Assessment Scheduling and Tracking

2. Assessment Scheduling and Tracking

3. 1 Assessment Scheduling QN networks Autumn 2012 - assessment and tracking

4. Information requirements for standards verification from 2012 • Projected grades for each candidate to enable a representative sample • Assessment schedule for the delivery of unit assessment across the whole programme • Cohort list with allocated assessors and IVs • IV sampling schedule • For NQF – samples from each assessor will be scrutinised

5. Assessment Scheduling • How do your BTEC teams currently plan assessment for their programmes? • Is there shared/common practice to assessment scheduling across BTEC programmes ? • Do you need to review how you plan the delivery and assessment in the light of these requirements? QN networks Autumn 2012 - assessment and tracking

6. 2 Planning for formative and summative assessment QN networks Autumn 2012 - assessment and tracking

7. Greater emphasis on the distinction between formative and summative assessment Formative assessment • takes place prior to summative assessment • provides feedback to enable the learner to make improvements or attain a higher grade • feedback should be prompt so it has meaning and context • must be constructive and provide clear guidance and actions • Summative assessment • final assessment decision/judgement on an assignment task(s) • definitive assessment and recording of the learner’s achievement QN networks Autumn 2012 - assessment and tracking

8. Benefits of clear focus on formative and summative assessment • Avoids ‘ping-pong’ assessment • Lightens the assessment load • Underpins the requirement for authenticity of student work • Clear rules on submission provides fairer assessment across learners QN networks Autumn 2012 - assessment and tracking

9. Planning for Formative and Summative Assessment • Ensures the distinctions are not blurred between the formative and summative assessment • New guidelines for the BTEC Firsts assessment will support how you plan for formative and summative assessment in the assessment schedule – which can be adopted for QCF programmes • There may be a difference between programmes that deliver units long & thin and short & fat QN networks Autumn 2012 - assessment and tracking

10. How do you plan for formative and summative assessment? • What are your current arrangements for formative and summative assessment ? • How do you handle resubmission opportunities? • Is this uniform across the BTEC provision ? • How do you authenticate learner work on both formative and summative assessment ? QN networks Autumn 2012 - assessment and tracking

11. 3 Tracking Assessment QN networks Autumn 2012 - assessment and tracking

12. Tracking assessment decisions • We encourage a standard approach to recording assessment outcomes • Assessment records should be maintained for 3 years after certification • Authenticity of learner evidence is important • Current learner evidence must be kept securely and be available for scrutiny during the programme • Is there a common approach to assessment tracking across all BTEC provision in your centre? • Which records are retained for 3 years ? • How do you monitor authenticity? QN networks Autumn 2012 - assessment and tracking

13. 4 The Lead Internal Verifier Role QN networks Autumn 2012 - assessment and tracking

14. The role of the Lead Internal Verifier • The Lead Internal Verifier role is ongoing • Must register through OSCA on Edexcel Online • Access and use the standardisation materials • For NQF – there is no standardisation exercise • What are the changes to the role from QCF to NQF new next generation BTEC? • What evidence will you need for Quality Review & Development? • How are you going to support Lead Internal Verifiers? QN networks Autumn 2012 - assessment and tracking