controlled assessment gte conference january 2008
TRANSCRIPT
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Controlled Assessment
GTE Conference
January 2008
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GCSE Geography Coursework
• Tensions – Coursework = fieldwork– Formulaic - inspired – Reliability – Validity – Manageability– Plagiarism – Level of support by teachers / parents
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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…?
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Controlled Assessments:
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Controlled Assessments
Key Principles:•Reliability, validity >>•Match to specification: balance of assessment objectives? >>•In geography, assessment of enquiry skills, especially fieldwork
•Awarding Body input <-> teacher involvement +•Degree of supervision, feedback, timing, individuality/collaboration, resources +•Awarding Body <-> teacher marking
= level of control
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Three stages of controlled assessments: key issues
Task taking•Discouraging malpractice•Teachers confident to authenticate students’ work•Manageability: students and teachers
Task marking•High quality judgements
Task setting•Validity & reliability•Avoiding formulaic/predictable responses•Supporting good teaching & learning
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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) = >>>>
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Level of control:
Task setting Task taking Task marking
High Set/approved by AB – eg task bank
Five key controls: supervision, feedback,
time, collaboration resources,
AB marks task
Medium Teachers design tasks – get approval from AB
AB defines 3 or 4 of the key controls: rest defined by centre
Teachers mark, AB moderates and adjusts
Low Teachers design tasks –to AB criteria
rest defined by centre
1 or 2 controls: rest defined by centre
Teachers are trained and mark.
All max high = external
assessment
All min low = probably too little control
Pp4-6
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The level of control should:* ensure validity and maximises reliability
* be manageable for teachers, students & ABs Level of control:
Task setting Task taking
Task marking
High Set/approved by AB – eg task bank
Five task-taking
parameters
AB marks task
Medium Teachers design tasks – get approval from AB
AB defines 3 or 4 key controls
Teachers mark, AB moderates and adjusts
Low Teachers design tasks –to AB criteria
1 or 2 controls: rest defined by centre
Teachers are trained and mark.
Controls are set for each stage, e.g. briefing, planning, research, report production. High control in final stages (AB defines most – eg time)
p7
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Draft Specifications
• All four England and Wales ABs developing 2 specifications
• QCA encouraging 1 per AB?
• GA being asked to comment
• Timescale?
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Controlled assessment
• 25% ?
• Externally set / internally marked
• Externally set / externally marked
• Internally set / externally marked
• Internally set / internally marked
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QCA rules
One task – AB set comparable titles
At least one AB is challenging this1. Difficult to prescribe fair range of tasks
2. Geog community would prefer more localised / individual decisions with range of suggested tasks
3. Dilemmas • research or fieldwork? • Which unit?
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One proposal
Fieldwork• Task setting - low• Task taking – high• Task marking – mediumDME• Task setting – high• Task taking (research – medium) ?high• Task marking – mediumPostal moderationE-portfolio
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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
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ePortfolio – Where next ?
Design and
Technology
in the future ?
PDAs Digital capture pens
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PDA photo captured images that may be annotated and printed.
Digital capture pens store student answers electronically.
Peers critique on the same paper
Task + objectives
Space to jot down your ideas and sketches
What will your design be like to be successful
Images of work in process
Post-it notes
Partners 1 & 2: final thoughts on your ideas
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Progression
Act of improving or moving forward
• Progression in a subject:– Subject structure– Planned curriculum experience – Pupils’ performance
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Developing understanding
ExperiencesIdeasMental constructs
Generalisations
Model / theory
Mental processes
Language, recall, reflective thinking Personal meanings,
Public meanings
(adapted from: Bennetts, 2005)
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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
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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)