NCETM 12 th March

1. NCETM 12th March Escape from coursework – mobile technology and controlled assignments in GCSE mathematics Bernie Zakary, Becta Karim Derrick, TAG

2. E-scape is an innovative approach to designing, running and assessing process-based learning. It works for Design Technology, Science and Geography. Can it work for mathematics?

3. Workshop Outline • Background to the E-scape project • A dummy activity for GCSE mathematics • Applying E-scape • The nature of controlled assessments • Discussion – “Can it work for mathematics”

4. E-scape Background • Goldsmiths research project funded by combination of DfES thru QCA and now Becta and awarding bodies – AQA, Edexcel, OCR; • Phase 1 began as a paper based portfolio project assessing process, creativity and collaboration in Design Technology; • Phase 2 uses PDAs as the recording mechanism; • Phase 3 extend this to a range of other subject areas and includes further enhancement to the awarding body moderation process.

5. How it works Assessor, Verifier, Moderator access ePortfolio Broadcast 3G Service

6. Example ePortfolio Comment from other students Final comments from other students Initial design Photo of model

7. Focus on AO4 Data Handling QCA report on coursework in mathematics “the open-ended nature of the data handling exercise at GCSE left some candidates frustrated…” Belief that there are some parts of mathematics that lend themselves to assessment using the e-scape approach

8. Activity based on the Mayfield School data set “There is a debate in your school about whether girls watch more television than boys. Investigate this statement.”

9. Activity structure: 3 year 11 students from The Westwood School, Coventry • Ten minutes to think about the problem and draft an initial plan • Two iterations of comments from others • Five minutes to finalise plan • Thirty minutes to implement plan, with two/three ‘reflective pauses • Presentation of outcomes to each other

10. Issues • Time • Familiarity with the software • Little experience of commenting on the work of others or acting on feedback • Little experience of the presentation format

11. What the activity could look like in e-scape • Task creation • Running a controlled test • The final student portfolio

12. The nature of controlled assessments • Skills assessed by controlled assessments • Task setting • Task taking • Task marking • Control: High, medium or low. (If the highest level of control is chosen in each case, the assessment would meet the requirements for an external assessment so would not be a controlled assessment.)

13. Example of controlled assessment: geography • Skills assessed • identifying, analysing and evaluating geographical questions and issues • establishing appropriate sequences of investigation incorporating geographical skills, including enquiry skills • extracting and interpreting information from a range of different sources • evaluating methods of collecting, presenting and analysing evidence, and the validity and limitations of evidence and conclusions

14. Geography example (contd.) • Task setting – high control (AB set) • Task taking • Research/data collection – limited control • Analysis and evaluation of findings – high control • Task marking – medium control (centre marked using AB mark schemes, AB moderated)

15. Discussion • Can this approach work for AO4? • Other areas of mathematics? • Can this approach be used formatively? • What can this approach enable that was not previously possible? • What would you like to see in GCSE mathematics?

16. Contact Bernie Zakary, Becta Head of Curriculum and Assessment bernie.zakary@becta.org.uk Karim Derrick, TAG Learning Development Director k.derrick@taglearning.com