Controlled Assessment

Issues and Ways ForwardAEWG

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 = UsefulnessR = ReliabilityV = ValidityE = Educational Impact

AEWG’s initial Questions

Can the different purposes be achieved?

Organisation?

Educational value?

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 CouncilFred Martin presentation

Elements of Control

Phases of Control• Task setting

• Task taking– Research / data collection– Fieldwork – Data Presentation– Analysis / conclusions /

evaluatiom

• Task Marking

OrganisationAuthenticityFeedbackTimeCollaborationResource

Levels of Control

Phases of Control• Task setting

• Task taking– Research / data collection– Fieldwork – Data Presentation– Analysis / conclusions /

evaluation

• Task MarkingMedium

Low

High

Low

Low

High

Data Research and Presentation

• Research • Student collaboration• Use of ICT

Fieldwork

Photo copyright: Sophie MacDowellGeography Teaching Todayhttp://www.geographyteachingtoday.org.uk/fieldwork/resource/jurassic-coast-fieldwork-weekend/swanage/photos3/

CollaborationData collectionGuidance on tasksIndividual questionsTime

Analysis, Conclusions and Evaluation

• High control

Authenticity Feedback Time

Marking

Assessment criteria• Barriers• Best fit

Medium control• log of support• record of times• certification of authenticity

Other useful sites

GCSE Nings• http://newgcsegeog.ning.com/

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)?