Functional Skills Support Programme OfQual Functional Skills Qualifications Criteria – Issued November 2009

Functional Skills Support Programme

OfQual Functional Skills Qualifications Criteria – Issued November 2009


Regulatory Criteria

Consist of five documents:

•Functional Skills qualifications criteria

•Functional Skills criteria for English

•Functional Skills criteria for mathematics

•Functional Skills criteria for ICT

•Controlled assessment regulations for functional skills: Entry 1, Entry , Entry 3 in English mathematics and ICT. English speaking, listening and communication at Entry 1, Entry 2, Entry 3 and level 1 and level 2


Purposes of Criteria

•Provide the Functional Skills standards for use by all from 2010

•Set out the criteria for assessment design, duration, levels of control, quality assurance arrangements, certification and reporting for Awarding Organisations

•Provide guidance on inclusivity and accessibility for all potential functional skills candidates


Key themes within the criteria

Increased accessibility and inclusivity by:

• adding ‘communication’ to the Speaking and Listening component of English

•BSL is acceptable form of communication

•Text can include Braille for reading and writing

•Assistive technologies may be used

•Exemptions may be issued for English components

•Similar format and structure across the three subjects


Key themes – standards

English – some reduction in examples; some repetition reduced; some requirements removed e.g. use of images or diagrams; texts no longer referred to as ‘on paper and on screen’

Mathematics – process skills more clearly matched to skill standards and coverage and range; general reduction in repeated text; greater clarity in text

ICT – first component now ‘Using ICT’; numbering removed; some reduction in content of coverage and range; examples removed


English standards

•Speaking and Listening component is now called Speaking, Listening and Communication

•Set out level by level, rather than by component

•Removal of ‘on paper and on screen’ in reading and writing

Functional Skills Support ProgrammeAssessments must

be set within realistic contexts, scenarios and problems

focus on functionality

specify tasks that are relevant to the context

require application of knowledge, skills and understanding for a purpose


Assessments must

require problem solving

assess process skills and the outcome of their application in different contexts

have mark allocations (except English, Speaking, Listening and Communication)


Assessment – must be task based

Open response questions – largely required

Task-based assessment based on real-life contexts

Requires candidates to apply skills, knowledge and understanding in order to resolve problem/s or produce effective outcome/s


Assessment – must be task based

Purposeful tasks and problems embedded in realistic scenarios

Does not prescribe the process/es or method/s by which the candidate responds.

Process skills are a key focus.


Assessment levels

Are determined by the interacting factors:

complexity of situations and activities

technical demand

candidate's level of familiarity with the task or activity

level of independence required of the candidate.


Assessments - Language

must be straightforward and direct

must be accessible to learners operating at least a level below that of the assessable content (except for English)

Technical language essential to the skill area at the level being assessed is permitted


Entry levels 1, 2 and 3

Assessment externally specified by the awarding organisation

Internally marked

Assessments at Entry levels can be internally contextualised and/or adapted according to the controlled assessment regulations

One assessment only for mathematics and ICT

Duration – English 1-2 hours; mathematics 1-11/2 hours; ICT – 1-2 hours


Levels 1 and 2

Assessment must be:

externally set by the awarding organisation

externally marked by the awarding organisation

(except Functional Skills English component speaking, listening and communication.)

Duration – English 2-3 hours; mathematics 11/2-2 hours; ICT – 2-3 hours


English Assessment weightings

•At levels 1 and 2 –

•Speaking, Listening and Communication must be 100% open response

•Reading must be at least 50% open response

•Writing must be 100% open response

•When assessing writing, 40 - 45% of marks must be allocated for spelling, punctuation and grammar


English – speaking, listening and communication

Sign language permitted but must be accessible to all participants in the discussion & must be the candidate's normal way of communicating

No other languages permitted as alternatives

Can use augmentative speech equipment and such software

Communication cannot depend solely on writing and/or reading


English - reading

Text = the use of words that are written, printed, on screen or presented using Braille.

Candidates who are classed as disabled under the DDA can use assistive technology.

A human reader cannot be used.

As a last resort, exemption from the reading requirements can be requested for candidates with disabilities who cannot use assistive technology.


English - writing

Text = written, printed, on screen or Braille.

Candidates who are classed as disabled under the DDA can use assistive technology

A human scribe cannot be used

As a last resort, exemption from the writing requirements can be requested for candidates with disabilities who cannot use assistive technology.


English – assessment of components

Separate reporting of achievement across the three components within the qualification.

Formal statement of results indicating the levels achieved for the separate components.

Compensation across components is not permitted – each is equally weighted.


English – assessment of components

Where no exemption has been granted, candidates must pass all three components to be awarded the qualification. Candidates will be awarded the qualification at the level of the lowest component achieved.

Awarding organisations must recognise, in exceptional cases, achievement of any Functional Skills English component issued by another awarding organisation.


Mathematics & ICT Assessments

Candidates can have access to all forms of equipment and software that constitute their normal way of working, provided that these do not affect the reliability or validity of assessment outcomes or give the learner an assessment advantage over other learners.


Mathematics Assessments

•Weighting for each of the three process skills –

•Representing, Analysing, Interpreting is 30 – 40%

•Assessments must be at least 75% open response

•Calculators are permitted


Mathematics - Inclusion

The following are allowed

Readers

Scribes

Practical Assistants

Word Processors

Transcripts

BSL interpreters

Oral language modifiers

Modified question papers (including Braille)

Extra Time

Models, visual/tactile aids, speaking scales


ICT Assessments

•Weighting for the three ICT components –

•Using ICT is 20 – 30%

•Finding and selecting information is 10 – 20%

•Developing, presenting and communicating information is 50 – 70%

•Assessments must be at least 80% open response

•Must focus on functionality and the three interrelated skill areas


ICT - Inclusion

The following are allowed

Readers

Scribes

Practical Assistants - may switch on the computer and insert a disk at candidate's instruction but must not perform any skill for which marks are credited. Assistants can be used in written assessments.

Word Processors

Transcripts

BSL interpreters

Oral language modifiers

Modified question papers (including Braille)

Extra Time

External device to load personal settings permitted provided this does not compromise the assessment or give an advantage

Documents

Functional Skills Support Programme OfQual Functional Skills Qualifications Criteria – Issued November 2009