OCR expo controlled assessment


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  • OCR expo controlled assessment

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