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OCR expo controlled assessment

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  • Transcript

    • 1.  
    • 2.
      • GCSE Expos 2008
      • Controlled Assessment
      • June/July 2008
    • 3. Proportion of Controlled Assessment
      • QCA has established three possible formats for
      • all the new GCSE specifications.
      • 100% examined, with no controlled assessment at all
      • 25% controlled assessment
      • 60% controlled assessment
    • 4. Examples of subjects with no Controlled Assessment
      • Biblical Hebrew, Classical Greek, Economics, Latin,
      • minor MFL, Law, Psychology, Religious Studies and
      • Sociology.
      • NB English, Maths and ICT are still to be re-developed
      • – although in the case of Maths, at least, this is not
      • likely to include controlled assessment.
    • 5. Examples of 60% Controlled Assessment
      • Applied GCSE specifications, where the 60% of the total
      • assessment reflects the traditional 66% coursework
      • element of such qualifications.
    • 6. A 25% Controlled Assessment
      • Some other GCSE specifications will only have 25% of
      • the total assessment as controlled assessment –
      • reflecting the traditionally lower proportion of
      • coursework within such subjects.
    • 7. What is Controlled Assessment?
      • It is not coursework
      • It is, in fact, a hybrid between current coursework and an examination.
    • 8. Scope of Controlled Assessment
      • QCA decided that the controlled assessment conditions
      • for each subject should be the same for each and every
      • Awarding Body which intends to offer that subject.
      • OCR must follow QCA guidance in devising and
      • developing the parameters for the activity(s) or task(s)
      • appropriate for each subject.
    • 9. Models of Controlled Assessment – 25%
      • At 25% only one model is possible
    • 10. Models of Controlled Assessment – 60%
      • With three components,
      • three models are possible
      With four, only one is possible
    • 11. How is Controlled Assessment undertaken?
      • All candidates are required to undertake some form of initial activity/research task
      • They are then required to present/document their work under some form of ‘controlled conditions’.
    • 12. In what way is it controlled?
      • QCA has defined three levels of control
      • – High, Medium and Limited –
      • to be applied at three different stages…
      • Stage 1: Task setting
      • Stage 2: Task taking
      • Stage 3: Task marking
    • 13. Stage 1: Task Setting - 1
      • This requirement details the actual activity(s) or task(s)
      • which the candidates are required to undertake.
      • These will differ from specification to specification.
    • 14. Stage 1: Task Setting - 2
      • The methods listed below are alternatives. They reflect
      • the degrees of control from High to Limited
      • The Awarding Body sets the task(s)
      • Teachers set the task(s) but have to secure Awarding Body approval
      • Teachers set the task(s) following Awarding Body guidance
      • Teachers set the task(s).
    • 15. Stage 2: Task Taking - 1
      • This requirement details the conditions under which the
      • candidates are to undertake/complete the activity(s) or
      • task(s).
      • Again, these will differ from specification to
      • specification.
    • 16. Stage 2: Task Taking - 2
      • The alternative methods listed reflect the degrees of
      • control from High to Limited
      • Basically under examination conditions
      • Under direct supervision, with limited feedback and time/word controls
      • All task-taking parameters are delegated to schools/colleges.
    • 17. Stage 2: Task Taking - 3
      • 60% controlled assessment tasks will have a time limit on the completion of the activity(s) or task(s) – a recommended 15 hours.
      • 25% controlled assessment tasks will have a word count limit on the completion of the activity(s) or task(s) – recommended 2000 words.
    • 18. Stage 3: Task Marking - 1
      • This requirement details exactly how the activity(s) or
      • task(s) are to be assessed.
      • Again, this will differ from specification to specification.
    • 19. Stage 3: Task Marking - 2
      • The tightest level of control is listed first
      • The Awarding Body marks the task(s)
      • Teachers mark the task(s) and the Awarding Body moderates
      • Teachers are trained and accredited by the Awarding Body to mark the task(s)
      • Teachers mark the task(s) with no external moderation.
    • 20. Authentication
      • Teachers must ensure, and be able to state formally, that the work which is submitted/marked is that of the candidate
      • As a check, the teacher may discuss work with the candidate at any time
      • No plagiarism will be allowed
      • Feedback from the teacher must be of a “general”, not a “specific and detailed” nature
      • Internal standardisations will be required.
    • 21. Unitisation
      • All new GCSE specifications are unitised – although they can still be completed as a linear qualification
      • Units will be awarded each session – as is the current situation
      • Awarded grade thresholds on the controlled assessment units will be mapped to the qualifications’ UMS scale in exactly the same way as the examined units.
    • 22. GCSE Humanities
      • OCR will assume a limited level of control for
      • research/data collection and a high level of control for
      • analysis and evaluation of findings. The task taking
      • parameters will be defined for several key controls:
    • 23. GCSE Humanities
      • Authenticity control
      • Feedback control
      • Word count
      • Collaboration control
      • Resource control.
    • 24. Task Setting
      • High level of control
      • A number of comparable tasks
      • Can be contextualised to allow usage of locally available resources
      • Are set within overarching scenarios/briefs specifically relevant to the centre’s own environment and its cohorts of candidates.
    • 25. Task Setting
      • Cannot use the same task for practice and for the actual ‘live’ assessment
      • Task will be changed each year
      • May not be re-submitted the following year
      • It is the responsibility of the head of centres to quality ensure the controls.
    • 26. Task Marking
      • Medium level of control
      • Marked by teachers using Awarding Body grids and guidance and a ‘best-fit’ approach
      • OCR moderated
      • OCR will provide INSET and exemplification.
    • 27. Teachers mark – possibly trained and accredited Awarding Body defines 1/2 key controls, centre defines remainder Awarding Body sets criteria, teachers design tasks Low Teachers mark, moderated by Awarding Body Awarding Body defines 3/4 key controls, centre defines remainder Set by teacher, approved by Awarding Body Medium Awarding Body marks task Five key controls: supervision, feedback, time, collaboration, resources Set/approved by Awarding Body (e.g. task bank) High Task marking Task taking Task setting Level of control: