Understanding Standards: Nominee Training Event Care National 4, National 5 and Higher

Aims of the Day To support Nominees in their understanding of national standards by: reviewing documentation and verification process reviewing candidate evidence discussing this evidence and associated assessment standards with colleagues Reviewing evidence with new guidelines for 2016/17 asking questions and seeking clarification about national standards gaining an understanding of information provided to centres

Key points: Care units have a hierarchical unit structure that provide progression from National 4 to Higher  has added value assessment that increase personalisation and choice in the Care Assignment at National 4 Mapped to SCQF

Overview of documentation Unit Specifications mandatory requirements for each unit Course Specifications Overall information about courses: rationale, structure, high-level skills knowledge and understanding Unit Assessment Support Packages builds on assessment guidance in the unit specification and exemplifies standard required

Unit 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 Assessment Support Packages - purpose Unit Assessment Support packages (UASPs) can be used to: Assess your candidates Adapt for your own assessment programmes Help you develop your own assessments

UASPs – 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

Care UASPs Package 1 Unit-by-Unit approach National 4 and National 5 – discrete assessment tasks for each unit Package 2 Combined across all three units at National 4 and 5 Package 3 Combined approach covering two units, and other unit assessed using unit approach.

Updates for 2016/17 Values and Principles (National 4): Assessment Standard 1.1 - ONE INDIVIDUAL instead of two Assessment Standard 1.3 - no re-assessment required Assessment Standard 1.4 - ONE CARE SERVICE instead of three National 4 Social Influence and Human Development and Behaviour - NO CHANGE

Updates for 2016/17 Values and Principles (National 5): Assessment Standard 1.1 - ONE INDIVIDUAL instead of two Assessment Standard 1.4 – ONE CARE SERVICE instead of three Human Development and Behaviour (National 5): ONE INDIVIDUAL instead of two for all Assessment Standards Social Influence (National 4) no change

Updates for 2016/17 Values and Principles (Higher): Assessment Standards 1.3 & 1.4 - no need for reassessment if they do not meet the requirements of ONE of these. Higher Social Influence and Human Development and Behaviour - no change

Workshops

Verification Round 1 taking place in February 2017 Consider if a centre’s assessment approach is valid in relation to the qualification criteria. Take a holistic view Recognise different approaches Review will be carried out with an open mind using a values based approach: Trusted Progressive Enabling

Six Outputs of External Verification Validity Reliability Effectiveness Identification of good practice Provision of developmental advice Exemplification of materials

Verification Evidence Sample forms Internal verification details Outline/explanation of ‘Judging the Evidence’ Unit assessment task (but not if using prior verified/SQA) Report of Prior Verifier (if appropriate) Certificate of Candidate Assessment Record

the approaches to assessment and/or the assessment judgements Evidence-Based Assessment Decisions ACCEPTED The approaches to assessment for all candidates at that level are valid The assessment judgements for all candidates at that level are reliable, consistent, and in line with Assessment Standards ACCEPTED* Overall the approaches to assessment and assessment judgements at that level are in line with national standards (i.e. certification can proceed) but there are some recommended actions that relate to: the approaches to assessment and/or the assessment judgements NOT ACCEPTED Indicates that there was a significant issue at that level with The centre’s assessment judgements and that this warrants a hold being placed on certification until corrective action is taken and verified by SQA.

National 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

National 4 Added Value Unit: Care Assignment Unit Specification and Unit Assessment Support package ‘Investigate care services that meet the needs of an individual’ Identify an individual, investigate needs, apply sociological & psychological concepts, investigate services, present findings, review. Internally marked pass or fail

Workshop 3

Added Value unit :Key Messages Provide appropriate scenarios which allow candidates to develop the individual according to their own interest Ensure candidate describes services that match the needs of the individual chosen Ensure there is evidence of any investigation and/or identification of the sources of information used Clarify assessment conditions to meet assessment standard 1.6: Reviewing skills, knowledge and understanding . . .’ This should normally be completed in no more than one hour.

Added Value unit :Key Messages (continued) Clarify where assessment standards are met in the evidence. This helps the candidates to monitor their own progress and enable assessors to judge when candidates have met the Assessment Standards. When using oral evidence, ensure that it is recorded. Use some form of feedback sheet with assessor comments. Also useful for candidates to monitor progress.

Key messages from Verification 15/16 Clearly identify where assessment standards are reached, helps candidates to monitor their progress and enable assessors to make accurate judgements Implement any recommendations from prior verification Provide candidates with clear and concise requirements but do not remove candidate choice. Encourage candidates to submit evidence in a range of options which reflects the interests of the candidate. When submitting materials for External Verification include case studies, instructions for candidates, assessment conditions

Key messages from Verification 15/16 (continued) If the candidate provides a verbal response in addition to written evidence provide a record of dialogue or checklist/summary Assessors should ensure their assessment decisions are accurate and cover all the assessment standards. Feedback sheets which include assessor and Internal Verifier comments enable the candidate to gain feedback and monitor their progress. Provide sources of information.

WWW.sqa.org.uk│0303 333 0330