2011 EE Training and Standardisation <ul><li>HIGHER LEVEL QUALIFICATIONS </li></ul><ul><li>Foundation Art and Design Level...
AGENDA <ul><li>Welcome introduction </li></ul><ul><li>Training </li></ul><ul><li>Sampling Rules </li></ul><ul><li>Report F...
TRAINING Presentation Title runs here  l  00/00/00
Content from Edexcel <ul><li>Sampling Rules – No change from last year, 8 learners across 3 units means 8 samples (not 24)...
Content from SSV <ul><li>Standardisation is improving in centres </li></ul><ul><li>Enrolments to multimedia qualifications...
Standardisation Presentation Title runs here  l  00/00/00
Three stages <ul><li>Standardisation Professional Discussion/Voting </li></ul><ul><li>Amending and inputting your answers ...
True or False? <ul><li>Evidence - A clear statement of evidence requirements must be provided within an assignment brief. ...
True <ul><li>Evidence - A clear statement of evidence requirements must be provided within an assignment brief. </li></ul>...
Learner Work & Assessment Decisions <ul><li>Reviewing the evidence </li></ul><ul><li>Accurate assessment </li></ul><ul><li...
True or False? <ul><li>Assessment Decisions – Minor inaccuracies in relation to assessment decisions should be overlooked....
False <ul><li>Assessment Decisions – Minor inaccuracies in relation to assessment decisions should be overlooked.  </li></...
True or False? <ul><li>Assessment Feedback – Feedback must be linked to each targeted grading criteria.  </li></ul>Present...
True <ul><li>Assessment Feedback – Feedback must be linked to each targeted grading criteria </li></ul><ul><li>It is vital...
True or False? <ul><li>IV of the assignment brief – If a centre is using Edexcel ‘exemplar assignments’ there is no need f...
False <ul><li>IV of the assignment brief – If a centre is using Edexcel ‘exemplar assignments’ there is no need for the br...
Which level of achievement is evidenced? <ul><li>30 minutes for this activity </li></ul><ul><li>Note well, this work focus...
Which level of achievement is evidenced? <ul><li>30 minutes for this activity </li></ul><ul><li>Look at FAD level 3 and Un...
Which level of achievement is evidenced? <ul><li>30 minutes for this activity </li></ul><ul><li>Nb. You will view the work...
Further questions: <ul><li>Student work: </li></ul><ul><li>Is the standard of work appropriate to a Level 4 qualification?...
Further questions: <ul><li>Does the work meet criterion for L01 1.2 (Unit 35 HND Media Production) </li></ul><ul><li>Yes/N...
Further questions: <ul><li>Does the work meet criterion L03 3.1 (Unit 35 HND Media Production) </li></ul><ul><li>Yes/No </...
Further questions: <ul><li>‘ Long Answer’ Question </li></ul><ul><li>For an SVEE Report for this programme, please write s...
Further questions: <ul><li>Academic standards </li></ul><ul><li>Which of the following is correct? </li></ul><ul><li>Centr...
Further questions: <ul><li>Which of the following is correct? </li></ul><ul><li>Plagiarism, collusion and academic referen...
Further questions: <ul><li>SVEEs should check all student registrations for accuracy?  </li></ul><ul><li>  </li></ul><ul><...
Further questions: <ul><li>Student support and review can only be effectively reported on by meeting students on all progr...
Thank you <ul><li>Please fill in the evaluation form, and have a great evening </li></ul>Presentation Title runs here  l  ...
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For discussion with Husnara

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  • What are we looking for with regards to learner work and assessment decisions? Discussion activity
  • Slides 10 – 13 mini quiz based on assessment decision/feedback issues, SVs raise their hands to answer.
  • Slides 15 – 20 mini quiz based on IV issues, SVs raise their hands to answer.
  • 1.
  • For discussion with Husnara

    1. 1. 2011 EE Training and Standardisation <ul><li>HIGHER LEVEL QUALIFICATIONS </li></ul><ul><li>Foundation Art and Design Level 3 </li></ul><ul><li>Foundation Art and Design Level 4 </li></ul><ul><li>HNC/D 3D Design </li></ul><ul><li>HNC/D Art and Design </li></ul><ul><li>HNC/D Creative Media Production </li></ul><ul><li>HNC/D Fashion and Textiles </li></ul><ul><li>HNC/D Fine Art </li></ul><ul><li>HNC/D Graphic Design </li></ul><ul><li>HNC/D Interactive Media </li></ul><ul><li>HNC/D Photography </li></ul>Presentation Title runs here l 00/00/00
    2. 2. AGENDA <ul><li>Welcome introduction </li></ul><ul><li>Training </li></ul><ul><li>Sampling Rules </li></ul><ul><li>Report Form </li></ul><ul><li>AOB </li></ul><ul><li>Questions/feedback </li></ul><ul><li>  </li></ul><ul><li>Standardisation </li></ul><ul><li>Standardisation Discussion/Voting </li></ul><ul><li>Standardisation the exercise (20 questions, 10 MC and 10 requiring marking) </li></ul><ul><li>Feedback, the correct answers! </li></ul><ul><li>Thank you </li></ul><ul><li>CENTRA EVENT EVALUATION FORM </li></ul>
    3. 3. TRAINING Presentation Title runs here l 00/00/00
    4. 4. Content from Edexcel <ul><li>Sampling Rules – No change from last year, 8 learners across 3 units means 8 samples (not 24) </li></ul><ul><li>Report Form – How to complete - standards of reporting </li></ul><ul><li>Changes to handbooks (and location of handbook!) </li></ul>Presentation Title runs here l 00/00/00
    5. 5. Content from SSV <ul><li>Standardisation is improving in centres </li></ul><ul><li>Enrolments to multimedia qualifications and outcomes are increasing </li></ul><ul><li>Communication between SVs and SSV/PSV needs to be more regular, particularly where there are centre issues </li></ul><ul><li>Customer service standards are critical </li></ul><ul><li>The SV role is not a moderation role </li></ul><ul><li>Collecting exemplar work through photography is essential </li></ul>Presentation Title runs here l 00/00/00
    6. 6. Standardisation Presentation Title runs here l 00/00/00
    7. 7. Three stages <ul><li>Standardisation Professional Discussion/Voting </li></ul><ul><li>Amending and inputting your answers to the standardisation exercise </li></ul><ul><li>(These answers must be input into CENTRA before leaving the event) </li></ul><ul><li>The answers! Feedback and questions </li></ul>Presentation Title runs here l 00/00/00
    8. 8. True or False? <ul><li>Evidence - A clear statement of evidence requirements must be provided within an assignment brief. </li></ul>Presentation Title runs here l 00/00/00
    9. 9. True <ul><li>Evidence - A clear statement of evidence requirements must be provided within an assignment brief. </li></ul><ul><li>This is essential. A checklist of evidence for the whole assignment or separate evidence requirements for each task must be included. </li></ul>Presentation Title runs here l 00/00/00
    10. 10. Learner Work & Assessment Decisions <ul><li>Reviewing the evidence </li></ul><ul><li>Accurate assessment </li></ul><ul><li>Constructive feedback to learners </li></ul><ul><li>Feedback linked to grading criteria </li></ul><ul><li>Opportunities for improvement provided </li></ul><ul><li>Learner’s feedback / Agreed actions </li></ul>
    11. 11. True or False? <ul><li>Assessment Decisions – Minor inaccuracies in relation to assessment decisions should be overlooked. </li></ul>Presentation Title runs here l 00/00/00
    12. 12. False <ul><li>Assessment Decisions – Minor inaccuracies in relation to assessment decisions should be overlooked. </li></ul><ul><li>Assessment must be 100% accurate for the sample to be released. </li></ul>Presentation Title runs here l 00/00/00
    13. 13. True or False? <ul><li>Assessment Feedback – Feedback must be linked to each targeted grading criteria. </li></ul>Presentation Title runs here l 00/00/00
    14. 14. True <ul><li>Assessment Feedback – Feedback must be linked to each targeted grading criteria </li></ul><ul><li>It is vital that the assessor provides detailed feedback against the targeted criteria. </li></ul>Presentation Title runs here l 00/00/00
    15. 15. True or False? <ul><li>IV of the assignment brief – If a centre is using Edexcel ‘exemplar assignments’ there is no need for the briefs to be IV’d. </li></ul>Presentation Title runs here l 00/00/00
    16. 16. False <ul><li>IV of the assignment brief – If a centre is using Edexcel ‘exemplar assignments’ there is no need for the briefs to be IV’d. </li></ul><ul><li>All assignment briefs must be IV to ensure they are fit for purpose in relation to the context of the individual centre. </li></ul>Presentation Title runs here l 00/00/00
    17. 17. Which level of achievement is evidenced? <ul><li>30 minutes for this activity </li></ul><ul><li>Note well, this work focuses on standards only; there is not an assignment brief or assessment. </li></ul><ul><li>Look at FAD Level 3, Unit 6 and Unit 35 (Level 4): Animation Techniques; HND Creative Media Production </li></ul><ul><li>FAD level 3 specifications </li></ul><ul><li>HNC/D Creative Media Production units </li></ul><ul><li>HNC/D Creative Media Production grade descriptors </li></ul>Presentation Title runs here l 00/00/00
    18. 18. Which level of achievement is evidenced? <ul><li>30 minutes for this activity </li></ul><ul><li>Look at FAD level 3 and Unit 35: Animation Techniques; HND Creative Media Production </li></ul><ul><li>Questions that will be asked and discussed: </li></ul><ul><li>Is this work standard, overall, level 3 or level 4? Consider pass criteria only? VOTE and discussion. </li></ul><ul><li>What are the differences between L3 and L4 research expectations? Discussion. </li></ul><ul><li>What are the differences between L3 and L4 media production expectations? Discussion. </li></ul><ul><li>What are the differences between L3 and L4 reflection and analysis expectations? Discussion. </li></ul><ul><li>The word ‘professional’ is used in L3 and L4 criteria – what are the differences in expectation in both? Discussion. </li></ul>Presentation Title runs here l 00/00/00
    19. 19. Which level of achievement is evidenced? <ul><li>30 minutes for this activity </li></ul><ul><li>Nb. You will view the work in Slideshare. The presentation can be downloaded, and you can view the work in full screen mode by clicking on the icon illustrated below </li></ul><ul><li>At the end of this Slideshare presentation,you will be prompted to click on a link to the animation, which will be in YouTube. </li></ul><ul><li>The Work </li></ul>Presentation Title runs here l 00/00/00
    20. 20. Further questions: <ul><li>Student work: </li></ul><ul><li>Is the standard of work appropriate to a Level 4 qualification? </li></ul><ul><li>Yes/No </li></ul><ul><li>Does the work meet all the criteria for FAD, unit 6? </li></ul><ul><li>Yes/No </li></ul>Presentation Title runs here l 00/00/00
    21. 21. Further questions: <ul><li>Does the work meet criterion for L01 1.2 (Unit 35 HND Media Production) </li></ul><ul><li>Yes/No </li></ul><ul><li>Does the work meet criterion L04 4.1 (Unit 35 HND Media Production) </li></ul><ul><li>Yes/No </li></ul>Presentation Title runs here l 00/00/00
    22. 22. Further questions: <ul><li>Does the work meet criterion L03 3.1 (Unit 35 HND Media Production) </li></ul><ul><li>Yes/No </li></ul>Presentation Title runs here l 00/00/00
    23. 23. Further questions: <ul><li>‘ Long Answer’ Question </li></ul><ul><li>For an SVEE Report for this programme, please write suitable feedback for the centre in relation to: </li></ul><ul><li>Quality and level of the work for Unit 35 HND Creative Media Production under the heading “ State whether sampling shows that the student has achieved the targeted assessment requirements of the unit at the appropriate level (including application of grading criteria where applicable).” </li></ul><ul><li>What if any, are the essential actions and or recommendations in relation to the student work? </li></ul>Presentation Title runs here l 00/00/00
    24. 24. Further questions: <ul><li>Academic standards </li></ul><ul><li>Which of the following is correct? </li></ul><ul><li>Centres need to write their own distinctive programme specifications: </li></ul><ul><li>Unless they have already undergone a recent successful QAA IQER review? </li></ul><ul><li>For all Edexcel HN programmes, except NQF? </li></ul><ul><li>For all Edexcel HN programmes? </li></ul>Presentation Title runs here l 00/00/00
    25. 25. Further questions: <ul><li>Which of the following is correct? </li></ul><ul><li>Plagiarism, collusion and academic referencing: </li></ul><ul><li>Is the reporting responsibility of exam boards and assessment boards not EEs? </li></ul><ul><li>Policies should be made clear to all students through support materials and assessments? </li></ul><ul><li>If an Assessment Malpractice policy is evident then it shouldn’t be necessary for the EE to check students’ work for evidence of plagiarism and for referencing </li></ul>Presentation Title runs here l 00/00/00
    26. 26. Further questions: <ul><li>SVEEs should check all student registrations for accuracy? </li></ul><ul><li>  </li></ul><ul><li>Yes/No </li></ul><ul><li>It is essential for EEs to attend Examination and Assessment Boards? </li></ul><ul><li>Yes/No </li></ul>Presentation Title runs here l 00/00/00
    27. 27. Further questions: <ul><li>Student support and review can only be effectively reported on by meeting students on all programmes? </li></ul><ul><li>Yes/No </li></ul><ul><li>REPORT WRITING POST STANDARDISATION EXERCISE </li></ul>Presentation Title runs here l 00/00/00
    28. 28. Thank you <ul><li>Please fill in the evaluation form, and have a great evening </li></ul>Presentation Title runs here l 00/00/00

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