Presentation Title Arial Bold 7 pt

Assessment and

Verification Guide for

BTEC Introductory

Level 1

Ian Gunn Spring 2018

Introduction

A comprehensive guide to our new

qualifications can be downloaded from

our website.

http://qualifications.pearson.com/en/qualif

ications/btec-entry-level-level-1-and-level-

1-introductory.html

The BTEC Introductory level 1 suite has been developed to

support learner progression to level 2. The suite is skills based

and requires learners to demonstrate what they can do. The

qualifications are graded Pass, Merit and Distinction.

Structure of the qualifications

Certificate

(180 GLH)

2 personal skills

units

A1: Being organised

A2: Developing a

Personal Progression

Plan

(60 GLH total)

4 personal skills units

A1: Being organised

A2: Developing a Personal

Progression Plan

A3 Working with Others

A4 Researching a Topic

(120 GLH total)

3 sector units

Internally assessed

(120 GLH total)

6 sector units

Internally assessed

(240 GLH total)

Vocational Studies Award*

(110 GLH)

1 personal skills unit

A2: Developing a Personal

Progression Plan

(30 GLH total)

2 sector units

from 2 different sectors

Internally assessed

(80 GLH total)

Diploma

(360 GLH)

* The award size is only available in Vocational Studies

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Sectors available

Understanding the Specification

5

Each unit comprises:

Introduction – This is designed with learners in mind. It indicates why the unit

is important, how learning is structured and how learning might be applied when

progressing to further education

Unit content –This section sets out the required teaching content of the unit.

Content is compulsory except when an ‘e.g.’ is given. Learners should be asked to

complete summative assessment only after the teaching content for the unit has

been covered

Assessment criteria - Each learning aim has assessment criteria to

explain the achievement required to obtain Pass, Merit and Distinction grades

Essential information - This section gives holistic guidance on the

learning aims and associated assessment criteria. It explains what the learner must

provide as evidence to reach the Pass, Merit and Distinction standard. This section

also gives examples and clarification

Suggested scenario – This section suggests scenarios and tasks that

can be used in summative assessment activities.

A note about resubmissions and retakes

Resubmissions can be an important part of the assessment

process. They should be used positively if the assessor feels that the

learner can achieve a better grade than has been achieved with their

initial attempt. There are TWO key points.

• The deadlines must be met

• Feedback from the initial work should tell the learner WHAT is

missing but not HOW to achieve it.

Retakes can also be an important part of the assessment process.

They should be use positively if the assessor feels that the learner

was in some way disadvantaged with the first assessment attempt.

There are TWO key points.

• A new assignment must be used

• A PASS is the limit of possible achievement.

Key messages:

1. It is not a requirement of the unit specification that all of the content

is assessed, although it is a requirement that this is all taught.

2. Only the assessment criteria as listed need to be achieved by the

learner.

3. No extra criteria or tasks may be added. This would not meet with

BTEC’s rules and could result in over-assessment.

Some examples of what to be aware of:

If the Essential information for assessment decisions says:

• strategies it means more than 1

• a range it means most or all of the relevant part of the unit content

Some parts of a spec have detailed numbers – these must be followed.

Below are 2 examples:

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Planning for

Assessment

10

Assignment writing – the do’s and don’ts

Assignments tasks will identify the criteria being assessed

to meet unit coverage, as described in the mandatory

Assessment Guidance within the unit.

When setting tasks, you need to consider this carefully,

within the nature of the evidence and the support and

direction given to the learner.

Contextualised assessment criteria for each unit are

provided. These are the only criteria that are to be used to

assess learner performance.

An example is in CON6 the learner has to Build a simple

wall and solve problems.

This is a good example as it requires only ONE wall so

asking for any more is NOT good practice.

Assignment writing – the do’s and don’ts

Your assignments should provide opportunities for learners to achieve at the

highest level and should promote stretch and challenge.

It is not appropriate to devise tasks that limit learners’ opportunities for

achieving higher grades.

Similarly, it is not appropriate to create an assignment that does NOT fully

cover a Learning Aim as you cannot use extension tasks to cover missing

elements.

DO NOT

Use command verbs or phrases from the Learning Aims or grade descriptors.

This is over-scaffolding and limits independence. Over prescription does not

support differentiation which is imperative in this suite.

DO

Use the Assignment Checking Service. It exists for you to use to check that

an assignment is fit for purpose. This gives a 3rd set of eyes looking at the

assignment. We ask that you limit your submissions to 2 per centre.

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What makes for a good assignment?

Create the tasks around the cohort

Avoid too much text as this confuses the learner

Keep it simple

Evidence only what needs to be evidenced as per the

specification. These are the only criteria that are to be used

to assess learner performance.

An example of this is ENG5 where the learner has to Review own

performance in the manufacture of an engineered product. As such

there would be no need to collect peer/ customer feedback.

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Assessment planning

The purpose of assessment is to deliver valid, reliable, fair, and manageable assessment.

Using a variety of assessment methods enhances learning and should improve the validity of

assessment. They improve the knowledge of the assessment criteria and what is required to

gain higher grade achievement.

Assessment planning can be a crucial part of the assessment process. It should start from

the following basis - ‘is the evidence provided in a suitable way to meet the criteria?’

Examples in the Level1 Introductory suite include:

In B11(Recording Income and Expenditure) a spreadsheet is a good method because it

shows the information and the software then supports the generation of charts.

In AD10 (creating a Mood Board) keeping the evidence in ONE sketchbook is suitable so that

it is naturally collated for ease of future use.

Videos are suitable ways to collect evidence but they need to be supported by observation

records.

Photos can be used but the evidence here needs to be suitably triangulated, i.e. additional

evidence is required.

If comparisons are being made then a table would be a good method to use.

Internal Verification

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The Internal Verifier role – what to look out for – top tips

o The Internal Verifier (IV) has a crucial role in ensuring the quality assurance at the

point of contact between the learners and the assessors

o The key lies in the title - VERIFIER

o It is NOT about assessment – that was completed by the assessor, it’s about the

assessment decisions compared with the work submitted

o Verify the assessment only, and only if it is accurate otherwise feedback to the

assessor that amendments are needed to the judgements made. This may involve

extra work being generated by the learner OR the work is re-graded

o Do not feedback to the learner directly but via the assessor

o Do not write on the learner work as that is the assessor role

o Ensure the learner has not been given a grade by the assessor that has not been

agreed by the IV.

Lead Internal Verifier role – what to look out for – top tips

o Ensure ALL Assessors and IVs attend the time when OSCA standardisation

training takes place.

o Consider breaking the OSCA standardisation materials into sections, for

example get the team to assess the work from the grade descriptors only.

This will give an idea of accurate assessors.

o Discuss what practices from OSCA standardisation can be used in your

centre.

o Ensure assessment plans, assignment briefs, IV documentation are all in

place and ready to send to the SV.

o Sample IV decisions to ensure BTEC ‘rules’ are being followed and

standards applied accurately.

Grading

18

o There are11 pieces of SMLW on the website, from 10 sectors plus 1 Core Unit.

o Most focus on the MERIT work as that can be the most difficult to grade.

o There is a range of methods shown for presenting evidence. All focus on DOING

rather than KNOWING about.

Sample Marked Learner Work (SMLW)

Key points when grading learner performance

o Be objective – if it meets the criteria then it must get that grade. Personal preference

cannot come into it.

o Identify key points that separate each level. The absence or presence of these can

make the decision easier.

o Disregard SPAG for assessment purposes unless it is part of the assessment or it

impedes meaning. You can comment on it for future development however.

o Feedback to the learner using phrases from the grading descriptors.

Sample Marked Learner Work

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Sample Marked Learner work

Sample Learner work is available

on our website for the following

sectors

Standardisation

Materials are

available via Edexcel

online

UNIT A1

Being

organised

Tip

Learner work can be

accessed by selecting the

‘course materials’ tab on

each sector page

A note about resubmissions and retakes

Before either of these can be authorised the learner declaration of

authenticity statement needs to be present and correctly completed.

Resubmissions can be an important part of the assessment process. They

should be used positively if the assessor feels that the learner can achieve a

better grade than has been achieved with their initial attempt. There are TWO

key points.

• The deadlines must be met

• Feedback from the initial work should tell the learner WHAT is missing but not

HOW to achieve it.

Retakes can also be an important part of the assessment process. They should

be used positively if the assessor feels that the learner was in some way

disadvantaged with the first assessment attempt. There are TWO key points.

• A new assignment must be used

• A PASS is the limit of possible achievement.

Key Documents

23

Tools for assessment and Verification can

be accessed here

https://qualifications.pearson.com/en/supp

ort/support-topics/assessment-and-

verification/btec-assessment-and-

verification-tools.html

Key Documents

Support from Pearson

25

26FE Briefing: BTEC Introductory Spring 2016

Skills Subject Advisor Servicehttps://qualifications.pearson.com/en/qualifications/employabi

lity-qualifications.html

Contact: Melanie Williams • Telephone 0207 010 2184• Email: teachingskills@pearson.com• Twitter: @PearsonsSkills

Training from Pearson: http://qualifications.pearson.com/en/support/training-from-pearson-uk/about.html

Standards Verifier (once appointed)

BTECdelivery@pearson.com

Assignment Checking Servicehttps://qualifications.pearson.com/en/support/Services/assignment-checking-service.html

Supporting you