1. Controlled Assessment Issues and Ways Forward AEWG

2. 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

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

4. 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

5. 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

6. 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

7. Data Research and Presentation Research Student collaboration Use of ICT

8. Fieldwork Photo copyright: Sophie MacDowell Geography Teaching Today http://www.geographyteachingtoday.org.uk/fie ldwork/resource/jurassic-coast-fieldwork- weekend/swanage/photos3/ Collaboration Data collection Guidance on tasks Individual questions Time

9. Analysis, Conclusions and Evaluation High control Authenticity Feedback Time

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

11. Other useful sites GCSE Nings http://newgcsegeog.ning.com/

12. 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)?