Controlled Assessment Issues and Ways Forward AEWG.

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Presentation transcript:

Controlled Assessment Issues and Ways Forward AEWG

Context for change Regulatory – More reliable – Reduce malpractice – High quality judgements Educational – Valid and manageable assessments – Avoid formulaic and predictable assessments – Support good teaching and learning U = Usefulness R = Reliability V = Validity E = Educational Impact

AEWGs initial Questions Can the different purposes be achieved? Organisation? Educational value?

Guidance, training and support Awarding bodies AQA A AQA B Edexcel A Edexcel B OCR A OCR B WJEC A WJEC B CCEA Field Studies Council Fred Martin presentation

Elements of Control Phases of Control Task setting Task taking – Research / data collection – Fieldwork – Data Presentation – Analysis / conclusions / evaluatiom Task Marking Organisation Authenticity Feedback Time Collaboration Resource

Levels of Control Phases of Control Task setting Task taking – Research / data collection – Fieldwork – Data Presentation – Analysis / conclusions / evaluation Task Marking Medium Low High Low High

Data Research and Presentation Research Student collaboration Use of ICT

Fieldwork Photo copyright: Sophie MacDowell Geography Teaching Today ldwork/resource/jurassic-coast-fieldwork- weekend/swanage/photos3/ Collaboration Data collection Guidance on tasks Individual questions Time

Analysis, Conclusions and Evaluation High control Authenticity Feedback Time

Marking Assessment criteria Barriers Best fit Medium control log of support record of times certification of authenticity

Other useful sites GCSE Nings

Educational Impact (future evaluation) What is the impact on performance and learning outcomes? Are students working at the tasks in different ways (reflection, rewriting, reworking, metacognition)?