OCR iMedia Certificate/ Diploma - UCAS · SECTION 1 : THE COMPOSITION OF THE EXPERT GROUPS 7 SECTION 2: OVERVIEW OF THE AWARDS SEEKING ADMISSION TO THE UCAS TARIFF – OCR LEVEL 3

OCR iMedia Certificate/ Diploma

Richard Skerrett November 2008

OCR iMedia 2

CONTENTS PAGE

THE CONDUCT OF THE COMPARABILITY STUDY 4

SUMMARY AND RECOMMENDATIONS 5

SECTION 1 : THE COMPOSITION OF THE EXPERT GROUPS 7

SECTION 2: OVERVIEW OF THE AWARDS SEEKING ADMISSION TO THE UCAS

TARIFF – OCR LEVEL 3 CERTIFICATE/DIPLOMA FOR iMEDIA USERS 8

2.1 Aims and purpose of the qualifications 8

2.2 History of the qualifications 8

2.3 Entry requirements for the qualifications 8

2.4 Age of candidates 9

2.5 Guided Learning Hours (GLH) 9

2.6 Content and structure of the qualification 9

2.7 Assessment – procedures, methods and levels 9

2.8 Grading 10

2.9 Quality assurance processes 10

SECTION 3: OVERVIEW OF THE BENCHMARK AWARD – AQA GCE A LEVEL IN

APPLIED INFORMATION AND COMMUNICATION TECHNOLOGY 12

3.1 Aims and purpose of the qualification 12

3.2 History of the qualification 12

3.3 Entry requirements for the qualification 13

3.4 Age of candidates 13

3.5 Guided Learning Hours (GLH) 13

3.6 Content and structure of the qualification 13

3.7 Assessment – procedures, methods and levels 14

3.8 Grading 16

3.9 QA systems and code of practice 18

SECTION 4: THE WORK OF THE EXPERT GROUP 20

4.1 Prior to the meeting 20

4.2 The Expert Group meeting 20

4.3 Comparison of aims 22

4.4 Determining size – comparison of Guided Learning Hours 23

4.5 Determining size – comparing content 24

4.6 Estimating relative demand - assessment models and arrangements 24

4.7 Estimating relative demand - comparison of candidate work 26

4.8 Domain scoring 27

4.9 Aligning the grades 28

4.10 Recommended allocation of Tariff points 29

APPENDIX 1 Biographies of the Expert Group members 30

APPENDIX 2 The evidence considered 33

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LIST OF TABLES PAGE Table 1: Unit structure 13

Table 2: Unit assessment 15

Table 3: Assessment objectives 15

Table 4: Assessment objective weightings 15

Table 5: Performance indicators 16

Table 6: A level UMS marks 17

LIST OF FIGURES PAGE Figure 1: iMedia creative process 10

Figure 2: Tariff domain scores 28

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THE CONDUCT OF THE COMPARABILITY STUDY

In order to ensure a robust and transparent procedure for allocating UCAS Tariff

Points to qualifications seeking admission to the framework, UCAS approached the

University of Oxford, Department of Educational Studies for assistance in developing

an appropriate methodology.

Acknowledging the problematic nature of comparability studies, and recognising that

a mechanical procedure would not work, the Department proposed a procedure

based on the premise that such comparisons can only be achieved through the

exercise of collaborative judgement by an Expert Group.

Guidelines were drawn up for the composition of the Expert Group, the evidence that

would need to be collected and examined and the choice of a benchmark

qualification.

Procedures were developed for the conduct of the work of the Expert Group,

including detailed sets of questions to be addressed at different stages in the

process. Questions appropriate to the awards under consideration are selected and

are used to guide, but not constrain, the work of the Expert Group.

The judgements made by the Expert Group in this report are presented as suggested

allocations of UCAS Tariff points which take account of the size and demand of the

award seeking admission to the Tariff, and a candidate’s level of attainment within

that award. The guidelines also provide for an automatic review process to be

conducted at a later stage in the light of further evidence. This latter point

acknowledges the fact that both benchmark qualifications and those seeking

admission to the Tariff may still be relatively new. Consequently there may only be a

relatively small amount of evidence (particularly candidate evidence) available at the

time of the work of the Expert Group. There is, therefore, a need to review the

decisions of the Group when more evidence becomes available and when HE

admissions tutors have gained more experience of using the awards as entry

qualifications.

The work of the Expert Group is subject to a quality assurance procedure by an

independent auditor from higher education.

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SUMMARY AND RECOMMENDATIONS

An Expert Group was convened on 11 November 2008 to benchmark the OCR Level

3 Certificate/Diploma for iMedia Users (iMedia) against the AQA GCE A level in

Applied Information and Communications Technology with a view to recommending

Tariff points scores for the iMedia qualifications.

The OCR iMedia qualifications consist of a three-unit Certificate and a five-unit

Diploma, both of which provide progression to a wide range of roles in the creative

media industry. They are accredited by QCA as vocational qualifications for 19+

learners, but also taken by 14 to 19 learners in conjunction with A levels and have

been used successfully for progression to HE.

The benchmark qualification, the AQA A level in Applied Information and

Communication Technology, forms part of a suite of applied A levels replacing the

former VCEs and offering a vocational approach while conforming to QCA's

requirements for all GCEs. It offers flexible progression routes to both HE and further

training and a variety of pathways. The single award A level is a six-unit qualification

structured into AS and A2, each containing three units.

The Expert Group was conscious of the different nature of the qualifications and

noted that they operate under different QCA rules. The aims of the iMedia

qualifications relate specifically to the requirements of the sector, whereas the aims

of the A level are more general including understanding the impact of ICT on society,

awareness of the economic, social and ethical implications of the use of ICT, the

ability to analyse critically and the ability to solve problems. These are intended to be

more generic, transferable skills. The Group was also aware of the difficulty of

attempting to compare an iMedia qualification with an ICT qualification, and found

that there were only two units in common between the qualifications. Nevertheless

these afforded a sound basis for benchmarking.

The Group considered the size of the qualifications in terms of Guided Learning

Hours (GLH). Both qualifications have units which are rated as 60 GLH by QCA. The

iMedia Certificate consists of three units totalling 180 GLH. The iMedia Diploma has

five units totalling 300 GLH, whereas the single award GCE A level has six units

totalling 360 GLH. Despite some anomalies in the calculation of GLH for the different

types of qualifications, the Group adopted QCA’s figures and therefore regarded the

iMedia certificate as 50% of A level and the iMedia Diploma 83%.

The Group looked at the content of the common units, and considered that these

were broadly comparable. The Group then proceeded to look at the assessment

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arrangements for each qualification. All iMedia units have internally assessed

practical activities externally moderated by OCR. Performance at unit level is graded

as Pass or Fail based on the achievement of all the assessment objectives. The

single award A level has five mandatory units and a choice of two optional units. Two

of the units in the single award and three in the double award are externally

assessed, the remainder being internally assessed through portfolio evidence.

Each unit of the iMedia has a set of assessment objectives which are designed to

meet specific learning outcomes. The GCE A level has four assessment objectives,

A01 -- ICT Capability, A02 -- Knowledge and Understanding, A03 -- Problem-solving

and A04 -- Evaluation, which permeate all the units. There is greater emphasis on

Knowledge and Understanding in the AS units, and on Problem-solving and

Evaluation in the A2 units. The Group considered carefully the differences in

assessment models, but did not feel that they affect the relative value of the

qualifications for entry to HE.

The Group faced a challenge in attempting to align the Pass/Fail iMedia qualification

against GCE A level which is graded A*-E. Members reviewed the mark bands for A

level and established that the Pass/Fail boundary for iMedia would fall above the

grade D/E boundary for A level and should be aligned to the C/D boundary. The

Group judged that the typical iMedia candidate was at grade C at A level based on

the AQA grading criteria and descriptors. This was tested by reference to candidate

evidence, although this was only available for iMedia.

The Group carried out a domain scoring exercise which resulted in an overall ratio of

3.6 for iMedia to 4.3 for A-level. This suggested that iMedia should have a score of

82% of A level. The Group then proceeded to allocate recommended UCAS Tariff

points on the basis of benchmarking iMedia against grade C at A level (80 points). It

was agreed that the iMedia Certificate should rate as 50% of A level ie 40 points and

the iMedia Diploma 83% of A level ie 66 points. It was noted that the domain scoring

exercise resulted in the same allocation of points.

The Group was therefore pleased to recommend the following points scores subject

to review at a later date:

iMedia Certificate – 40 points

iMedia Diploma – 66 points

The recommendations were confirmed as appropriate by both the Tariff Reference

and Advisory Groups and endorsed by the UCAS Board in March 2009.

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SECTION 1 : THE COMPOSITION OF THE EXPERT GROUPS

The following individuals with expert knowledge and experience of the qualifications

under consideration in this study were selected to form the Expert Group:

• Sue Gemmill, Senior Assistant Registrar (Admissions), Brunel University

• Alison Pearce, Qualifications Manager, OCR

• Rachel Pownall, Programme Co-ordinator, FdA Digital Media Production, City

of Bristol College

• Kevin Wells, Chief Moderator (iMedia), OCR

• Barbara Wilson, Chair of Examiners GCE ICT and GCE Applied ICT, AQA

The meeting was facilitated by Richard Skerrett, Policy Executive, UCAS with

support from Richard Spencer, Policy Officer, who acted as Secretary, ensuring that

the Group worked systematically through the procedures.

The process was overseen and quality assured by Dr Geoff Hayward, an

independent higher education-based consultant.

CVs of the Expert Group members are attached as Appendix 1.

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SECTION 2: OVERVIEW OF THE AWARDS SEEKING ADMISSION TO THE UCAS TARIFF – OCR LEVEL 3 CERTIFICATE/DIPLOMA FOR IMEDIA USERS

2.1 Aims and purpose of the qualifications

The OCR Level 3 qualifications for iMedia users are available as both a Certificate

and a Diploma. In order to achieve these qualifications, candidates must be able to

meet all the requirements of the specification.

iMedia qualifications aim to combine academic and practical skills to support

independent and self-directed solutions to meet identified needs. Candidates gain

core knowledge, skills and understanding during the course delivery, in an

experiential learning environment. Learners demonstrate knowledge and skills by

taking responsibility for, and managing, a project in the form of a final assignment.

The qualifications aim to:

• develop candidates’ knowledge of the functionality within a range of different

software applications and their ability to use different applications effectively to

complete tasks

• develop candidates’ ability to manage information and data in a variety of

applications

• develop candidates’ ability to plan and prioritise tasks effectively

• develop candidates’ ability to accurately test and evaluate their own work

• develop candidates’ skills and knowledge in contexts that are directly relevant

to employment situations

• encourage progression by assisting in the development of skills and knowledge

that learners will need to undertake further study.

2.2 History of the qualifications

The OCR Level 3 Certificate/Diploma for iMedia Users were developed in

consultation with partners in industry, further education and schools. They were

designed as a route into, or further development of skills in, a wide range of job roles

within the dynamic interactive media industry.

2.3 Entry requirements for the qualifications

Although there are no formal entry requirements for the Level 3 Certificate and

Diploma, it is anticipated that, before embarking on this programme, potential

candidates will be able to:

• show evidence of creativity

• demonstrate good IT literacy and show an interest in developing their skills

further

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• demonstrate skills and knowledge at or above Level 2 in the Key Skills areas of

Communication and Working with Others.

2.4 Age of candidates

There is no age restriction for candidates.

2.5 Guided Learning Hours (GLH)

In order to achieve the Certificate, candidates must pass three units of 60 GLH each

(total 180 GLH). For the Diploma, candidates must pass five units (total 300 GLH).

2.6 Content and structure of the qualification

In order to achieve the OCR Level 3 Certificate for iMedia Users, candidates must

achieve the mandatory unit plus two optional units.

In order to achieve the OCR Level 3 Diploma for iMedia Users, candidates must

achieve the mandatory unit plus four optional units. Units are listed below.

Mandatory unit

• Unit 1 Digital Graphics

Optional units

• Unit 2 Web Authoring

• Unit 3 Digital Animation

• Unit 4 Interactive Multimedia Design

• Unit 5 Digital Sound Editing

• Unit 6 Digital Video Editing

• Unit 7 3D Modelling

• Unit 8 3D Game Engines

• Unit 9 Game Design

2.7 Assessment – procedures, methods and levels

Each unit is designed on the principle that candidates build a portfolio of evidence for

final assessment that covers the unit assessment objectives. This assignment must

be carried out independently. Unit assessment objectives reflect the demands of the

learning outcomes for each unit. There is no provision for synoptic assessment in

iMedia.

Each unit is structured to follow the creative process represented in Figure 1:

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Figure 1: iMedia creative process

• Assessment takes the form of practical activities which are completed

independently by each candidate under supervised conditions.

• These activities are based on an assignment which represents a commercial

client brief.

• Candidates must plan, produce and evaluate their own solution to the

assignment, justifying choices and decisions made.

• Each unit has a set of assessment objectives which are designed to meet

specific learning outcomes. Candidates must demonstrate skills for all

assessment objectives.

• Evidence must be available to show where and how objectives have been

achieved by the individual.

• The work from all candidates is submitted to OCR for external moderation.

2.8 Grading

All units are centre assessed and externally moderated by OCR. Units are graded

Pass or Fail. Candidates achieving one or more units but who do not meet the

requirements for a full certificate will receive a certificate listing the units they have

achieved.

2.9 Quality assurance processes

Assessment is conducted in accordance with the appropriate codes of practice

approved and published by the regulatory authorities.

• All units are locally assessed by the centre and externally moderated by OCR

• Performance at unit level is graded as Pass or Fail based on the achievement

of all the assessment objectives

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• OCR has produced specific assessment requirements for each unit which are

found in each unit specification

• Centres must demonstrate that an effective internal standardisation process is

in place.

OCR Examiner-moderators are appointed by OCR to moderate centre assessment

decisions. External moderation of a centre’s assessment decisions is achieved

through systematic sampling. The assessment decisions of each assessor submitting

work will be sampled. The outcomes of moderation apply to all work submitted in

each batch for moderation. No substitution of candidates’ work will be allowed unless

prior agreement of OCR has been obtained.

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SECTION 3: OVERVIEW OF THE BENCHMARK AWARD – AQA GCE A LEVEL IN APPLIED INFORMATION AND COMMUNICATION TECHNOLOGY

3.1 Aims and purpose of the qualification

The specification aims to develop:

• an understanding of the impact of information and communication technology

on society and organisations

• an awareness of the economic, social and ethical implications of the use of

information and communication technology

• the ability to analyse critically the use of information technology systems

• the ability to analyse problems that could be solved or tasks that could be

completed with the use of information and communication technology, and to

identify how information and communication technology can be used to solve

these problems

• problem solving skills through the practical application of information and

communication technology

• interpersonal skills necessary for communicating and working with others

• the ability to reflect critically on the effectiveness of solutions created and

personal performance

• the ability to adopt standard ways of working

• the ability to work independently.

3.2 History of the qualification

The qualification forms part of a suite of GCE Advanced Level (AS/A2) specifications

developed to carry forward and enhance the vocational emphasis of the former

Advanced Vocational Certificate of Education (VCE) specifications. These applied

GCE AS and A level qualifications are broad-based vocational qualifications

designed to allow students flexible progression routes, moving on to higher education

or further training and/or employment.

Whilst the emphasis on portfolio work has been retained, the opportunity has been

taken to introduce a two-stage learning and assessment programme (AS/A2), the

first of which (AS) can be separately certificated. In contrast to the previous VCE AS

qualification the level of demand at AS and A2 is not identical. The demands of AS

units are different to those of A2, with greater emphasis on assessment objectives

AO1 and AO2 at AS, and on AO3 and AO4 in A2.

The following qualifications are available:

• GCE AS (three units)

• GCE A level single award (six units)

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• GCE AS double award (six units)

• GCE A level double award (12 units)

• GCE A level three-quarter award (nine units)

3.3 Entry requirements for the qualification

No prior level of attainment is required for this qualification. The course of study

prescribed by this specification can reasonably be undertaken by candidates entering

this vocational area for the first time.

The fundamental philosophy of this specification is that, in order to understand the

nature of information and communication technology, students must actively

experience the information and communication technology environment. This can be

achieved through a variety of approaches including work experience, links with local

employers, case studies and research.

3.4 Age of candidates

Normally candidates will be aged 16-19 in Years 12 (AS) and 13 (A2) of UK schools

and colleges.

3.5 Guided Learning Hours (GLH)

The Guided Learning Hours are 180 hours for the AS qualification single award, 360

for the A level single award and AS double award, and 720 for the A level double

award.

3.6 Content and structure of the qualification

In order to achieve the GCE AS, candidates must take units 1, 2 and 3 from the

following list. In order to achieve the GCE A level, candidates must take units 1, 2, 3,

8 and 10, and a choice of either unit 12 or unit 14 from the following list:

Table 1: Unit structure

UNIT 1. ICT and Society

• How developments in technology influence individuals and society

• Methods of communicating and presenting information which are well suited to its purpose and audience

• The importance of adopting standard ways of working

• Awareness of legislation that relates to information and communication technology

• Evaluation of work completed and own performance.

UNIT 2. ICT and Organisations

• The structure of organisations

• How information is collected, communicated and presented by organisations

• How organisations use ICT

• How effective the use of ICT is and the impact this has on organisations

• How the use of ICT in organisations has effected working styles


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UNIT 3. Data Handling

• Finding, selecting and manipulating data

• Using database facilities

• Presenting information effectively using a database

• Understanding the use of databases in organisations


UNIT 8. Project Management

• Working as part of a team

• Development of knowledge, skills and understanding of ICT

• Use of project management tools

• Providing ICT support to others


UNIT 10. Advanced Spreadsheet Design

• Considering the needs of a client

• Designing and implementing spreadsheet systems to meet the needs of the client

• Testing the solution fully

• Producing documentation for the systems


EITHER

UNIT 12. Publishing

OR

UNIT 14. Interactive Multimedia

• Uses and capabilities of desktop publishing, word processing and computer art packages

• Hardware and software implications of using desktop publishing

• Considering the needs of a client

• Design and production of a document to meet the needs of a client


• Study of commercial interactive multimedia products

• Requirements for the design and creation of multimedia presentations

• Standard design methods

• Designing and implementing an interactive multimedia presentation

• Testing interactive multimedia presentations


3.7 Assessment – procedures, methods and levels

The Scheme of Assessment has a unitised structure. The A level single award

comprises three assessment units at AS level and three at A2 level. Students must

complete five mandatory units plus either Unit 12 or Unit 14.

Unlike iMedia, the AS and A level criteria state that A level specifications must

include synoptic assessment, which is the ability to draw together the knowledge,

understanding and skills acquired by candidates throughout the course. The nature

of the course of study for this specification and the focus on the application of

knowledge, understanding and skills to the identified vocationally-related issues

means that candidates are consistently meeting this demand in both internally and

externally assessed units throughout the A2 course of study and assessment. In Unit

8 (Project Management), candidates will work on a large or complex project. This will

require the use of many different ICT 16.67skills and areas of knowledge to be

applied in different ways.

The quality of written communication is assessed in all assessment units where

candidates are required to produce extended written material. Candidates will be

assessed according to their ability to:

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• select and use a form and style of writing appropriate to purpose and complex

subject matter

• organise relevant information clearly and coherently, using specialist

vocabulary when appropriate

• ensure that text is legible, and that spelling, grammar and punctuation are

accurate, so that meaning is clear.

The assessment of the quality of written communication is an intrinsic part of

assessment objective 4.

Table 2: Unit assessment

Unit Title Assessment Weighting

AS Unit 1 ICT and Society Externally assessed 16.67%

AS Unit 2 ICT and Organisations Internal - portfolio 16.67% AS Unit 3 Data Handling Internal - portfolio 16.67%

A2 Unit 8 Project Management Internal - portfolio 16.67% A2 Unit 10 Advanced Spreadsheet Design Externally assessed 16.67%

A2 Unit 12 Publishing Internal - portfolio 16.67%

A2 Unit 14 Interactive Multimedia Internal - portfolio 16.67%

Assessment objectives

The specification requires candidates to demonstrate the following objectives in a

range of vocationally related contexts.

Table 3: Assessment objectives

AO1 ICT capability Candidates demonstrate practical capability in applying ICT

AO2 Knowledge and understanding Candidates demonstrate knowledge and understanding of ICT systems and their roles in organisations and society

AO3 ICT problem solving Candidates apply knowledge, skills and understanding to produce solutions to ICT problems

A04 Evaluation Candidates evaluate:

• ICT solutions

• their own performance.

The weightings of assessment objectives within individual units are given in Table 4

below:

Table 4: Assessment objective weightings

Assessment objectives

Unit 1 Unit 2 Unit 3 Unit 8 Unit 10 Unit 12/ 14 Overall

AS A2

A01 4.2 5.0 4.2 4.2 4.2 4.2 25.8

A02 5.8 5.0 2.5 1.7 1.7 1.7 18.3

A03 3.3 3.3 6.6 4.2 4.2 4.2 25.8

A04 3.3 3.3 3.3 6.6 6.6 6.6 30.0

Total 16.6 16.6 16.6 16.6 16.6 16.6 100

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The weighting and marks for all A2 units are as follows:

• A01 17 marks 24%

• A02 7 marks 10%

• A03 18 marks 26%

• A04 28 marks 40%

3.8 Grading

The performance descriptors for GCE Applied Information and Communication

Technology aim to describe learning outcomes and levels of attainment likely to be

shown by a representative candidate performing at the A/B and E/U boundaries for

the AS and A2. They illustrate the expectations at these boundaries for the AS and

A2 as a whole; they have not been written at specification or unit level. Each

performance descriptor is aligned to one assessment objective.

Table 5: Performance indicators

AO1 AO2 AO3 AO4

ICT capability Knowledge and Understanding

ICT problem solving

Evaluation

AS

A/B boundary performance description

Candidates demonstrate an ability to use a wide range of ICT tools and techniques in a variety of practical activities.

Candidates demonstrate an understanding of:

• components and functions of a range of ICT systems

• how the role of ICT helps a range of organisations in different sectors meet their objectives

• the positive and negative effects of ICT on society and individuals.

Candidates demonstrate an ability to apply their knowledge and skills of ICT tools and techniques to produce efficient solutions to a variety of problems arising from familiar contexts.

Candidates demonstrate an ability to:

• identify strengths and weaknesses in their initial solution and

• refine it in relation to the user’s needs

• reflect on their experiences in order to improve their own performance.

E/U boundary

performance

description

Candidates demonstrate an ability to use a limited range of ICT tools and techniques in a variety of practical activities.

Candidates demonstrate an understanding of:

• components and functions of given ICT systems

• how the role of ICT helps selected organisations meet their objectives

• some of the effects of ICT on society and individuals.

Candidates demonstrate an ability to apply their knowledge and skills of ICT tools and techniques to produce working solutions to problems arising from familiar contexts.


• comment on the effectiveness of their solutions to problems and suggest improvements

• comment on their actions and role in solving problems.

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A2

A/B Boundary performance description

Candidates demonstrate an ability to use their initiative to develop, enhance and extend their range of ICT skills and techniques as required.

Candidates demonstrate:

• a detailed knowledge of formal and informal tools and techniques for developing and managing ICT systems

• a thorough understanding of the effects of proposed solutions on end users

• an understanding of the implications of current relevant legislation.


• apply their knowledge and skills of ICT tools and techniques to produce effective solutions to complex problems arising from unfamiliar contexts

• use methodical, analytical and critical approaches to problem solving.


• provide a critical analysis of their solutions to ICT problems, identifying strengths and weaknesses in order to refine the solution taking account of user feedback

• reflect on their own performance by identifying strengths and weaknesses and use this review to improve their skills, knowledge and understanding.

E/U

Boundary

performance

description

Candidates demonstrate an ability to develop and extend their range of ICT skills and techniques as required.

Candidates demonstrate:

• a knowledge of tools and techniques for developing ICT systems

• a recognition that their solutions will have effects on end users

• a knowledge of current relevant legislation.

Candidates demonstrate an ability to apply their knowledge and skills of ICT tools and techniques to solve straightforward problems arising from unfamiliar contexts.


• comment on the effectiveness of their solution in relation to user needs, suggesting improvements

• comment on their actions and role in solving problems and identify areas for improvement.

The A Level will be graded on a six-grade scale: A*, A, B, C, D and E. Candidates

who fail to reach the minimum standard for grade E will be recorded as U

(unclassified) and will not receive a qualification certificate.

For both internally and externally assessed units, the minimum raw mark for each

grade will be recommended by an awarding committee. Candidates’ raw marks will

be converted by AQA to Uniform Marks. The Uniform Mark Score (UMS) achieved by

the candidate for each unit is recorded and added to those for the other units to give

an overall Uniform Mark total. This total for the qualification is then compared with the

ranges allocated to each grade as shown in Table 6.

Table 6: A level UMS marks

U E D C B A

A level UMS marks 0-239 240-299 300-359 360-419 420-479 480-600

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Candidates do not have to reach a designated minimum standard on each unit to

achieve certification. They will be graded on the basis of their performance on the

qualification overall.

3.9 QA systems and code of practice

Supervision and Authentication

Candidates’ work for assessment must be undertaken under conditions which allow

the teacher to supervise the work and enable the work to be authenticated. If it is

necessary for some assessed work to be done outside the centre, sufficient work

must take place under direct supervision to allow the teacher to authenticate each

candidate’s whole work with confidence.

Both the candidate and the teacher are required to sign declarations, confirming that

the work submitted for assessment is the candidate’s own. Teachers declare that the

work was conducted under the specified conditions and record details of any

additional assistance.

Standardisation

Annual standardising meetings will usually be held in the autumn term whereby

centres are supported in the development of appropriate portfolio tasks and

assessment procedures. Centres entering candidates for the first time must send a

representative to a meeting. Attendance is also mandatory in the following cases:

• where there has been a serious misinterpretation of the specification

requirements

• where the nature of portfolio tasks set by a centre has been inappropriate

• where a significant adjustment has been made to a centre’s marks in the

previous year’s examination.

Centres are required to standardise the assessment across different teachers and

teaching groups, within and across units, to ensure that all work at the centre has

been judged against the same standards. If two or more teachers are involved in

marking units, one teacher must be designated as responsible for internal

standardisation. Common pieces of work are marked on a trial basis and differences

between assessments discussed at a training session in which all teachers involved

participate. The teacher responsible for standardising the marking includes the use of

reference and archive materials such as work from a previous year or examples

provided by AQA. The centre sends to the moderator a signed form confirming that

the marking of portfolio work at the centre has been standardised.

Moderation

Moderation of the portfolio work is by inspection of a sample of candidates’ work,

sent by post from the centre to a moderator appointed by AQA. The centre marks

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must be submitted to AQA and the moderator by specified dates, and the sample of

work must reach the moderator by the date requested. Following the re-marking of

the sample portfolio work, the moderator’s marks are compared with the centre

marks to determine whether any adjustment is needed in order to bring the centre’s

assessments into line with standards generally.

In some cases it may be necessary for the moderator to call for the work of other

candidates. In order to meet this request, centres must have available the portfolio

work and Candidate Record Forms of every candidate entered for the examination

and be prepared to submit it on demand.

Candidates’ work is returned to the centre after the examination with a report form

from the moderator giving feedback to the centre on the appropriateness of the tasks

set, the accuracy of the assessments made, and the reasons for any adjustments to

the marks.

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SECTION 4: THE WORK OF THE EXPERT GROUP

4.1 Prior to the meeting

Prior to the meeting some preliminary work was carried out. Pre-meeting papers

were distributed, requiring members of the Group to compare aims, content, study

hours, relative size, assessment models and grading systems of the OCR iMedia

Certificate and Diploma qualifications with the AQA GCE A level in Applied

Information and Communication Technology. In addition, Group members were

asked to undertake a preliminary scoring of the qualifications against the UCAS Tariff

domains.

It should be noted that members were initially invited to compare the OCR iMedia

Certificate and Diploma with the CCEA GCE A level in Information and

Communication Technology. Following the withdrawal from the Group of the

awarding body concerned, the AQA GCE A level in Applied Information and

Communication Technology was substituted at short notice. This affected the ability

of Group members to prepare fully in advance of the meeting. Also, because of

issues affecting attendance, some members were invited to attend at short notice

giving little time for advance preparation.

4.2 The Expert Group meeting

The Expert Group met on one occasion on November 11, 2008 to examine and

discuss the evidence in Appendix 2 and the preparatory work completed by Group

members. This section contains an account of the deliberations of the meeting.

The meeting opened with presentations from the Chair of Examiners of the AQA

GCE in Applied Information and Communications Technology and the Chief

Moderator for the OCR iMedia qualifications.

The Expert Group noted that the AQA GCE in Applied Information and

Communications Technology is part of a suite of qualifications which are vocational

in approach while meeting QCA's requirements for GCE courses. These are broad-

based vocational qualifications designed to allow students flexible progression routes

to HE, vocational training and/or employment. They are vocational in the sense of

learning through doing in real or realistic situations. They are designed for full-time

delivery, although they can be delivered on a part-time basis.

The Applied GCE ICT specification contains both ICT user and ICT practitioner units.

An ICT user is defined as someone who uses ICT, typically desktop applications, in

the workplace. An ICT practitioner is someone who has an ICT role in an

organisation. The AS and A level single awards contain ICT user units only.

OCR iMedia 21

Candidates wishing to take a combination of user and practitioner units must take the

double award AS and A level - this would suit candidates hoping to pursue a career

in ICT. It was noted that the majority of candidates take the single award A level in

combination with other GCE A levels.

The Expert Group agreed to use the single award A level as the benchmark

qualification against which to compare the iMedia Certificate and Diploma, on the

basis that this is the nearest in size to the iMedia Diploma. It is UCAS policy to

benchmark qualifications against an appropriate GCE A level, normally a single

award.

The Chief Moderator for OCR iMedia explained that the iMedia Certificate and

Diploma aim to combine academic and practical skills to support independent and

self-directed solutions to meet identified needs. Candidates demonstrate knowledge

and skills by, for example, taking responsibility for, and managing, a project in the

form of a final assignment.

Both the iMedia qualifications are made up of subject units which develop skills

across a range of software applications. The units are all of equal size and weight

and are ungraded ie Pass or Fail. They are certificated individually, although it is

understood that it is rare for them to be taken as a stand-alone at Level 3. In order for

the qualifications to be awarded, the candidate must pass units as follows:

iMedia Certificate – minimum of three units

iMedia Diploma – minimum of five units

In each case this must include a mandatory unit in Graphics. The structure of units

reflects a creative process of Exploration (experiment, explore and research),

Planning (tasks, timescales and resources), Production (obtain assets, create and

produce) and Evaluation (obtain feedback, critically evaluate and improve). The Chief

Moderator stated that successful achievement requires candidates to demonstrate a

high standard of knowledge and skills in all the assessment objectives. HE members

queried how this can be quantified in a qualification with Pass/Fail criteria based on

portfolio assessment.

The HE representatives gave their initial impressions about the two sets of

qualifications. They considered that the iMedia qualifications are more prescriptive

than the portfolio work in the AQA A level, but the A level external assessment taken

under examination conditions is by definition more prescriptive.

They also highlighted the issue of trying to benchmark a Pass/Fail qualification

against one with the grading scale of A* - E. One of the key issues for the Expert

OCR iMedia 22

Group would be to determine at what point on the A level grading scale the Pass/Fail

boundary for iMedia should be aligned.

The Expert Group noted that the enforced last-minute substitution of the AQA A level

in place of the CCEA specification was regrettable, as there is less compatibility

between the AQA qualification and iMedia. Only two units have sufficient in common

to warrant direct comparison. Throughout the process the Group found some

difficulty in comparing an iMedia qualification with an ICT qualification. Nevertheless,

the Group adjudged that there were sufficient points of comparison to make the

exercise valid for determining UCAS Tariff points for iMedia.

4.3 Comparison of aims

The Group considered the aims of the qualifications in respect of their broad utility for

entry to HE. The HE representatives felt that HE needs students who can analyse

critically. It was clear from the specification of the AQA A level that it requires critical

analysis. The role of critical analysis was not evident from the iMedia specification,

but the OCR representatives explained that it features in the Exploration phase of

iMedia, and acts as a stimulus for the Planning phase. In the unit description for Unit

1 – Digital Graphics students are expected, as part of the investigation process, to

‘investigate methods of capturing images using a digital camera’. This is further

explained as the need to investigate ‘basic rules of photography and composition (eg

traditional photography, techniques for taking photos, rule of thirds)’. This suggests

that students have to investigate the theoretical underpinning of their practical work,

and then later in the evaluation process they are expected to reflect on this learning

in relation to their products. There are similar requirements in other units eg Unit 2 –

Web Authoring. The HE representatives felt that the specification should make the

role of critical analysis more explicit.

The AQA Chief Examiner suggested that the aims of the GCE A level are quite

general ie to develop an understanding of the impact of information and ICT on

society and organisation, an awareness of the economic, social and ethical

implications of the use of ICT, the ability to analyse critically and the ability to analyse

problems. The ICT A level is more academic in its approach and is more concerned

with overarching skills than with detailed content.

The iMedia is practically based with a focus on career development within the media

sector. IMedia involves work-based learning with a client to a brief that has been

provided for them. However, in the A level students have to go out to a client and

work from scratch with them. Both approaches are demanding, but iMedia involves

less critical analysis.

OCR iMedia 23

The AQA A level specification clearly indicates its role in providing progression to HE

eg “the Advanced awards provide a sound basis for progression to a range of HE

courses eg Information and Communication Technology, Information Technology,

Business Systems, Management Information systems, Multimedia”. There was no

equivalent statement about progression to HE from iMedia qualifications, and they

appeared to be aimed primarily at career development. However, OCR

representatives indicated that there is evidence eg from actual offers and HE entry

requirements that HE has already been recognising iMedia candidates and that they

have already used it successfully for progression to HE, eg in combination with A

levels. It was also suggested that progression to a career will often be through a

course in HE.

OCR representatives explained that the difference in the nature of the specifications

between the two suites of qualifications is attributable to QCA's policies over the

accreditation of qualifications. While iMedia is available for 14-19 learners, it is

accredited as a post-19 qualification and will operate within the QCF. The

arrangements for assessment and grading reflect this and are by definition different

from those for the A level, which is a 14-19 qualification and operates under the

requirements for all GCE qualifications.

The Expert Group briefly discussed the delivery context of the qualifications and

noted that the ICT A level would normally be taken in conjunction with other A levels.

However, it was noted that iMedia is often taken in conjunction with one or more A

levels, eg mathematics and ICT, and potentially has a role as Additional and

Specialist Learning (ASL) for Diplomas.

4.4 Determining size – comparison of Guided Learning Hours

The Guided Learning Hours (GLH) agreed by QCA for all GCE A levels are 360 ie 6

units at 60 GLH. The AQA Chair of Examiners pointed out that this relates to course

delivery and does not take account of additional time for assessment eg 15 hours in

AS, 20 hours in A2 and approximately 5 to 6 hours per week for the investigation.

However, it was agreed to proceed on the basis agreed by QCA that all A levels

should be treated as 360 GLH.

The QCA-agreed GLH for the iMedia units is also 60, giving a total of 180 GLH for

the Certificate and 300 for the Diploma. This includes an allowance of 20% for

assessment and is therefore on a different basis to the GLH for A level. Nevertheless

the difference was not seen as significant and the Group was content to use the

agreed QCA GLH in each case, and therefore to regard the iMedia Certificate as

50% of the size of A level. It was noted, however, that the Diploma is smaller than a

single award A level (300 GLH compared with 360) as it consists of only five units ie

it is 5/6ths of an A level. HE members queried why the iMedia Diploma has five units,

OCR iMedia 24

and the Group suggested that iMedia could possibly be redeveloped into a six-unit

qualification in future when the qualification is presented to QCA for re-accreditation.

The GLH established a useful initial numerical comparison of the qualifications, while

it was recognised that a number of other factors should be taken into account as

described below.

4.5 Determining size – comparing content

The Expert Group proceeded to compare the content of the units which had been

chosen for comparison between the two qualifications The Group considered a

comparison between Unit 7 (Creating a Website) from the AQA AS and Unit 2 of the

iMedia (Web Authoring), and between Unit 14 of the AQA A level (Interactive

Multimedia) with Unit 8 of iMedia (3D game engines). There was insufficient time to

carry out a detailed content mapping in the meeting, but members agreed that there

was considerable commonality, probably of the order of 80% in the case of Units 7

and 2.

The Group felt that there is more of a requirement for general understanding of

Internet usage in the A level. The focus is more on ICT, and this is just a single unit

within an ICT qualification. The iMedia is more media focused with an emphasis on

platforms reflecting recent developments.

4.6 Estimating relative demand - assessment models and arrangements

The Group considered the assessment objectives for GCE A level which are as

follows:

A01 – ICT capability

A02 – Knowledge and understanding

A03 – ICT Problem-solving

A04 – Evaluation

These assessment objectives are set by QCA and are common for all applied A

levels. They run across the entire qualification and have different weightings in

different units, with greater emphasis on AO1 and AO2 in AS units, and on AO3 and

AO4 in A2 units. The emphasis in AS is therefore on knowledge and understanding

while in A2 there is greater emphasis on application and evaluation. The Group noted

that evaluation is an important area for HE and that AO3 and AO4 provide the skills

needed for progression to HE. The assessment objectives weightings are set out in

Table 4 above.

In the iMedia qualifications assessment objectives are associated with individual

units but are based on the following model:

OCR iMedia 25

AO1 – Explore

AO2 – Plan

AO3 – Produce

AO4 – Evaluate

These are expanded to fit the context of the individual units and have a number of

objectives within them eg AO2 of Unit 2 - Web authoring (plan a website structure

with enhanced features to a client brief) has three sub-objectives within it to a brief

that has been provided for them, each of which details the knowledge, skills and

understanding that should be achieved.

The Group considered that the iMedia provides evidence of problem solving (A level

A03) as part of planning, and evaluation is common to both qualifications (although

evaluation of self is not present in iMedia). This would suggest that both provide

evidence of the skills which are most important for progression to HE.

The Group discussed the extent to which there is a requirement of an interactive

approach in the two qualifications. The A level units have an assessment grid which

makes it clear what is being looked for in the candidate’s work, whereas this is not

defined in iMedia. It is understood that such information for the iMedia is passed to

moderators in centres but is not published. This involves a tick list approach which is

suitable for a Pass/Fail assessment model. The effect is that all assessment

objectives have to be achieved at Pass standard in all units to achieve the overall

qualification. There was some discussion as to how this might affect the demand of

the two qualifications, and the tick list approach was contrasted with the qualitative

assessment in A level.

The Group also considered the extent of external assessment in the qualifications.

Within the six unit A level, two units are externally assessed in a controlled

examination environment, the remainder are internally assessed through portfolio

evidence which is marked by the centre and moderated by AQA. All iMedia units are

internally assessed and externally moderated by OCR. An HE member highlighted

the benefits of having some form of external assessment, and suggested that this

gives weight to the qualification and assurance to HE academic staff. External

assessment is a QCA requirement for all A levels. In discussion it was suggested that

rigorous moderation of the OCR qualifications helps to ensure the authenticity of the

students’ work, although it was acknowledged that the moderation only works on a

sampling basis. These issues are less critical for a Pass/Fail qualification. An HE

member suggested that in practice the skills required for iMedia are not easily

assessed by external assessment, and it was agreed in conclusion that the different

modes of assessment do not affect the value of the qualifications for entry to HE.

OCR iMedia 26

The arrangements for GCE A level permit the re-sitting of units and there is flexibility

for centres over the certification of AS, although re-sit opportunities are only available

at limited times and a new portfolio on a new topic would have to be submitted for the

internally assessed units. It is therefore possible for learners to improve their

performance before the final award of GCE A level. For iMedia a Pass must be

achieved in each unit and candidates can re-submit individual units if needed.

An HE member pointed out that evidence of written communication is required in the

assessment of A level, but is not fully covered in iMedia. This would appear to be a

function of the different categories under which the qualifications are accredited by

QCA.

The Group did not feel that issues of compensation, re-sits and evidence of written

communication materially affected its judgment on the relative utility of the

qualifications for progression to HE.

The Group looked at the assessment of Unit 14 of the ICT A level (Interactive

Multimedia) with Unit 8 of iMedia (3D game engines). The A level unit forms part of

A2, and has greater emphasis on assessment objectives AO3 (ICT Problem-solving)

and AO4 (Evaluation). In the A level, planning is to be found under AO4 eg, plan,

monitor and evaluate. Planning forms an important part of the iMedia unit, but it was

noted that the two qualifications use different definitions.

Members felt that there is greater clarity about what is being looked for in the A level,

and an HE member remarked that there is a similarity with the learning outcomes for

courses in HE. Once again the Group found comparison difficult because of the

completely different way in which the assessment objectives are set out in the two

qualifications.

The Group proceeded to consider the mark bands in AO4 (Evaluation) of Unit 14 of

the A level. It felt that the descriptions for the A level mark band 2 (8-14) potentially

map against the minimum baseline for the Pass/Fail boundary in iMedia. However,

members considered that band 3 (15-21) is a more appropriate representation of the

demand of a Pass in iMedia for a typical candidate, and that to map it against grade

E at A level would be to undervalue the qualification.

4.7 Estimating relative demand - comparison of candidate work

In order to test its judgements, the Group viewed on-screen candidate evidence for

Units 2 and 4 of iMedia. Regrettably there was no equivalent candidate evidence

available for comparable units of the AQA A level as a result of the late substitution of

this qualification as the benchmark award.

OCR iMedia 27

The depth and scope of the candidate evidence for Unit 2 - Web Authoring of the

iMedia qualification was looked at against the requirements for the different levels of

the ICT A level assessment objectives for AS Unit 7 - Creating a Website. While the

units were not a perfect fit it was possible to identify areas of similarity. Where this

was the case it was judged that the iMedia work mainly fell towards the lower end of

the middle band eg where marks were out of 21 for a particular assessment objective

the candidate evidence was deemed to be generally low end 11 – 15 slipping in to

the 6 – 10 band in some areas. It was difficult to make a clear judgement where was

no candidate evidence available from the ICT A level for comparison. Generally,

however, it was thought that the iMedia candidate evidence equated approximately to

the C/D boundary, al though it was acknowledged that the middle gradings for A level

(ie B – D) are difficult to assign because they vary from year to year. This judgement

was based on candidate evidence and the guidance of Group members who are

examiners.

The candidate evidence for Unit 4 of iMedia was studied in the light of the

assessment objectives for A2 Unit 14 Interactive Multimedia of the ICT A level. While

the candidate evidence was better sourced and referenced than the previous

example and included comparisons with other websites, it was being compared with

an A2 A level unit rather than an AS A level unit. Again it was felt that the grade fell

somewhere between the two middle bands eg if the marks were out of 21 the work

fell at the upper end of the 8 – 14 or lower end of the 15 – 21 bands depending on

the assessment objectives being considered. It was felt that this equated to C/D level

but that the focus of the OCR iMedia qualification was different to the ICT A level so

that it was difficult to make fair comparison

The candidate evidence highlighted the fundamental difference between iMedia as a

vocational qualification developing skills for a particular purpose and GCE A level

which develops skills which are intended to be transferable on a broader basis. GCE

A level requires analysis, a critical approach, explanation and a holistic view of the

qualification as a whole eg a synoptic approach. It was felt that these features were

not strongly present in iMedia, although it was felt to provide a good grounding for

media courses in HE.

4.8 Domain scoring

The substitution at short notice of the AQA A level in place of the CCEA A level

meant that members had little opportunity to review Tariff domain scores for the

qualification in advance. Therefore much of the work of domain scoring took place

within the meeting itself. The Group debated the extent to which the maximum score

of five should be used, but was primarily concerned with the differential between the

two qualifications rather than the absolute scores.

OCR iMedia 28

The mean scores for each of the domains are given in the Table 8 below. The overall

mean scores of 3.6 iMedia and 4.3 for A-level were felt to be a fair reflection of the

relative utility of the qualifications for progression to HE. The proportions were fairly

consistent across the domains, with a greater differential in favour of A level for Use

and Apply, Logical and Critical Thinking and Literacy and Language Skills. There was

little difference between the scores for Synthesis and Evaluation, Numeracy,

Learning Skills and Vocational and Practical Skills.

The domain scoring suggested that the iMedia should be rated at 82% of A level ie a

ratio of 3.6 to 4.3.

Figure 2: Tariff domain scores

4.9 Aligning the grades

The Group found it difficult to relate a Pass in iMedia to a specific grade at A level,

and noted that A level grade descriptors are only given for grades A and E. Inevitably

a judgement has to be made when attempting to map a Pass/Fail qualification

against one with grading. There was a need to acknowledge that most candidates

would perform above the minimum level, while recognising that performance in

individual units might be variable. The consequent recommendation for Tariff points

scores would need to give HE a realistic indication of the minimum they could expect

from an iMedia applicant. The Group was reminded that the judgement should be

based entirely on utility for progression to HE rather than meeting the needs of the

sector.

OCR iMedia 29

It was noted that mark band 3 might equate to a good grade B at A level, and that a

Pass at iMedia might be aligned somewhere between grades B and D. Candidate

evidence had shown a Pass at the standard of grade D at A level. Members

expressed concerns at aligning higher than grade C. However, it was felt that

anything lower than grade C might be unfair to the qualification and to good iMedia

candidates, and therefore alignment with the grade C/D boundary was adopted as an

interim judgement to be confirmed at the time of review in the light of further

candidate evidence.

4.10 Recommended allocation of Tariff points

It was earlier agreed that the iMedia Certificate represents 50% of the size of an A

level, while the iMedia Diploma as a five-unit qualification represents 5/6ths (83%) of

an A level. Review of the assessment arrangements and candidate evidence had

resulted in an alignment with the grade C/D boundary at A level. Given that 80 UCAS

Tariff points are allocated for grade C at A level, it was adjudged that

recommendations for the award of UCAS Tariff points should be as follows:

iMedia Certificate 40 points

iMedia Diploma 66 points

This was confirmed by the fact that the domain scoring for the iMedia Diploma came

to 82% of A level ie 66 points when aligned to grade C.

The Group was satisfied that the identical points score was arrived at by two

separate methods, and members declared themselves comfortable with the

thoroughness of the processes and the outcome. It was noted that, had the iMedia

Diploma contained six units, the points score would have been 80 as for grade C at A

level.

While accepting the Group's judgement, the OCR representatives noted that, on the

basis of the original preparation work, there might have been a more favourable

outcome if the benchmarking had been against the CCEA A level, and it was hoped

that at the point of the review of the iMedia Tariff points, it would be possible to

benchmark to a more appropriate qualification. OCR also expressed the view that

iMedia was potentially penalised in comparison with A level as a result of having to

comply with the QCA guidelines for vocational qualifications.

OCR iMedia 30

APPENDIX 1 BIOGRAPHIES OF THE EXPERT GROUP MEMBERS

UCAS COMPARABILITY STUDY Outline Biography of Expert Group Member

Name: Sue Gemmill Current Position: Senior Assistant Registrar (Admissions) Organisation: Brunel University Qualifications: MBA

Brief Biography

I have over 25 years’ experience of working in higher education. Since 2004, I have been working at Brunel University, where I was recruited to centralise admissions, in response to issues around fair admissions raised by the Schwartz report. My previous experience includes 8 years as Operations Manager at the University of Surrey, where I dealt with all aspects of academic administration, including postgraduate admissions and 13 years at Thames Valley University dealing with all aspects of faculty administration management, including undergraduate admissions. In my current position, I am responsible for all admissions policy matters and for the decision-making processes for Home/EU applications. I act as an advisor to academic admissions tutors on UK and EU qualifications. I am a member of the UCAS Tariff Advisory Group, the Admissions Practitioners Group and the Association of University Administrators.

OCR iMedia 31


Name: Rachel L. Pownall Current Position: Programme Coordinator,

Foundation Degree Digital Media Production (FdA DMP) Organisation: City of Bristol College Qualifications: BA Hons Drama & Theatre Studies (2:1), Royal Holloway

College, University of London. PGCE Secondary English, University of Bristol. Attended LTHE 541 ‘Teaching HE in FE’ M Level Module, University of Plymouth.

Brief Biography

2007- Date: Programme Coordinator for the FdA in Digital Media Production. Responsibilities include delivering aspects of the programme, designing Schemes of Work, liaising with industrial contacts and External Examiner, making sure programme runs in accordance with the University of Plymouth Regulations. 2006- 2007: Researched, designed and wrote the Programme Specification and Approval Document for the Foundation Degree in Digital Media Production. Programme validated by the University of Plymouth in May 2007. 2001 - 2007: Lecturer, City of Bristol College Worked on various programmes including BTec National Diploma in Media (Moving Image)and City & Guilds TV and Video Competencies. Delivering different aspects of the curriculum including Professional Practice, Understanding the Media and practical video making techniques to 16 - 18 year olds and more mature students. Delivered aspects of the course including Professional Practice Unit and Understanding the Media. 1999 - 2001: Time out to have first child 1998-1999: Freelance Television Producer, Partridge Films (part of United News & Media), HTV Bristol Produced 3 x 50 min documentaries for series 'Staying Alive'. 1997-1998: St Katherine's School, N. Somerset: Teacher 1996 - 1997: Studied for PGCE 1993 - 1996: Television Director, BBC TV Features, Bristol Directed a number of different network documentaries for BBC-1 and BBC-2 including 'Festival of the Sea', 'Picture This' and 'Under Exposed'. 1990 - 1993: Television Researcher, BBC TV Features, Bristol. Researched on a number of BBC-1 and BBC-2 network series including '999' and 'Words on Film'

OCR iMedia 32


Name: Barbara Wilson

Current Position: Chair of Examiners GCE ICT and GCE Applied ICT Organisation: AQA Qualifications: BSc PGCE

Brief Biography

Past Chair National Computing Centre International Diploma. Consultant for City and Guilds and Agricultural Training Board (now LANTRA) Currently consultant to e-skills UK on Diplomas, NOS and PROCOM etc Consultancy work with small and medium sized companies. Author of ICT text books, both vocational and academic. Freelance INSET and training courses, over thirty years experience in teaching and training both in industry and colleges and schools.Fellow of Institute of Chartered Assessors.

OCR iMedia 33

APPENDIX 2 THE EVIDENCE CONSIDERED

OCR iMedia

• Centre Handbook

• ePortfolio guidance

• Sample Assignments

• Exemplar materials

AQA GCE A level in Applied Information and Communication Technology

• Specification

• Candidate Booklets

• Teachers’ Notes

• Mark Schemes

Documents

OCR iMedia Certificate/ Diploma - UCAS · SECTION 1 : THE COMPOSITION OF THE EXPERT GROUPS 7 SECTION 2: OVERVIEW OF THE AWARDS SEEKING ADMISSION TO THE UCAS TARIFF – OCR LEVEL 3