1. Controlled Assessments: overview Outcomes: You will be familiar with the principles of controlled assessment – especially control levels You will be able to apply these principles to evaluating controlled assessments in the new GCSE specifications.

2. Three stages of controlled assessments: key issues Task taking Discouraging malpractice Teachers confident to authenticate students’ work Manageability: for students and teachers Task marking High quality judgements Task setting Validity & reliability Avoiding formulaic/predictable responses Supporting good teaching & learning

3. Levels of control Highest level: Tasks set, defined, marked by AB Lowest level: Tasks set, defined, marked by teachers Three levels of control (high, medium, low) + Three stages: (task setting, task taking, task marking) = >>>>

4. Level of control: Task setting Task taking Task marking Low Teachers design tasks –to AB criteria 1 or 2 controls: rest defined by centre Teachers are trained and mark. Medium Teachers design tasks – get approval from AB AB defines 3 or 4 of the key controls: rest defined by centre Teachers mark, AB moderates and adjusts High Set/approved by AB – e.g. a task bank Five key controls: supervision, feedback, time, collaboration resources, AB marks task All max high = external assessment All min low = too little control

5. In geography, control levels are medium-high: p7 Level of control: Task setting Task takingTask marking Medium Research: AB defines: supervision, feedback, collaboration. Teachers mark, AB moderates and adjusts High Set/approv ed by AB – e.g. a task bank Analysis and evaluation of findings: AB defines: supervision, feedback, time, collaboration, resources Teacher directed >>>>>> individual student

6. QCA guidelines Skills Context: fieldwork identifying, analysing and evaluating geographical questions and issues establishing appropriate sequences of investigation extracting and interpreting information evaluating evidence and reaching conclusions.

7. Task setting – high control single CA unit –may have more than one task. selected from comparable tasks (AB) replaced each year. centres contextualise

8. Task taking (1) Research/data collection – limited control Authenticity: completed under teacher supervision Feedback level of teacher support defined by AB Collaboration possible but individual responses.

9. Task taking (2) Analysis and evaluation of findings – high control Supervision - all work formally supervised. Feedback - teacher support defined by AB Collaboration - all work done independently. Resource - specified by AB Time – duration specified by AB

10. Task marking medium control teachers mark the controlled assessment use AB mark schemes or criteria moderated by AB

11. AB X 1Fieldwork investigation 15% Task setting: centre selects a task from AB list (high) Task taking: pupils work under direct supervision at all times (except for primary & secondary data collection) (medium-high?) Task marking: centres mark work with AB moderation (medium) 2.Issues enquiry (resource-based + research) 10% Task setting: centre selects a task from AB list (high) Task taking: pupils work under direct supervision at all times (control level unclear) Task marking: centres mark work with AB moderation (medium).

12. AB Y Two Controlled Assessments, at least one involving primary data collection Task setting: AB defines each task (no choice: very high) Task taking: variety of communication formats suggested, but no time or supervision levels defined (control level unclear) Task marking: centres mark work with AB moderation (medium).

13. AB Z Geography research unit; fieldwork investigation Task setting: centre selects a task from AB list (which changes in rotation) (high) Task taking: enquiry route set out in five phases (planning > evaluation); supported by task sheets available from the AB. Clear time and supervision levels defined (control level limited> high) Task marking: centres mark work with AB moderation (medium).

14. QCA exemplar: Exploring the boundaries Task summary Unit: Population. Enquiry into diversity and community cohesion in a local multi-ethnic community. –planned and carried out local fieldwork –used a variety of new technologies. set by awarding body –adapted to use local resources –issue of local significance. assessed by the teacher –using AB criteria and externally moderated

15. Report for a Regional News Programme Three enquiry questions: –Where do ethnic minority groups live in Kirklees today? –How have these areas changed in the last 25 years? –How do different South Asian residents perceive these neighbourhoods? Format –PowerPoint presentation with accompanying script –Moviemaker presentation or equivalent with dialogue. –could include spoken presentation, a dramatic reconstruction, an animation, an interview, a debate, graphics and/or maps. Monitoring –support and feedback provided where appropriate, –contribution of individual students noted –research logs, submitted as evidence.

16. Process Initial phase teacher directed – criteria; TV broadcast; background; resources Planning and analysis Research and fieldwork Fieldwork; collaborative; some independent Final evaluation and presentation Construction of presentations high control – independent work under direct teacher supervision in set time. feedback - best use of time, on task and answering technical questions TV news reports presented to the rest of the class. presentations (CD) and research logs record students' attainment. Teacher marking

17. Process ABs draft specifications (2 per AB) Submitted to QCA –evaluated – recommendations Returned & revised by AB Resubmitted Approved by QCA? Available Sept 2008 - training

18. Choosing a specification Think about: Whether one or two controlled assessments suits you better (e.g. 15%+10% or 25%) Is the time for the CA right in the context of the CA demands, and the time within the course? The nature of the tasks, e.g. support for individual fieldwork, local solutions, global enquiries; whether you want the whole enquiry assessed, predictability, interest…

19. E-scape Controlled Assessments in Geography Research project using digital technology Assessing process as well as product Paired assessments not criteria

20. Rebranding Porthcawl Traffic management in Cheddar Quarry proposal in Wiltshire Rain forest clearance

21. End ‘product’ is a podcast for this activity Assessment is of the total work Podcast recorded digitally