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Monitoring SQA Qualifications over time

Monitoring SQA Qualifications over time. Dr Rob van Krieken. Another bridge in Arnhem. Content. Why is SQA monitoring over time? What are the standards SQA is monitoring? SQA’s monitoring programme Implementation Reports and actions. Why is SQA monitoring over time?. to avoid

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Monitoring SQA Qualifications over time

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  1. Monitoring SQA Qualifications over time Dr Rob van Krieken

  2. Another bridge in Arnhem

  3. Content • Why is SQA monitoring over time? • What are the standards SQA is monitoring? • SQA’s monitoring programme • Implementation • Reports and actions

  4. Why is SQA monitoring over time? to avoid • ‘creep’ within a stable system • shock when the system changes

  5. Example of “creep”

  6. Example of “creep”

  7. Example of “creep”

  8. Example of “creep”

  9. System changes • Vocational qualifications are reviewed systematically at the end of their duration • O-grade to Standard Grade (1984 – 1990s) • SCE Higher – Revised Higher (1992 - ) • (Revised) Higher - Higher (Still) (2000) • CSYS – Advanced Higher (2001) • New National Qualifications (2014-2016)

  10. What are the standards SQA is monitoring? • ‘Minimum level of demand’ • Laid down in specifications (“standards”) • Exemplified in assessments/marking/boundary • Within the educational context of • SCQF levels, similar qualifications • Quality and quantity of teaching and learning • Cohort

  11. Monitoring programmes • Different programmes for National Courses and Vocational Qualifications (HN and SVQ) • Sampling by subject area and level • Cycle depends on qualification / level

  12. Sample Higher National Diplomas C&A Collect and archive C&C Collect and Compare

  13. Sample Higher National Qualifications

  14. Implementation: Panels, materials, and tasks • Panel: • 3 subject experts • Materials: • Specification • Assessments, Marking Instructions • Evidence • Judgements • Task: • Questionnaire

  15. Questionnaire 1 Educational Context: Are there any general changes that may have influenced the general ability of candidates in one of the years, in particular the way they meet the demands made by the syllabus and exam?

  16. Questionnaire 2 Unit Specification or Standards and Guidance 2.1 Are there differences in the Unit Specifications and Guidance that affect the level of demand? 2.2 Were the Unit Specification Standards in 2011 on the whole more / no more / less demanding than before?

  17. Questionnaire 3 Assessment 3.1 Are there differences in Assessment practice that affect the level of demand? Please tick the relevant boxes and add if necessary. 3.2 Was the Assessment in 2011 on the whole more / no more / less demanding than before?

  18. Questionnaire 4 Quality and Judgement of Evidence 4.1 Are there differences in the quality of the evidence and in the way this has been judged? Please tick the relevant boxes and add if necessary.

  19. Questionnaire 5 Overall judgement A reasoned overall judgement of the level of demand of the qualification as a whole, taking into account standards, assessments, and evidence.

  20. Reports and actions • Overall report • Summary of conclusions • Actions SQA undertakes

  21. Issues and answers 1 • Too much change • Overall judgement • Quantity and type of evidence • Panel membership • No looking Backward

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