2. New Advanced Higher Subject Implementation Events Graphic Communication: Unit Assessment at Advanced Higher

3. Unit Assessment – Recap  Flexible and open Assessment Standards and Evidence Requirements in Units  Greater range of techniques and methodologies for assessment – encouraged  Assessments can be designed to provide evidence across more than one outcome or Unit – combined assessments  More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

4. Unit Assessment Support Purpose As at Higher, Assessment Support will be provided which you can use to: Assess your candidates Adapt for your own assessment programmes Help you develop your own assessments your own assessments

5. Unit Assessment Support at Advanced Higher – Key Features Valid from August 2015 Complements and supports learning and teaching Assess competence against Unit Outcomes and Assessment Standards Designed to encourage professional judgement Provide broad-based tasks – allow assessors to choose appropriate context and forms of evidence Show range of approaches to generating assessment evidence Give information on the type of evidence which could be gathered

6. Unit Assessment Support at Advanced Higher – Approaches Package 1 (Published October 2014) Portfolio approach – which uses naturally occurring evidence Package 2 (Published February 2015) Unit by Unit approach – discrete assessment tasks for each Unit Package 3 (Published May 2015) Unit by Unit approach – discrete assessment tasks for each Unit

7. Assessment Support Package 1 Portfolio approach Covers both the Units – Technical and CVMG Makes use of naturally occurring evidence gathered though learning and teaching Describes how the judgments should be made for each assessment standard Provides commentary on possible approaches and activities which can be used Gives information on re-assessment

8. Unit Assessment Support Packages 2 and 3 Separate support package for each of the units Short focussed tasks set within a single context Contexts can be changed as required Electronic support files are provided – pdf, svg, stp, eps etc. Assessment judgements are the same as portfolio Commentary on evidence relates to the task(s) provided Re-assessment is by Assessment Standard not by task

9. Judging evidence - portfolio

10. Judging evidence - task based (Unit by Unit) >

11. Unit Assessment Both Units are based on common principles those who create graphics and those who use them the requirements of graphic audiences graphic techniques and technologies planning and producing graphics

12. Unit Assessment Support Package 2 Technical Graphics Unit Task partActivity Assessment Standards 1 Evaluating a given technical graphic for a camera case, and considering the format in terms of its suitability for a given audience. 1.2 2 Planning and producing two different forms of technical graphics for a specific audience. 1.1, 3.1 and 3.2 3 Evaluating the use of graphic communication technologies and techniques used in the production of technical graphics for a specific audience. 2.1, & 2.2

13. Electronic files – pdf versions and.stp CAD models for candidates

14. Unit Assessment Support Package 2 Commercial and Visual Media Graphics Unit A graphic communication brief is given in the context of a tourist attraction A single task with various components provided to meet the requirements for all of the assessment standards Free to change the context

15. Electronic files – templates, images etc If appropriate - provided in various formats: pdf, svg, eps proposed location welcome system & banner approved home screen

16. Workshop 1 Unit Assessment Using the materials provided, in small groups of 2- 3, discuss:  Identify subject-specific topics for discussion Workshop Aims  To understand the assessment and evidence requirements of Unit Assessment  To consider a range of ways of generating evidence for the Unit Assessment Support provided

17. Workshop 1: Unit Assessment Using the materials provided, in small groups of 2- 3, discuss:  Identify subject-specific topics for discussion Using the UASPs provided, in small groups, discuss:  The approaches and contexts provided and how they could be altered to suit local preferences  The evidence requirements  How they build on approaches taken at Higher  Any other implications for learning and teaching you wish to explore

18. www.sqa.org.uk I 0303 333 0330