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OCR expo controlled assessment
 

OCR expo controlled assessment

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OCR expo controlled assessment OCR expo controlled assessment Presentation Transcript

  •  
    • GCSE Expos 2008
    • Controlled Assessment
    • June/July 2008
  • 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
  • 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.
  • Examples of 60% Controlled Assessment
    • Applied GCSE specifications, where the 60% of the total
    • assessment reflects the traditional 66% coursework
    • element of such qualifications.
  • 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.
  • What is Controlled Assessment?
    • It is not coursework
    • It is, in fact, a hybrid between current coursework and an examination.
  • 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.
  • Models of Controlled Assessment – 25%
    • At 25% only one model is possible
  • Models of Controlled Assessment – 60%
    • With three components,
    • three models are possible
    With four, only one is possible
  • 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’.
  • 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
  • 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.
  • 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).
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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:
  • GCSE Humanities
    • Authenticity control
    • Feedback control
    • Word count
    • Collaboration control
    • Resource control.
  • 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.
  • 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.
  • 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.
  • 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: