pencilNB: You MUST be totally familiar with the content and assessment of the unit you have with you
98To Write an Assessment (including sample solutions) Aim –To Write an Assessment (including sample solutions)Resources Required (for the Unit YOU have delivered):Compulsory - Unit Specification & Assessment ExemplarOptional - Teaching Material for the unitIndividually, write an assessment task AND sample solutions and/or marking scheme for this unitNB: Where someone else attending the Workshop has brought resources for the same unit, you are free to work togetherPlease discuss any points with your peers and/or the SQA representativesSQA representatives will facilitate
99Valid Assessments – Refer to the Unit Specification To be valid, an assessment must include each element specified in the unit specification. It must have:The correct number, and type(s) of assessment tasks- ie a unit with 2 outcomes may have 2 assessment tasks (or one holistic task), and it may be a project or practical task(s)Assessment conditions specified- eg ‘all work submitted must be entirely your own’, and/or it may require to be completed within a specified timescale while being supervised (similar to exam conditions)Sample solutions and/or a marking scheme- eg if practical tasks in an IT unit, the writer should work through all practical tasks and include the solution for each stage of the assessment task. If the task is to produce a 1500 word report, the writer should provide a summary of all required answers, and/or a list of suggested acceptable answers. If marks are required, an indication of where these are allocated must also be given.
100Assessments Written by You Must not:Be in the SQA shell (with all the additional notes etc)Contain the SQA logoShould:Only consist of assessment tasks and sample solutions/marking schemesHave your centre number, centre name (and possibly also your centre logo)Have a version number and/or date devised/ revised in a footer (and page numbers)See sample centre devised assessment
102Data Transfer System In 2005 SQA RED was introduced easy transfer of information between centres and SQAdatabase of information on studentsIn 2011 introduction of CSHEasy transfer of information between centres and SQADatabase of information on studentsInputting information once
103Recording and Processing Unit Results – Key Dates
104Useful Contact Numbers Mary Gao (China Representative/China Quality Enhancement Manager) Tel: /323Mobile in China –