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Understanding Standards Event

Understanding Standards Event. Fashion & Textile Technology National 5 & Higher. Agenda for the day. Registration, Tea & Coffee 9.30 Welcome and introduction 10.00 Workshop 1: Course Assessment Comparison 10.30 Coffee 11.15 Workshop 2: Standardisation of course

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Understanding Standards Event

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  1. Understanding Standards Event Fashion & Textile Technology National 5 & Higher

  2. Agenda for the day Registration, Tea & Coffee 9.30 Welcome and introduction 10.00 Workshop 1: Course Assessment Comparison 10.30 Coffee 11.15 Workshop 2: Standardisation of course assessments 11.30 Lunch 12.30 Workshop 3: Construction Techniques 13.30 Information session Questions and next steps 15.00 Close 15.30

  3. Aims of the Day To support teachers in their understanding of national standards by: • Discussing key issues from 2015-16 • Reviewing “candidate” evidence • Discussing this evidence and associated Assessment Standards • Sharing examples of practice

  4. Key Issues from 2015/16 Assessment approaches • Centres have made good use of assessment records and observational checklists, with a range of quality of feedback being given to candidates. • Most centres sampled used the unit-by-unit approach, but many were considering using the combined or portfolio approaches. • There was good evidence of internal verification and good record keeping. Internal verification processes were effective and identified key assessment issues. Accurate records were kept in all cases, some very detailed.

  5. Assessment Judgements • Assessment judgements sampled were generally in line with assessment standards. Centres had made very good use of the Unit Assessment Support Packs and candidate observational checklists. The level of accuracy in decision making was generally good, with minimum competency generally being correctly identified. • Some centres were still concerned about standards. Minimum competence was discussed in the context of units being judged on a pass/fail basis, and centres reassured that the grading system for the Course Assessment would allow for differentiation regarding level of accuracy and quality • Some centres were incorrectly identifying construction techniques.

  6. Course Amendments/Updates for 2016/17 • Unit update: • At National 5 the Fashion and Textile Choices unit no longer requires a fashion/textile item to be manufactured. The Unit Assessment Support Pack (UASP) has been updated and can be downloaded from SQA Secure site. • All other unit requirements are unchanged. • IACCA update: • Course Assignment briefs are now the same at National 5 and Higher. The IACCA briefs can be downloaded from the SQA Secure site.

  7. Course Amendments/Updates for 2016/17 • Higher Course Assessment Task update: • Higher IACCA documentation has been revised and can be accessed from the SQA Secure site. • Main areas of change – • 1c) Presentation of the fashion/textile item to be manufactured. • Total of 18 marks are now available. 4 marks are available for the presentation of the item and a further 14 marks for the justification of the item. • This information MUST BE be generated from evidence gained from the investigations. • 1e) A total of 4 marks are now available (previously 6 marks)to the candidate for their requisition.

  8. Workshop 1 • NATIONAL 5/Higher Fashion & Textile Technology Course Assessment • Workshop Aims • To understand the requirements for each stage of the IACCA/Practical Activity Assessment Task at National 5 and Higher. • To assess the progression between the levels. • TASK • You have been given the National 5 IACCA and the Higher Course Assessment and Practical Activity tasks along with a course comparison grid for this task: • Compare N5 and Higher assessment tasks to record and assess the progression between the levels. • Discuss the following: • Is there overlap within the levels? • What are the course requirements for each level? • How will this assist you if teaching a bi-level class?

  9. Workshop 1: Comparison of National 5 and Higher Course Assignment • Complexity of brief: National 5 and Higher have two: the context and the consumer. These should be clearly identified. • Investigations: two at National 5, three at Higher. • NB: “Points of information” does not mean the results, it means the conclusions. A conclusive statement should indicate how the findings of the investigation will affect the final product. Eg: “12 of the 20 teenagers preferred an exposed zip, therefore I should consider using one in my final item”.

  10. Presenting the solution: • At Higher candidates must clearly present their solution. This can be through an annotated drawing/written description or other suitable approach. • At National 5 and Higher, the candidate must identify four features AND justify them, generated from evidence within their investigations. • Higher candidates will also need to identify and justify construction techniques, textiles and specialist equipment. • TIP:encourage candidates to read ahead in the candidate task. If they know they are going to have to use their investigations to justify their solution, they are more likely to ask research questions which will generate appropriate evidence. • This also applies to the testing at the end of the assignment.

  11. Time plan : Required at both National 5 and Higher. • Requisition: Required at Higher. • Making the item: All candidates are expected to demonstrate safe and correct setting up, adjusting and use of tools and equipment. This includes low-tech tools such as using correct scissors and storing pins correctly. • Construction techniques: At National 5 and Higher, a minimum of eight techniques are required, with greater complexity expected at Higher. • The marking tariff needs to be followed with care. There is a cap on the number of marks achievable if less than eight techniques are used, and if the required number of high-tariff techniques are not attempted.

  12. Candidates at National 5 and Higher are expected to comment on their record of work. These comments should be evaluative and be written at regular intervals. • Candidates at both levels are expected to carry out an investigation/testing on their item. At National 5 only one investigation is required and at Higher two tests are required. • The results of tests and investigations should be used to evaluate the success of the item and inform any changes/amendments to the item that may be needed.

  13. Workshop 2 • NATIONAL 5/Higher Fashion & Textile Technology Course Assessment • Workshop Aims • To understand requirements for the stages of the IACCA/Practical Activity assessment task • To establish appropriate evidence to show each stage/section have been met • To understand standards of quality for this level • TASK • You have been given two exemplars for this assessment task: • Candidate E is National 5 and Candidate F is Higher. Compare these with the outcomes in the marking instructions and discuss whether all outcomes have been fully met. • Discuss the following: • Has every outcome been fully met? • Is the evidence provided sufficient?

  14. Workshop 2: • Examining candidate evidence for National 5 and Higher IACCA (component one and two at Higher) • Marking and discussing examples from two candidates. • Discussion of mark allocations. • Discussion / comparison of “Solution” page at Higher

  15. Workshop 3: Construction Techniques 5 Construction processes at National 4; 8 construction processes at National 5 and at Higher, but we expect a greater level of difficulty and skill at Higher than at National 5. For example, allowing for difficult fabrics, use of interfacing and more – not every possible process can be listed in the notes. The marks tariff needs to be fully read and understood by assessors. There is a cap on the number of marks awarded if eight techniques are not attempted, and if the required number of high tariff techniques are not attempted. Correct identification of construction techniques is crucial, as is appropriate marking for the standard of completion.

  16. Workshop 3: Construction Techniques Good practice would include plenty of photos during construction as some parts are hidden in a finished item. Especially tasks such as pattern making, following layouts, and accuracy of cutting.

  17. Information Session • Impact of amended marking system for practical component at National 5 and Higher. • Units: Making of item removed from National 5 choices unit to make combined class-teaching more streamlined

  18. WWW.sqa.org.uk│0303 333 0330

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