Preparing Students for Exams and End Point Assessment The Research and Development Centre: Huddersfield - A.01.005 (ext. 7751) Dewsbury - A308 (ext. 2324)

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Learning outcomes Identify and discuss a broad range of teaching, learning and assessment strategies for end point assessment and/or exams Demonstrate understanding of how to use interactive whiteboard for exam preparation tasks

Acronyms JCQ – Joint Council for Qualifications http://www.jcq.org.uk/exams-office/general-regulations EPA – End Point Assessment

What is end point assessment? End Point Assessment (EPA) takes place once all module teaching and learning is complete. EPA may take place in the form of: Controlled assessment Examination Externally assessed coursework

Did you know? Apprenticeships and courses on NQFs are moving towards exams and end point assessment (EPA) This means most students will have to undertake examinations at the end of their learning to pass the course, not through ongoing assessments Therefore we need to improve formative assessment and teach our students good exam and revision techniques One college managed to achieve 100% success when their childcare students sat an EPA, (a rarity with new EPAs); they said this was mostly down to teaching students very good study skills at the start of the course

Assessment has been identified as a weakness at KC IQRs indicate in observations: In 27.5%, a range of questioning was not included, therefore not all students were maximising learning according to level and abilities In 22%, the tutor and students did not effectively evaluate and record progress and achievement at appropriate intervals Assessment methods were not highly appropriate and did not include peer interaction and collaborative support between students in 20%

IQRs indicate in observations: Challenging and inspiring tasks/ activities were not set based on accurate assessment of students’ prior skills, knowledge and understanding in 23% (lack of differentiation / inclusivity) Planned assessment methods did not track progress in learning in 17% In 29%, strategies did not support all to make good progress in respect of their starting points with limited checks on learning. Students were not stretched and challenged at the right level, according to their ability. In these lessons pace did not always match subject and student level/ability.

Research from HoW2s ‘It’s true that testing has been, and continues to be, a controversial topic in the UK. Research over many decades has revealed that retrieval practice, bringing information to mind, not only does the obvious thing and reveals what students know, but, surprisingly, actually strengthens what they know. It has been said there is no greater, or more effective, strategy to put content into long-term memory than repeated retrieval practice.  Continued next slide

There has long been an assumption that memory and understanding are opposites on a continuum. However, instead of being direct opposites, are, in fact, the self same thing!  What we need to distinguish is learning isolated facts off my heart, from learning interconnected facts off by heart. Using graphic organisers is just about the best way to ensure the latter. A leading cognitive psychologist, Daniel Willingham, states ‘Understanding is memory in disguise.’’

Small group discussion What factors contribute to exam success? In small groups discussion factors contributing to exam success: Examples inc Repetition Attendance Well planned revisions sessions Familiarity with style of questions Plenty of sleep Good health and wellbeing Confidence Study skills Subject knowledge Etc.

Progress in learning Starting point Initial diagnostics (Maths and Eng) SWOT analysis (students to determine own starting point) Skills audit eILP’s – making use of target setting and MEG’s Learning outcomes 42 day formative or summative assessment 42 day assessment SWOT Skills Audit RAG Rating Revision Checklist Discussion English and maths 10 days (not 42) Short Courses 2 weeks for anything under 20 weeks Sample on screen is adapted from level 3 study programme resources used at KC. Progress in learning should be continually monitored. Learners can use skills audits as a continual reminder of the subject content they have covered in class. Skills audit/RAG rating should be used to set EiLP targets.

SoW work should have some exam techniques and note ‘exams’ every week Planning TLA Plan for full specification delivery and an appropriate amount of revision / practice sessions before end point date or exam Plan for differentiation / inclusivity to support, stretch and challenge all students Plan for formative and summative assessment – in particular before 42 days SoW work should have some exam techniques and note ‘exams’ every week Reminder SOW’s evident Change in practice

Exam techniques – discussion… What TLA strategies might we use? What’s a good answer? Teaching time management for exams . e.g. reading all qs – looking at marks for each question and deciding what to do first and how long to spend on each etc. Is there a technique students could use e.g. make your point, give an e.g., back up with a theory, conclusion…..

Exam techniques for students Planning Make a revision plan with your students Get creative, make timelines, mind maps, summarise your notes on cards, make up mnemonics e.g. rhymes, acronyms, phrases, images etc. anything that helps you to remember. Using past papers “Exam term” will mean LOTS OF WRITING. Start practicing now “train your hand” to write for longer, as it can be tiring -handwriting must be legible for the examiner.

Tips for students for the night before the exam Get plenty of sleep Get a protein rich breakfast Look over the facts Chunking Lack of sleep means that a student won’t perform at their best Protein releases energy slowly - brain food Students should have a revision plan to look over Sleep - If you’re up past midnight the night before cramming, then I’m sorry to say, but you’ve already failed. Last minute cramming doesn't work, you will be tired and stressed the next day during your exam, making it very difficult for you to perform at your best. Try and go to bed a little earlier than usual, especially if you have more than one exam the next day. If you can't sleep, don't panic. The most important thing is to let your body rest, just close your eyes and focus on your breathing. Protein rich breakfast -Eat brain food, foods that will slowly release energy. Try eggs and fish (maybe not together!) Stay away from coffee and energy drinks like Red Bull. Filling yourself up with sugar is a bad idea, you may feel energised for an hour or so but then you will experience a sugar low and become very lethargic Look over the facts - The day before the exam is not a time to cram in new information; you won’t remember it. Instead, look over the key points in your notes – I suggest making flash cards with the answers on the back. Test yourself, test your friends and refresh your memory.

Study skills for students Written answers must be legible in examinations – practice needed for some? Some awarding bodies instantly provide zero marks for illegible answers All questions should be attempted with enough time remaining for proof reading and editing ALS needs? How can we support those who are not getting ALS? SPaG Toolkit RW Gold Timed practice Selecting key words in questions Planning the structure of answers Mind mapping Developing class glossary of terms

Tips for students during the exam Read through the paper and: answer the easy questions first move on, don’t get stuck always show your workings answer questions that are worth the most points first in case you run out of time don’t leave the exam early!

Types of exams & TLA methods Activity You will be given an exam type In teams discuss different methods of TLA you currently use, or could use, suitable for the type of exam you have been given Multiple Choice Essay type questions Definition based questions Short answer questions Scenario based questions Peer assessment Timed exercises Summarising tasks e.g. write a 140 character Tweet about… Use of IWB ticker tape for remembering key words Glossary of terms – RW Gold Flash Cards Definition and matching meaning cards Interactive whiteboard VLE

How2s Activity In your teams Find 1 How2 activity (using the How2 teach website) that you could incorporate into your end point TLA which will show progress in learning Picture is hyperlinked

End point assessment - resources Power Point

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Further support to develop your practice You can access support to improve TLA through the ATLC VLE – if you are prompted for a key it’s: atlc. Along with general assessment section, there is also section specifically on EPA. http://moodle2.kirkleescollege.ac.uk/course/view.php?id=36#section-16

RDC contact details The Research and Development Centre: HC - A.01.005 (ext. 7751) & DC - A308 (ext. 2324) ATLCs are also available to deliver further training: Areas Link ATLC Contact No. Health & Social Care Landbased & Science ICT Hospitality and Catering Sport & Public Services Construction Engineering Melissa Sykes   Ext 7833/2432 Nick Taylor Ext 7133 Shahid Akudi Ext 2277 Foundation Learning ESOL & Community Learning English and Maths Creative Industries Julia Farrar Ext 2218 Grace Clifford Ext 2818 Clare Jordan Ext 7233 Sam Shepherd Ext 2238 Access, Teacher Education Childcare Business and Professional, Travel & Tourism Hairdressing & Beauty Therapy Graham Pitchforth Ext 7552/2232 Cathy Clarkson Ext 7208/2238 Sharon Morgan Ext 2351/7435/7751