2012 SQA Central Training (New Centers) Venue – BISU, Beijing 9, Sept 2012 9.00 am– 5:00 pm Mary...

2012 SQA Central Training (New Centers)

Venue – BISU, Beijing

2012 SQA Central Training (New Centers)

Venue – BISU, Beijing

9, Sept 20129.00 am– 5:00 pm

Mary Gao

Introduction and WelcomeIntroduction and Welcome

Please switch off mobile phones

AgendaAgenda

08:30-09:00 Registration

09:00-9:30 Introduction and welcome

9:30-10:00Session 1 Introduction Introduction to SQA and HND awards ( New Frameworks)

10:00-10:30Number of units to be delivered each year Suggested order of delivery & Course Tutor Guide

10:30-10:45 Tea break

10:45-11:30

Session 2 DeliveryUnderstanding of Unit Specification-Outcomes -Evidence requirement -Assessment requirement and Marking standard-Internal verification -Teaching methods and Sample of teaching/Lesson Plan-Student Guide

11:30-12:30Additional Materials in Student Guides/Sample of PPT LectureSample of reference materials Discussion on alternative teaching methods and benefits

12:30-13:30 Lunch

Agenda Agenda

13:30-14:30

Section 3 AssessmentUse of the Assessment Exemplar Use of the Assessment Marking GuidelinesUse of the Marking Schemes

14:30-15:00Session 4 Internal Verification & External Verification Internal Verification and role of Internal verifier External Verification procedures

15:00-15:15 Tea Break

15:15-16:00

Session 5 Roles and Responsibilities SQA Coordinator Centre’s policies and procedures Internal Verification procedures and related sample formsExternal Verification procedures

16:00-16:30Section 6 Alternative assessment Making your own Alternative Assessment

16:30-16:45 SQA & CSCSE Data System

16: 45 Dispatch

About the Scottish Qualifications Authority (SQA)

About the Scottish Qualifications Authority (SQA)

SQA is an executive non-departmental public body (NDPB) sponsored by the Scottish Executive Education Department. It is the national body in Scotland responsible for the development, accreditation, assessment and certification of qualifications other than degrees

The overall aim of the SQA is to manage the qualifications system below degree level to allow students to fulfill their potential to participate in the economy, society and communities of Scotland

There are approximately 650 staff located at our Glasgow and Edinburgh sites

There are approximately 1,750 centers approved to offer our range of qualifications.

SQA’s Main Function SQA’s Main Function

SQA's functions are to: devise, develop and validate qualifications, and keep them under

review accredit qualifications approve education and training establishments as being suitable for

entering people for these qualifications arrange for, assist in, and carry out, the assessment of people

taking SQA qualifications quality assure education and training establishments which offer

SQA qualifications issue certificates to candidates.

Session 1 Introduction to HND Group Awards

HND China Group AwardsHND China Group Awards

- HND Business- HND Business with Marketing- HND Business with Accounting- HND Business with HR- HND Business with IT - HND Financial Services- HND Administration and Information Technology- HND Global Trade and Business- HND Supply Chain Management- HND Computing: Software Development/Technical

Support/Networking & Internet Tech - HND Hospitality Management - HND Travel and Tourism

FRAMEWORK HND BUSINESS GE7X 16FRAMEWORK HND BUSINESS GE7X 16

Unit Title

Unit Code

HN

Credit

Unit

Status

Business Accounting F84M 34 2 Revised

Business Law: An Introduction F84P 34 1 Revised

Communication: Analysing and Presenting

Complex Communication

DE3N 34 1 Unchanged

Creating a Culture of Customer Care H1F0 34 1 Revised

Economic Issues: An Introduction F7J8 34 1 Revised

Economics 1: Micro and Macro Theory and

Application

F7J6 35 1 Revised

Information Technology: Applications Software 1 D75X 34 1 Unchanged

Managing People and Organisations F84T 34 2 Revised

Marketing: An Introduction F7BX 34 1 Revised

IT in Business: Spreadsheets F84V 34 1 New Unit1

Behavioural Skills for Business F84L 35 1 Revised

Business Contractual Relationships F84N 34 1 Revised

Business Culture and Strategy F7J7 35 2 Revised

Economics 2: The World Economy F86E 35 1 Revised

Information and Communication Technology in

Business

F84W 35 2 Revised

Preparing Financial Forecasts F84R 35 1 Revised

Statistics for Business F84K 35 1 Revised

Personal Development Planning DE3R 34 1 Unchanged

Human Resource Management: An Introduction H1KP 34 1 Revised

Presentation Skills F84E 35 1 Revised

Training and Developing the Workforce A6HC 34 2 Unchanged

International Marketing: An Introduction DG6M 34 1 Unchanged

Business: Graded Unit 1 H0HY 34 1 Revised

Business: Graded Unit 2 H0J0 35 2 Revised

FRAMEWORK HND BUSINESS WITH ACCOUNTING GE7Y 16FRAMEWORK HND BUSINESS WITH ACCOUNTING GE7Y 16

Unit Title

Unit Code

HN

Credit

Unit

Status





DE3N 34 1 Unchanged



Economics 1: Micro and Macro Theory and

Application

F7J6 35 1 Revised

Information Technology: Applications Software 1 D75X 34 1 Unchanged



IT in Business: Spreadsheets F84V 34 1 New Unit1

Behavioural Skills for Business F84L 35 1 Revised

Business Contractual Relationships F84N 34 1 Revised

Business Culture and Strategy F7J7 35 2 Revised


Information and Communication Technology in

Business

F84W 35 2 Revised


Statistics for Business F84K 35 1 Revised

Recording Financial Information F7JV 34 1 Revised

Company Law: An Introduction DE5H 35 1 Unchanged

Financial Reporting and Analysis F7R4 35 2 Revised

Management Accounting for Decision Making F82J 35 2 Revised

Business with Accounting: Graded Unit 1 H0J1 34 1 Revised

Business with Accounting: Graded Unit 2 H0J2 35 2 Revised

FRAMEWORK HND FINANCIAL SERVICES GE9R 16FRAMEWORK HND FINANCIAL SERVICES GE9R 16

Unit Title

Unit Code

HN Credit

Revised/

Unchanged





DE3N 34 1 Unchanged



Financial Sector: An Introduction DE5M 34 1 Unchanged

Information Technology: Applications Software

1

D75X 34 1 Unchanged

Information Technology: Applications Software

2

D7CY 35 1 Unchanged



Personal Financial Services H0BX 34 2 Revised


Financing International Trade DE5T 35 2 Unchanged

Financial Services Regulatory Framework H0BW 35 1 Revised

Income Tax F86X 35 1 Revised

Investment DE5P 35 2 Unchanged

Pension Provision H0BY 35 2 Revised

Personal and Business Lending1 H0C0 35 2 Revised


Principles of Insurance DE5R 35 1 Unchanged

Financial Services: Graded Unit 1 H0Y6 34 1 Revised



1 Title changed from Personal and Commercial Lending to Personal and Business Lending

Award StructureAward Structure

To obtain the full HND Award

30 HN credits must be achieved

15 creditsin Year 1

15 creditsin Year 2

Teaching order/Schedule of the UnitsTeaching order/Schedule of the Units

Not mandatory Based on your own center’s availability But need to follow suggested order Teaching order of units should be agreed

internally

Resources Provided by SQAResources Provided by SQA

SQA China website www.cn.sqa.org.uk Framework-list of unit Suggested order of delivery Course Tutor Guide Unit Specification ( details exactly what to deliver

and assess) Assessment Exemplar ( sample of typical

assessment for each outcome unit) Learning Guide (contains same teaching materials)

http://www.cn.sqa.org.uk/

HND Tutor Guide Business

Session 2 Delivery

Understanding of Unit Specification Assessment Guideline (what should assess and

what should not) Marking Guideline Interpreting US & Apply in your delivery

Unit SpecificationUnit Specification

Always use it as a guide/outline/syllabus Always refer to the unit specification while

preparing your Lesson plan

Unit Specification consist of 1. Unit title

2. Unit code

3. The number of the outcomes that candidates must achieve

4. Credit Value

5. Prior knowledge and skills

6. Context for delivery

7. Evidence requirement

8. Assessment guideline

Understanding of Unit Specification ( Group work) Understanding of Unit Specification ( Group work)

Unit SpecificationUnit Specification

Sample Unit Specification ( paper copy provided)

F7J8 34 Economic Issues: An Introduction

( Group 1)

Unit Specification Unit Specification

F84T 34 Managing People and Organizations

( Group 2)

Unit Specification Unit Specification

F84M 34 Business Accounting

( Group 3)

SAMPLE UNIT: F84T 34 Managing People and Organizations

SAMPLE UNIT: F84T 34 Managing People and Organizations

F84T 34 Managing People and Organizations ( Key Information in US) F84T 34 Managing People and Organizations ( Key Information in US)

Outcome 1Outcome 1

Knowledge and/or Skills Types of organisation Formal and informal organisation Organisational goals, objectives, and policies Open Systems Theory Stakeholder Theory Strategies for organisational control

Outcome 1Outcome 1Evidence Requirements Candidates will need to provide evidence to demonstrate their

Knowledge and/or Skills by showing that they can: correctly identify the main differences between the formal

organisation and informal organisation clearly illustrate the relationship between organisational goals,

objectives, and policy and justify their contribution to the effective management of a given organisation

explain the nature of Open Systems Theory and apply it to a given organisation

outline the different stakeholders of an organisation and explain the influence and interest of each stakeholder in a given organisation

propose a strategy of control in a given organisation

F84T 34 Managing People and Organizations ( Key Information in US) F84T 34 Managing People and Organizations ( Key Information in US)

Assessment Guidelines

It is possible that either of two different forms of assessment could be used to generate the necessary evidence. The first method of assessment could be an open-book response covering Outcomes 1 to 4. It could be based on a case study of a real or fictitious organisation which, for Outcome 4, would require a solution to a structural problem of a work/organisation. Candidates will be required to examine the given problem and prepare and present their solutions to the problem. If desired this could be presented in a way which would give candidates an opportunity to provide content which may provide opportunity for integration with Communication: Analysing and Presenting Complex Information (DE3N 34). While it is recommended that some form of case study stimuli be used for assessment purposes, candidates who have current or past work experience may be able to base their response upon an organisation in which they have or do work. A single case study based upon a real or fictitious organisation can be used for the assessment of all four Outcomes or for any combination of Outcomes.

F84T 34 Managing People and Organizations ( Continue) F84T 34 Managing People and Organizations ( Continue)

A second possible option for assessment would be to use separate case studies for each Outcome. If this is the case the case studies are likely to be shorter. Candidates who have access to a suitable organisation could complete Outcome 4 with reference to that organisation.

It is unlikely that candidates will be assessed via a single submission. Individual Outcomes and/or logical groupings of Outcomes (for example Outcomes 1 and 4 or Outcomes 2 and 3) will most likely provide candidates with the best opportunities to satisfy the Evidence Requirements of the Unit. Where centres wish, opportunities exist to use more than one instrument of assessment. For example, in addition to the use of structured questions for an Outcome(s), some form of group assessment could be used for Outcome 2.

Using Learning GuidesUsing Learning Guides

This is teaching and learning outline provided by SQA

It contains introduction to the SQA and units, some learning material listed for this unit, suggested learning plan, additional reading material, solution to the self-assessment questions and activities

The student guide should only be regarded as a guide. It is not a textbook. It is individual tutor’s responsibility to provide supplementary learning material to contextualize this providing local examples to assist candidates’ learning

Learning guides should be used by both teachers and students

Additional Reference materials( to be identified by staff) Additional Reference materials( to be identified by staff)

E-books Websites Textbooks from bookstore Newspaper or magazine SQA China website ( where you could find more

relevant learning and teaching materials )

The reference material provided for Unit of Marketing: An IntroductionThe reference material provided for Unit of Marketing: An IntroductionTextbook Marketing Management, Millennium Edition/Philip Kotler Principles of Marketing/Philip Kotler & Gary Armstrong Marketing: An Introduction/SQA student guide E-book: The Principle of the Marketing/by phillip KotlerWebsite: http://www.advancewebdesign.com/clients/case.asp http://www.thetimes100.co.uk/index.php http://www.smeal.psu.edu/isbm/links.html http://www.startups.co.uk/dGbghaZzGDy1emiFopsb.html http://primevisibility.com/marketing-case-studies.html http://www.mapmechanics.com/gcsalesmktingcasestudies.htm http://marketing.otago.ac.nz/Marketing/study/100level.html

Teaching Plan/Lesson PlanTeaching Plan/Lesson Plan

Factors to be considered when preparing your lesson plan

Objectives Learners Needs Time Content Assessment/Assignment Teaching Methods Resources Reassessment

NB: Assessment must not be left to the end of each semester

Teaching and Learning Plan:Teaching and Learning Plan:

Outlines a whole unit Topics to be covered in each session shows where assessments fit in Always prepare in advance Course Leader should keep the copy This is one of the teaching evidence requested

on external moderation

Lesson PlansLesson Plans

Objectives

Give details of– Enabling objectives– Methods of delivery

( including Activities)– Resources required– Timing of Assessment and

Reassessment

Student centred rather than teaching centred State what the learner will know or be able to do

as a result of the lesson Can assess learner to determine if the

objectives have been achieved ( formative assessment first)

Learning ObjectivesLearning Objectives

Learning StylesLearning Styles

Question: Why is it that two people can attend the same lecture or course or training session - one will say ‘that was really good, I’ve learned a lot today’

whilst the other one will say ‘ that was not very good, I didn’t learn anything today’.

Answer: Their learning styles are likely to be different - what part they were asked to play in that learning experience will influence their learning that day.

Knowing and understanding that our own learning style and the learning style of our students is having an impact on their learning gives us challenges for our delivery of that learning.

Group ActivityGroup Activity

In groups, discuss the Lesson plan you could write for a given unit in class:

You have 20 minutes to complete this activity

Questions?

Afternoon Sections

Section 3 Assessment Session 4 Internal Verification & External

Verification Session 5 Roles and Responsibilities( of SQA

Coordinator, IV and EV) Section 6 Alternative assessment SQA & CSCSE Data System

Session 3 Assessments/Reassessment

Session 3 Assessments/Reassessment

There are various types of assessments Initially, we must use the assessment exemplar provided by

SQA (this provides an example of the number of assessments for a unit, the type of assessments and the standard)

For students who fail an assessment, you will have to have a second assessment to re-assess. This must be different from the first assessment. You will have to develop your own assessments for re-assessment, you must to send to SQA for prior verification

You must develop the assessment sample solutions and marking scheme , and, put it through your internal verification system then send it to SQA at least 3 months before you intend to use it.

Types of AssessmentsTypes of Assessments

Take-home report Class-based test with (without) additional notes allowed to be

taken in, e.g 1X A4 note sheet

Type of questions: One single question Set of structured questions Based on source material Multiple choice

Type of Assessments Formative assessment (to allow teachers to gauge if students

are ready to take the final assessments) Summertime Assessment (Final results are based on this)

This is a vital part for staff, students and SQA SQA must ensure that the students studying in China

meet the standard in Scotland Marking must be fair – and be seen to be fair – by all

concerned Different Lecturers will not always agree on what

standards are acceptable Tutors need patience and care when marking because it

is in relation to the External verification and final unit result.

Marking should have tutor’s comments, not just noted as Satisfactory or Unsatisfactory

Marking AssessmentsMarking Assessments

Cross-MarkingCross-Marking

It is of critical importance that a system of cross-marking is in place in your centre

This involves identifying one person – usually the Unit Leader – who will clarify what is a pass and what is not

Cross-marking does not mean that the work of one student is marked twice by two different lecturers

The Unit Leader will only require to sample some of the assessments to ensure standards are maintained between classes.

Explanation on using Assessment exemplarExplanation on using

Assessment exemplar

Assessment Exemplars for Higher National Units

Unit: A4W4 35 International Trade and Payments

Assessment Tasks

The table below summarises how each exemplar assessment task relates to coverage of

the Outcomes detailed in the Unit specification. It also indicates the evidence which

should be retained for external moderation.

Outcome Suggested Task Suggested Evidence to be retained

Outcomes 1 to 3

Task 1 will cover the

requirements of

outcomes 1, 2 & 3

Part 1 – Explain the basic

principles of contract law

in the context of

international trade. .

Part 2 –Analyse methods

of payment in

international trade and

transfer of funds through

the banking system..

Part 3 –Describe the

procedures to manage risk

in exporting and foreign

currency dealing.

All

Conditions of Assessment

The written reports should be completed in the student’s own time and submitted on a

date agreed with the course tutor.

In order to complete this assignment successfully the student will need to have an

industrial placement with an exporting firm and have full access to the systems and

functions of this organisation. Access to every department and the opportunity to

work with and question the staff is essential.

Assessment Task Instructions This assessment should be prepared in the format of a formal report to a management board

complete with system descriptions, conclusions and recommendations. The report should be approximately 3000 words in length and will include references to the source material used in preparation. The subject of the report will be an overview of the current procedures for handling exports to a wide variety of countries, including the legal situation, the management of payments from buyers located in different countries and how the organization manages the risks inherent in exporting and dealing in foreign currencies. Included in this report should be recommendations to minimize the risks normally associated with the collection of funds from other countries.

Selecting a suitable organization that you are familiar with, preferably one that you are working with, an investigation is to be carried out into the procedures for the collection of funds arising from the export of goods to a variety of countries. The investigation will look at the legal situation and the documentation which is used to establish a legally binding contract; the methods adopted for settlement of international trade and what methods are used to transfer funds between the respective parties. Also the report should identify and explain the methods used by the organization to minimize the risks associated with fluctuating value of foreign currencies.

It is essential that the outcome requirements be met. You must demonstrate that you can: 1. Accurately describe contract formation for a given situation in international trade which includes

references to offer and acceptance; Essential validity; contracts in writing; construction of contracts; choice of law; conflict of law; the “Battle of the Forms”

Accurately explain the relationship of different contract documents for a given situation Accurately assess remedies for breach of contract for a given situation in international trade

with references to the jurisdiction of courts; arbitration and mediation; specific implement; recession; damages; retention and lien.

1000 words

Sample of the marking schemeSample of the marking scheme

Assessment Checklists

Note- these are useful for marking, but it is an idea to have a separate standard form to record the final results ( i.e after-any re-assessment)

Unit assessment: candidate’s assessment record

A4W4 35 International Trade and Payments

Class Group

Candidate

Name

Candidate

Number

Outcome 1, 2 & 3

Evidence Requirements Record of Performance

Written work based report Satisfactory/

Unsatisfactory

Comments

Assessment Task 1, parts 1 to 3

Candidates should have demonstrated the following

knowledge and skills

Accurately describe contract formation for a given situation in

international trade which includes references to offer and acceptance;

Essential validity; contracts in writing; construction of contracts; choice

of law; conflict of law; the “Battle of the Forms”

Accurately explain the relationship of different contract documents for a

given situation

Accurately assess remedies for breach of contract for a given situation in

international trade with references to the jurisdiction of courts;

arbitration and mediation; specific implement; recession; damages;

retention and lien.

Accurately evaluate the various methods of international trade settlement

for given situations where the methods of settlement include payment in

advance; open account trading; documentary letters of credit; collections;

bills of exchange.

Select an appropriate method of trade settlement for a given situation,

where transfers include cheque; draft; SWIFT; telegraphic transfer; mail

transfer.

Select appropriate documentation used in trade settlement for a given

trading situation where documentation includes bill of lading; waybills;

export invoice; drafts; insurance certificates; INCO terms.

Accurately evaluate exchange rate risks from the exporter’s point of view

Accurately calculate forward contracts for the exporting situation where

forward contracts include spot and forward rates; fixed and option

contracts; closing out.

Accurately assess the main factors influencing exchange rates for a

particular exporting situation.

Re-assessment Re-assessment

Re-assessment will be required when Students fail to meet more than just a few evidence requirements on the first attempt

If students only fail to meet one or two parts of the criteria, it is acceptable to ask them to redo only the one or two parts.

Each unit only has one assessment exemplar, and some of these contain tasks for reassessing one or more outcomes. It is the course tutor’s job to prepare another one for students to be re- assessed. A Subject specialist must write the new centre assessment ( and sample solutions and marking scheme), then it must be checked by another subject specialist (internal qualify), only then, if it any changes have been made, should it be sent to SQA for prior verification.

Graded Units

Purpose of this SessionPurpose of this Session

To identify the different between ‘Units’ and ‘ Graded Units’

To examine the Graded Unit for Year One

To interpret the Assessment Conditions required

To grade mock assessment responses

Graded UnitGraded Unit

The purpose of a Graded Unit is to:

assess the candidates’ ability to retain and integrate the knowledge and/or skills gained in the contributory units

Grade candidate achievement


To achieve an HND Business students must pass all –

the Unit Assessments

and

two Graded Units


In Year One for HND Business

there is only one Graded Unit (single credit)

it is Examination-based with closed book assessment

it is a written examination of 3 hours ( Note: All HND awards only have ONE single credit graded unit in Year 1,

however, it will not always be an examination. The unit specification for the Graded Units in the award you will be delivering will specify exactly what requirements are)

Graded Unit 1( HND Global Trade & Business) Graded Unit 1( HND Global Trade & Business)

The questions in the examination will be based on a Case Study of an organisation

The Case Study must be given to Candidates 10 days prior to the examination

The questions must be unseen until the actual time of the examination

To pass Graded Units, Candidates must attain 50% of the available marks

- A pass=70%-100% B pass=60%-69% C pass=50%-59% (Below 50%=Fail)

Graded Unit 1 (Business)Graded Unit 1 (Business)Students should have completed or be in the process of completing the following units in order to be able to undertake the Graded Unit:

Business AccountingEconomic Issues: An Introduction Managing People and OrganisationsMarketing: An Introduction

These four units will form the basis of the four main topic areas from which the questions on the Case Study will be taken.

Graded Unit 1 (Business)Graded Unit 1 (Business)

Case Study

Written account of some aspects

of an organisation’s

activities

+Some

additional information

Financial Information:

CompanyLiterature:

Product or market Information:

Promotional activity

Graded Unit 1(Business)Graded Unit 1(Business)Marking Guidelines:

Five Key Points

1. Refer to the table in the Graded Unit specification – level of performance for each grade

2. Students’ answers justify the points with reasons and examples

3. Students’ answers should be related to the case study

4. Material from the four mandatory units is used in the responses

5. Marking involves exercising judgement

Graded Unit 1( Business)Graded Unit 1( Business)

The Marking Guidelines give advice on the following:

Allocation of marks within each question

The use of development points – these extend or justify an initial point

The relevant concepts which answers might have – these are indications only

Graded UnitsGraded Units

Once the marks are aggregated to give an overall mark for each candidate, a grade can be assigned based on the following:

A = 70% - 100%

B = 60% - 69%

C = 50% - 59%

Session 4 Internal Verification & External

Verification

Internal Verification Process

Internal verification (IV) procedures and its suggested forms

Internal verification (IV) procedures and its suggested forms

Staff in the centre will undertake internal verification Internal verification must take place as soon as possible

after each assessment event. Centre must have at least two subject experts, one to

teach and another to carry out IV IV is someone check another’s work whether they agree

with pass/fail and marking judgment of someone else. Prepare your staff information and list the assessors and

Internal verifiers Sampling procedure Findings, comments, signature and date of IV

Responsibilities of Internal Verifiers include Responsibilities of Internal Verifiers include Monitoring samples of assessor performance to ensure that assessment is being conducted

properly. * Liaison with the external verifier * Identifying issues arising out of the assessment decisions and taking appropriate

action. * Ensuring that the internal verification process is conducted in a supportive manner. * Keeping records and completing internal verification forms. * Ensuring that the results of the monitoring are communicated to assessment teams

and appropriate management. * Checking that arrangements for assessment are satisfactory. * Ensuring that there is an effective appeals procedure. * Supporting the assessors. * Ensuring that the programme teams meet regularly to:

– discuss assessment plans– discuss assessment decisions– compare evidence– develop a shared understanding of the appropriateness and sufficiency of the evidence

* Ensuring that the course team operates an effective system of recording * Ensuring that recording procedures allows cross-referencing * Ensuring that the system allows feedback to students * Maintaining and retaining documentation for SQA.

Course Team MeetingCourse Team Meeting

The course team for GTB will include all these teaching/assessing and/or internally verifying all units in the GTB framework)

Meeting will decide upon: Assessment methods Assessments to be used Answer guides to assessment Assessment schedule ( assessment must not always be left to the

end of the semester- continuous assessment) Resources required Cross-marking system IV feedback Implementing feedback from EV Review

Course Team MeetingCourse Team Meeting

Essential for every award being delivered First meeting should take place before semester begins A team will be put in place for each award stating who

the Unit Leader is and which staff are members of the award Team

Every lecturer who is involved with a Unit will be a member of the course team

Discussion will focus on the good practice and problems and concerns with teaching and learning, assessment and internal verification

Action Minutes with follow-up Action Minutes with follow-up

The centre must make sure that any action points made from course meeting must be followed and the progression must be recorded.

Internal Moderation Sampling Form(SQA)

Blackford University Assessor Name(s)

Course Team Name

Unit Title and Code

Unique Attendance/Assessment Register Code

Total Number of Candidates on Class Register Number Sampled No

Yes No Assessment

Exemplar

1a

Assessment Instrument is the currently approved Assessment

1b Assessment Instruments are date stamped with the date of origin and details of the session(s) within which to use them are given

2

Assessment Instrument has been vetted by the Course Team

3 A Marking Scheme with Solutions is available

4 Assessment judgements were fair and consistent

5

Recording of results were all correct

Guidelines for completion: If you answer “No” to any of the questions above, please complete Table 1 (Action

Required) on the next page Table 2 on the next page must always be completed (Sampling Record)

Internal Moderation – Master Record (Session 2004-2005) HND Award Title - _______________________ Page No: ____

Blackford University IM Record Number

Assessor Name

Unit Code and Full Title (see Unit specification)

Unit Start Date

Unit End Date

Unique Attend/ Assess Reg.No.

Name of IM No. on Register

No. Sampled

Date of IM

IM Result OK? Yes/No

1 2 3 4 5 6 7 8 9 10- 11 12 13 14 15 16 17 18 19 20 21 22 23 24 NB: A copy of Each IM record for this HND Award must be filed behind this (and other summary sheets), in order according to their IM record

Number.

Three Stage IV ProcessThree Stage IV Process

This could be found from SQA website and about IV job in the three stage of

- Before delivery

- Sampling

- Review

Deal with PlagiarismDeal with Plagiarism

The centres should make a control of this and ensure that assessment evidence is the candidates’ own work.

External Verification Procedure and EV’s role and responsibility

External Verification procedure and formsExternal Verification procedure and forms

External moderators will be appointed by the SQA. They will have qualifications and experience which is relevant and specific to the vocational areas. The role of the external moderator is to verify that the assessment system at the centres is valid and reliable. Responsibilities of external moderators include:

Verifying assessment practice at the centre by;– sampling assessment practice– checking consistency of interpretation of standards– monitoring and reporting on assessment practice and procedures– identifying where corrective action by the centre is necessary– helping to ensure that disputes regarding assessment are resolved

equitably. * Maintaining records of visits and providing feedback

– maintaining a moderation record, identifying frequency and purpose of visits.

– Producing regular and accurate reports.– Drawing the attention of the awarding body to concerns regarding the

design and implementation of assessment. * Providing information, advisory and support services to

Centres– maintaining an effective relationship with internal moderators– ensuring centres are fully aware of the SQA requirements and

procedures.– Advising on appropriate planning, resourcing, quality assurance and

recording requirements.– Ensuring consistency of standards across centres.

Center requirementCenter requirement

Staff development/timetabling Resources External Link

Motivating and Supporting Staff

Documents need prepare for EVDocuments need prepare for EV

A copy of the unit specification that you have been using Your teaching pack Student learning materials Assessment materials and marking schemes Students’ work that has been assessed by you Records of Achievement (eg class registers) Any records you have of internal moderation that has

been carried out Records of Course Team Meetings (and evidence of any

progress towards ‘action recommended’ from these meetings, or completed action)

Action Feedback From External SQAAction Feedback From External SQA

Actions made by external verifier on the day of the visit/or centre verification must be followed by the centre and the completion day of the remediation must be met.

SQA Roles and Responsibilities

Suggested Induction ProgrammeSuggested Induction Programme⁻ Check student names against list of those accepted⁻ Issue information packs (ie Award Title and structure, unit

titles, timetable etc)⁻ Students to complete form with personal details (for tutor

contact etc) Welcome and introduction (by Course/Programme Leader) Purpose of induction Explanation of fire drills etc, smoking policy and use of

mobile phones in class Introduction to student-centred learning Centre procedures – i.e attendance, assessment

procedures and appeals Assessment and reassessment Plagiarism

Suggested Induction ProgrammeSuggested Induction Programme

Department staffing (brief introduction to staff delivering units within the award framework)

Role of Course Team Leader Role of Lecturers Role of Course Teams (including student representatives) Assessment procedures, including reassessment and

deadlines Session calendar and class times Academic routes (ie progression) Programme leader to explain timetables Support available to candidates

Centre Handbook(s) = Centre ProceduresCentre Handbook(s) = Centre ProceduresWhat are these? Documented procedures - ie guides for carrying out

work associated with SQA qualifications in the centre eg Roles and responsibilities of the SQA Co-Ordinator and staff assessing and/or internally moderating

Why are they needed? To apply standard procedures in different teaching

areas in a centre, and to record them (in the event of staff, or other changes)

Consider these as: An ‘in-house’ (Centre) Quality Manual

Roles and responsibilities

SQA Co-Ordinator

Teachers (ie Assessors)

Internal Moderators

Students (candidates)

Policies, Procedures and Documents - Standardisation

Conduct of assessments, marking, recording results and submitting internally (ie to whom, and by what means), retention and storage of marked candidate evidence

Internal Moderation (IV) (ensuring assessment decisions are correct and consistent, recording IM activity, sampling)

Appeals (against an assessment decision, & recording)

External Moderation (preparation for, and taking action on recommendations, if any)

Procedures and Systems - SuggestionsProcedures and Systems - Suggestions

Policies, Procedures and Documents - Standardisation Equal Opportunities Health and Safety Induction (for new staff) Induction (for students) Guidance and Support (for students) Guidance and Support (for Staff) ie in-house staff

training/updating on SQA and centre procedures Continuous Professional Development (CPD) - ie subject

specific, for those assessing and/or internally moderating Submitting results to the SQA Co-Ordinator Sending files to CHS for Processing Resolving errors in CHS files

Procedures and Systems - SuggestionsProcedures and Systems - Suggestions

HND Unit ResultsHND Unit Results

Possible Unit Results P (Pass) F (Fail)

Possible Graded Unit Results A (generally 70% to 100%) B (60% to 69% C (50 to 59%) F (Fail)

Sample Unit Attendance RecordSample Unit Attendance RecordBlackford University - SQA HND CLASS ATTENDANCE RECORD Assessor Name: _Lynda Lamont____________ Unit Title & Code: ___IT Apps SW 1 (D75X 34)_______________ Day Class Meets: __Tuesday & Thursday____ Time: ___9 am to 10 am___ Room Number: ___23__________

Blackford University ATTENDANCE RECORD Unit Start Date:___4 Jan 2006_____________ Unit End Date: _24 May 2006_______________ Student Name SCN 3/1 10/1 17/1 24/1 28/2 7/3 14/3 21/3 28/3 4/11 11/4 18/4 25/4 2/5 9/5 16/5 23/5 1 Rong Hu 059218913 2 Yong Zhang 059218948 3 Li Wang 059218964 O O O O O O O O 4 Yanan Ling 059218980 5 Ying He 059219006 6 Lin Wang 059219022 O O O 7 8 Assessor Signature: ___L Lamont__________________________________ Date: __27 May 2006___________________

Sample Unit Assessment RecordSample Unit Assessment Record

Assessor Name: __ Lynda Lamont _________________ Unit Title & Code: __ IT Apps SW 1 (D75X 34)_____________________

Total Number of Unit Outcomes: __2______ Unit/Graded Unit (GU) (Delete as appropriate and see ‘Key’ to Results)

Day Class Meets: _Tues & Thurs_______ Time: _9 am to 10 am _______ Room Number: __23____________

ASSESSMENT RECORD

Results by Outcome Student Name

SCN Outcome

1 Outcome

2 Outcome

3 Outcome

4 Outcome

5

Unit or GU Result

If Internally Moderated, and list outcome(s) sampled

1 Rong Hu 059218913 P P Pass (All)

2 Yong Zhang 059218948 P P Pass 3 Li Wang 059218964 P F Fail (All) 4 Yanan Ling 059218980 P P Pass (All) 5 Ying He 059219006 P P Pass All) 6 Lin Wang 059219022 P P Pass

7 8

Assessor Signature: ____ L Lamont _________________________ Date Completed: __27 May 2006_______

Internal Moderator Signature: ___J Dailey__________________________________ Date Sampled: ____29 May 2006_______

Key to Possible Results HN Units: Pass or Fail HN Graded Units (GU): A, B, C or Fail


Question and Answer Session

Section 6 Alternative assessment

Assessment – Writing and QAAssessment – Writing and QA

*Internal Verifier Checks

Writes IV Report

*Assessor –Writes

Assessment

Review -Change needed?

Send to SQA for Prior Verification

*Both Assessor and Internal Verifier must be subject specialists

Overview – Teaching/Learning, Formative and Summative Assessments (incl re-assessment)Overview – Teaching/Learning, Formative and Summative Assessments (incl re-assessment)

Good Practice

Helps students to be successful ie

to pass unit assessments and HND Programme

Step 2 (Student Support)Provide practice & formativeassessments to prepare forsummative (final) assessment

Step 3 (Final Assessment)Assessments OR ReDo/ Re-assessment - the resultsof which are sent to SQA

Step 1 (Teaching/Learning)a) Teaching/learning ANDb) Formative (mock) Assessment

NB: In most cases, assessments will not take place at the end of the unit (they will be ongoing throughout unit delivery).

NB: Re-assessment time must be built into NB: Re-assessment time must be built into delivery plans.delivery plans.

You will need the following documents: The correct Unit Specification An existing formative, summative or re-assessment

NB: In order to write an assessment, you MUST be familiar with the unit content, evidence requirements and assessment conditions

What are Formative Assessments? They are ‘mock’ assessments which you devise to prepare

your students for the type and level of activities they will encounter in summative assessment (those on which students will be certificated)

They are conducted less formally than summative assessments and you can ‘chunk’ them ie ask students to complete part of the task(s) as they progress through the unit

Writing Assessments Writing Assessments

You need following documents: Unit Specification Handout – ‘Professional Development Workshop for HND

Teachers 6 September 2007. Writing Assessments’ Assessment Exemplar and Sample Solutions for the unit Any Teaching Materials for the unit (optional) Paper and pen/pencilNB: You MUST be totally familiar with the content and

assessment of the unit you have with you

What You Need for when you prepare your Alternative Assessment

What You Need for when you prepare your Alternative Assessment

Resources Required (for the Unit YOU have delivered):- Compulsory - Unit Specification & Assessment Exemplar- Optional - Teaching Material for the unit

Individually, write an assessment task AND sample solutions and/or marking scheme for this unit

NB: Where someone else attending the Workshop has brought resources for the same unit, you are free to work together

Please discuss any points with your peers and/or the SQA representatives

SQA representatives will facilitate

Aim – To Write an Assessment (including sample solutions)

Aim – To Write an Assessment (including sample solutions)

Valid Assessments – Refer to the Unit Specification

Valid Assessments – Refer to the Unit Specification

To be valid, an assessment must include each element specified in the unit specification. It must have:

The correct number, and type(s) of assessment tasks- ie a unit with 2 outcomes may have 2 assessment tasks (or one

holistic task), and it may be a project or practical task(s) Assessment conditions specified- eg ‘all work submitted must be entirely your own’, and/or it may

require to be completed within a specified timescale while being supervised (similar to exam conditions)

Sample solutions and/or a marking scheme - eg if practical tasks in an IT unit, the writer should work through all

practical tasks and include the solution for each stage of the assessment task. If the task is to produce a 1500 word report, the writer should provide a summary of all required answers, and/or a list of suggested acceptable answers. If marks are required, an indication of where these are allocated must also be given.

Assessments Written by YouAssessments Written by You

Must not: Be in the SQA shell (with all the additional notes etc) Contain the SQA logo

Should: Only consist of assessment tasks and sample

solutions/marking schemes Have your centre number, centre name (and possibly also

your centre logo) Have a version number and/or date devised/ revised in a

footer (and page numbers)

See sample centre devised assessment

SQA & CSCSE Data System

Data Transfer SystemData Transfer System

In 2005 SQA RED was introduced– easy transfer of information between centres and SQA– database of information on students

In 2011 introduction of CSH– Easy transfer of information between centres and SQA– Database of information on students– Inputting information once

Recording and Processing Unit Results – Key DatesRecording and Processing Unit Results – Key Dates

Aug/Sept to Dec/Jan Teaching staff deliver units, assess, mark and internally moderate Semester 1 and semester 3 unit assessments

Jan/Mar to May/June Teaching staff deliver units, assess, mark and internally moderate Semester 2 and semester 4 unit assessments

Semester 1 and Semester 3 attendance and unit achievement records maintained by Teaching Staff

Semester 2 and Semester 4 attendance and unit achievement records maintained by Teaching Staff

Aug/Sept to Dec/Jan Admin staff collect semester 1 and semester 3 unit results records, key results to SQA-RED and send files to SQA for processing (ongoing)

Jan/Mar to May/June Admin staff collect semester 2 and semester 4 unit results records, key results to SQA-RED and send files to SQA for processing (ongoing)

Some units may span semesters

Copy of Unit results records

Copy of Unit results records

Attendance and Unit results records

Attendance and Unit results records

Some units may span semesters

NB: Admin staff MUST liaise with Course Leaders to ensure they know when delivery/assessment of EVERY unit is expected to end.

Semester 1 & 3 Unit results to SQA

Sem 2 & 4 Unit results to SQA

For Certificates to be issued in June ALL unit results for semesters 1 & 3 MUST be processed by end January at latest. ALL unit results for semesters 2 & 4 MUST be processed by early June at latest.

SQA

Responsibilities of Teaching/Admin Staff in every Centre

Useful Contact Numbers Useful Contact Numbers

Mary Gao (China Representative/China Quality Enhancement Manager) Tel: 0086 85251111/323 ([email protected])

Mobile in China – 13511059721

2012 SQA Central Training (New Centers) Venue – BISU, Beijing 9, Sept 2012 9.00 am– 5:00 pm Mary...

Documents

Transcript of 2012 SQA Central Training (New Centers) Venue – BISU, Beijing 9, Sept 2012 9.00 am– 5:00 pm Mary...