2. Assessment Scheduling and Tracking

3. QN networks Autumn 2012 - assessment and tracking3 Assessment Scheduling 1

4. Information requirements for standards verification from 2012 Projected grades for each candidate to enable a representative sample Assessment schedule for the delivery of unit assessment across the whole programme Cohort list with allocated assessors and IVs IV sampling schedule For NQF – samples from each assessor will be scrutinised 4 QN networks Autumn 2012 - assessment and tracking

5. QN networks Autumn 2012 - assessment and tracking5 Assessment Scheduling 1. How do your BTEC teams currently plan assessment for their programmes? 2. Is there shared/common practice to assessment scheduling across BTEC programmes ? 3. Do you need to review how you plan the delivery and assessment in the light of these requirements?

6. QN networks Autumn 2012 - assessment and tracking6 Planning for formative and summative assessment 2

7. Greater emphasis on the distinction between formative and summative assessment Formative assessment takes place prior to summative assessment provides feedback to enable the learner to make improvements or attain a higher grade feedback should be prompt so it has meaning and context must be constructive and provide clear guidance and actions Summative assessment final assessment decision/judgement on an assignment task(s) definitive assessment and recording of the learner’s achievement QN networks Autumn 2012 - assessment and tracking7

8. Benefits of clear focus on formative and summative assessment Avoids ‘ping-pong’ assessment Lightens the assessment load Underpins the requirement for authenticity of student work Clear rules on submission provides fairer assessment across learners QN networks Autumn 2012 - assessment and tracking8

9. 9 Planning for Formative and Summative Assessment Ensures the distinctions are not blurred between the formative and summative assessment New guidelines for the BTEC Firsts assessment will support how you plan for formative and summative assessment in the assessment schedule – which can be adopted for QCF programmes There may be a difference between programmes that deliver units long & thin and short & fat

10. QN networks Autumn 2012 - assessment and tracking 10 How do you plan for formative and summative assessment? 1. What are your current arrangements for formative and summative assessment ? 2. How do you handle resubmission opportunities? 3. Is this uniform across the BTEC provision ? 4. How do you authenticate learner work on both formative and summative assessment ?

11. QN networks Autumn 2012 - assessment and tracking11 Tracking Assessment 3

12. Tracking assessment decisions We encourage a standard approach to recording assessment outcomes Assessment records should be maintained for 3 years after certification Authenticity of learner evidence is important Current learner evidence must be kept securely and be available for scrutiny during the programme 1. Is there a common approach to assessment tracking across all BTEC provision in your centre? 2. Which records are retained for 3 years ? 3. How do you monitor authenticity? QN networks Autumn 2012 - assessment and tracking 12

13. QN networks Autumn 2012 - assessment and tracking13 The Lead Internal Verifier Role 4

14. QN networks Autumn 2012 - assessment and tracking14 The role of the Lead Internal Verifier The Lead Internal Verifier role is ongoing Must register through OSCA on Edexcel Online Access and use the standardisation materials For NQF – there is no standardisation exercise 1. What are the changes to the role from QCF to NQF new next generation BTEC? 2. What evidence will you need for Quality Review & Development? 3. How are you going to support Lead Internal Verifiers?