Assessment and Examinations Working Group

Geographical Association Annual Conference 2008

Controlled assessment models for three Awarding Bodies (from draft specs)

AB X

CA1Fieldwork investigation 15%

  • Task setting: centre selects a task from AB list (high)
  • Task taking: pupils work under direct supervision at all times (except for primary & secondary data collection) (medium-high?)
  • Task marking: centres mark work with AB moderation (medium).

CA2.Issues enquiry (resource-based, plus research) 10%

  • Task setting: centre selects a task from AB list (high)
  • Task taking: pupils work under direct supervision at all times (probably high?)
  • Task marking: centres mark work with AB moderation (medium).

AB Y

Model 1: Two Controlled Assessments, at least one involving primary data collection

  • Task setting: AB defines each task (very high)
  • Task taking: variety of communication formats suggested, but no time or supervision levels defined (control level unclear)
  • Task marking: centres mark work with AB moderation (medium).

Model 2: Two Controlled Assessments, one fieldwork, one issue investigation.

CA1Fieldwork investigation

  • Task setting: centre selects a task from AB list (high)
  • Task taking: enquiry route set out, but no time or supervision levels defined (control level unclear)
  • Task marking: centres mark work with AB moderation (medium).

CA2.Issues investigation (primary and/or secondary research)

  • Task setting: centre selects a task from AB list of issues (high)
  • Task taking: pupils work under direct supervision and time controls, opportunities for collaborative work (probably medium)
  • Task marking: centres mark work with AB moderation (medium).

ABZ Geography research unit; fieldwork investigation

  • Task setting: centre selects a task from AB list (changes in rotation) (high)
  • Task taking: enquiry route set out in five phases (planning > evaluation); supported by task sheets available from the AB. Clear time and supervision levels defined (control level ‘limited’ > high)
  • Task marking: centres mark work with AB moderation (medium).

A Note of Caution

Controlled assessment is a new concept. QCA and Awarding bodies are feeling their way with developing them. The models outlined here are early drafts that are being submitted to QCA now (March 2008).

They will almost certainly have to be modified in the light of the comments made by QCA.

QCA requires:

Skills assessed by controlled assessment

The following skills must be assessed through controlled assessment in the context of

fieldwork:

  • Identifying, analysing and evaluating geographical questions and issues
  • Establishing appropriate sequences of investigation incorporating geographical skills, including enquiry skills
  • Extracting and interpreting information from a range of different sources
  • Evaluating methods of collecting, presenting and analysing evidence, and the validity and limitations of evidence and conclusions.

Task setting – high control

  • Single CA component/unit – may contain more than one task.
  • Tasks selected from a number of comparable tasks provided by the AB.
  • The tasks must be replaced each year.
  • Centres contextualise the task(s)

Task taking

Research/data collection – limited control

  • Feedback level of teacher support defined by AB
  • Collaboration possible but individual responses.
  • Resource determined by those available to the centre.

Analysis and evaluation of findings – high control

  • Supervision all work formally supervised.
  • Feedback level of teacher support defined by AB
  • Collaboration all work done independently.
  • Resource specified by AB

Task marking – medium control

• Teachers mark the controlled assessment using AB mark schemes or criteria

For more information about QCA’s thinking you can look at their website

For a geography exemplar

Some areas to consider

Think about:

•The nature of the tasks, (support for individual / group fieldwork; local solutions; global enquiries; whether you want the whole enquiry assessed; predictability; interest…

•How much the school can determine the task

•Common or individual tasks

•Supervision of task taking

•Whether one or two controlled assessments suits you better (e.g. 15%+10% or 25%)

•Is the time for the CA right in the context of the CA demands, and the time within the course?