Assessment Scheduling and Tracking QN networks Autumn 2012 - assessment and tracking3 Assessment...
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Transcript of Assessment Scheduling and Tracking QN networks Autumn 2012 - assessment and tracking3 Assessment...
Assessment Scheduling and Tracking
QN networks Autumn 2012 - assessment and tracking 3
Assessment Scheduling
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Information requirements for standards verification from 2012
• Projected grades for each candidate to enable a representative sample
• Assessment schedule for the delivery of unit assessment across the whole programme
• Cohort list with allocated assessors and IVs
• IV sampling schedule
• For NQF – samples from each assessor will be scrutinised
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Assessment Scheduling
1. How do your BTEC teams currently plan assessment for their programmes?
2. Is there shared/common practice to assessment scheduling across BTEC programmes ?
3. Do you need to review how you plan the delivery and assessment in the light of these requirements?
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Planning for formative and summative assessment
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Greater emphasis on the distinction between formative and summative assessment
Formative assessment
• takes place prior to summative assessment
• provides feedback to enable the learner to make improvements or attain a higher grade
• feedback should be prompt so it has meaning and context
• must be constructive and provide clear guidance and actions
Summative assessment
• final assessment decision/judgement on an assignment task(s)
• definitive assessment and recording of the learner’s achievement
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Benefits of clear focus on formative and summative assessment
• Avoids ‘ping-pong’ assessment
• Lightens the assessment load
• Underpins the requirement for authenticity of student work
• Clear rules on submission provides fairer assessment across learners
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Planning for Formative and Summative Assessment
• Ensures the distinctions are not blurred between the formative and summative assessment
• New guidelines for the BTEC Firsts assessment will support how you plan for formative and summative assessment in the assessment schedule – which can be adopted for QCF programmes
• There may be a difference between programmes that deliver units long & thin and short & fat
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How do you plan for formative and summative assessment?
1. What are your current arrangements for formative and summative assessment ?
2. How do you handle resubmission opportunities?
3. Is this uniform across the BTEC provision ?
4. How do you authenticate learner work on both formative and summative assessment ?
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Tracking Assessment
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Tracking assessment decisions
• We encourage a standard approach to recording assessment outcomes
• Assessment records should be maintained for 3 years after certification
• Authenticity of learner evidence is important
• Current learner evidence must be kept securely and be available for scrutiny during the programme
1. Is there a common approach to assessment tracking across all BTEC provision in your centre?
2. Which records are retained for 3 years ?
3. How do you monitor authenticity?
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The Lead Internal Verifier Role
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The role of the Lead Internal Verifier
• The Lead Internal Verifier role is ongoing
• Must register through OSCA on Edexcel Online
• Access and use the standardisation materials
• For NQF – there is no standardisation exercise
1.What are the changes to the role from QCF to NQF new next generation BTEC?
2.What evidence will you need for Quality Review & Development?
3.How are you going to support Lead Internal Verifiers?