controlled assessment issues and ways forward aewg
TRANSCRIPT
Controlled Assessment
Issues and Ways ForwardAEWG
Context for change
• Regulatory– More reliable – Reduce malpractice – High quality judgements
• Educational– Valid and manageable assessments– Avoid formulaic and predictable assessments– Support good teaching and learning
U = UsefulnessR = ReliabilityV = ValidityE = Educational Impact
AEWG’s initial Questions
Can the different purposes be achieved?
Organisation?
Educational value?
Guidance, training and support
Awarding bodies• AQA A• AQA B• Edexcel A• Edexcel B
• OCR A• OCR B• WJEC A• WJEC B • CCEA
Field Studies CouncilFred Martin presentation
Elements of Control
Phases of Control• Task setting
• Task taking– Research / data collection– Fieldwork – Data Presentation– Analysis / conclusions /
evaluatiom
• Task Marking
OrganisationAuthenticityFeedbackTimeCollaborationResource
Levels of Control
Phases of Control• Task setting
• Task taking– Research / data collection– Fieldwork – Data Presentation– Analysis / conclusions /
evaluation
• Task MarkingMedium
Low
High
Low
Low
High
Data Research and Presentation
• Research • Student collaboration• Use of ICT
Fieldwork
Photo copyright: Sophie MacDowellGeography Teaching Todayhttp://www.geographyteachingtoday.org.uk/fieldwork/resource/jurassic-coast-fieldwork-weekend/swanage/photos3/
CollaborationData collectionGuidance on tasksIndividual questionsTime
Analysis, Conclusions and Evaluation
• High control
Authenticity Feedback Time
Marking
Assessment criteria• Barriers• Best fit
Medium control• log of support• record of times• certification of authenticity
Other useful sites
GCSE Nings• http://newgcsegeog.ning.com/
Educational Impact (future evaluation)
• What is the impact on performance and learning outcomes?
• Are students working at the tasks in different ways (reflection, rewriting, reworking, metacognition)?