Assessment Scheduling and Tracking

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Assessment Scheduling

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Information requirements for standards verification from 2012

• Projected grades for each candidate to enable a representative sample

• Assessment schedule for the delivery of unit assessment across the whole programme

• Cohort list with allocated assessors and IVs

• IV sampling schedule

• For NQF – samples from each assessor will be scrutinised

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Assessment Scheduling

1. How do your BTEC teams currently plan assessment for their programmes?

2. Is there shared/common practice to assessment scheduling across BTEC programmes ?

3. Do you need to review how you plan the delivery and assessment in the light of these requirements?

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Planning for formative and summative assessment

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Greater emphasis on the distinction between formative and summative assessment

Formative assessment

• takes place prior to summative assessment

• provides feedback to enable the learner to make improvements or attain a higher grade

• feedback should be prompt so it has meaning and context

• must be constructive and provide clear guidance and actions

Summative assessment

• final assessment decision/judgement on an assignment task(s)

• definitive assessment and recording of the learner’s achievement

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Benefits of clear focus on formative and summative assessment

• Avoids ‘ping-pong’ assessment

• Lightens the assessment load

• Underpins the requirement for authenticity of student work

• Clear rules on submission provides fairer assessment across learners

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Planning for Formative and Summative Assessment

• Ensures the distinctions are not blurred between the formative and summative assessment

• New guidelines for the BTEC Firsts assessment will support how you plan for formative and summative assessment in the assessment schedule – which can be adopted for QCF programmes

• There may be a difference between programmes that deliver units long & thin and short & fat

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How do you plan for formative and summative assessment?

1. What are your current arrangements for formative and summative assessment ?

2. How do you handle resubmission opportunities?

3. Is this uniform across the BTEC provision ?

4. How do you authenticate learner work on both formative and summative assessment ?

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Tracking Assessment

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Tracking assessment decisions

• We encourage a standard approach to recording assessment outcomes

• Assessment records should be maintained for 3 years after certification

• Authenticity of learner evidence is important

• Current learner evidence must be kept securely and be available for scrutiny during the programme

1. Is there a common approach to assessment tracking across all BTEC provision in your centre?

2. Which records are retained for 3 years ?

3. How do you monitor authenticity?

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The Lead Internal Verifier Role

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The role of the Lead Internal Verifier

• The Lead Internal Verifier role is ongoing

• Must register through OSCA on Edexcel Online

• Access and use the standardisation materials

• For NQF – there is no standardisation exercise

1.What are the changes to the role from QCF to NQF new next generation BTEC?

2.What evidence will you need for Quality Review & Development?

3.How are you going to support Lead Internal Verifiers?