2. New Advanced Higher Subject Implementation Events Religious, Moral and Philosophical Studies: Unit Assessment at Advanced Higher

3. 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 or Unit – combined assessments  More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

4. Unit Assessment Support Purpose As at Higher, Assessment Support will be provided which you can use to:  Assess your candidates  Adapt for your own assessment programmes  Help you develop your own assessments your own assessments

5. 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  Give information on the type of evidence which could be gathered

6. Unit Assessment Support at Advanced Higher – Approaches Package 1  Unit by Unit approach for – discrete assessment tasks for each Unit (Philosophy of Religion, Medical Ethics, Religious Experience)  Portfolio approach for Researching Unit Package 2  Unit by Unit approach – discrete assessment tasks for each Unit (Philosophy of Religion, Medical Ethics, Religious Experience) Package 3  Portfolio approach – naturally occurring evidence (Philosophy of Religion, Medical Ethics, Religious Experience)

7. Unit Assessment Support at Advanced Higher – Researching Unit Develop independent research skills in the context of complex religious, moral or philosophical issues 1.1 Justifying an appropriate, complex religious, moral or philosophical issue for research 1.2 Planning a programme of research 1.3 Researching, collecting and recording information in an organised way 1.4 Explaining approaches to organising, presenting and referencing findings. 1.5 Correctly referencing a source using an appropriate referencing system

8. Unit Assessment Support at Advanced Higher – Amendments  Subject Update Letter – January 2015 Planned changes to Unit Specifications  Minimise over-assessment

9. Assessment Support Package Example  Unit Assessment Support  Philosophy of Religion  Package 2: Unit by Unit Approach  Document Read Through

10. Unit Assessment Support document read through Overview of Assessment:  Outline of the example task  Advice on how to adapt the task  Evidence in one form may be supplemented with evidence in other forms

11. Unit Assessment Support document read through Assessment Conditions  Level of teacher/lecturer support should be appropriate but evidence must be the candidate's own work  When group work is used, evidence of individual achievement is required  Centres responsibility to ensure that all evidence is the individual candidate’s work

12. Unit Assessment Support document read through Assessment Conditions (continued)  Only apply restrictions which are required by the Assessment Standards  No time restrictions - candidates should have sufficient time to complete the task  No restrictions on resources which candidates may use in the assessment  Same conditions apply National 3 – Higher

13. Unit Assessment Support document read through Evidence to be gathered  A range of possible forms of evidence may be appropriate  Keep accurate records of the candidate meeting the Assessment Standards  Only need sufficient evidence to show achievement of the Assessment Standards once

14. Unit Assessment Support document read through  Judging Evidence Table tells you how to judge evidence against the Assessment Standards  Illustrations of possible candidate responses  Approach used can change, Outcome / Assessment Standards do not change

15. Unit Assessment Support document read through Re-assessment arrangements  Assessment should be carried out when the individual candidate is ready  If a candidate fails to provide evidence for all the Assessment Standards, it is only necessary to re- assess the individual  Assessment Standard that they have yet to achieve

16. Unit Assessment Support document read through Examples of recording documentation  Exemplar tables for recording candidate’s/group’s achievement of Assessment Standards  These can be adapted as required

17. Unit Assessment Support document read through Assessment Task  Aligns with the prompts in the Overview of Assessment section  Exemplifies one context in which Unit assessment may take place

18. 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  Ways to minimise assessment (e.g. using one piece of evidence to meet multiple Assessment Standards)  Renewed focus on Researching Unit and what it will mean for your practice

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