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Controlled Assessment

Controlled Assessment. GTE Conference January 2008. GCSE Geography Coursework. Tensions Coursework = fieldwork Formulaic - inspired Reliability – Validity – Manageability Plagiarism Level of support by teachers / parents. What will be assessed?. Outcome

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Controlled Assessment

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  1. Controlled Assessment GTE Conference January 2008

  2. GCSE Geography Coursework • Tensions • Coursework = fieldwork • Formulaic - inspired • Reliability – Validity – Manageability • Plagiarism • Level of support by teachers / parents

  3. What will be assessed? • Outcome • Test, essay, report, presentation, story board, research notes, mind map, …….? • descriptions, explanations, judgements…? • Process • Questions, hypotheses, data collection, presentation, analysis, thinking, group work…?

  4. Controlled Assessments:

  5. Controlled Assessments • Awarding Body input <-> teacher involvement + • Degree of supervision, feedback, timing, individuality/collaboration, resources + • Awarding Body <-> teacher marking • = level of control • Key Principles: • Reliability, validity >> • Match to specification: balance of assessment objectives? >> • In geography, assessment of enquiry skills, especially fieldwork

  6. Three stages of controlled assessments: key issues • Task setting • Validity & reliability • Avoiding formulaic/predictable responses • Supporting good teaching & learning • Task taking • Discouraging malpractice • Teachers confident to authenticate students’ work • Manageability: students and teachers • Task marking • High quality judgements

  7. Levels of control Highest level: • Tasks set, defined, marked by AB Lowest level: • Tasks set, defined, marked by teachers Three levels of control (high, medium, low) + Three stages: (task setting, task taking, task marking) = >>>>

  8. All max high = external assessment Pp4-6 All min low = probably too little control

  9. The level of control should:* ensure validity and maximises reliability* be manageable for teachers, students & ABs Controls are set for each stage, e.g. briefing, planning, research, report production. High control in final stages (AB defines most – eg time) p7

  10. Draft Specifications • All four England and Wales ABs developing 2 specifications • QCA encouraging 1 per AB? • GA being asked to comment • Timescale?

  11. Controlled assessment • 25% ? • Externally set / internally marked • Externally set / externally marked • Internally set / externally marked • Internally set / internally marked

  12. QCA rules One task – AB set comparable titles At least one AB is challenging this • Difficult to prescribe fair range of tasks • Geog community would prefer more localised / individual decisions with range of suggested tasks • Dilemmas • research or fieldwork? • Which unit?

  13. One proposal Fieldwork • Task setting - low • Task taking – high • Task marking – medium DME • Task setting – high • Task taking (research – medium) ?high • Task marking – medium Postal moderation E-portfolio

  14. E-scape • D&T: e-scape project: structured task where the process as well as product is assessed http://www.qca.org.uk/16657_18754.html

  15. ePortfolio – Where next ? Design and Technology in the future ? PDAs Digital capture pens

  16. Task + objectives What will your design be like to be successful Images of work in process Post-it notes Space to jot down your ideas and sketches PDA photo captured images that may be annotated and printed. Digital capture pens store student answers electronically. Peers critique on the same paper Partners 1 & 2: final thoughts on your ideas

  17. Progression Act of improving or moving forward • Progression in a subject: • Subject structure • Planned curriculum experience • Pupils’ performance

  18. Developing understanding Ideas Mental constructs Generalisations Model / theory Experiences Mental processes Language, recall, reflective thinking Personal meanings, Public meanings (adapted from: Bennetts, 2005)

  19. Progression, Continuity, Sequence • KS1 – establishing foundations • KS2 – moving out to new challenges • KS3 – building confidence, capability and inspiration • KS4 – promoting participation, citizenship and new possibilities • Post 16 – ensuring possibilities for specialism and scholarship

  20. Planning based on curriculum experience • Teaching and learning experiences plan for increasing: • precision and sophistication in language and grammar of geography, • breadth and complexity of understanding at a range of scales • use of generalised knowledge, abstract ideas and linkage • maturity of understanding of issues, values and attitudes • independence in using the enquiry process and geographical skills (use of reasoning, explanations, linkages and judgements)

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