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Qualifications Update: ESOL Qualifications Update: ESOL.

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Presentation on theme: "Qualifications Update: ESOL Qualifications Update: ESOL."— Presentation transcript:

1 Qualifications Update: ESOL Qualifications Update: ESOL

2 Developing qualifications - drivers Progression – provide progression from Es & Os and maximise continuity between levels More open and flexible requirements – fewer, broader outcomes, more focus on skills Assessment which supports learning - open evidence requirements – choice of assessment approaches – opportunities for combined assessment Refreshed and relevant contexts for learning, providing challenge and enjoyment Personalisation and Choice – in content/contexts for Units - Added Value Unit at National 4 – coursework assessment at National 5 Robust and credible – current high standards in qualifications will be maintained

3 CfE Levels early years 1 2 3 4 SCQF Levels 1 2 3 4 Continues to 12 ≈ Relationship between CfE and SCQF Levels

4 Key Points – ESOL Features best approaches of current ESOL qualifications There is now a Course at National 4 that was not available before Unit Outcomes are skills based and provide flexibility and choice through contexts of Everyday Life and Work/ Study Unit assessment support - illustrates assessment of combined skills N3/N4 – Transactional Contexts Unit subsumed within ESOL for Everyday Life and ESOL in Context N4 - Has added value assessment that provides personalisation and choice in an Assignment N5 – Course Assessment – reading and writing and listening question papers - writing in two contexts N5 – Performance – candidates assessed in listening and speaking skills

5 Unit Structure National 3National 4National 5 ESOL for Everyday Life ESOL in Context ESOL: Assignment

6 New Quality Assurance arrangements Will cover new National 1 to National 5 from 2013/14 New arrangements will promote shared understanding of national standards through a collaborative and partnership approach New ‘Nominee’ role - provides a pool of nationally trained experts Intense verification in the first 3 years, then an intelligence led approach will be adopted Verification in Nov/Dec, Feb and Apr/May - allows for early identification of issues and support/guidance to be given

7 Assessment Support Schedule 2012/13 Oct 12 to Mar 13 N3 to N5 Unit Assessment Support (Package 1) Feb 13 N3 to N5 Unit Assessment Support (Package 2) Feb 13 N5 Specimen Question Paper Apr 13 N3 to N5 Unit Assessment Support (Package 3) Apr 13 N5 Specimen Coursework Apr 13 N4 Added Value Assessment Support

8 ESOL Unit Assessment National 3 to National 5

9 Unit assessment Flexible and open Assessment Standards and Evidence Requirements in Units Greater range of techniques and methodologies for assessment – encouraged through Unit assessment support packages 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

10 Unit Assessment Support packages – purpose Assessment support packages will be provided which you can use to: Assess your candidates Adapt for your own assessment programmes Help you develop your own assessments

11 Unit Assessment Support packages – key features Valid from August 2013 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 and how this is to be judged against Assessment Standards

12 Unit assessment support packages - approaches Package 1 Unit by Unit approach N3 and N4 – discrete assessment tasks for each Unit and combining of skills within Units N5 Package 2 Combined across Units N3 and N4 and Unit by Unit approach N5 Package 3 Unit by Unit approach N3 and N4 and Combined across Units N5

13 Assessment Package 1 Unit by Unit Approach 2 Assessments per level ESOL for Everyday Life 2 Assessments per level ESOL in Context (Work or Study) Each package covers Outcome, Assessment Standards and Evidence requirements Key points: making assessment judgements using criteria evidence may be oral or written for reading and listening flexibility in approaches to evidence generation for Units

14 Unit Assessment Support National 3National 4National 5 Everyday Life 1 assessment x 4 skills Free Time Everyday Life 1 assessment x 4 skills Fund raising Everyday Life 1 assessment x Speaking and Listening combined Technology Change ESOL in Context 1 assessment x 4 skills Courses/Study ESOL in Context 1 assessment x 4 skills Effective Study ESOL in Context 1 assessment x Reading and Writing combined Leisure Centre Opening – Work or Study for Writing

15 ESOL Added Value Assessments: - National 5 Course Assessment - National 4 Added Value Unit ESOL Added Value Assessments: - National 5 Course Assessment - National 4 Added Value Unit

16 Adding Value – National 4, National 5 Each Course at National 4 and National 5 includes assessment of Added Value For National 4, the added value is in an Added Value Unit - not graded For National 5, the added value is in the Course Assessment - graded A - D (as at present)

17 Added Value Makes the Course more than the sum of its parts Builds on current Course assessment and Group Award approaches Defined as breadth, challenge and/or application as outlined in Building the Curriculum 5 May involve accumulation, assimilation, integration and/or application of skills, knowledge and understanding Uses 7 defined assessment methods (there are usually two of these)

18 Controlled Assessment Where the assessment method is not a question paper, SQA has introduced the concept of controlled assessment to ensure fairness and reliability 3 stages of assessment: Setting, Conducting, Marking the assessment Each will have a defined level of control: SQA-led activity, Shared responsibility between SQA and Centres, Centre- led Subject-specific decisions, but mostly SQA-led activity in initial years

19 National 5 – ESOL Course Assessment Question Paper Reading and Writing : 50% 50 marks Question Paper Listening 20% 20 marks Coursework – Performance Speaking and Listening 30% 30 marks Question Papers externally marked Performance internally marked/externally verified Samples skills, knowledge and understanding from the Course Specification and Course Assessment Specification Includes personal, social, transactional, work and study language Draws on style of questions in Intermediate 2

20 National 5 – Reading and Writing 1 hour 35 minutes paper Reading 25 marks – 2 texts – understanding, application and analysis Writing 25 marks – 2 writing tasks – 1 mandatory Everyday Life Task (10 marks) and 1 task chosen from a work or study context (15 marks) Marks 1-4 marks per question for reading Writing allocated marks within the appropriate range on the basis of criteria and marking instructions

21 National 5 – Listening 25 minutes paper 20 marks – 10 marks for each listening task 2 recordings – 1 monologue and 1 conversation 1 – 4 marks per question Style of questions drawn from Intermediate 2 Marks allocated within the appropriate range on the basis of criteria and marking instructions

22 National 5 – Coursework Performance: Speaking and Listening Candidates participate in a conversation/discussion of 5 – 6 minutes 25 marks for speaking, 5 marks for listening Marked in accordance with the grade descriptions given in the Course Specification, using performance criteria and marking instructions Total marks for the performance 30.

23 National 4 Added Value Unit National 4 Added Value Unit ESOL: Assignment Allows demonstration of challenge and application Assesses skills in reading, speaking and listening through investigating a chosen topic. Learners choose the topic from one of the following contexts: everyday life, work or study. Learners provide evidence of their reading, speaking and listening skills by: – selecting relevant information from at least two straightforward texts – making an oral presentation in English – responding appropriately in English to questions relevant to the topic Internally marked

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