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Controlled Assessment vs IGCSE

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A look at the differences in fieldwork between the IGCSE and the normal route of Controlled Assessment. First presented at the Oxford GA Conference.

A look at the differences in fieldwork between the IGCSE and the normal route of Controlled Assessment. First presented at the Oxford GA Conference.

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Controlled Assessment vs IGCSE Controlled Assessment vs IGCSE Presentation Transcript

  • Fieldwork: Controlled Assessment vs IGCSE GA Conference February 2012 David Holmes david@david-holmes-geography.co.uk Twitter: dave905947Slideshare: dave905947 (for a copy of this presentation)
  • What do you think?
  • Some advantages of controlledassessment (CA) in Geography? Variety of ‘products’ Encourages Flexibility of Student-centred approach learning Should lead to Fairer and a higher quality more equitable end result
  • A review of CA benefits (1)• Shorter pieces of work that are more tightly focused. They are quicker and easier to mark and more manageable from a students’ perspective.• A more succinct style has led, in some instances, to higher quality writing and more attention to detail.• Doing the work over a more defined period of time (both low and high control) has resulted in students tending to work harder and more productively in those time slots when they are completing the CA. One Centre remarked “it hasn’t dragged on and on like the coursework used to”. Slide 4
  • CA benefits (2)• The introduction of GIS and visualisation has led to some innovative ways of working-with and displaying data. This has hopefully made the CA experience more enjoyable and relevant to students.• The planning phase at the beginning of the process has allowed candidates to research more fully what is being investigated (e.g. find out about models, places etc) and to take more responsibility for developing recording sheets, methodologies, site selection etc. See the bigger picture. Slide 5
  • Possible reasons forunderachievement in CA• Teacher error 1 – not making the transition from coursework to controlled assessment• Teacher error 2– not choosing the correct sites, lack of focus (or too much breadth)• Teacher error 3 – not giving enough support + guidance during the whole process, especially the planning• Student error type 1 – not knowing enough or not understanding enough about the topic and the process of CA• Student error type 2 – not managing their time well under high and low levels of control. Slide 6
  • This has been at the heart of the issue.....
  • Looking at some examples of pieces ofwork and outcomes
  • A closer look at the Edexcel InternationalGCSE for Geography Slide 9
  • Fieldwork: comparing the old and the new OLD NEW “Describe what data was collected and how it was collected. [You will need to refer to techniques, equipment, time taken and sampling Section C (Practical geography procedures].” enquiry) becomes the fieldwork INTEGRATED INTO SECTIONs A & B – component. typically 6 marks. Rather piecemeal in terms of the entire 50 marks (2x 25) investigation. ~28% (50 minutes) OR Coursework Option Slide 10
  • Assessment is really based on: A more complete simulation..... which follows the full route to enquiry. OLD NEW“Tell me what you did on your trip” . “Understand how and why you did that (and transfer the knowledge to a different, but similar exercise)”. Slide 11
  • So assessment is really different....• Section C is the third part of the exam paper• Students will have to do 2 questions, which are in pairs linked to 6 x Topic areas. Each Topic has 2x sub-questions• There is a choice of 2 from 4.• Mixture of shorter answer and more extended writing (levels marked).• Marks range from 1-6 inclusively
  • The 6 Topics which form the assessment forSection C For the exam: will have chose 1 1 from Section A and 1 from Section B Topics will be rotated from series to series. 1
  • An emphasis on the geographicalenquiry process as a whole. Assessment in Section C will drawn across all aspects of the enquiry process
  • Acquiring fieldwork and practicalskills as you learn • Fieldwork and enquiry skills in readiness for assessment must include: • Pre-fieldwork planning — designing a fieldwork investigation, as per the qualification content. This may include a degree of planning research. • Primary field skills — undertaking a field investigation; the need for sampling, data collection and recording techniques • Presentation, analysis, conclusions and evaluation skills — using the range of data presentation techniques; analysis of data and drawing conclusions; evaluating the techniques used and the conclusions drawn.
  • Looking at the assessment....(1) Questions linked to the initial parts of the enquiry:identification of a question, contextualising, design and equipment •Qs will follow a more or less entire enquiry sequence. • Students will be required to work with data and resources provided for them. •Qs have a clear incline of difficulty.
  • Looking at the assessment....(2) Questions linked to the last parts of the enquiry: presentation, analysis, conclusions and evaluations These are the harder parts – Level marked.
  • Planning an integrated fieldworkstrategy for International GCSE • Need to think about fieldwork as part of a 2-year strategy. • Establish links between fieldwork and content knowledge. • Order of fieldwork should dictate order of teaching or vice-versa. • Opportunity to audit fieldwork from KS3-post 16 – check for content, coverage and overlap: dealt with progression.
  • Examples of different models of delivery x 3 Model 2 “residential plusModel 1 “days-out” top-ups” Model 3 “Virtual Fieldwork* + days out”
  • Opportunity to use technology in fieldwork? The ultimate fieldwork and research companion?.... Nick will be discussing this.
  • More sophisticated GIS / Visualisation Slide 21
  • ArcGIS http://www.arcgis.com/home/webmap/viewer.html?useExisting=1
  • Doing the fieldwork.......• Emphasis on quality not quantity• Encourage detail, rigour and accuracy• Support reasoning and skills transfer• Try to get students to be more empowered in what they are doing• Ask questions at the beginning....”What would they do?”, “How would they collect data etc”• Students should understand the notion of the route to enquiry.• A good working knowledge of specialist fieldwork terms• Recognise ‘bigger picture’ ideas and how fieldwork links into other parts of the specification (map across)
  • In summary – International GCSE orControlled assessment? Controlled Assessment International GCSEHave to do the piece of work / Task set by More flexibility...but need to get the AB students exam-ready (Topics) One day of fieldwork is the norm...one Lots of fieldwork required...at least 6x location with narrow focus. Can be Topics. Integrated planning solution slotted in relatively easily. required. Controlled conditions Do as you please Quantity Quality and understanding Some ABs have encouraged innovation Less emphasis on this...have to make it and technology, especially GIS work for assessment Less able candidates can do reasonably On your own in the exam – Qs have steep well if correctly supported incline of difficulty Doesnt always have to be in the written Assessment is written for all Slide 24 form = more suited to individuals