GCSE Expos 2008

Controlled Assessment

June/July 2008

Proportion of Controlled Assessment

QCA has established three possible formats forall the new GCSE specifications.

• 100% examined, with no controlled assessment at all

• 25% controlled assessment• 60% controlled assessment

Examples of subjects with no Controlled Assessment

Biblical Hebrew, Classical Greek, Economics, Latin,minor MFL, Law, Psychology, Religious Studies andSociology.

NB English, Maths and ICT are still to be re-developed

– although in the case of Maths, at least, this is not

likely to include controlled assessment.

Examples of 60% Controlled Assessment

Applied GCSE specifications, where the 60% of the totalassessment reflects the traditional 66% courseworkelement of such qualifications.

A 25% Controlled Assessment

Some other GCSE specifications will only have 25% ofthe total assessment as controlled assessment –reflecting the traditionally lower proportion ofcoursework within such subjects.

What is Controlled Assessment?

• It is not coursework

• It is, in fact, a hybrid between current coursework and an examination.

Scope of Controlled Assessment

QCA decided that the controlled assessment conditionsfor each subject should be the same for each and everyAwarding Body which intends to offer that subject.

OCR must follow QCA guidance in devising anddeveloping the parameters for the activity(s) or task(s)appropriate for each subject.

Models of Controlled Assessment – 25%

At 25% only one model is possible

0

20

40

60

80

Percentages

ControlledAssessment -1 Component

ExamPaper(s)

Models of Controlled Assessment – 60%

With three components,three models are possible With four, only one is possible

0

5

10

15

20

25

30

35

40

Exampaper

C.A. Unit 1

C.A. Unit 2

0

5

10

15

20

25

30

35

40

Exam paper

C.A. Unit 1

C.A. Unit 2

C.A. Unit 3

How is Controlled Assessment undertaken?

• All candidates are required to undertake some form of initial activity/research task

• They are then required to present/document their work under some form of ‘controlled conditions’.

In what way is it controlled?

QCA has defined three levels of control – High, Medium and Limited – to be applied at three different stages…

• Stage 1: Task setting• Stage 2: Task taking• Stage 3: Task marking

Stage 1: Task Setting - 1

This requirement details the actual activity(s) or task(s)which the candidates are required to undertake.

These will differ from specification to specification.

Stage 1: Task Setting - 2

The methods listed below are alternatives. They reflectthe degrees of control from High to Limited

1. The Awarding Body sets the task(s)2. Teachers set the task(s) but have to secure

Awarding Body approval3. Teachers set the task(s) following Awarding Body

guidance4. Teachers set the task(s).

Stage 2: Task Taking - 1

This requirement details the conditions under which thecandidates are to undertake/complete the activity(s) ortask(s).

Again, these will differ from specification tospecification.

Stage 2: Task Taking - 2

The alternative methods listed reflect the degrees ofcontrol from High to Limited

1. Basically under examination conditions2. Under direct supervision, with limited feedback and

time/word controls3. All task-taking parameters are delegated to

schools/colleges.

Stage 2: Task Taking - 3

• 60% controlled assessment tasks will have a time limit on the completion of the activity(s) or task(s) – a recommended 15 hours.

• 25% controlled assessment tasks will have a word count limit on the completion of the activity(s) or task(s) – recommended 2000 words.

Stage 3: Task Marking - 1

This requirement details exactly how the activity(s) or task(s) are to be assessed.

Again, this will differ from specification to specification.

Stage 3: Task Marking - 2

The tightest level of control is listed first

• The Awarding Body marks the task(s)• Teachers mark the task(s) and the Awarding Body

moderates• Teachers are trained and accredited by the

Awarding Body to mark the task(s)• Teachers mark the task(s) with no external

moderation.

Authentication

• Teachers must ensure, and be able to state formally, that the work which is submitted/marked is that of the candidate

• As a check, the teacher may discuss work with the candidate at any time

• No plagiarism will be allowed• Feedback from the teacher must be of a “general”,

not a “specific and detailed” nature• Internal standardisations will be required.

Unitisation

• All new GCSE specifications are unitised – although they can still be completed as a linear qualification

• Units will be awarded each session – as is the current situation

• Awarded grade thresholds on the controlled assessment units will be mapped to the qualifications’ UMS scale in exactly the same way as the examined units.

GCSE Humanities

OCR will assume a limited level of control forresearch/data collection and a high level of control foranalysis and evaluation of findings. The task takingparameters will be defined for several key controls:

GCSE Humanities

• Authenticity control

• Feedback control

• Word count

• Collaboration control

• Resource control.

Task Setting

• High level of control

• A number of comparable tasks

• Can be contextualised to allow usage of locally available resources

• Are set within overarching scenarios/briefs specifically relevant to the centre’s own environment and its cohorts of candidates.

Task Setting

• Cannot use the same task for practice and for the actual ‘live’ assessment

• Task will be changed each year

• May not be re-submitted the following year

• It is the responsibility of the head of centres to quality ensure the controls.

Task Marking

• Medium level of control

• Marked by teachers using Awarding Body grids and guidance and a ‘best-fit’ approach

• OCR moderated

• OCR will provide INSET and exemplification.

Level of control:

Task setting Task taking Task marking

High Set/approved by Awarding Body (e.g. task bank)

Five key controls:

supervision, feedback, time, collaboration, resources

Awarding Body marks task

Medium Set by teacher, approved by Awarding Body

Awarding Body defines 3/4 key controls, centre defines remainder

Teachers mark, moderated by Awarding Body

Low Awarding Body sets criteria, teachers design tasks

Awarding Body defines 1/2 key controls, centre defines remainder

Teachers mark – possibly trained and accredited