Controlled Assessment - Geographical Association

Controlled Assessment - Geographical Association

Controlled Assessment Issues and Ways Forward AEWG Context for change Regulatory More reliable Reduce malpractice High quality judgements Educational U = Usefulness

R = Reliability V = Validity E = Educational Impact Valid and manageable assessments Avoid formulaic and predictable assessments Support good teaching and learning AEWGs initial Questions Can the different purposes be achieved? Organisation? Educational value?

Guidance, training and support Awarding bodies AQA A AQA B Edexcel A Edexcel B Field Studies Council Fred Martin presentation

OCR A OCR B WJEC A WJEC B CCEA Elements of Control Phases of Control Task setting Task taking

Research / data collection Fieldwork Data Presentation Analysis / conclusions / evaluatiom Task Marking

Organisation Authenticity Feedback Time Collaboration Resource Levels of Control Phases of Control Task setting High

Task taking Low Research / data collection Fieldwork Data Presentation Analysis / conclusions / evaluation

Low Low High Task Marking Medium Data Research and Presentation Research Student collaboration Use of ICT

Fieldwork Collaboration Data collection Guidance on tasks Individual questions Time Photo copyright: Sophie MacDowell Geography Teaching Today http://www.geographyteachingtoday.org.uk/ fieldwork/resource/jurassic-coast-fieldworkweekend/swanage/photos3/ Analysis, Conclusions and Evaluation

High control Authenticity Feedback Time Marking Assessment criteria Barriers Best fit Medium control log of support record of times

certification of authenticity Other useful sites GCSE Nings http://newgcsegeog.ning.com/ Educational Impact (future evaluation) What is the impact on performance and learning outcomes? Are students working at the tasks in different ways (reflection, rewriting, reworking,

metacognition)?

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