Presentation on theme: "Review of Assessment Models of Essential Skills Qualifications: Communication and Application of Number Level 1 and 2 CCEA Regulation."— Presentation transcript:
Review of Assessment Models of Essential Skills Qualifications: Communication and Application of Number Level 1 and 2 CCEA Regulation
Background Low success rates Part achievement of qualification Appropriateness of the current qualification Functional Skills – England Essential Skills Wales Re-accreditation of Essential Skills in 2010
Current Assessment Model Developed using Key Skills Standards at Level 1 & 2 in 2004 Action-based Activities (ABA) for portfolio and Desktop Tasks (DTT) instead of tests. Purpose of the DTT is to confirm the portfolio level. Externally set, internally marked and externally moderated To achieve Essential Skills qualification must produce a portfolio of evidence using ABA at Level 1 or 2 and obtain a pass mark of at least 70% in a level 1 or 2 DTT 50% or more achieved at level 2 will be awarded a level 1.
Skills qualifications England and Wales England: Functional Skills Use Functional Skills standards Available from Entry 1 through to Level 2 Range of summative assessment model – test only plus test and task models Externally set and externally marked Wales: Essential Skills Wales Use converged key and basic skills standards Available from Entry 1 through to Level 4 Embedded model – assessed through portfolio only
Work undertaken to date Review of assessment models in England and Wales A mapping exercise completed comparing the standards and evidence requirements for the current Level 1 & 2 Essential Skills with the Functional Skills, Essential Skills Wales to adult literacy, adult ESOL and adult numeracy core curriculum which articulates evidence requirements across the range of standards Focus groups held with Essential Skills tutors and awarding body moderators to identify strengths and areas for improvement in ABA and DTT Assessment models developed with Essential Skills awarding bodies for operation in centres from Sept 09.
Cohort for review 300 learners in a range of settings – community, voluntary, FE, workplace and training Each awarding body to recruit 150 learners 10 tutors minimum per AB Each tutor to have a control group ie to be teaching existing model with another group of learners as well as the review group for the same subject and level Target tutors to be identified by at latest mid October 2009
Roles and Responsibilities Awarding Bodies – select tutors/centres 10 minimum, Moderators – from the awarding bodies revise/create assessment materials and provide support for new items Tutors – compulsory attendance at training events and completed assessment by February 2010 Regulators – ensure all learners in the Review are not disadvantaged will be awarded Essential Skills qualification regardless of method of assessment Essential Skills Steering Group – current membership ETI, LSDA, DEL, DE, EGSA, QUB, ABs, SSC, Regulator – will receive regular reports on progress of review