Understanding Standards:

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Presentation transcript:

Understanding Standards: Advanced Higher Course Event Principal Assessor (PA) Advanced Higher Spanish

Aims of the Event To support teachers, lecturers and assessors in their understanding of national standards for Advanced Higher (AH) by: Sharing general updates Reviewing the Advanced Higher Course structure Sharing Verification Key Messages (Specialist Study) and Course Report for 2015/16 Considering candidate evidence from Course Assessment: Portfolio, Talking Performance and Discursive Writing Discussing candidate evidence and associated Marking Instructions with colleagues Providing an opportunity to ask questions and seek clarification about national standards

2016/17 Updates Verification Key Messages for 2015/16 published Course Reports for 2016 diet published QA arrangements for session 16/17 Removal Overall Purpose in Course Assessment N5 Reading and Listening Higher and Advanced Higher Listening Revised N5/Higher Marking Instructions for the Performance published Exemplification of Specialist Study Unit will be published under Understanding Standards

Updates applicable beyond session 16/17 Current mandatory units for National 5, Higher and Advanced Higher would no longer form part of the requirement of the Course. Removal will be progressive over sessions 17/18, 18/19, 19/20. SQA will also retain the units of the Courses as free standing units for learners who wish to take and be certificated for these. suspension of the random sample element of unit verification, currently in place in session 16/17, would be extended to 2017/18

SCQF level 7 32 SCQF credit points Advanced Higher Skills Developing: advanced skills in listening and talking, reading and writing, which are essential for learning, work and life cultural awareness translation skills skills in literary appreciation independent learning skills including research and analytical skills literacy skills Emphasising skills development Exploring the interconnected nature of languages Using creative and critical thinking as well as other higher-order language skills to synthesise ideas and arguments SCQF level 7 32 SCQF credit points

Society, Learning, Employability and Culture Advanced Higher Suggested Context Development Society, Learning, Employability and Culture New family structure/marriage/partnership/gender equality Social influences and pressures Understanding self as a learner Advantages/disadvantages of higher or further education, choosing a university/college, lifelong learning Impact of the digital age Preparing for a job interview/importance of language in global contexts, job opportunities Open borders for workers Living in a multicultural society Immigration/prejudice/racism Environmental issues…

Course Structure: Unit Assessments This course is made up of three Units: reading and listening Understanding Language talking and writing Using Language research, planning and analysis Specialist Study Internally assessed Sample centrally verified by SQA (Nominee verifiers)

Course Structure: Course Assessments (50 marks) 1hr 30min Paper 1 Reading and Translation Reading (30 marks) 1 text in modern language Overall purpose question worth 7, 5, 3, 1 or 0 Translation (20 marks) 10 sense units, each worth 2, 1 or 0

Course Structure: Course Assessments Paper 2 Listening & Discursive Writing (70 marks) 1hr 20 min, Chinese Languages – 1hr 45 mins Listening (30 marks) 1 Monologue (approx. 3 mins) 1 Conversation (approx. 5 mins) Monologue and Conversation from same context Discursive Writing (40 marks) Choice of titles, one from each of the four contexts 250-300 words Expanded pegged marks apply: 40, 36, 32, 28, 24, 20,16,12, 8, 4, 0

Marked with reference to content, style and organisation Course Structure: Course Assessments Portfolio (30 marks) Prepared internally, externally marked Opportunity for learners to demonstrate skills in analysing area of study in literature, media or language in work Learners produce one piece of writing in English of 1200-1500 words (excluding quotes and bibliography) Marked with reference to content, style and organisation Pegged marks are: 30, 27, 24, 21, 18, 15, 12, 9, 6, 3, 0

Course Structure: Course Assessments Performance: talking (50 marks) Conducted by External Visiting Assessor, audio-recorded Conversation/discussion of about 20 min. on themes/topics related to at least one of the four contexts and the selected area of specialist study Four main aspects of Performance are given consideration: Content, Accuracy, Language Resource and Interaction New pegged marks applied: 50, 45, 40, 35, 30, 25, 20,15,10, 5, 0

Advanced Higher: Unit Assessments Refer to the SSU Unit Assessment Support Pack (UASP) and Unit Specifications for details Process of planning and researching a specialist study, and selecting and analysing evidence gathered Designed to help prepare for Coursework elements:  a written portfolio of 1,200 –1,500 words a talking performance (part of the discussion with a Visiting Assessor) Can use the logbook in the UASP to record evidence of progress and for External Verification purposes Specialist Study Unit (SSU) – reminder

Written text related to language in work Option At least two sources in the modern language, one of which must be written Source 1 Source 2 Literature Written literary text eg novel, poetry, play, short story, etc Additional source eg film, documentary, newspapers, academic article, biography, another literary text, etc Media Media text eg film, television, radio, newspapers, magazines, online, etc Written source eg newspapers, novel, academic article, etc Language in Work Written text related to language in work eg company/organisation/ government report, company/organisation/ government press release, newspaper, academic article, etc eg documentary, newspaper or academic article, company report, journal, business article, interviews, surveys, questionnaires, etc

Feedback on Specialist Study Unit Principal Verifiers for Modern Languages, detail from 2015/16 Key Messages All centres accepted on Approach – minimum two sources in modern language used. Majority of centres used SQA logbook for candidates to record their work, all candidates chose appropriate focus Clear evidence of independent research undertaken by candidates Literature option only in sample in Round 2 – e.g. study of theme across two novels or a novel/a poem Some candidates modified theme/focus as they progressed with analysis

Feedback on Specialist Study Unit Principal Verifiers for Modern Languages, detail from 2015/16 Key Messages All judgements made in line with national standards Centres encouraged to record content of any discussion with candidates – can add to evidence of candidate analysis Centres encouraged to provide detailed feedback to candidates in logbook, including remediation work/notes

2016 Course Reports Summary Principal Assessors for Modern Languages Reading Candidates generally responded well to the comprehension questions. Candidates, on the whole, are still not providing a sufficiently reflective or analytical response to overall purpose question. Translation some sense units proved to be more demanding than others

2016 Course Reports Summary Principal Assessors for Modern Languages Listening Some questions in item 1 (monologue) were done well. In item two (conversation) some questions were very well done.

2016 Course Reports Summary Principal Assessors for Modern Languages Discursive Writing Candidates generally achieved good results when they incorporated appropriate learned material into their answer and when their essays were relevant to the question.

2016 Course Reports Summary Principal Assessors for Modern Languages Portfolio Presentation of Portfolio work was good overall. The most successful essays were those with question/title which led candidates to adopt an analytical approach or allowed for two sides of an argument to be developed.

2016 Course Reports Summary Principal Assessors for Modern Languages Performance – talking Most candidates were comfortable and confident in the language with the majority scoring 30 or more out of 50. Fluency and readily taking the initiative were features of good performances.

2016 Course Reports Summary Principal Assessors for Modern Languages Advice on general preparation Reading: encourage candidates to draw inferences from the passage for Overall Purpose question Translation: focus on recognising and accurately translating tenses. Listening: provide full and detailed answers as far as possible. Discursive Writing: focus candidates on improving grammatical accuracy Portfolio: title of crucial importance to generate discursive approach Performance - talking: increased focus on grammatical accuracy

Number candidates (cumul.) 2016 Statistics – Advanced Higher Spanish Grade Number candidates (cumul.) % % cumul. A 170 35.4 A-B 280 22.9 58.3 A-C 387 22.3 80.6 A-D 418 6.5 87.1 No award 62 12.9 100 Entries 480

Sources of Further Information AH Modern Languages home page for Subject Updates and Review report, Verification Key Message Reports, Course Report http://www.sqa.org.uk/sqa/48456.html Exemplification http://www.understandingstandards.org.uk CPD webinars Modern Languages - Specialist Study Unit webinar http://www.sqa.org.uk/sqa/75796.html 2016 Statistical Information on National Qualifications and Awards: http://www.sqa.org.uk/sqa/64717.html

SQA Appointee Opportunities Advanced Higher Applications are invited for the following AH roles for 2017: Visiting Assessors - Performance: talking Markers - Portfolio Markers - Reading & Translation / Listening & Discursive Writing Papers https://appointeeopportunities.sqa.org.uk

SQA Marker Opportunities Applications are also invited from new Markers who would like to join a National 5 / Higher marking team for 2017 SQA’s new eRecruiter system, where applications may be submitted, is available online: https://appointeeopportunities.sqa.org.uk

Portfolio Workshop 1- approximately 1 hour Refer to Marking Instructions and General Assessment Information including pegged mark descriptors Discussion with colleagues and feedback after each piece of candidate evidence Portfolio

Workshop 2 – approximately 1h30min Refer to Marking Instructions and General Assessment Information including pegged mark descriptors Discussion with colleagues and feedback after each piece of candidate evidence Performance - talking

Workshop 3 – approximately 1 hour Discursive Writing Refer to general marking principles and detailed marking instructions including pegged mark descriptors Discussion with colleagues and feedback after each piece of candidate evidence

Any Questions?

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