New Advanced Higher Subject Implementation Events Geography: Unit Assessment at Advanced Higher

Background  April 2012  April 2013  Ashbrook Report

Background  Reduce levels of over assessment  Reduce duplication of assessment  Clarify the relationship between Unit and Coursework assessment

Background  Clarify the relationship between Unit and Coursework assessment Geographical Skills 1.1 Identifying an appropriate complex geographical topic for research A.Justify the choice of a complex geographical topic to research Not assessed in the Question Paper AH Units Unit Outcomes and Assessment Standards Making assessment judgements ProjectQuestion Paper Geographical Issues 1.1 Summarising a wide range of viewpoints on a complex geographical issue C. Summarise a wide range of viewpoints on the complex geographical issue. Not assessed in the Question Paper Geographical Skills 4.2 Analysing a map or map-based diagram to reach a valid conclusion G. Reach reasoned conclusions supported by a range of evidence Candidates will be expected to reach conclusions from evidence supplied in all questions Geographical Issues 1.3 Reaching a reasoned conclusion supported by evidence E. Reach reasoned conclusions supported by a wide range of evidence Candidates will be expected to reach conclusions from evidence supplied in all questions

AH Geography Units  Geographical Skills Unit Learners who complete this Unit will: 1 Develop independent geographical research skills 2 Apply a wide range of research methods and fieldwork techniques 3 Apply an appropriate statistical technique in a geographical context 4 Apply an appropriate mapping technique in a geographical context.  Geographical Issues Unit Learners who complete this Unit will: 1 Critically evaluate viewpoints using evidence from a wide range of sources relating to a complex, current geographical issues

Unit Assessment – Recap  Flexible and open Assessment Standards and Evidence Requirements in Units  Greater range of techniques and methodologies for assessment – encouraged  Assessments can be designed to provide evidence across more than one outcome  More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

Unit Assessment Support Purpose Assess your candidates Adapt for your own assessment programmes Help you develop your own assessments your own assessments

Unit Assessment Support at Advanced Higher – Key Features Valid from August 2015 Complements and supports learning and teaching Assess competence against Unit Outcomes and Assessment Standards 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 Requirements to pass Unit assessment are aligned with requirements of Course assessment (marking instructions)

Unit Assessment Support at Advanced Higher – Approaches Unit Assessment Support Packs consists of two documents Package 1 Geographical Skills – Portfolio approach – mix of physical and human contexts “….the use of naturally occurring evidence…” Geographical Issues – Unit by Unit -Context of issue: ‘Is the use of police in Brazil’s favelas having a positive impact on the urban population?’

Unit Assessment Support at Advanced Higher – Approaches Unit Assessment Support Packs consists of two documents Package 2 Geographical Skills – Portfolio approach - Human context (plus one physical gathering technique) “An analysis of land use patterns in a gentrified inner city area.” Geographical Issues – Unit by Unit -Context of issue: ‘Should the building of a gasification plant in Dovesdale, South Lanarkshire be given the go ahead?’

Unit Assessment Support at Advanced Higher – Approaches Unit Assessment Support Packs consists of two documents Package 3 Geographical Skills – Portfolio approach – Physical context (plus one human gathering technique) “An analysis of soil and vegetation along two transects with differing aspects” Geographical Issues – Unit by Unit - Context of issue: “Gold mining in Loch Lomond and the Trossachs National Park”

Assessment Support Packages Each document includes:  Advice on task/prompts  Examples of possible candidate responses  Advice/examples of using evidence to meet multiple Assessment Standards  Exemplar candidate Task(s)

Unit Assessment Support Geographical Skills/Issues Tasks are in a specified context Exemplifies minimum competence to pass Unit assessment Judging Evidence Table includes examples of possible and appropriate candidate responses Advice on re-assessment, conditions, judging evidence etc, consistent with National 3 – Higher Exemplifies alternative contexts

Unit Assessment Support Geographical Skills/Issues  Supports development of the skills necessary for the Project (Study) + (Issues)  Evidence from discrete tasks  Evidence from combined tasks  Advice and Guidance on meeting each Assessment Standard

Unit Assessment Support Geographical Skills/Issues  Project may provide sufficient evidence for Unit assessment however the level of assessor assistance may compromise the concept of “independent learning”

Workshop 1 Unit Assessment Using the materials provided, in small groups of 2- 3, discuss:  Identify subject-specific topics for discussion Workshop Aims  To understand the assessment and evidence requirements of Unit Assessment  To consider a range of ways of generating evidence for the Unit Assessment Support provided Using the materials provided, in small groups of 2-3, discuss:  Definitions of skills and descriptions of minimum competence  Avoiding over-assessment (e.g. using one piece of evidence to meet multiple Assessment Standards)  Alignment of Outcomes/Assessment Standards within the Units?  Relationship between Outcomes/Assessment Standards and Project/Question Paper

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