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Title: Qualifications Update:


1
Qualifications Update Higher Religious Moral and
Philosophical Studies Jane Henderson QDM
2
Key messages
  • Coherent progression from related National 5
    subjects to Higher RMPS
  • Relevant, challenging and enjoyable contexts
  • Opportunities for candidates to show the breadth
    and depth of what they know
  • Opportunities for candidates to show the
    application of their RMPS skills
  • Personalisation and choice for learners in the
    Assignment

3
Key messages
  • Units combine skills and knowledge and offer
    flexibility in how evidence is gathered, to
    challenge and motivate learners
  • Knowledge and understanding and the application
    of skills build progressively up levels in Unit
    and in Course assessment
  • Maintains many of the best aspects of current
    Higher while offering fresh learning contexts
    that ensure the continuing quality and
    credibility of RMPS

4
Key messages from Verification (Round 1)
  • Use valid and reliable assessments
  • SQA-produced Unit Assessment Support Packs
  • Centre devised assessments that have been prior
    verified
  • Your own assessments strongly advise you have
    these prior verified
  • Making assessment judgements
  • SQA packs are designed on a pass/fail basis
  • Use Judging Evidence Tables to make assessment
    judgments against Assessment Standards
  • Judging Evidence Tables have commentary on how to
    meet each Assessment Standard
  • A task/activity can meet most or all of the Unit
    Outcome and Assessment Standards
  • Indicate on candidates work that Unit Assessment
    Standards have been met
  • Unit Assessment complementing learning and
    teaching
  • Unit Assessment is open and flexible
  • Assessment should allow you space to prepare for
    Added Value/Course Assessment

5
Assessment Support Schedule 2013/14
Sept 13 CfE Update Letter
Oct 13 Unit Assessment Support (Package 1)
Feb 14 Unit Assessment Support (Package 2)
Feb 14 Higher Specimen Question Paper
Mar 14 Coursework General Assessment Information
Apr 14 Unit Assessment Support (Package 3)
May 14 Update Mandatory Documents
June 14 Update Unit Assessment Support
6
Religious, Moral and Philosophical StudiesUnit
AssessmentHigher
7
Unit assessment
  • Supports assessment as part of learning and
    teaching
  • Is flexible in the ways in which evidence can be
    generated
  • Open in the context which is used and in the form
    of the evidence
  •  

8
Unit Assessment Support packages purpose
  • Assess your candidates
  • Adapt in line with your own assessment strategy
  • Help you develop your own assessments

9
Unit Assessment Support
Packages key features
  • All Unit Assessment Support Packs are based on
    the Unit Specification documents
  • Tell you with examples how to judge evidence
    against Assessment Standards
  • Provide further clarification of the Assessment
    Standards
  • Encourage and support professional judgment
  • Include advice on adapting to different contexts
  • Valid from August 2014

10
Unit assessment support
packages - approaches
  • Unit by Unit approach discrete assessment
    tasks for each Unit
  • Combined approach groups Outcomes and
    Assessment Standards from different Units
  • Portfolio approach evidence generated as part
    of learning and teaching and matched against the
    Assessment Standards

11
Unit Assessment Support Pack 1 Contexts
packages N3-Higher
World Religion Morality and Belief Morality and Belief Religious and Philosophical Questions
You can use the illustrative examples provided and adapt these to suit the contexts that your learners have studied . You can use the illustrative examples provided and adapt these to suit the contexts that your learners have studied . You can use the illustrative examples provided and adapt these to suit the contexts that your learners have studied . You can use the illustrative examples provided and adapt these to suit the contexts that your learners have studied . You can use the illustrative examples provided and adapt these to suit the contexts that your learners have studied .
N3 Context Islam Context Religion and Justice Context Life after death Context Life after death
N4 Context Judaism Context Religion and Relationships Context Existence of God Context Existence of God
N5 Context Buddhism Context Religion and Relationships Context The Problem of Evil and Suffering Context The Problem of Evil and Suffering
H Context Christianity Context Religion and Conflict Context Origins of Life Context Origins of Life
12
Higher Unit Assessment Support
Packs 1,2 and 3 Contexts
World Religion Morality and Belief Religious and Philosophical Questions
Pack 1 Context Christianity Context Religion and Conflict Context Origins of Life
Pack 2 Context Sikhism Context Religion, Environment Global Issues Context Miracles
Pack 3 Context Islam Context Religion, Medicine the Human Body Context The Problem of Evil Suffering
13
Document read-through
  • Overview of Assessment
  • Contains an outline of the example task
  • Also includes advice on how to adapt the task
  • Evidence in one form may be supplemented with
    evidence in other forms

14
Document read-through
  • Assessment Conditions
  • Level of teacher/lecturer support should be
    appropriate but evidence must be the candidate's
    own work
  • When group work is used, evidence of individual
    achievement is required
  • Centres responsibility to ensure that all
    evidence is the individual candidates work

15
Document read-through
  • Assessment Conditions (continued)
  • Only apply restrictions which are required by the
    Assessment Standards
  • SQA has left open time constraints - candidates
    should have sufficient time to complete the task
  • SQA has left open the resources to which
    candidates may have access in the assessment
  • Same conditions apply National 3 Higher

16
Document read-through
  • Evidence to be gathered
  • A range of possible forms of evidence may be
    appropriate
  • Keep accurate records of the candidate meeting
    the Assessment Standards
  • Only need sufficient evidence to show achievement
    of the Assessment Standards once

17
Document read-through
  • Judging Evidence
  • Table tells you how to judge evidence against the
    Assessment Standards
  • Illustrations of possible candidate responses
  • Approach used can change, Outcomes and Assessment
    Standards do not change

18
Document read-through
  • Re-assessment arrangements
  • Assessment should be carried out when the
    individual candidate is ready
  • If a candidate fails to provide evidence for all
    the Assessment Standards, it is only necessary to
    re-assess the individual Assessment Standard that
    they have yet to achieve

19
Document read-through
  • Examples of recording documentation
  • Exemplar tables for recording candidates/groups
    achievement of Assessment Standards
  • These can be adapted as required

20
Document read-through
  • Assessment Task
  • Aligns with the prompts in the Overview of
    Assessment section
  • Exemplifies one context in which Unit assessment
    may take place

21
Workshop 1
  • Use the materials provided
  • In groups of 2-3 discuss
  • The assessment task(s) provided in the Unit
    Assessment Support packs
  • How you might use/adapt the task(s)
  • How your candidates will generate evidence for
    the assessment task(s) provided
  • How to make assessment judgements for the
    assessment task(s) provided
  • What questions/suggestions do you have which
    might support others?

22
(No Transcript)
23
Religious, Moral and Philosophical Studies
Higher Course Assessment
24
Context and Rationale for development of Higher
Religious, Moral and Philosophical Studies
  • Level of demand benchmarked against SCQF level 6
    as in current Higher
  • Progression and articulation from National 5
  • CfE principles e.g. personalisation and choice,
    importance of skills
  • Opportunity to refresh and update content and
    contexts
  • Consistency with other Highers as appropriate
  • FIOCA provides further detail

25
Process of Development
  • Course Specification Aims and rationale of the
    Higher Religious, Studies Course
  • Unit Specifications Skills developed across the
    Units
  • Course Assessment Specification Requirements
    for Question Paper and Assignment application
    of skills to mandatory content

26
Added Value
  • Makes the Course more than the sum of its parts
  • Builds on current Course assessment and Group
    Award approaches
  • Defined as breadth, challenge and application as
    outlined in Building the Curriculum 5
  • May involve accumulation, assimilation,
    integration and/or application of skills,
    knowledge and understanding
  • Uses one or two of 7 defined assessment methods

27
Adding Value National 4,National 5 - Higher
  • For National 4, the Added value is assessed in
    the Added Value Unit not graded.
  • For National 5 and Higher (and Advanced Higher)
    the Added Value is assessed in the Course
    Assessment graded A-D (as at present).

28
Higher Course Assessment
  • Two components
  • Question Paper 60 marks approx. 66 of total
  • Assignment 30 marks approx.33 of total
  • Skills and knowledge and understanding will have
    equal importance across course assessment as a
    whole
  • Both components will be externally marked

29
Question Paper Overview
  • Three sections each worth 20 marks World
    Religion, Morality and Belief, Religious and
    Philosophical Questions
  • No optional questions
  • Mandatory content will be sampled
  • Will assess the skills of analysing, evaluating
    and presenting reasoned and well-structured views
  • Will draw on in-depth knowledge and understanding
  • Greater emphasis on knowledge and understanding
    than skills
  • In the SQP mark allocations range from 10 to 20

30
Question Paper Sections
  • Section 1 World Religion
  • Two 10 mark questions
  • Section 2 Morality and Belief
  • Section 3 Religious and Philosophical Questions
  • There will be two patterns of questions used
    between sections 2 and 3. Each question paper
    will use both patterns but these will be applied
    to sections 2 or 3 in an unpredictable way.
  • Pattern 1
  • Each part in the section will have 2 mandatory
    questions.
  • Each question will be an extended response.
  •  
  • Pattern 2
  • Each part in the section will have 1 mandatory
    question.
  • The question will require a single 20 mark
    extended response.

31
Question Paper command words
  • A limited range of command words/question stems
    will be used in the paper such as, for example
  • Analyse / In what ways / Compare
  • Evaluate / How valid
  • To what extent / Discuss
  • Greater clarity and support for centres in
    general marking principles and detailed marking
    instructions as to how these questions will be
    marked
  • Skills defined identically in Unit and Course
    Assessment

32
Question Paper command words
  • Analyse questions require candidates to
  • Identify parts, the relationship between them,
    and their relationships with the whole. Draw out
    and relate implications.
  • Evaluate questions require candidates to
  • Make a judgement based on criteria.
  • SQA Guidance

33
Question Paper question types
  • 20 mark questions will require candidates to
  • Apply KU, analyse and evaluate in order to
    present a reasoned and well-structured view
  • May use, for example To what extent is a claim
    justified? / Discuss and present a reasoned view
    on
  • Will assess in-depth knowledge and understanding
    of mandatory Course content

34
Controlled Assessment
  • Where the assessment method is not a question
    paper, SQA has introduced the concept of
    controlled assessment to ensure fairness and
    reliability
  • Three stages of assessment Setting, Conducting,
    Marking the assessment
  • Each will have a defined level of control
    SQA-led activity, Shared responsibility between
    SQA and centres, Centre-led
  • Subject-specific decisions, but mostly SQA-led
    activity in initial years

35
Higher Assignment
  • Opportunity for learner personalisation and
    choice
  • Candidates will have an open choice of religious,
    moral or philosophical question or Issue
  • Marked out of 30
  • Externally marked
  • Evidence produced in controlled conditions in up
    to one hour and 30 minutes
  • Draws on research

36
Higher Assignment
  • Greater emphasis on skills than knowledge and
    understanding
  • SQA will provide General Assessment Information
    and the Assessment Task
  • Task does not change from year to year
  • Detailed marking instructions available and can
    be shared with candidates
  • Guide to candidates will be provided, as at
    National 5

37
Workshop 2
  • Use the materials provided
  • read the FIOCA (10 mins)
  • In groups of 2-3 discuss
  • the relationship between assessment at Unit level
    and Course level (10 minutes)
  • aspects of your current practice which you plan
    to continue (15 minutes)
  • aspects of your current practice which you plan
    to change (15 minutes)
  • what will you take back to your centre to support
    others?
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