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
Again, these will differ from specification to
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.
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.
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.
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:
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.
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.
Medium level of control
Marked by teachers using Awarding Body grids and guidance and a ‘best-fit’ approach
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: