Introducing Unit Specifications and Unit Assessment Support Packs

Introducing Unit Specifications and Unit Assessment Support Packs

BiologyNational 3, 4 and 5

Unit AssessmentUnit Assessment

Assessments can be designed to provide evidence across more than one Unit or Outcome – combined assessments

Flexible and open Evidence Requirements in Units Greater range of techniques and methodologies for

assessment – encouraged through Unit assessment support packages

More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

Unit StructureUnit Structure

National 3 National 4 National 5

Cell Biology Cell Biology Cell Biology

Multicellular Organisms Multicellular Organisms Multicellular Organisms

Life on Earth Life on Earth Life on Earth

Added Value Unit: Biology Assignment

(National 4)

Key points: Biology UnitsKey points: Biology Units standards remain the same have a hierarchical Unit structure that provide progression

from National 3 to National 5, then articulate with Higher Biology and Higher Human Biology

All Units from N3 to AH in all Sciences have (almost) same Outcomes and Assessment Standards (apart from N4 AV Unit); differentiation is through the evidence requirements

added value assessment increases personalisation and choice in the Biology assignment at National 4

Outcome 1Outcome 1

The learner will:Apply skills of scientific inquiry and draw on knowledge and understanding of the key areas of this Unit to carry out an experiment / practical investigation by:

1.1 Planning an experiment / practical investigation1.2 Following procedures safely1.3 Making and recording observations / measurements accurately1.4 Presenting results in an appropriate format1.5 Drawing valid conclusions1.6 Evaluating experimental procedures

Outcome 2Outcome 2

The learner will:Draw on knowledge and understanding of the key areas of this Unit and apply scientific skills by:

2.1 Making accurate statements2.2 Describing an application2.3 Describing a biological issue in terms of the effect on the

environment / society2.4 Solving problems

Unit SpecificationsUnit Specifications

Assessment Standards and Evidence Requirements:Assessors should use their professional judgement, subject knowledge and experience, and understanding of their learners, to determine the most appropriate ways to generate evidence and the conditions and contexts in which they are used. Key Areas are listed for each UnitEvidence can be drawn from a variety of sources and presented in a variety of formats. Evidence may be presented for individual Outcomes or gathered for the Unit as a whole, through combining assessment holistically in a single event.Evidence requirements for the Assessment standards…..

Assessment Standard Evidence required

1.1 Planning an experiment/practical investigation

The plan should include: •an aim •a dependent and independent variable •key variables to be kept constant •measurements/observations to be made •the resources •the method including health and safety considerations

1.3 Making and recording observations/measurements accurately

Units used appropriately

1.4 Presenting results in an appropriate format One format per Unit from: table, line graph, chart, key, diagram, flow chart, summary or other appropriate format

1.5 Drawing a valid conclusion Include reference to aim

1.6 Evaluating experimental procedures Suggest an improvement with justification

2.1 Making accurate statements One for each Key Area

2.3 Describing a biological issue in terms of the effect on the environment / society

The description should include the biology of the issue

2.4 Solving problems One of each per Unit: •make generalisations/predictions •select information •process information, including calculations, as appropriate •analyse information

Transfer of evidence across UnitsTransfer of evidence across Units

“Since the Outcomes and Assessment Standards are the same for all Units of the Course, evidence for Outcome 1 and Assessment Standards 2.2, 2.3 and 2.4 for one Unit in this Course can be used as evidence of the achievement of Outcome 1 and Assessment Standards 2.2, 2.3 and 2.4 in the other Units of this Course. The Units differ only by context.”

Unit Assessment Support Packages - purposeUnit Assessment Support Packages - purpose

UASPs can be used to:

•Assess your candidates

•Adapt for your own assessment programmes

•Help you develop your own assessments

UASPs – key featuresUASPs – key features

Valid from August 2013

Designed to encourage professional judgement

Provide broad-based tasks – allow assessors to choose appropriate context and forms of evidence

Show range of approaches to generating assessment evidence

Give information on the type of evidence which could be gathered and how this is to be judged against Assessment Standards

Biology UASPsBiology UASPs

Package 1 Unit by Unit approach for N3, for N4 and for N5 (9 in

total)– Task 1: Outcome 1, – Task 2 Ass.St. 2.2 & 2.3, – Task 3 questions on Ass.St. 2.1 & 2.4

Package 2 Combined across the 3 Units at N3, at N4 & at N5 (3 in

total)– Assessment activity 1: Outcome 1 & Ass.St. 2.2 & 2.3– Assessment activity 2: q uestions covering Ass.St. 2.1

Package 3 Portfolio approach across the 3 Units at N3, at N4 & at

N5 (3 in total)

National 4 Added Value UnitNational 4 Added Value Unit

Makes the Course more than the sum of its parts Builds on current Course assessment and Group

Award approaches Defined as breadth, challenge and/or application

as outlined in Building the Curriculum 5 May involve accumulation, assimilation,

integration and/or application of skills, knowledge and understanding

Controlled assessment –setting conducting and marking

N4 AV Unit: Biology AssignmentN4 AV Unit: Biology Assignment

This Unit is a mandatory Unit of the National 4 Biology Course and is also available as a free-standing Unit. Learners will investigate a topical issue in biology, using knowledge and skills selected from Cell Biology/Multicellular Organisms/Life on Earth key areas. Internally marked pass or fail

Outcome 1 (only)Outcome 1 (only)

Apply skills and knowledge to investigate a topical issue in biology and its impact on society/the environment by: 1.1 Choosing, with justification, a relevant issue in biology 1.2 Researching the issue 1.3 Presenting appropriate information/data 1.4 Explaining the impact, in terms of the biology involved 1.5 Communicating the findings of the investigation

N5 Internal Assessment of Course ComponentsN5 Internal Assessment of Course Components Controlled assessment is SQA’s approach to

developing assessments (setting), the conditions of assessment (conducting), and marking assessments (marking).

SQA is introducing controlled assessment for non-question paper components of the Added Value Unit and new National Courses at National 5, Higher and Advanced Higher.

eg. Assessment Standard 2.1 (Making accurate statements)eg. Assessment Standard 2.1 (Making accurate statements)

Controlled assessment

This performance is: set by centres within SQA guidelines conducted under a high degree of supervision and control  Evidence will be internally marked by centre staff in line with SQA marking instructions. Marking will be quality assured by SQA. The performance will be recorded.

Moving onMoving on

Workshop 1 and 2 will give you the opportunity to look at the Unit Specifications and Unit Assessment Support Packages in detail.