Quick Guide to Assignments June 2014

7/25/2019 Quick Guide to Assignments June 2014

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For BTEC qualifications on theQualifications and Credit Framework (QCF) and the

National Qualifications Framework (NQF)

BTEC Support Toolkit Series

Version 3 (UK and International centres): October 2014


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www.btec.co.uk/keydocuments

1. Assessment tools and assignments

Introduction to this section What tools can I use to assess my learners?

What does a high quality assessment tool look like?

How can I ensure Im creating high quality assessment tools?

What are assignments and Assignment Briefs?

BTEC Assignment Briefs at a glance

2. Step-by-step guide to assignment briefs

Introduction to this section

BTEC (QCF)

Titles, dates and deadlines

Qualifications, units and learning objectives

Scenarios, evidence, tasks and assessment criteria

Linking tasks and assessment criteria

Sources of information

More about assessment criteria and guidance

More about assignment outlines

Authorised Assignment Briefs

BTEC (NQF)

Titles, dates and deadlines

Qualifications, units and learning aims

Scenarios, evidence, tasks and assessment criteria

Tasks checklist

Level 1 criteria and sources of information

More about assessment criteria and guidance


Authorised Assignment Briefs

3. Internal Verification & Support

Internal verification explained

Your BTEC support team

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Whats in theAssessment ToolsandAssignmentssection?

This first section starts withthe basics and takes you step

by step through creating highquality assessment toolsincluding:

what is a unit?

definitions of key termslike learning aim and

assessment criteria

what good qualityassessment tools looklike

your role as an assessor

what an assignment brief

looks like.

If you are new to teaching BTEC,this should provide you with a handyguide to the basics - and where tofind more help and support - so youcan devise creative assessments withconfidence.

If you are an experienced BTECpractitioner you should also find

this Guide useful as a quickreference to the requirements forBTEC, or as a starting point forcoaching colleagues new to yourBTEC teaching team.

The later sections provide specificdetails of any differences betweenBTEC qualifications accredited on theQualification Credit Framework (QCF)and those accredited on the National

Qualifications Framework (NQF).

If you are based outside the UK,this Guide will also be relevant toyou, as the principles apply to boththe QCF and qualifications accreditedon Pearsons Self RegulatedFramework (SRF). You can also findall the documents and support youneed in the International section of

our Key Documents page:www.btec.co.uk/keydocuments.

If you have any questions, or wantto discuss your individual needs andrequirements with a BTEC expert,you can find the contact details youneed here. You can also find moreassessment guidance in each BTECspecification at www.btec.co.uk.


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BTEC Teaching& Assessment

tools

Assignments &Projects

Case studies

WorkplaceassessmentRole play

Presentations

BTEC qualifications are made up ofindividual units which cover specifictopics and contain:

learning aims/outcomeswhich define what the learner needs toknow, understand and do

assessment criteriathe grade level at which the learnercan achieve each learning aim.

Learners studying the internally assessedunits need to generate evidence thatthey have met the learningaims/outcomes and assessmentcriteria specified for each unit.

How can learners generate theirevidence?Learners can generate evidence througha range of different activities set in avocational, work-related context,including:

assignment and project work

case studies

workplace assessment

role play

presentations.

The assessment guidance in each unitprovides advice and examples of goodpractice.

What is an assessmentinstrument?

You may sometimes see these activitiesdescribed as assessmentinstruments, which is a generic termfor any kind of activity or task youdevelop to assess the standard your

learners have reached against thelearning aims and assessment criteriadefined in the specification.

What tools can I use to assess my BTEC learners?

Learn more in the specification: www.btec.co.uk

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What does a high quality assessment toollook like?

All assessment tasks and activities must ensure your learners provide evidencefor their learning which is:

Valid: the evidence is robust and genuinely meets the learningaim/outcome

Sufficient: there is enough evidence to demonstrate theknowledge, skills and understanding required

Authentic: the evidence the learners produce is genuinely theirown

Appropriate: it is in line with the level the learner is studyingand is evidence which is relevant to a learner at that level

Relevant: it is in line with the topic, subject area and content thelearner is studying and is set in a vocational, work-related context.

Assessment tasksare:

Valid

Sufficient

AuthenticAppropriate

Relevant

You need to ensure yourlearners:

generate their evidenceto meet these criteria

produce evidence in anappropriate timescale,which you have defined inyour assessment plan.


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How can I ensure Im creating high qualityBTEC assessment tools?

A high quality assessment which is fit for purpose, and suitably controlled by youas the Assessor, will provide:

The mostcommonly usedassessment toolis an assignment learn more aboutassignments andassignment briefshere.

An assessmenttool is fit for

purpose when ithas:

Evidence

Clarity

Timing

Resources

Evidence: the tasks allow the learner to provide evidence that meets

the learning aim/outcome, and that evidence can be assessed clearlyusing the assessment criteria

Clarity: there are clear instructions to the learner about what theyneed to do

Timing: you have clearly defined the amount of time allowed forthe assessment, and that timeframe is appropriate for the

knowledge, understanding and skills you are assessing

Resources: you have made available and accessible the resourcesyour learners need to complete the assignment fairly, and in full.


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so that your final assessmentdecisions meet the National

Standard.

demonstrate a learners

knowledge, skills andunderstanding in a defined

area of study

measure evidence of theirlearning against the:

learning aims/outcomes(what the learner needs to know,

understand and do)

assessment criteria(the grade level at which the

learner can achieve each learningaim).

Download yourAssignment Brief template atwww.btec.co.uk/keydocuments

Assignments areassessments designed

to:

What are assignment briefs?


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Assignment briefsat a glance:

Sources ofinformation (websites;textbooks, etc.)

Scenario

Task(s)

Evidence (e.g. leaflet;presentation; handout,etc.)

Assessment criteria(Distinction; Merit; Pass)

Qualification covered

Unit(s) covered

Learning Aims /Outcomes

covered

Assignment title

Assessor name andissue date

Deadline forassessment

Duration Titles, Datesand Deadlines

Qualifications,Units andLearning

Aims/Objectives

Resources

VocationalScenario,

Evidence andCriteria

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Whats in the

assignment briefs stepby step section?

This second section providessupport and guidance from theBTEC Assessment team on how towrite a good quality assignmentbrief.

It breaks the QCF and NQFassignment brief templates intosections and gives you step-by-step guidance on whats neededat each stage.

Weve also added in:

some definitions of key

terms handy checklists you can use

as quick reminders of the mainpoints

More about sections withuseful extracts fromthe qualification specification togive further explanation andcontext.

Weve also run through anAuthorised Assignment Brieftemplate and the procedure forusing these either off the shelfor as the basis for one of yourown assignments.

The following sections provide

specific details of any differencesbetween BTEC qualificationsaccredited on the QualificationCredit Framework (QCF) andthose accredited on the NationalQualifications Framework (NQF).

If you are new to teachingBTEC, this should provide youwith a handy guide to the basics

- and where to find more helpand support - so you can devisecreative assessments withconfidence.

If you are an experiencedBTEC practitioner, but new todelivering BTEC you should alsofind this Guide useful as a quickreference to the specificrequirements for BTEC or as astarting point for coachingcolleagues new to your BTECteaching team.

If you are doing BTEC AppliedScience, then look out for themicroscope logo (left) in thefollowing for specific information

relating to this qualification.

If you have any questions, orwant to discuss your individualneeds and requirements with aBTEC expert, you can find thecontact details you need here.

You can also find moreassessment guidance in the

BTEC specifications atwww.btec.co.uk.
http://www.btec.co.uk/http://www.btec.co.uk/


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You need to set a clear submission deadline for your assignment.

The Assessor must set and record a date for assessment in their assessmentplan.

Learn more in our Guide to Internal Assessment for BTEC Firsts and Nationals

You can also find some filled-in examples of Assignment Briefs, with guidance onbest practice, on the next generation BTEC specification pages.

Full title of the assignment

Record the date you issue the assignment brief

Confirm the name of the learner andassessor

Set a date for assessment, when your learnerswill hand in their assignments

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List the qualification and unit(s) covered by the assignment

Confirm the date the learnerhanded in their assignment


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Coverage

When you set an assignment for a BTEC:

it can cover a whole unit

it can cover part of a unit (but it shouldcover an appropriate range ofassessment criteria)

It can cover more than one unit (but

you must be absolutely clear whichassessment criteria are covered foreach unit).

Assessment criteria DefinitionAssessment criteria are used to determine the evidencethat each learner must produce in order to receive apass, merit or distinction grade.

The learner must provide sufficient and valid evidence toachieve the grade, with reference to the unit content andassessment guidance.

Unit - DefinitionUnits are the building blocks of BTEC qualifications. Thecontent of a unit gives the basis for the teaching,learning and assessment for each learning aim andcovers:

knowledge, including definition of breadth and depth

skills, including definition of qualities or contexts

applications or activities, through which a learnerprovides evidence of knowledge and/or skills.

Identify the assessment criteria targeted by theassignment

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Provide a vocational scenario, preferably in a work-relatedcontext. Make sure it is appropriate to the level of your learners.

e.g. You are Managing Director of a multinational company is notrealistic for level 2 learners.

Give broad guidance on the approach and what kind of evidence thelearner needs to produce.

All tasks must contain the range of relevantassessment criteria for the learning aim,

covering criteria from pass to distinction.

Generally, you should not split tasks by levelof assessment criteria, e.g. one task for pass,

another for merit and one for distinction criteria.See the next page for more detailed guidance

on assessment criteria.

Detail a task or series of tasks your learners needto complete to demonstrate the knowledge, skills and

understanding required for the unit(s).

Give clear guidance on what is required, how youwant it to be presented, and any information specific to

this work-related scenario.

List the format of the evidenceyour learners need to produce,

e.g. leaflet; presentation; handout;artefact; performance, etc.

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On the QCF there are no hard and fast rules about how to do this, as assessmentcriteria may be arranged in different ways in a unit:

1. Building BlocksPass, Merit and Distinction criteria are directly linked, and require a qualitativeimprovement in the knowledge, understanding or skills demonstrated within a task:

In this case, it is not appropriate to split tasks by level, because the Pass, Merit andDistinction criteria assess the same activity.

2. FunnelSeveral Pass and/or Merit combine to funnel into an overarching Distinction criterion:

In this case, you may find that it is appropriate to split tasks by level, depending howthe activities combine within the assessment criteria. For example, the Distinctioncriterion may require an analysis of the activities undertaken at Pass and Merit level.

3. Stray criteriaOccasionally, a particular unit may have an assessment criterion that doesnt link

directly to other grades. This is unusual, but is occasionally found in Health & Safety orEngineering units, and where several small tasks or items of knowledge are required:

In these cases, it may be appropriate to have a separate task for an individualassessment criterion.

Remember: The next generation BTECs on the NQF follow a different unit format andit is not appropriate to split learning aims into tasks by level. For more guidance, lookat the Guide to Writing Assignment Briefs for Next Generation BTEC Firsts.


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P1 M1 D1

P2 M2 D2

P3 M3 D3

P4 M4 D4

P1M1

D1

P2

P3M2

P4

P1 M1 D1

P2M2 D2

P3

P4
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You will need to list the resources relevant to your to your learners for theirassignment.

This could include:

local employers

newspapers

websites, etc.

There is also range of publications available from a number of publishers tosupport delivery and training for BTEC qualifications, so learners and teachers can,if they wish, select those that best suit their needs, although the use of textbooksis not a requirement.

Learners must sign a declaration of authenticity, confirming that the worksubmitted is their own. This can be included as part of the assignment, or youmay use a separate front sheet. The wording of the declaration is up to you, butall learners must understand the importance of submitting valid, authentic andsufficient evidence.

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Assessment guidance in the specification

The assessment guidance for each unit gives examples of the quality of workneeded to meet the range of assessment criteria. It also offers suggestions forcreative and innovative ways learners can produce evidence to meet the criteria,highlighting approaches and strategies for developing appropriate evidence.

You should always refer to this guidance, as well as the assessment criteria, whenwriting assignments.

You can find out more about assessment criteria and guidance in the qualificationspecification. You can read or download next generation BTEC specifications atwww.btec.co.uk.

In your qualification specification

More about

assessment criteria and guidance

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You can find suggestedassignment outlines for each unitin the qualification specification.

Read or download all nextgeneration BTEC First (NQF)specifications atwww.btec.co.uk.

You can also use or adapt anAuthorised Assignment Brief forsome units. Learn more aboutAuthorised Assignment Briefs.


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What are Authorised AssignmentBriefs?

We have produced a range ofAuthorised Assignment Briefs whichyou can:

use off the shelf

edit and adapt to suit yourindividual programme and localneeds.

Using Authorised AssignmentBriefs

You can download copies of theAuthorised Assignment Briefs for

your qualification from the website atwww.btec.co.uk.

Even if you do not use the AuthorisedBriefs for your assignments, westrongly recommend that you readthem before you write your own tofamiliarise yourself with the formatand with what constitutes goodpractice for writing Assignment Briefsfor BTEC.

Authorised Assignment Briefs andInternal Verification

Even if you use an AuthorisedAssignment Brief off the shelf withno editing, you must still send it toyour Internal Verifier so it can belogged in your Assessment Plan andverified as being appropriate for useon your programme.

Authorised Assignment Briefs are

also available in myBTEC learnmore about myBTEC.

Samples from anAuthorised Assignment Brief

Download your copy at www.btec.co.uk

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Learn more in the specification: www.btec.co.uk/2012

You need to set a clear submission deadline for your assignment.

The Assessor must set and record a date for assessment in their assessmentplan.


You can also find some filled-in examples of Assignment Briefs, with guidance onbest practice, on the next generation BTEC First (NQF) specification pages.

Full title of the assignment

Record the date you issue the assignment brief

Confirm the name of the assessor

Set a date for assessment, when your learners

will hand in their assignments

Confirm how many hours learners areexpected to spend completing the assignment

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Learning AimsWhen you set an assignment for anext generation BTEC First (NQF)

qualification:

it must cover the wholelearning aim

you cannot cover just part of alearning aim within anassignment.

you can cover more than onelearning aim within yourassignment

you cannot split theachievement of learning aimsacross different assignments

Learning Aim - DefinitionThe learning aims are statements indicatingthe scope of learning for the unit. Theyprovide a holistic overview of the unit whenconsidered alongside the unit content.

Unit - DefinitionUnits are the building blocks of BTECqualifications. The content of a unit gives thebasis for the teaching, learning andassessment for each learning aim and covers:

knowledge, including definition of breadthand depth

skills, including definition of qualities orcontexts

applications or activities, through whicha learner provides evidence of knowledgeand/or skills.

List the qualifications and sizes covered by the assignment

Include the units targeted by the assignment

Identify the learning aim or learning aims targeted by the assignment

Learn more in our Guide to Internal Assessment for BTEC Firsts and NationalsYou can also find some filled-in examples of Assignment Briefs, with guidance onbest practice, on the next generation BTEC First (NQF) specification pages.

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Assessment criteria - definitionThe assessment criteria determine theminimum standard required by thelearner to achieve the relevant grade.

The learner must provide sufficient andvalid evidence to achieve the grade.

Provide a vocationalscenario, preferably in a

work-related context. Makesure it is appropriate to the

level of your learners.

e.g. You are ManagingDirector of a multinational

company is not realistic forlevel 2 learners.

Give broad guidance on theapproach and what kind of

evidence the learner needs toproduce.

All tasks must contain the range of relevantassessment criteria for the learning aim, covering

criteria from level 2 pass to distinction.

You must not split tasks by level ofassessment criteria, e.g. one task for pass,

another for merit and one for distinction criteria.

Detail a task or series of tasks your learners need tocomplete to demonstrate the knowledge, skills and

understanding required for the unit(s).

Give clear guidance on what is required, how you want it tobe presented, and any information specific to this

work-related scenario.

List the format of the evidenceyour learners need to produce,

e.g. leaflet; presentation; handout;artefact; performance, etc.



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Write tasks which cover a range of criteria from Pass toDistinctionTasks must be written to cover the range of relevant criteria, from level2 Pass to Distinction.

DO NOT split your tasks into one for level 2 Pass criteria, another forMerit criteria, and one for Distinction criteria.

You can create more than one task in an assignmentIf you have more than one task, each one must span the range of criteriafor a learning aim, including level 2 Pass, Merit and Distinction.

You can split your task into sub-partsIf you split your task into sub-parts, you must still list the individualassessment criteria together at the end of the task.

DO NOT list individual assessment criteria for Pass, Merit or Distinctionnext to a sub-part of a task. The task as a whole must span the fullrange of assessment criteria from level 2 Pass to Distinction.

You should NOT include level 1 tasksLevel 1 is a fall-back if a learner does not achieve a level 2 Pass orabove.

You should give clear guidance on how to complete the taskYou should find a balance in giving guidance in the tasks not too vague,but also not a step-by-step list that doesnt allow the learner to workindependently. For examples of best practice on how to write tasks andAssignment Briefs, you can refer to the Authorised Assignment Briefs foryour qualification.

Learn more about Authorised Assignment Briefs.

Tasks Checklist

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NOTE: If you are doing BTEC Applied Science You should notusually include level 1 tasks. However, the level 1 criteria may not alwaysbe linked to the level 2 pass and you will need to include tasks matchedto level 1 criteria. If you do need to do this, the task should not belabelled as level 1. If you are in any doubt, talk to your Lead InternalVerifier or your Subject Advisor (www.edexcel.com/contactus).
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You will need to list the resources relevant to your to your learners for theirassignment. This could include:

local employers

newspapers

websites, etc.

There is also range of publications available from a number of publishers tosupport delivery and training for BTEC qualifications, so learners and teachers can,if they wish, select those that best suit their needs, although the use of textbooksis not a requirement.

If your learners do not achieve Level 2 Pass criteria, you should only thenassess their work against the Level 1 criteria.

You should list the relevant Level 1 criteria in your assignment brief, but onlyrefer to them if your learners do not achieve the Level 2 Pass standard.



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Assessment guidance in the specification

The assessment guidance for each unit gives examples of the quality of work needed tomeet the range of assessment criteria. It also offers suggestions for creative andinnovative ways learners can produce evidence to meet the criteria, highlighting

approaches and strategies for developing appropriate evidence.You should always refer to this guidance, as well as the assessment criteria, whenwriting assignments.

You can find out more about assessment criteria and guidance in the qualificationspecification. You can read or download next generation BTEC First (NQF) specificationsat www.btec.co.uk/2012.


More about

assessment criteria and guidance

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If you are doing BTEC Science: You can find tables mapping:

the specification unit content against assessment criteria

assessment guidance for the six internally -assessed units 2-7.

Look under Mapping Documents at www.edexcel.com/btecappliedsciencefirsts2012
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You can find suggested assignment outlines for each unit in the qualificationspecification.

Read or download all next generation BTEC First (NQF) specifications atwww.btec.co.uk/2012.

You can also use or adapt an Authorised Assignment Brief for some units.Learn more about Authorised Assignment Briefs.


More about

assignment outlines

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NOTE If you are doing BTEC Science:Where two scenarios are given for one learning aim these should be merged into oneassignment brief.
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What are Authorised AssignmentBriefs?

We have produced a range of AuthorisedAssignment Briefs which you can:

use off the shelf

edit and adapt to suit yourindividual programme and localneeds.

Authorised Assignment Briefs areavailable for most core units.

Using Authorised Assignment Briefs

You can download copies of theAuthorised Assignment Briefs for yourqualification from the website atwww.btec.co.uk/2012.

Even if you do not use the AuthorisedBriefs for your assignments, we stronglyrecommend that you read them beforeyou write your own to familiarise yourselfwith the format and with what constitutesgood practice for writing AssignmentBriefs for next generation BTEC Firsts(NQF).

Authorised Assignment Briefs andInternal Verification

Even if you use an AuthorisedAssignment Brief off the shelf with noediting, you must still send it to yourInternal Verifier so it can be logged inyour Assessment Plan and verified asbeing appropriate for use on yourprogramme.

Authorised Assignment Briefs are alsoavailable in myBTEC learn moreabout myBTEC.

Samples from anAuthorised Assignment Brief

Download your copy atwww.btec.co.uk/2012

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InternalVerifier:

DefinitionOversees all

assessmentactivity to

ensureassessmentsare carriedout in line

with nationalstandards.

Assessor:

DefinitionMakes

assessmentdecisionswhich are

correct and inline with the

nationalstandard.

Assessorsmay alsocreate

assessmenttools

(assessmentinstruments)for internalassessment.

What is Internal Verification?

As an Assessor for a BTEC qualification, you will work closelywith your Lead Internal Verifier who:

is responsible for overseeing all assessment andinternal verification activity

ensures that individual Assessors fully understand andcorrectly interpret the qualification specification

makes sure Assessors carry out assessment which isconsistent with the national standards, focusing onthe:

level

content, and

duration

of the assessment.The process for ensuring that Assessors carry out assessmentcorrectly and to National Standards is called InternalVerification.

How does Internal Verificationwork?

Internal Verifiers must ensure that assessment is fullyvalidated within the centre, by:

checking every assessment tool (e.g. AssignmentBriefs) carefully and endorsing it before it is used, includingAuthorised Assignment Briefs

ensuring each learner is assessed carefully andthoroughly using only the relevant assessment criteria andassociated guidance within the specification

ensuring the decisions of every Assessor for each unit atall grades and for all learners are in line with nationalstandards.

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UK centres

If you are in the UK, you can talk toyour:

Subject Advisor - for subject-specific advice and guidance

Curriculum DevelopmentManager or CurriculumSupport Consultant - forgeneral advice and guidance oncurriculum and qualifications

Regional Quality Manager - foradvice and guidance onBTEC quality assurance.

Visit www.btec.co.uk/support for fullcontact details.

Middle East China - India

The International QualityManagers will be able to giveyou quality assurance advice tocustomers in:

Middle East: Mohamed Kamel

[email protected]

Hong Kong or China: Florence [email protected]

Indian sub continent:Saurabh [email protected]

You can also contact us directly if you need a more in-depth discussion aboutyour individual needs.

Where can I find moreinformation?

Your questionsanswered

Our BTEC Quality Team has sharedtheir most frequently askedquestions around BTEC assessment.Go to our Knowledge Base serviceto ask your question or talk to anexpert in our Teaching Servicesteam viawww.edexcel.com/contactus.

BTEC Guides

If you need any more help orinformation, you can refer to theBTEC Centre Guide to Assessment:Entry Level to Level 3at www.btec.co.uk/keydocuments.

Continental Europe South AfricaSouth Asia Latin AmericaAustralasia

The International Quality andAssessment Advisors will be ableto help customers in:

Europe: Nicola Mortimer-Stokes

South Africa: Colin Beeke

South Asia: Stephen Moore

Latin America & Australasia:Julie Hancock

Please contact Elizabeth Crofts,International Vocational Quality and RiskManager ([email protected]) inthe first instance. Elizabeth will put you in

touch with the relevant International Qualityand Assessment Advisor.
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