Date post: | 28-Mar-2015 |
Category: |
Documents |
Upload: | david-kirby |
View: | 229 times |
Download: | 1 times |
Qualifications Update:Sciences
Qualifications Update:Sciences
Developing qualifications Developing qualifications - drivers- drivers• Progression – provide progression from Es & Os and maximise
continuity between levels • More open and flexible requirements – fewer, broader
outcomes, more focus on skills• Assessment which supports learning - open evidence
requirements – choice of assessment approaches – opportunities for combined assessment
• Refreshed and relevant contexts for learning, providing challenge and enjoyment
• Personalisation and Choice – in content/contexts for Units - Added Value Unit at National 4 – coursework assessment at National 5
• Robust and credible – current high standards in qualifications will be maintained
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
Key pointsKey points• Common approach taken across all Sciences• All Science Courses have been designed to progress from the
Sciences Experiences and Outcomes and are based on their subject Progression Framework
• has a hierarchical Unit structure that provides a smooth progression from National 3 to National 4 (Science) and from National 3 to Higher (Biology, Chemistry, Env. Science & Physics)
• builds on and develops skills , knowledge and understanding progressively up through levels
• combines the best aspects of current Standard Grade and Intermediate Courses
• Added value is assessed through an Assignment at National 4 and a Question Paper and Assignment at National 5 and Higher and a Question Paper and Project at Advanced Higher
Key pointsKey points• There are two Unit Outcomes at all levels and are common
across the levels
• If a Unit is being done as part of a Course, there are opportunities for transfer of evidence across the Units.
• Differentiation between levels can be found in the Assessment Standards and the Evidence Requirements.
Unit StructureUnit Structure
National 3 National 4 National 5
Chemical Changes and Structure
Chemical Changes and Structure
Chemical Changes and Structure
Nature’s Chemistry Nature’s Chemistry Nature’s Chemistry
Chemistry in Society Chemistry in Society Chemistry in Society
Assessment Support Schedule 2012/13 Assessment Support Schedule 2012/13
Oct 12 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
DocumentationDocumentation
Arrangements Document
Current Qualification
Includes:
Course StructureRationale and Aims
Course ContentCourse and Unit Assessment
Grade DescriptionsEstimates and Appeals
Approaches to Learning and Teaching
Additional Support NeedsUnit Specifications
Course Specification
Unit Specification
Course Assessment Specification
Course and Unit Support Notes
New CfE Qualification
Unit Assessment Support Packages 1, 2
& 3
Specimen Question Paper & Specimen
Coursework
MANDATORY
ADVICE, GUIDANCE & SUPPORT
ChemistryUnit Assessment
National 3 to National 5
ChemistryUnit Assessment
National 3 to National 5
Unit assessmentUnit assessment• Unit Specifications state the Outcomes, Assessment
Standards & Evidence Requirements (ALL Mandatory)
• 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 generate 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
activities for each UnitPackage 2 • Combined approach- assessment of all Units,
Outcomes & Assessment StandardsPackage 3 • Portfolio approach – naturally occurring
evidence
Assessment Package 1Assessment Package 1This pack consists of three assessment activities for each Unit:
• Activity 1: a scientific report of an experiment to
generate evidence for Outcome 1
• Activity 2: a short report of a research investigation to generate evidence for Assessment Standards 2.2 and 2.3
• Activity 3: a set of questions to generate evidence for Assessment Standards 2.1 and 2.4
Assessment Package 2Assessment Package 2This pack consists of two assessment activities:
• Activity 1: an investigation of a key area of any
Unit through research, a practical activity and problem solving, covering Outcome 1 and Assessment Standards 2.2, 2.3 and 2.4
• Activity 2: a set of questions covering
Assessment Standard 2.1. This generates evidence that the candidate is able to make accurate statements demonstrating knowledge and understanding gained throughout the Course
General UpdateGeneral Update
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
• Intense verification in the first 3 years, then an intelligence led approach will be adopted
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
• Intense verification in the first 3 years, then an intelligence led approach will be adopted
Prior-VerificationPrior-Verification• Can amend SQA Unit Assessment Support Packs, maintaining
the standard.• If developing assessments, advised to use SQA Prior
Verification Service.• First prior verification window opens 3rd June 2013, response
in August.• Thereafter, 6 week turnaround on submissions
www.sqa.org.uk/cfepriorverification
Recognising Positive Achievement Recognising Positive Achievement • Opportunities for candidates who have achieved Units at
National 5, but failed the Course Assessment, to achieve the Course at National 4
• “Fallback” based on hierarchical structures• No Compensatory Awards• Must have an entry and a ‘Pass’ result for the N4 Added Value
Unit (English, Gaidhlig and Maths also require Literacy and Numeracy Units)
• Pre and post certification models• A guide on these arrangements is now available
www.sqa.org.uk/cfedelivery
ChemistryAdded Value Assessments:
- National 5 Course Assessment- National 4 Added Value Unit
ChemistryAdded 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• Learners will draw on and extend the skills they have
learned from across the Course • Learners will demonstrate the breadth of knowledge
and skills acquired, in unfamiliar contexts and/or integrated ways
• May involve accumulation, assimilation, integration and/or application of skills, knowledge and understanding
National 4 – Added Value Unit National 4 – Added Value Unit ChemistryChemistry
AssignmentAssignment•In the National 4 Chemistry Course, the Added Value Unit will focus on challenge and application.•Learners will draw on and apply the skills and knowledge they have learned during the Course. •They will carry out an in-depth investigation on an unfamiliar and/or integrated context. •Marked by Centre staff , SQA marking instructions
National 5 – ChemistryNational 5 – Chemistry
Question PaperQuestion Paper• Assesses ability to retain and integrate knowledge and
understanding from across the Course content• Equal weighting to all three Units• Structure similar to existing Intermediate Courses• 80 Marks (80% of Total Marks)
National 5 – ChemistryNational 5 – ChemistryAssignmentAssignment
• The purpose of the Assignment is to allow the learner to carry out an in-depth study of a Chemistry topic.
• The Assignment requires the learner to select a topic/issue and apply skills of research, evaluation and analysis. The learner will communicate information related to their findings, which will develop skills of scientific literacy.
• The Assignment will be sufficiently open and flexible to allow for personalisation and choice.
• 20 marks (20% of Total Mark)• Marked by SQA
Controlled AssessmentControlled Assessment• For the Assignment, 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