GCSE History Controlled Assessment Support Event December 2009

Agenda NI Education and Skills Authority Controlled Assessment in GCSE History E-candidate record sheet GCSE Support Package

Education and Skills Authority

NI Education and Skills Authority The NI Education and Skills Authority (ESA) will go live on 1st January 2010 ESA will have 7 Directorates The current functions of CCEA will reside within the Curriculum, Examinations and Assessment Directorate Richard Hanna, currently Director of Education Strategy within CCEA has been appointed Director (Designate) of the Curriculum, Examinations and Assessment Directorate

What will this mean for CCEA examinations? CCEA examinations will continue in ESA CCEA will continue to: provide the same range and quality of services; develop and operate quality specifications; deliver zero defects in question setting, marking and awarding; enhance and improve the support available to teachers and learners; and introduce online innovations designed to make the examinations process more efficient and user-friendly Change will occur on a gradual basis, but the service provided will remain the same

Moving Forward The CCEA logo on our qualification certificates and support materials will be replaced with an ESA logo Future awards made under ESA will have the same status as those awarded previously by CCEA Awards provided will retain their value with universities and employers In tandem with ESA, CCEA will ensure that students, teachers and all relevant stakeholders are made fully aware of the name change Centres can be assured that the qualifications retain their currency as top class qualifications designed to suit the needs of Northern Ireland learners

Controlled Assessment CCEA are supporting you in the change to controlled assessment by producing: generic guidance to schools on controlled assessment (September 2009); a dedicated controlled assessment microsite (30 October 2009); teacher guidance to teachers; student guidance to candidates; and student guides.

Our GCSE Support Package CCEA is committed to supporting teachers and learners by producing: student guides; schemes of work; textbook mapping; subject microsites; online past papers and mark schemes; and chief examiner’s reports/principal moderator’s reports.

Controlled Assessment: Getting Ready Purpose of session: Communicate the changes Confidence in managing the transition Continued support

Controlled Assessment: An Overview New internal assessment arrangements 3 stages: Stage Task Control stage 1 task setting high stage 2 task taking limited and high stage 3 task marking medium At each stage and within each stage there are different levels of control to ensure reliability and authenticity of students’ work.

Controlled Assessment: An Overview Unit 3: Investigative Study 25% GCSE qualification one task split into 2 questions task completed under controlled conditions 6 themes – remain the same every year 2 questions – change every year same task for both Foundation and Higher assessed in the final summer series

Controlled Assessment: Stage 1 – Task Setting high level of control tasks set by CCEA tasks released beginning of June every year additional sources to accompany tasks centres can use existing sources minimum of 10 – maximum of 15 sources used throughout the task centres to submit a copy of sources used to assist the moderation process centres may not alter the task or sources provided by CCEA

Controlled Assessment Task Themes 6 broad themes: Nazi Treatment of the Jewish Community JFK The Atomic Bomb Civil Rights in the USA Opposition and Support for the Vietnam War The Arab Israeli Conflict

Task Setting: Question 1 Question 1: Analysing and explaining an historical event or issue. Assessment Objectives AO1 and AO2: assess the candidates’ ability to recall, select and communicate their knowledge and understanding of history (AO1) and their understanding of the past through explanation and analysis (AO2). Worth 15 marks Candidates: do not need to refer specifically to sources are not required to evaluate source material

Task Setting: Question 2 Question 2: Arguing the validity of interpretations relating to an historical event or issue. Assessment Objective AO3: assesses the candidates’ ability to understand, analyse and evaluate source material as part of an historical enquiry and how aspects of the past have been interpreted and represented in different ways as part of an historical enquiry. Worth 35 marks Candidates: will be presented with an interpretation must consider the interpretation against the evidence they have studied make a judgement about the validity of the interpretation

Controlled Assessment: Stage 2 – Task Taking 4 parts: Part (a) Introduction to the Investigative Study and Class Discussion Part (b) Independent and Unsupervised Investigative Research Part (c) Preparation for Writing Part (d) Analysis and Evaluation of Findings (formal write-up)

Task Taking – Part (a) Introduction to the Investigative Study Led by: teacher Level of control: limited supervision Time limit: 12 hours Recommended approach question 1: 3 hours teaching question 2: 9 hours teaching

Task Taking – Part (a) Introduction to the Investigative Study Role of teacher: introduce the task to students teach general overview of the theme set activities to develop source evaluation and analysis skills select a range of source material discuss the sources with students set activities to gauge students’ understanding of the key issues/sources combination of whole class, group work and independent learning combination of classwork and homework unlimited feedback and guidance to students

Task Taking – Part (b) Independent and Unsupervised Investigative Research Led by: student Level of control: limited supervision Time limit: 6 hours Recommended approach question 1: 2 hours question 2: 4 hours

Task Taking – Part (b) Independent and Unsupervised Investigative Research Role of students: carry out some independent research select and record information to use as evidence in formal write-up reference work

Task Taking – Part (c) Preparation for Writing Led by: teacher Level of control: high Time limit: 6 hours Recommended approach question 1: 2 hours question 2: 4 hours

Task Taking – Part (c) Preparation for Writing Sources + Individual research + Notes = Preparation for writing students prepare their responses to the two task questions make brief notes structure and plan their responses plans should not be drafts all work must be completed in controlled conditions

Task Taking – Part (c) Preparation for Writing High level of control: no interaction between students limited teacher interaction with students all work completed under formal supervision

Task Taking – Part (d) Analysis and Evaluation of Findings (formal write-up) Led by: teacher Level of control: high Time limit: 3 hours Recommended approach: question 1: question 2: 15 marks 35 marks 1 hour 2 hours 500–700 word guide 1000–1300 word guide

Task Taking – Part (d) Analysis and Evaluation of Findings (formal write-up) students write responses to two task questions 3 hour time limit must not be exceeded word guide 2000 words handwritten or word processed responses split across several sessions – work retained securely

Task Taking – Part (d) Analysis and Evaluation of Findings (formal write-up) Students will have access to: task questions sources additional research own notes and plans Teachers must ensure: notes and plans do not include long paragraphs no draft answers if using computers - no Internet or intranet connection students cannot store their work on memory sticks

Task Taking – Part (d) Analysis and Evaluation of Findings (formal write-up) High level of control: no interaction between students limited teacher interaction with students all work completed under formal supervision

Task Taking – Part (d) Analysis and Evaluation of Findings (formal write-up) On completion of write-up: all work collected in – preparation notes, plans, bibliography and responses. stored securely not to be returned to students

Controlled Assessment: Stage 3 – Task Marking Level of control: medium internally marked and standardised annotation – assist moderation process

Controlled Assessment: Stage 3 – Task Marking Authentication: all students must sign Candidate Record Sheet (CRS) teachers to sign the CRS to confirm: work produced is solely that of the student concerned work carried out under the required conditions record any individual guidance given in part (c) and/or (d) record a mark of zero if candidates cannot confirm the authenticity of work

Controlled Assessment: Stage 3 – Task Marking External moderation: CCEA will moderate work 1st May sample required presentation of work

Controlled Assessment: Supporting Students Student Booklet: detailed ‘student friendly’ guidance support sheets visual aids key words glossary

As a local awarding body: Supporting you As a local awarding body: we provide specifications that are relevant on a global, national and local level; and we hold local support events free of charge.

Contact Us CCEA is an accessible awarding body. Our contact details are: Officer with Subject Responsibility Clare McAuley (028) 9026 1200 ext 2906 Email: cmcauley@ccea.org.uk Specification Support Officer Arlene Ashfield (028) 9026 1200 ext 2291 Email: aashfield@ccea.org.uk

Online Accessibility Visit our website to download support material and access the latest information: www.ccea.org.uk

e-Candidate Record Sheet (e-CRS) A method of completing candidate record sheets and submitting them directly to CCEA by computer (from home or school). Piloted since 2006. 56 centres participated 2008/09. 3 GCSE subjects –ICT, English Literature & Home Economics.

e-Candidate Record Sheet (e-CRS) 2009/10 e-CRS available to all centres for ICT, English Literature & Home Economics (current specification). e-CRS available to all centres for all GCSE controlled assessment units offered in Summer 2010. 2010/11 ICT & English Literature (current specification) available to all centres. CCEA’s intention is that e-CRS be used by all centres for all GCSE controlled assessment units – Summer 2011.

e-Candidate Record Sheet (e-CRS) Advantages All calculations on candidate record sheet done automatically: - reduced error. eg GCSE English Literature. → Assignment A 45 out of 50 Assignment B 46 out of 50 Assignment C 48 out of 50 Summative mark for assignment (Total mark 139 divided by 3) 46 Less to fill in: - centre details filled in automatically - candidate details filled in automatically No duplication: - no TAC1 forms required – marks submitted through e-CRS. - no TAC2 form required - information recorded on e-CRS system.

e-Candidate Record Sheet (e-CRS) Training 2009/10 (interested centres) online tutorial centre visits (if required) 2010/11 (all centres) demonstration at Agreement Trials

e-Candidate Record Sheet (e-CRS) What’s next? Centres (Head of Departments) will be invited, by letter, to participate in Summer 2010. For more information contact: Donna Mullan 028 9026 1200 extn 2230 dmullan@ccea.org.uk Brendan McDowell 028 9026 1428 bmcdowell@ccea.org.uk