Assessment and Verification Guide for BTEC … A comprehensive guide to our new qualifications can...
Transcript of Assessment and Verification Guide for BTEC … A comprehensive guide to our new qualifications can...
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Assessment and
Verification Guide for
BTEC Introductory
Level 1
Ian Gunn Spring 2018
Introduction
A comprehensive guide to our new
qualifications can be downloaded from
our website.
http://qualifications.pearson.com/en/qualif
ications/btec-entry-level-level-1-and-level-
1-introductory.html
The BTEC Introductory level 1 suite has been developed to
support learner progression to level 2. The suite is skills based
and requires learners to demonstrate what they can do. The
qualifications are graded Pass, Merit and Distinction.
Structure of the qualifications
Certificate
(180 GLH)
2 personal skills
units
A1: Being organised
A2: Developing a
Personal Progression
Plan
(60 GLH total)
4 personal skills units
A1: Being organised
A2: Developing a Personal
Progression Plan
A3 Working with Others
A4 Researching a Topic
(120 GLH total)
3 sector units
Internally assessed
(120 GLH total)
6 sector units
Internally assessed
(240 GLH total)
Vocational Studies Award*
(110 GLH)
1 personal skills unit
A2: Developing a Personal
Progression Plan
(30 GLH total)
2 sector units
from 2 different sectors
Internally assessed
(80 GLH total)
Diploma
(360 GLH)
* The award size is only available in Vocational Studies
Each unit comprises:
Introduction – This is designed with learners in mind. It indicates why the unit
is important, how learning is structured and how learning might be applied when
progressing to further education
Unit content –This section sets out the required teaching content of the unit.
Content is compulsory except when an ‘e.g.’ is given. Learners should be asked to
complete summative assessment only after the teaching content for the unit has
been covered
Assessment criteria - Each learning aim has assessment criteria to
explain the achievement required to obtain Pass, Merit and Distinction grades
Essential information - This section gives holistic guidance on the
learning aims and associated assessment criteria. It explains what the learner must
provide as evidence to reach the Pass, Merit and Distinction standard. This section
also gives examples and clarification
Suggested scenario – This section suggests scenarios and tasks that
can be used in summative assessment activities.
A note about resubmissions and retakes
Resubmissions can be an important part of the assessment
process. They should be used positively if the assessor feels that the
learner can achieve a better grade than has been achieved with their
initial attempt. There are TWO key points.
• The deadlines must be met
• Feedback from the initial work should tell the learner WHAT is
missing but not HOW to achieve it.
Retakes can also be an important part of the assessment process.
They should be use positively if the assessor feels that the learner
was in some way disadvantaged with the first assessment attempt.
There are TWO key points.
• A new assignment must be used
• A PASS is the limit of possible achievement.
Key messages:
1. It is not a requirement of the unit specification that all of the content
is assessed, although it is a requirement that this is all taught.
2. Only the assessment criteria as listed need to be achieved by the
learner.
3. No extra criteria or tasks may be added. This would not meet with
BTEC’s rules and could result in over-assessment.
Some examples of what to be aware of:
If the Essential information for assessment decisions says:
• strategies it means more than 1
• a range it means most or all of the relevant part of the unit content
Some parts of a spec have detailed numbers – these must be followed.
Below are 2 examples:
Assignment writing – the do’s and don’ts
Assignments tasks will identify the criteria being assessed
to meet unit coverage, as described in the mandatory
Assessment Guidance within the unit.
When setting tasks, you need to consider this carefully,
within the nature of the evidence and the support and
direction given to the learner.
Contextualised assessment criteria for each unit are
provided. These are the only criteria that are to be used to
assess learner performance.
An example is in CON6 the learner has to Build a simple
wall and solve problems.
This is a good example as it requires only ONE wall so
asking for any more is NOT good practice.
Assignment writing – the do’s and don’ts
Your assignments should provide opportunities for learners to achieve at the
highest level and should promote stretch and challenge.
It is not appropriate to devise tasks that limit learners’ opportunities for
achieving higher grades.
Similarly, it is not appropriate to create an assignment that does NOT fully
cover a Learning Aim as you cannot use extension tasks to cover missing
elements.
DO NOT
Use command verbs or phrases from the Learning Aims or grade descriptors.
This is over-scaffolding and limits independence. Over prescription does not
support differentiation which is imperative in this suite.
DO
Use the Assignment Checking Service. It exists for you to use to check that
an assignment is fit for purpose. This gives a 3rd set of eyes looking at the
assignment. We ask that you limit your submissions to 2 per centre.
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What makes for a good assignment?
Create the tasks around the cohort
Avoid too much text as this confuses the learner
Keep it simple
Evidence only what needs to be evidenced as per the
specification. These are the only criteria that are to be used
to assess learner performance.
An example of this is ENG5 where the learner has to Review own
performance in the manufacture of an engineered product. As such
there would be no need to collect peer/ customer feedback.
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Assessment planning
The purpose of assessment is to deliver valid, reliable, fair, and manageable assessment.
Using a variety of assessment methods enhances learning and should improve the validity of
assessment. They improve the knowledge of the assessment criteria and what is required to
gain higher grade achievement.
Assessment planning can be a crucial part of the assessment process. It should start from
the following basis - ‘is the evidence provided in a suitable way to meet the criteria?’
Examples in the Level1 Introductory suite include:
In B11(Recording Income and Expenditure) a spreadsheet is a good method because it
shows the information and the software then supports the generation of charts.
In AD10 (creating a Mood Board) keeping the evidence in ONE sketchbook is suitable so that
it is naturally collated for ease of future use.
Videos are suitable ways to collect evidence but they need to be supported by observation
records.
Photos can be used but the evidence here needs to be suitably triangulated, i.e. additional
evidence is required.
If comparisons are being made then a table would be a good method to use.
The Internal Verifier role – what to look out for – top tips
o The Internal Verifier (IV) has a crucial role in ensuring the quality assurance at the
point of contact between the learners and the assessors
o The key lies in the title - VERIFIER
o It is NOT about assessment – that was completed by the assessor, it’s about the
assessment decisions compared with the work submitted
o Verify the assessment only, and only if it is accurate otherwise feedback to the
assessor that amendments are needed to the judgements made. This may involve
extra work being generated by the learner OR the work is re-graded
o Do not feedback to the learner directly but via the assessor
o Do not write on the learner work as that is the assessor role
o Ensure the learner has not been given a grade by the assessor that has not been
agreed by the IV.
Lead Internal Verifier role – what to look out for – top tips
o Ensure ALL Assessors and IVs attend the time when OSCA standardisation
training takes place.
o Consider breaking the OSCA standardisation materials into sections, for
example get the team to assess the work from the grade descriptors only.
This will give an idea of accurate assessors.
o Discuss what practices from OSCA standardisation can be used in your
centre.
o Ensure assessment plans, assignment briefs, IV documentation are all in
place and ready to send to the SV.
o Sample IV decisions to ensure BTEC ‘rules’ are being followed and
standards applied accurately.
o There are11 pieces of SMLW on the website, from 10 sectors plus 1 Core Unit.
o Most focus on the MERIT work as that can be the most difficult to grade.
o There is a range of methods shown for presenting evidence. All focus on DOING
rather than KNOWING about.
Sample Marked Learner Work (SMLW)
Key points when grading learner performance
o Be objective – if it meets the criteria then it must get that grade. Personal preference
cannot come into it.
o Identify key points that separate each level. The absence or presence of these can
make the decision easier.
o Disregard SPAG for assessment purposes unless it is part of the assessment or it
impedes meaning. You can comment on it for future development however.
o Feedback to the learner using phrases from the grading descriptors.
Sample Marked Learner work
Sample Learner work is available
on our website for the following
sectors
Standardisation
Materials are
available via Edexcel
online
UNIT A1
Being
organised
Tip
Learner work can be
accessed by selecting the
‘course materials’ tab on
each sector page
A note about resubmissions and retakes
Before either of these can be authorised the learner declaration of
authenticity statement needs to be present and correctly completed.
Resubmissions can be an important part of the assessment process. They
should be used positively if the assessor feels that the learner can achieve a
better grade than has been achieved with their initial attempt. There are TWO
key points.
• The deadlines must be met
• Feedback from the initial work should tell the learner WHAT is missing but not
HOW to achieve it.
Retakes can also be an important part of the assessment process. They should
be used positively if the assessor feels that the learner was in some way
disadvantaged with the first assessment attempt. There are TWO key points.
• A new assignment must be used
• A PASS is the limit of possible achievement.
Tools for assessment and Verification can
be accessed here
https://qualifications.pearson.com/en/supp
ort/support-topics/assessment-and-
verification/btec-assessment-and-
verification-tools.html
Key Documents
26FE Briefing: BTEC Introductory Spring 2016
Skills Subject Advisor Servicehttps://qualifications.pearson.com/en/qualifications/employabi
lity-qualifications.html
Contact: Melanie Williams • Telephone 0207 010 2184• Email: [email protected]• Twitter: @PearsonsSkills
Training from Pearson: http://qualifications.pearson.com/en/support/training-from-pearson-uk/about.html
Standards Verifier (once appointed)
Assignment Checking Servicehttps://qualifications.pearson.com/en/support/Services/assignment-checking-service.html
Supporting you