Internal Assessment Rules for internal assessment from 1 Sept 2014 - - PowerPoint PPT Presentation

Internal Assessment

Rules for internal assessment from 1 Sept 2014 BTEC Firsts and BTEC Nationals

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What is changing – and why?

• High standards of

assessment are essential to support learner progression.

• Teachers have been

asking for definitive rules so they are confident of best practice.

• As a result, we are

introducing new rules for internal assessment.

• These rules cover all

BTEC Firsts and Nationals (QCF and NQF).

• The rules come into

effect from 1 September 2014.

Geoff Harvey, Head of Vocational Assessment, Pearson, writes:

Since we introduced our next generation BTEC qualifications in 2012, you’ve asked us for more support so you can prepare really high quality assignments. You also told us we need to be much clearer about what assessment best practice looks like for BTEC – and you need to feel confident that it will be applied consistently for all BTEC centres and learners. So we’ve designed the new assessment framework of rules, guidelines and support to cover:

• giving effective, constructive feedback to support

learning and progression

• preparing your learners to undertake an internal

assessment

• submission of evidence and post-assessment

support, including assessment feedback, resubmission and re-takes.

Applies to all new learner registrations starting a new BTEC course from 1 September 2014

• 1. Taking an

assessment

Once the learner is ready to take an assessment, they must work independently. What feedback can I give at this stage?

Give feedback and support around knowledge, understanding and skills Supervise learners if they are undertaking any assignment work in class. Before the learner submits their evidence for assessment, submission, your feedback must stop short of: Providing specific feedback on the quality of the evidence Confirming achievement of specific assessment criteria or grades.

• 2. Submission of

evidence and assessment

Each learner is allowed one submission of their evidence for each assessment – see also resubmission. What feedback can I give at this stage?

Formally record the assessment result and confirm achievement against specific assessment criteria (each criterion is assessed once only). Confirm the evidence submitted is authentically the learner’s own work (they need to sign and date a declaration to this effect when they submit). Confirm the assessment criteria the learner has and has not achieved (explaining the reasons for the assessor’s decision). Your feedback must stop short of: Providing feedback or guidance on how to improve the evidence to achieve higher grades, e.g. you cannot provide a list of specific action the learner needs to take to achieve a higher grade if they are allowed an opportunity to resubmit.

Internal assessment and feedback for BTEC Firsts and Nationals

Applies to all new learner registrations starting a new BTEC course from 1 September 2014

• 3. Resubmission of evidence

The Lead Internal Verifier may authorise one

• pportunity to resubmit evidence for each

assignment. When can the Lead Internal Verifier authorise a resubmission?

If the learner has met all the initial deadlines or agreed extensions. The teacher or tutor judges the learner will be able to provide improved evidence without further specific guidance. The assessor has confirmed the evidence originally submitted was authentically the learner’s own work.

How does a resubmission work?

Record evidence of the Lead Internal Verifier’s decision

• n the assessment form

Set a resubmission deadline within 10 working days of the learner receiving the original assessment decision (within the same academic year, within term time). Stop short of giving the learner any further specific guidance or coaching on how to improve their grade Your Standards Verifier will need to see evidence of the resubmission decision and that the resubmitted evidence is authentically the learner’s own work.

• 4. Retakes

Retakes are available to learners studying BTEC on the QCF. Retakes are not available to learners studying BTEC on the NQF. When can the Lead Internal Verifier authorise a retake?

If the learner has met all the conditions for Resubmission of evidence.

How does a retake work?

Set a new task or assignment targeted only at the pass criteria not achieved in the

• riginal assignment. The assessor cannot

award a merit or distinction grade for a retake. Same procedures for submission and authentication of evidence. Standards Verifiers will need to see evidence

• f retakes in sampling.

No further submissions or retakes are allowed.

Internal assessment and feedback for BTEC Firsts and Nationals

Rules for Internal Assessment from 1 Sept 2014

BTEC Firsts and BTEC Nationals

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Qualification Framework

Learners

Suite name Qualifications & Credit Framework (QCF) National Qualifications Framework (NQF) New learners Registrations for courses starting from 1 Sept 2014 Existing learners who are part-way through a course on 1 Sept 2014 or who “top up” to a larger size of the same qualification

BTEC Firsts

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BTEC Nationals

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The new rules will become mandatory requirements from 1 September 2014 and apply to:

From 1 September 2014, the new rules will apply to:

• the internal assessment of all units for BTEC

Firsts and Nationals (NQF and QCF). The rules will not apply:

• retrospectively to the internal assessment
• f units completed before 1 September

2014

• learners who are already part-way

through their course on 1 September 2014.

The rules will support learner progression by:

• stating clearly how teachers and tutors should give feedback once

learners have started on an assignment.

• providing clear guidance on what is and what is not allowed when

assessing learner work to the national standard

• providing clear rules which ensure authenticity of learner evidence
• indicating clearly how learners should work independently on

assignments to create their own, authentic evidence for assessment

• providing clear rules for submission, resubmission and retakes.

BTEC Feedback Stages - Summary

 Identify areas for learner progression, including stretch and challenge  Explain clearly how BTEC assessment works and what learners need to do to achieve a Pass, Merit or Distinction.  Set “dry run” or “mock” tasks and scenarios to help learners understand what level they have reached and prepare for assessment.  Feedback on how to improve knowledge, skills, understanding, behaviour, approach, grammar for example.

1.Teaching and learning

During teaching and learning, you are using your best professional judgement about the nature, quantity or level of feedback. The assessment rules for BTEC do not cover formative feedback – only feedback during and following assessment.

Feedback could include:

• 2. During assessment

While learners are working on an assessment, you can continue to give general feedback and support, particularly around the development of knowledge, understanding and skills.

Feedback could include:

• 3. Following

assessment

On the assessment record, you should give clear feedback on:

• the criteria the learner

achieved (explaining the assessor’s decisions)

• the criteria not achieved (and

why) although you should not provide a list of instructions on how to get a higher grade.

Feedback could include:  Guidance on how to improve knowledge, skills and understanding.  Guidance on appropriate behaviour and approach, confirmation of deadlines for example  Confirmation of which criteria the assessor is targeting and clarification of what the assignment brief requires.  Which assessment criteria the learner has achieved and what the learner has done well.  Which assessment criteria the learner has not achieved and what was missing.  Information or guidance available to the learner they could have drawn on to (e.g. class notes; handouts; resources in assignment brief etc)  General behaviour and conduct, approach, grammar etc.

Rules for internal assessment from 1 Sept 2014

• 1. Assessment rules

The teacher or tutor must decide when the learner is fully prepared to undertake the assessment. Once learners are working on assignments which will be submitted for assessment, they must work independently to produce and prepare evidence for assessment. Before starting the assessment Before starting an assessment, the tutor or teacher must ensure each learner understands the: Assessment requirements Nature of the evidence they need to produce Importance of time management and meeting deadlines.

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Providing feedback to learners

Once the learner begins work for the assessment, the tutor or teacher must not: Provide specific assessment feedback on the evidence produced by the learner before it is submitted for assessment Confirm achievement of specific assessment criteria until the assessment stage.

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Managing multiple activities in a unit In Performing Arts and Music, there are often multiple activities required to achieve a unit. For example, BTEC National in Performing Arts, Unit 1: Performance Workshop states: “Learners should take part in at least two workshop performances. One performance must be of a pre-existing work, for example script, score or choreographic instruction; the other a piece of original work.” The assessment criteria show a qualitative improvement in practical activities relating to planning and delivering multiple performances. This means that the learner needs to develop the evidence for this unit over time and the assessor needs to carry out formal assessment once all the activities are complete.

How this works in practice?

Feedback and learner progression

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What feedback can I give?

Before formal assessment, the teacher can give advice and guidance on researching source material and researching ideas, techniques and processes. They can also direct the learner in developing their performance skills. Your informal guidance and feedback should focus on the skills the they are learning. However, until the learner has completed enough activities, the assessor cannot carry out formal assessment of these criteria. You need to assess the learner’s own development of ideas, the quality of their performance, and the ability of the learner to analyse and evaluate the work’s potential. Evidence submitted for assessment may take the form of teacher observation records, learner’s rehearsal diaries and research notes, audio-visual recordings of performances and the learner’s written or verbal evaluations of the work.

Rules for internal assessment from 1st Sept 2014

• 1. Assessment rules

Only one submission is allowed for each assignment. The assessor must formally record the assessment result and confirm the achievement of specific assessment criteria.

Each Learner must submit: An assignment for assessment which consists of evidence towards the targeted assessment criteria A signed and dated declaration of authenticity with each assignment which confirms they have produced the evidence themselves.

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Submission of evidence

The assessor must: Formally record and confirm the achievement of specific assessment criteria Complete a confirmation that the evidence they have assessed is authentic and is the learner’s own work. The assessor must not: Provide feedback or guidance on how to improve the evidence to achieve higher grades or additional learning.

Rules for internal assessment from 1st Sept 2014

• 1. Assessment rules

Because every assignment contributes to the final qualification grade, it may be appropriate for the Lead Internal Verifier to authorise one opportunity for a learner to resubmit evidence to meet assessment criteria targeted by an assignment. The Lead Internal Verifier can only authorise a resubmission if all of the following conditions are met: The learner has met initial deadlines set in the assignment,

• r has met an agreed deadline extension

The tutor judges that the learner will be able to provide improved evidence without further guidance The assessor has authenticated the evidence submitted for assessment and the evidence is accompanied by a signed and dated declaration of authenticity by the learner.

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Opportunities for resubmission

If a learner has not met these conditions, the Lead Internal Verifier must not authorise a resubmission.

Rules for internal assessment from 1st Sept 2014

• 1. Assessment rules

If the Lead Internal Verifier does authorise a resubmission, it must be: Recorded on the assessment form Given a deadline for resubmission within 10 working days* of the learner receiving the results of the assessment Undertaken by the learner with no further guidance.

* 10 working days must be within term time, in the same academic year as the original submission.

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Procedure for resubmission

Our Standards Verifiers will require you to include evidence of resubmitted work in sampling, including: Evidence of Lead Internal Verifier authorisation, signed and dated, with the resubmission deadline clearly stated The initial assessment record The resubmitted learner evidence, accompanied by a signed and dated declaration of authenticity by the learner The resubmission assessment record, detailing the additional learner evidence submitted and showing any related changes to the assessment decisions Confirmation from the assessor that the resubmitted evidence is authentic and is the learner’s own work.

Rules for internal assessment from 1st Sept 2014

• 2. Retakes for BTECs on the Qualifications and Credit Framework (QCF)

The Qualifications and Credit Framework (QCF) does not allow for compensation – this means that BTEC Firsts and Nationals on the QCF require learners to achieve every pass criterion in order to successfully achieve the qualification.

If a learner has met all of the conditions listed in Opportunities for resubmission but still not achieved the targeted pass criteria following resubmission of an assignment, the Lead Internal Verifier may authorise one retake opportunity to meet the required pass criteria. The Lead Internal Verifier must only authorise a retake in exceptional circumstances where they believe it is necessary, appropriate and fair to do so. The retake must be a new task or assignment targeted only to the pass criteria which were not achieved in the original assignment. Please see the BTEC Centre Guide to Assessment for further information on writing assignments for retakes.

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Conditions for re-taking a new assignment (QCF)

The assessor must agree and record a clear deadline before the learner starts a retake The learner and the assessor must sign declarations of authentication as they both did for the previous submissions The assessor cannot award a merit or distinction grade for a retake The learner will not be allowed any further resubmissions or retakes. Standards Verifiers will require you to include evidence of any retakes in sampling.

Retake Examples

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Before you request a retake Before you discuss authorising a retake with your Lead Internal Verifier, we recommend that you consider how a learner will be able to retake each activity. Ideas for retake opportunities You may need to provide a small, separate performance task for the individual learner that will allow them to meet the targeted Pass criteria. It may also be possible to incorporate the retake of certain Pass criteria into a future assignment (for example if another class performance is scheduled). How to record a retake You will need to provide the learner with clear documentation around any retakes. It will be useful for your own quality monitoring to have an overview of the number of retakes required on a particular programme. This should provide you with data on potential concerns about appropriateness

• f recruitment, levels of support, levels of learner achievement, etc.

Rules for internal assessment from 1st Sept 2014

• 2. Retakes for BTECs on the National Qualifications Framework (NQF)

Compensation is available for BTEC qualifications on the National Qualifications Framework (NQF). This means that BTEC Firsts and Nationals on the NQF do not require learners to achieve every pass criterion in order to successfully achieve the qualification.

Retakes of internally assessed units are therefore not available to learners studying BTEC Firsts and Nationals on the NQF.

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No retakes available for internally assessed units on the NQF

BTEC Administration

• Internal Assessment Plan
• Assignment Briefs
• Internal Verification of assignment briefs
• Assessment record and learner authentication
• Internal Verification of assessment record
• Using Observation records and witness statement

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Assessment Plan What is an assessment plan?

Your assessment plan is an essential planning and support tool to help you be confident that:

• Your assignments and deadlines are planned

effectively throughout the programme

• You have covered everything your learners need to

learn in your BTEC programme, so each assessment criterion is assessed once during the programme.

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How does that help me?

Your plan will give the BTEC programme team, and your learners, confidence that:

• You have planned enough curriculum time to cover all

the units in your chosen programme

• Your teaching and assessment team (teachers, assessors

and internal verifiers) are in place and can plan their time effectively

• You have covered all the criteria for which your learners

need to provide evidence for assessment

• You can make sure your assessments are at the right time

for your learners to ensure your learners are certificated

• n time.

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What’s in an assessment plan?

The assessment plan must include:

• your assessment and internal verification team for

your programme

• coverage of all the criteria against which you will be

assessing your learners

• assignment hand-out and hand-in dates
• dates for:

 Submission  Internal verification  Opportunities for resubmission.

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Who else uses the assessment plan?

• Your Lead Internal Verifier needs to sign off your

assessment plan at the start of the programme to make sure there’s an expert second pair of eyes to check you’ve covered everything and the plan is fit for purpose.

• Your Standards Verifier will also need your assessment

plan at the start of the standards verification process so they can agree with you the most appropriate time to select the sample.

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What if my assessment plan changes?

We realise that plans change and you need flexibility to meet the evolving needs and demands of your teaching and assessment team and your learners. If you make significant changes in your plan, you will need to record them to make sure:

• you are still confident you have the right resources in

place to support your programme

• your Standards Verifier can sample your assessment

decisions at the right time, this is key for the certification

• f your learners.

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The Quality Assurance Process

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Key Documents

The Quality Assurance Process

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Key Documents

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The Quality Assurance Process

Assignment Briefs

What are Assignment Briefs? Assignments are designed to:

• Develop a learner’s knowledge, skills and understanding

in a defined area of study

• Measure evidence of their learning against:
• Learning aims - what the learners needs to know,

understand and do

• Assessment criteria - the grade level at

which the learner can achieve each learning aim.

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What are Authorised Assignment Briefs?

We have produced a range of Authorised Assignment Briefs which you can:

• Use ‘off the shelf’
• Edit and adapt to suit your individual programme and

local needs.

• Authorised Assignment Briefs are available for most

core units.

• Download copies of the Authorised Assignment Briefs

for your qualification.

• Authorised Assignment Briefs are also available in

myBTEC.

• Learn more about Assignment Briefs in our Guide to

Writing Assignments.

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Observation Records and Witness Statements

What is an observation record?

• An assessor uses an observation record to provide a formal

record of their observation of learner performance, for example: during presentations, practical activities. What is a witness statement?

• A witness statement is used by someone who isn’t the

assessor (for example, an external expert or placement supervisor) to provide a written record of learner performance. Are observation records and witness statements the same as an assessment record?

• No – observation records and witness statements are

sources of evidence which should be included when the learner submits their evidence for assessment.

• They do not in themselves confer an assessment

decision or allocate a final grade.

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Authenticating learner work

• The assessment record also includes a

declaration of authenticity for the assessor to sign, to ensure everyone is confident the evidence was genuinely the learner’s own work.

• It’s important to keep the assessment

record secure although it should also remain accessible to the learner.

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Assessment Record

What is an assessment record?

• The assessment record is the only place where the assessor

formally records their assessment decisions against individual assessment criteria.

• The assessor should:
• Give feedback on the achievement of criteria to support

learner progression

• Avoid giving direct, specific instructions on how the

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Register your learners

How

• Your examinations officer will make all registrations via Edexcel Online

When

• All registrations must be complete by end of work on 31st October.

Lates

• Your examinations officer can make late registrations; there may be a

fee.

Amends

• Your examinations officer can amend registrations; there may be a fee.

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Support for implementing the new assessment and feedback rules

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You can contact our support teams for advice and guidance: Learn more at www.btec.co.uk/support

Regional Quality Manager  for quality assurance advice. Curriculum Development Manager & Curriculum Support Consultant  for curriculum and qualification advice. Subject Advisor  subject-specific advice for teachers, tutors and Heads of Department. Your questions answered  answers to frequently asked questions around BTEC assessment.

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Any Questions?