Qualifications Update:Classical Studies

Qualifications Update:Classical Studies

Developing qualificationsDeveloping qualifications

• Progression

• More open and flexible requirements

• Assessment which supports learning

• Refreshed and relevant contexts for learning

• Personalisation and choice• Robust and credible

CfE Levels

early years

1

2

3

4 SCQFLevels

12

3

4

Continues to 12

≈

Relationship between CfE and SCQF LevelsRelationship between CfE and SCQF Levels

National 5 Specimen Question Paper Key pointsNational 5 Specimen Question Paper Key points

• Added Value is captured in an assignment at National 4 in the Added Value Unit and by a question paper and a Coursework assignment at National 5

• These provides opportunities for personalisation and choice as well as challenge and application

• Investigating skills from Standard Grade translated into the assignment

National 5 Specimen Question Paper Key pointsNational 5 Specimen Question Paper Key points

• Taking the best of Standard Grade and Intermediate 2…• Life in Classical Greece: Classical Literature: Life in the Roman World• In Life in Classical Greece, we have drawn from the most popular topics in

Standard Grade Life in 5th century Athens, i.e. democracy, family life and slavery

• Mythology, which features in Standard Grade in the birth of Athens, and as a full section in Intermediate, has been transformed into an option on the myths surrounding either Athene or Dionysus

• Added to these topics are the buildings and festivals associated with the gods• In the Classical Literature section, there is an open choice of texts to be

studied, examining the themes of leadership, fate versus free-will, heroism, conflict and women in society

• In Life in the Roman World, there is a choice to study either Pompei (drawing on Standard grade) or Roman Britain (from Intermediate)

National 5 Specimen Question Paper Key pointsNational 5 Specimen Question Paper Key points

• Analysis question (8 marks) will appear in one section. This can be in Section 1 OR Section 3

• More marks available for in-depth analysis, building a link to Higher• More marks available in individual skills questions for the development of

individual points• Flexible routes to full marks in skills questions (change from Standard

Grade)• Assessing the skill of comparing and contrasting the classical Greece and

the Roman World with the modern world has been removed from the question paper. This skill will now be assessed in the assignment

• Assessing the skill of comparing and contrasting themes in Classical Literature with how these themes are viewed in the modern world will be assessed in the question paper

Unit StructureUnit Structure

National 3 National 4 National 5

Life in Classical Greece Life in Classical Greece Life in Classical Greece

Classical Literature Classical Literature Classical Literature

Life in the Roman World Life in the Roman World Life in the Roman World

Added Value Unit: Assignment

New Quality Assurance arrangementsNew Quality Assurance arrangements• Will cover new National 1 to National 5 from 2013/14

• New arrangements will promote shared understanding of national standards through a collaborative and partnership approach

• New ‘Nominee’ role - provides a pool of nationally trained experts

• Increased verification in the first 3 years, then an approach based on information gathered

• Verification in Nov/Dec, Feb and Apr/May - allows for early identification of issues and support/guidance to be given

Unit Assessment Support Packs - key messagesUnit Assessment Support Packs - key messages• Are available on the SQA Secure Website, are

confidential documents and should be treated as such and held securely

• Use one of three approaches to generating evidence:• Unit by Unit approach • Combined approach• Portfolio approach

• Assessors may use the assessments provided in UASPs • as they are• to adapt• to develop their own assessments They will be made available in Word format for this purpose

Unit Assessment Support Packs - key messagesUnit Assessment Support Packs - key messages• Valid from August 2013

• encourage professional judgement • allow assessors to chose appropriate contexts and forms of

evidence • support, motivate and challenge learners

• Each pack provides details of • a broad based task• type of evidence to be gathered • how this is to be judged against assessment standards

an example of a Candidate Assessment and how it should be assessed

• Most important aspect for SQA is that standards are met and that all evidence is authentically the candidate’s own work

Unit Assessment Support Packs - key messagesUnit Assessment Support Packs - key messages

•Assessment approaches should support and be consistent with learning and teaching approaches and the needs of individual candidates•Assessment judgements are made on a pass fail basis•Contexts may be changed to suit or be made more relevant to candidates, but must of the same level of demand and difficulty•Where assessment is by observation or oral questioning, evidence should include assessor comments that show clearly the basis on which assessment judgements have been made•UAS packs also include examples of recording documentation: assessors may adapt these to suit local needs and approaches

Assessment Support Schedule 2012/13 Assessment Support Schedule 2012/13

Oct 12 to Mar 13 N3 to N5 Unit Assessment Support (Package 1)

Feb 13 N3 to N5 Unit Assessment Support (Package 2)

Feb 13 N5 Specimen Question Paper

Apr 13 N3 to N5 Unit Assessment Support (Package 3)

Apr 13 N5 Specimen Coursework

Apr 13 N4 Added Value Assessment Support

Classical StudiesUnit Assessment

National 3 to National 5

Classical StudiesUnit Assessment

National 3 to National 5

Unit assessmentUnit assessment• Flexible and open Assessment Standards and Evidence

Requirements in Units

• Greater range of techniques and methodologies for assessment – encouraged through Unit assessment support packages

• 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

Unit Assessment Support Unit Assessment Support packages – purpose packages – purpose

Assessment support packages will be provided which you can use to:

•Assess your candidates

•Adapt for your own assessment programmes

•Help you develop your own assessments

Unit Assessment Support Unit Assessment Support packages – key featurespackages – key features

• Valid from August 2013

• 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 and how this is to be judged against Assessment Standards

Unit assessment support Unit assessment support packages - approachespackages - approaches

Package 1 • Unit by Unit approach – discrete assessment

tasks for each UnitPackage 2 • Combined approach – groups Outcomes and

Assessment Standards from different UnitsPackage 3 • Portfolio approach – evidence generated

assessment standard by assessment standard

Assessment Package 1Assessment Package 1Life in Classical Greece Classical Literature Life in the Roman World

You can use the illustrative examples provided and adapt these to suit the contexts that your learners have studied or the kind of approach that would suit them best

N3

Oral presentationSkill: commenting on a sourceContext: Family life

Visual productSkill: commenting on the relevance of a classical textContext: Odyssey

Responses to questionsSkill: Using archaeological evidence to compare the classical and modern worldsContext: Theatres

N4

Responses to questionsSkill: Drawing a conclusion on the value of a sourceContext: Slavery

Oral presentationSkill: commenting on the significance of a classical textContext: Medea

Visual productSkill: Using archaeological evidence to compare/contrast the classical and modern worldsContext: Bath houses

N5

Visual productSkill: Expressing a reasoned conclusion on the value of a sourceContext: Cult of Athena

Oral presentationSkill: Expressing a reasoned view on the significance of a classical textContext: Oedipus

Responses to questionsSkill: Using archaeological evidence to compare/contrast the classical and modern worldsContext: Entertainment

Assessment Package 1Assessment Package 1• Although a range of approaches to gathering

evidence for Unit assessment have been illustrated:– the standard applied is the same irrespective of the

approach taken– it is the skills, knowledge and understanding as

specified in the Assessment Standards which are being assessed – do not inflate the demands of the Unit

– there should be consistency in conditions across different techniques

– all approaches should be manageable for candidates and centres

Key points from Unit Assessment Key points from Unit Assessment Support packsSupport packs

• Assessment Overview– This document contains generic prompts which can be adapted to different

contexts– Also a worked-through example – this is illustrative only– Evidence in one form may be supplemented with evidence in other forms

• Assessment conditions– Candidates should have sufficient time to complete the task– Level of teacher/lecturer support should be appropriate for level but evidence

must be the candidate's own work– When group work is used – evidence of individual achievement is required

• Evidence to be retained– Sufficient for QA purposes– Practical approaches to retaining evidence e.g. candidate responses/product,

assessor checklists, supplementary material• Reassessment

– SQA policy continues to apply– Only need to reassess specific Outcomes or assessment standards not yet met

Key points from Unit Assessment Key points from Unit Assessment Support packsSupport packs

• Teacher prompts and questioning may be used to:– Confirm evidence is candidate’s own work– For clarification/confirmation of standard being met– To supplement oral/visual/written presentation if necessary

• Judging evidence– Standards need to be consistently applied, irrespective of the

approach taken to generating evidence– General principles and specific exemplification given– Column 4 is adaptable to different contexts– Candidates may provide evidence of meeting the standard outwith

the specific prompt – this should be credited• Candidate task

– Illustrative only– Centres encouraged to adapt to their own contexts

Workshop 1Workshop 1Task 1•Use the materials provided:

– Life in Classical Greece: National 3, 4 and 5– Classical Literature: National 4– Life in the Roman World: National 5

•In small groups of 2-3, discuss– The assessment tasks illustrated– Approaches to generating evidence– Making judgements

•How could you use the Unit Assessment materials to support you in your own centres?

Classical StudiesAdded Value Assessments:

- National 5 Course Assessment- National 4 Added Value Unit

Classical StudiesAdded Value Assessments:

- National 5 Course Assessment- National 4 Added Value Unit

Adding Value – National 4, Adding Value – National 4, National 5National 5

• Each Course at National 4 and National 5 includes assessment of Added Value

• For National 4, the added value is in an Added Value Unit - not graded

• For National 5, the added value is in the Course Assessment - graded A - D (as at present)

Added ValueAdded Value• Makes the Course more than the sum of its parts• Builds on current Course assessment and Group

Award approaches • Defined as breadth, challenge and/or application as

outlined in Building the Curriculum 5• May involve accumulation, assimilation, integration

and/or application of skills, knowledge and understanding

• Uses one or two of 7 defined assessment methods

Controlled AssessmentControlled Assessment• Where the assessment method is not a question paper,

SQA has introduced the concept of controlled assessment to ensure fairness and reliability

• 3 stages of assessment: Setting, Conducting, Marking the assessment

• Each will have a defined level of control: SQA-led activity, Shared responsibility between SQA and centres, Centre-led

• Subject-specific decisions, but mostly SQA-led activity in initial years

National 5 – Course AssessmentNational 5 – Course Assessment• Two components

– Question Paper (75%)

– Assignment (25%)

• Broad parity between skills and knowledge and understanding across the whole course assessment

• Externally assessed

National 5 – Question PaperNational 5 – Question Paper• Draws on approaches and formats familiar

from Standard Grade Credit and Intermediate 2

• Out of 60 marks

• Three sections each worth 20 marks: Greece, Classical Literature, and the Roman World

• There will be a choice of contexts within the Roman World

• Greater emphasis on knowledge and understanding than skills (34 marks: 26 marks)

• Range of marks – 2, 4, 5, 6 or 8

National 5 – Question PaperNational 5 – Question Paper• Describe (5 or 6 marks) –

requires candidates to give the key points about the topic. Not necessarily in order.

National 5 – Question PaperNational 5 – Question Paper• Each developed points in describe

questions may be awarded up to 2 marks

• More open questions where candidates may demonstrate their knowledge of specific contexts studied e.g. the impact of particular events or the reasons why events came about

• Flexibility in the routes to achieve full marks

National 5 – Question PaperNational 5 – Question Paper• Explain the reasons why

(5 or 6 marks) – requires candidates to make connections between events or factors

National 5 – Question PaperNational 5 – Question Paper• To what extent (8 marks) – requires

candidates to organise their knowledge to address an issue, come to a conclusion and provide a reason for that conclusion

• There will be ONE 8 mark question which may be assessed in either the Life in Classical Greece section of the paper OR in Life in the Roman World section and this can change from year to year

National 5 – Question PaperNational 5 – Question Paper• Explain what a source tells us

about (4 marks) – requires candidates to identify specific points made in the source and explain what they mean in their own words.

National 5 – Question PaperNational 5 – Question Paper• Evaluate the usefulness of a source

(4 marks) – requires candidates to make a judgement about the usefulness of a classical source taking into account aspects such as author, purpose, content and context. Not all aspects need to be addressed.

National 5 – Question PaperNational 5 – Question Paper• Describe how a classical text

deals with a particular theme (5 marks) – requires candidates to describe a text they have studied, showing how the actions or events in the text illustrate the theme.

National 5 – Question PaperNational 5 – Question Paper• Compare the theme of a text with the

classical and modern worlds (5 marks) – Candidates are required to make direct comparisons of detailed points from the text with events, practices or ideas of the classical and modern worlds.

• This may be a single question or may be split into 2 questions

• 3 marks for comparing the theme with the classical world

• 2 marks for comparing the theme with the modern world

National 5 – Question PaperNational 5 – Question Paper• The pattern of questions in the Classical Greece and

Roman World sections will include 2 knowledge questions and 2 source based questions

• The pattern of questions will change from year to year between these two sections

• Each section will assess up to 3 of the areas of content

• In the Classical Literature section, there will be two questions each addressing a different theme. These may have two or three parts.

National 5 – AssignmentNational 5 – Assignment• Opportunity for learner personalisation

and choice

• Out of 20 marks

• Externally assessed

• Evidence produced in controlled assessment in up to 1 hour

National 5 – AssignmentNational 5 – Assignment• Greater emphasis on skills

than knowledge and understanding (14 marks: 6 marks)

• Brief available on-line – does not change from year to year

• Generic marking instructions available on-line

N5 Coursework evidence template

Full name of centre Town

Forename(s) Surname

Date of Birth Scottish Candidate Number Number of seat

Write-up time – 1 hour

Total marks – 20

Use the space below for your write-up. You may use additional paper if required.

National 4 Added Value Unit National 4 Added Value Unit AssignmentAssignment

• Opportunity for learner personalisation and choice

• Flexibility in how the learner presents findings

• Internally assessed by centres and externally quality assured by SQA

• Conducted under some supervision and control

National 4 Added Value Unit National 4 Added Value Unit AssignmentAssignment

• Support materials produced by SQA to provide advice and guidance on:– the degree of support which

may be provided– assessment conditions– nature and amount of

evidence to be retained for quality assurance purposes

– Making assessment judgements

Relationship between National 4 and Relationship between National 4 and National 5 AssignmentNational 5 Assignment

• Designed to provide progression and articulation – the process at National 4 is designed to lead on to the product at National 5

• Aims to support learners moving between levels and provide flexibility for centres

Relationship between National 4 and Relationship between National 4 and National 5 AssignmentNational 5 Assignment

• No automatic ‘fall-back’ to level below

• Necessary to show attainment of assessment standards of N4 Added Value Unit: – retain evidence – subject to quality assurance – enter candidate for AVU at N4

Workshop 2Workshop 2Task 2•Use the materials provided:

– Further information on Course assessment at N5– Assignment read across document

•In small groups of 2-3, discuss– National 4 Added Value Unit– National 5 Course Assessment

• Question Paper• Assignment

– Relationship between the N4 AVU Assignment and the N5 Course work component - Assignment