1. Understanding Standards: Nominee Training Event
Modern Languages
Urdu
Higher

2. Introduction and welcome
Principal Verifier, Deputy Principal Verifier, Team Leaders, Qualifications Team member(s)
Thank you!
House-keeping
Tea and coffee refreshed mid-morning/mid-afternoon
Lunch around 12.30
Close around 15.30
Expenses claim forms on exit

3. Aims of the day Sharing updates
To support Nominees in their understanding of national standards by:
Sharing updates
Reviewing learning points from session 2015/16
Review of Higher Course Reports information
Reviewing candidate evidence for Higher IACCA
Discussing this evidence and associated Assessment Standards with colleagues
Seeking clarification about national standards

4. Nominees should be able to:
Your role
Understand national standards
Participate in Verification rounds
Share national standards, updates and good practice within own centres and other centres in their local authorities
Nominees should be able to:

5. 2016/17 Updates Update on QA arrangements for session 2016/2017
Key Messages for 2015/16 published
Course reports for 2016 diet published (Autumn)
Course Assessment
Removal of Overall Purpose in some question papers
Revised N5/Higher Marking Instructions for Talking performance published (Autumn 2016), including new pegged mark in sustaining conversation

6. Approach to Assessment in Units : Understanding and Using Language
Learning points from 2015/16
Approach to Assessment in Units : Understanding and Using Language
Vast majority of centres used SQA UASPs
Some centres amended UASP questions/tasks to suit the needs of candidates
Few prior verified assessments
Some centre-devised assessments
Most centres submitted very clear and well-organised packages: facilitates the verification process and assists in providing useful feedback to centres

7. Approach to Assessment in Units: Added Value Unit
Learning points from 2015/16
Approach to Assessment in Units: Added Value Unit
Majority followed the SQA AVU template although no requirement to use SQA template from session 15/16
Remind colleagues of reduction of number of Assessment Standards (revised version of AVU 3 Assessment Standards)
Centres used contexts that suited the needs of candidates/related to prior learning
Some centres provided audio-recordings for Presentation and Questions in AVU

8. Learning points from 2015/16
Approach to Assessment in Units: Talking tasks in Using Language / Added Value Units
Suitable level of language as per specifications
Open-ended questions, unless prompting candidates
Prolonged conversations can be detrimental to overall candidate performance
Some conversations sounded excessively rehearsed
Issues with pronunciation

9. Assessment Judgements: Understanding and Using Language
Learning points from 2015/16
Assessment Judgements: Understanding and Using Language
Vast majority of centres applied judging evidence reliably and in line with national standards
For Understanding Language, the Overall Purpose Question must be answered correctly to meet the Standard
Useful commentaries relating to candidates’ performances
Useful indication of where each Assessment Standard had been met on the candidates’ scripts
Amended Judging Evidence / ‘centre-devised’ marking schemes

10. Assessment Judgements: Understanding and Using Language
Learning points from 2015/16
Assessment Judgements: Understanding and Using Language
Professional judgement and a holistic approach in deciding whether candidates have achieved the Assessment Standards
Could demonstrate achievement of the Assessment Standards across questions
Credit evidence which meets an Assessment Standard wherever it is found
Not always necessary to answer every question accurately or in great detail to achieve the Assessment Standards across the task

11. Approach to Assessment: National 5/Higher IACCA - Performance
Learning points from 2015/16
Approach to Assessment: National 5/Higher IACCA - Performance
Detailed language for N5, detailed and complex language for Higher
Natural flow for many candidates achieved between Presentation and Conversation sections
At Higher, must go into at least one different context
Open-ended questions, unless prompting
Good to hear variety of topics and some conversations with shorter and longer answers

12. Approach to Assessment: National 5 / Higher Performance
Learning points from 2015/16
Approach to Assessment: National 5 / Higher Performance
Ensure questions in Conversation do not lead to repetition of language/structures covered in the Presentation
Some candidates struggled with the complexity of the language of the topic they had chosen.
Supportive interlocutors, without “taking over”
Unnecessarily prolonged performances can be detrimental to candidate performance
Focus on pronunciation when preparing candidates

13. Assessment Judgements: National 5/Higher Performance
Learning points from 2015/16
Assessment Judgements: National 5/Higher Performance
Majority of centres applied Marking Instructions in line with national standards
Most centres provided detailed commentaries in relation to candidates’ performances
Issues with poor pronunciation / audio-recordings
Breakdown of marks must be provided for verification to proceed
Application of marks for ‘sustaining conversation’ section

14. Internal Verification
Learning points from 2015/16
Internal Verification
Vast majority of centres provided evidence of internal verification for Unit and IACCA
Effectiveness of Internal Verification
Cross-marking and reasoning behind decisions
Use of the SQA Internal Verification toolkit

15. Number candidates (cumul.)
National 5 – 2016 Course report information N5
Urdu
Number candidates (cumul.) %
% cumul. A 45
72.6
A-B 51
9.7
82.3
A-C 57
9.6
91.9
A-D 60
4.9
96.8
No award 2
3.2
100
Entries 62

16. Where candidates performed well
National 5 – 2016 Course report information
Where candidates performed well
QP 1:
Reading: some questions answered well
Writing: good degree accuracy and fluency
QP 2:
Listening: most candidates performed well
Points for development/
advice to future candidates

17. Number candidates (cumul.)
Higher – 2016 Course report information H
Urdu
Number candidates (cumul.) %
% cumul. A 72
78.3
A-B 78
6.5
84.8
A-C 86
8.7
93.5
A-D 88
2.2
95.7
No award 4
4.3
100
Entries 92

18. Where candidates performed well
Higher – 2016 Course report information
Where candidates performed well
QP 1:
Reading: Overall performance strong
Translation: challenging for some
Directed Writing: completed to good standard
QP 2:
Listening: good performance by most
Writing: good degree of accuracy and fluency
Points for development/
advice to future candidates

19. Higher – Unit Assessment Using Language: Talking and Writing
Outcome 1 - Use detailed and complex spoken language in conversation by:
1.1 Using relevant ideas and content
1.2 Applying grammatical knowledge and understanding of detailed and complex language
1.3 Conveying meaning to a sympathetic listener with accuracy
Outcome 2 - Use detailed and complex written language by:
2.1 Using relevant ideas and content
2.2 Applying grammatical knowledge and understanding of detailed and complex language
2.3 Communicating with accuracy

20. Workshop 1 – 1.5hrs approx Higher Using Language Unit
Review the candidate evidence with Assessment Standards and Judging Evidence Table
Judge the candidate evidence (Pass/Fail, for each AS + overall)
With your colleagues at your table, discuss:
Has the candidate met the Assessment Standards and why? Does everyone agree?
What further advice would you give to the centre (if any)?
Can you identify examples of good practice?
Judgement and feedback commentary from Principal Verifier/Deputy Principal Verifier after each candidate evidence
Higher Using Language Unit

21. Workshop 2 – 2hrs approx Higher IACCA
Review the revised Marking Instructions for N5 and Higher IACCA (15mins). Discuss.
We will listen to several performances. Take notes as you listen (focus on content, accuracy, pronunciation, level of language, variety of language: verbs, tenses, etc)
For each exemplar, we will focus on the Presentation and the Conversation separately:
Referring to the Marking Instructions, note your mark for presentation / Conversation + Sustaining the Conversation
How is ‘Sustaining the Conversation’ exemplified?
What further advice would you give to the centre (if any)?
Can you identify good practice?
Does everyone agree at your table?
Awarded marks and feedback commentary from PV/DPV after each section/performance
Higher IACCA

22. Any Questions? Thank you!
Remember to collect your expenses claim form and return your lanyard
Thank you!