Qualifications Update:Sciences

Qualifications Update:Sciences

Developing qualifications Developing qualifications - drivers- drivers• Progression – provide progression from Es & Os and maximise

continuity between levels • More open and flexible requirements – fewer, broader

outcomes, more focus on skills• Assessment which supports learning - open evidence

requirements – choice of assessment approaches – opportunities for combined assessment

• Refreshed and relevant contexts for learning, providing challenge and enjoyment

• Personalisation and Choice – in content/contexts for Units - Added Value Unit at National 4 – coursework assessment at National 5

• Robust and credible – current high standards in qualifications will be maintained

CfE Levels

early years

1

2

3

4 SCQFLevels

12

3

4

Continues to 12

≈

Relationship between CfE and SCQF LevelsRelationship between CfE and SCQF Levels

Key pointsKey points• Common approach taken across all Sciences• All Science Courses have been designed to progress from the

Sciences Experiences and Outcomes and are based on their subject Progression Framework

• has a hierarchical Unit structure that provides a smooth progression from National 3 to National 4 (Science) and from National 3 to Higher (Biology, Chemistry, Env. Science & Physics)

• builds on and develops skills , knowledge and understanding progressively up through levels

• combines the best aspects of current Standard Grade and Intermediate Courses

• Added value is assessed through an Assignment at National 4 and a Question Paper and Assignment at National 5 and Higher and a Question Paper and Project at Advanced Higher

Key pointsKey points• There are two Unit Outcomes at all levels and are common

across the levels

• If a Unit is being done as part of a Course, there are opportunities for transfer of evidence across the Units.

• Differentiation between levels can be found in the Assessment Standards and the Evidence Requirements.

Unit StructureUnit Structure

National 3 National 4 National 5

Chemical Changes and Structure

Chemical Changes and Structure

Chemical Changes and Structure

Nature’s Chemistry Nature’s Chemistry Nature’s Chemistry

Chemistry in Society Chemistry in Society Chemistry in Society

Assessment Support Schedule 2012/13 Assessment Support Schedule 2012/13

Oct 12 N3 to N5 Unit Assessment Support (Package 1)

Feb 13 N3 to N5 Unit Assessment Support (Package 2)

Feb 13 N5 Specimen Question Paper

Apr 13 N3 to N5 Unit Assessment Support (Package 3)

Apr 13 N5 Specimen Coursework

Apr 13 N4 Added Value Assessment Support

DocumentationDocumentation

Arrangements Document

Current Qualification

Includes:

Course StructureRationale and Aims

Course ContentCourse and Unit Assessment

Grade DescriptionsEstimates and Appeals

Approaches to Learning and Teaching

Additional Support NeedsUnit Specifications

Course Specification

Unit Specification

Course Assessment Specification

Course and Unit Support Notes

New CfE Qualification

Unit Assessment Support Packages 1, 2

& 3

Specimen Question Paper & Specimen

Coursework

MANDATORY

ADVICE, GUIDANCE & SUPPORT

ChemistryUnit Assessment

National 3 to National 5

ChemistryUnit Assessment

National 3 to National 5

Unit assessmentUnit assessment• Unit Specifications state the Outcomes, Assessment

Standards & Evidence Requirements (ALL Mandatory)

• Greater range of techniques and methodologies for assessment – encouraged through Unit Assessment Support packages

• Assessments can be designed to provide evidence across more than one Outcome or Unit – combined assessments

• More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

Unit Assessment Support Unit Assessment Support packages – purpose packages – purpose

Assessment Support packages will be provided which you can use to:

•Assess your candidates

•Adapt for your own assessment programmes

•Help you develop your own assessments

Unit Assessment Support Unit Assessment Support packages – key featurespackages – key features

• Valid from August 2013

• Designed to encourage professional judgement

• Provide broad-based tasks – allow assessors to choose appropriate context and forms of evidence

• Show range of approaches to generate assessment evidence

• Give information on the type of evidence which could be gathered and how this is to be judged against Assessment Standards

Unit assessment support Unit assessment support packages - approachespackages - approaches

Package 1 • Unit by Unit approach – discrete assessment

activities for each UnitPackage 2 • Combined approach- assessment of all Units,

Outcomes & Assessment StandardsPackage 3 • Portfolio approach – naturally occurring

evidence

Assessment Package 1Assessment Package 1This pack consists of three assessment activities for each Unit:

• Activity 1: a scientific report of an experiment to

generate evidence for Outcome 1

• Activity 2: a short report of a research investigation to generate evidence for Assessment Standards 2.2 and 2.3

• Activity 3: a set of questions to generate evidence for Assessment Standards 2.1 and 2.4

Assessment Package 2Assessment Package 2This pack consists of two assessment activities:

• Activity 1: an investigation of a key area of any

Unit through research, a practical activity and problem solving, covering Outcome 1 and Assessment Standards 2.2, 2.3 and 2.4

• Activity 2: a set of questions covering

Assessment Standard 2.1. This generates evidence that the candidate is able to make accurate statements demonstrating knowledge and understanding gained throughout the Course

General UpdateGeneral Update

New Quality Assurance arrangementsNew Quality Assurance arrangements• Will cover new National 1 to National 5 from 2013/14

• New arrangements will promote shared understanding of national standards through a collaborative and partnership approach

• New ‘Nominee’ role - provides a pool of nationally trained experts

• Intense verification in the first 3 years, then an intelligence led approach will be adopted

New Quality Assurance arrangementsNew Quality Assurance arrangements• Will cover new National 1 to National 5 from 2013/14

• New arrangements will promote shared understanding of national standards through a collaborative and partnership approach

• New ‘Nominee’ role - provides a pool of nationally trained experts

• Intense verification in the first 3 years, then an intelligence led approach will be adopted

Prior-VerificationPrior-Verification• Can amend SQA Unit Assessment Support Packs, maintaining

the standard.• If developing assessments, advised to use SQA Prior

Verification Service.• First prior verification window opens 3rd June 2013, response

in August.• Thereafter, 6 week turnaround on submissions

www.sqa.org.uk/cfepriorverification

Recognising Positive Achievement Recognising Positive Achievement • Opportunities for candidates who have achieved Units at

National 5, but failed the Course Assessment, to achieve the Course at National 4

• “Fallback” based on hierarchical structures• No Compensatory Awards• Must have an entry and a ‘Pass’ result for the N4 Added Value

Unit (English, Gaidhlig and Maths also require Literacy and Numeracy Units)

• Pre and post certification models• A guide on these arrangements is now available

www.sqa.org.uk/cfedelivery

ChemistryAdded Value Assessments:

- National 5 Course Assessment- National 4 Added Value Unit

ChemistryAdded Value Assessments:

- National 5 Course Assessment- National 4 Added Value Unit

Adding Value – National 4, Adding Value – National 4, National 5National 5

• Each Course at National 4 and National 5 includes assessment of Added Value

• For National 4, the added value is in an Added Value Unit - not graded

• For National 5, the added value is in the Course Assessment - graded A-D (as at present)

Added ValueAdded 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/or application as

outlined in Building the Curriculum 5• Learners will draw on and extend the skills they have

learned from across the Course • Learners will demonstrate the breadth of knowledge

and skills acquired, in unfamiliar contexts and/or integrated ways

• May involve accumulation, assimilation, integration and/or application of skills, knowledge and understanding

National 4 – Added Value Unit National 4 – Added Value Unit ChemistryChemistry

AssignmentAssignment•In the National 4 Chemistry Course, the Added Value Unit will focus on challenge and application.•Learners will draw on and apply the skills and knowledge they have learned during the Course. •They will carry out an in-depth investigation on an unfamiliar and/or integrated context. •Marked by Centre staff , SQA marking instructions

National 5 – ChemistryNational 5 – Chemistry

Question PaperQuestion Paper• Assesses ability to retain and integrate knowledge and

understanding from across the Course content• Equal weighting to all three Units• Structure similar to existing Intermediate Courses• 80 Marks (80% of Total Marks)

National 5 – ChemistryNational 5 – ChemistryAssignmentAssignment

• The purpose of the Assignment is to allow the learner to carry out an in-depth study of a Chemistry topic.

• The Assignment requires the learner to select a topic/issue and apply skills of research, evaluation and analysis. The learner will communicate information related to their findings, which will develop skills of scientific literacy.

• The Assignment will be sufficiently open and flexible to allow for personalisation and choice.

• 20 marks (20% of Total Mark)• Marked by SQA

Controlled AssessmentControlled Assessment• For the Assignment, SQA has introduced the concept of

controlled assessment to ensure fairness and reliability

• 3 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