Introduction

The purpose of this Guidance is to assist teachers and candidates in understanding the requirements of Problem Solving. Whilst this Guidance focuses upon the assessment of Part B of the Standards, it is emphasised that candidates must be wholly familiar with Part A - You Must Know How To – to ensure mastery of the techniques and knowledge needed to successfully apply these skills. To this end, attention is drawn to the Guidance on Using the Part A Questions on the following page.

This Guidance should be read in conjunction with the following publications:

  • Key Skills Standards and Guidance – Working with Others, Improving Own Learning and Performance and Problem Solving [DELLS, CCEA and QCA]
  • Current WJEC Key Skills Handbook for Centres
  • WJEC and regulators’ example portfolios
  • WJEC Candidate Workbooks or centre-produced equivalents
  • Guidance on the use of Part A Questions.

The aim of this Key Skill is to encourage candidates to develop and demonstrate their ability to tackle problems systematically, for the purpose of working towards their solution and learning from this process. The Standards are most appropriate to three types or combinations of problems:

  • Diagnostic problems that depend primarily on analysis to arrive at conclusions, e.g. action to correct or improve a system
  • Design problems that depend mainly on synthesis to create a product or process, whether physical, social or abstract
  • Contingency problems that typically involve resource planning and gaining the cooperation of others, e.g. when organising an event.

The assessment of Part B is primarily on process skills, e.g. exploring, planning, implementing, checking and reviewing. In applying these skills, candidates will draw on different problem-solving methods, for example, in exploring a problem they might broaden its focus by using ideas mapping. Interpersonal skills, such as consulting or collaborating, and qualities such as persistence and reliability, are also important to problem solving.

Progression from levels 1-3

Levels are related to the nature of the problem, as well as the range of complexity of the techniques used, and the extent to which candidates take responsibility for the problem-solving process. At levels 1 and 2, problems will have only a very small number of possible ways of solving them, the main features clearly identified. At level 3, the problem will have a number of sub-problems that are affected by a range of factors and there might be several ways of tackling it.

At level 1 problems are given to candidates by a tutor or supervisor. Candidates use familiar resources and work within clear guidelines for deciding on options. Their plan is straightforward and they use advice and support given by others to follow it through. They follow step-by-step methods to check if problems have been solved and identify what went well/less well. They check what they need to do to improve their problem solving skills.

At level 2 candidates are expected to help identify problems, take more responsibility for finding different ways of tackling themand obtainhelp from others when appropriate. Their plan is straightforward but might involve changes as they organise tasks and work through the problems. Some of the resources might be unfamiliar. They clearly describe results and identify the strengths and weaknesses of their approach.

At level 3 candidates are expected to use a variety of methods and resources in exploring and identifying a problem and comparing options, including risk factors. They justify theapproach they select to take forward. Their plan provides scope for reviewing and revising their approach, as necessary. Candidates apply systematically agreed methods for checking whether the problem has been solved. They draw conclusions from the results and consider alternative methods and options that might have been more effective.

Guidance on Using the Part A Questions

  • The Part A Questions are to be used by teachers to check candidates’ knowledge and understanding of Part A of the Problem Solving Standards. They are not designed to be part of the portfolio, which is assessed against Part B. The questions are part of WJEC’s Workbooks and Logbooks; alternatively, copies can be downloaded from:
  • The questions should be used flexibly and chosen to allow the candidate to demonstrate their knowledge and understanding where it is not explicitly shown within their portfolio. Therefore, some candidates will be asked more questions than others and some, none at all.
  • Candidates can be given the questions as they begin to collect their evidence for Part B. They can be used by the candidate to reflect or evaluate what they have done or for reflection at the end.
  • The candidate’s responses will be internally assessed and then externally moderated by WJEC.
  • Answers must be recorded in an auditable format. Possible formats include:
  • candidate’s written answers, either on paper or electronically
  • recorded on audio tape
  • recorded on video tape
  • assessor records of answers given
  • The answers to the questions must be individual responses by each candidate, not a group activity.
  • Candidates can be invited to expand/develop their answers with follow up prompts such as ‘What if…’ or ‘How would you…’. Candidates should be encouraged to give examples of how they applied their knowledge and understanding.

Guidance on Evidence and Assessment

Essential Points for all three levels

  1. A ‘problem’ is defined as the need to bridge a gap between a current situation – Situation A – and a desired situation – Situation B. Or, in other words, “How will I get from A to B?”
  1. The problem does not have to be solved as it is the process of tackling the problem that is important. The chosen problem, however, must have a realistic chance of being solved to enable the whole of the Plan → Do → Review process of Part B to be covered. In most cases, this will lead to a solution, but it may not.

3.The problem must be tackled individually by the candidate; anentirelycollaborative approach to the specific problem is NOT acceptable. On rareoccasions, there may be an overall group problem but in these cases, eachcandidate must show their own individual approach to Problem Solving withinthe scenario, with individual solutions considered, a record of their personalcontribution to resolving the problem and a review that evaluates their ownProblem Solving performance. Each problem must also be appropriate incomplexity to the level.

4.The evidence must meet each of the Part B criteria in full and can take any appropriate form. Candidates experiencing difficulty writing can submit evidence in another form e.g. audio/video records

5.All scenarios must be ‘fit for purpose’ and not contrived. Whilst problems such as building a tower of straws or getting over an obstacle help candidates to appreciate the problem-solving process, theiruse as potential evidence gathering opportunitiesfor Part B of the Standards should be avoided.

6.The problem must be meaningful and relevant to the candidate’s needs and experience and it must allow for the generation of the required evidence in full.

7.The candidate should be supported at all times. The higher the level, the more demanding the Standards become and the more the candidate is expected to demonstrate greater autonomy and analysis of performance. The higher the level, the less support should be required – please refer to Progression above.

8.Though it may be the same person, the tutor and the assessor have different roles.The ‘tutor’ guides and supports the candidate as appropriate throughout the process whilst the ‘assessor’ makes a considered judgement of the evidence submitted and ultimately decides whether the completed portfolio has met all the requirements of the Standards.

9.The evidence should be accurately tracked against every aspect of the nine criteria in Part B and an appropriate tracking sheet included. All pages in the portfolio should be numbered and the evidence presented in a logical sequence.

10.The evidence must be assessed against the evidence component criteria with the assessor making appropriate supporting comments.

11.There must be evidence of internal moderation having been carried out where two or moreassessors are assessing portfolios.

12.All records and statements should be signed and dated. In the case of a tutor, assessor or witness, that person should give details of his/her role.

Level 1

The candidate must provide at least two examples of meeting the standard for PS1.1, PS1.2 and PS1.3. Each example should cover a different problem and identify at least two different ways of tackling it for PS1.1.

The candidate must identify at least two different ways of tackling the problem; this is more than simply different solutionse.g. a variety of visual, numerical, physical methods and mind-mapping, asking others about similar problems, by experimenting, by studying, by imitation.

  • Each example must show that the candidate has met all the Part B criteria in full and to the depth required in Part A of the Standards. Evidence must be gathered as a continuous process by following the three stages of the,1. Plan→2. Do→3. Review cycle.
  • Tutor advice and support will be central to the success of the candidate’s work and evidence collection.

An idea of the type of activities that could be covered by the two required examples is given below. It should also be noted that it is the rigour with which candidates approach and evidence their chosen activities that will demonstrate their competence.

Example 1:A customer has brought her car to my workshop with a fault as the battery warning light is staying on all the time when the engine has started. My problem is to find out what is causing this.
Option 1 / Option 2
Check to see if the alternator belt is loose / Check if the wires are loose or broken
Pros
  • Quick
  • Easy
  • Cheap
/ Cons
Belt could be broken so it would need replacing / Pros
  • Quick
  • Cheap
/ Cons
  • Difficult to reach
  • May need new parts so could be expensive

I have chosen Option 1 to solve the problem because it is quicker and easier to do this and if the belt is loose it will be cheaper for the customer to fix it. If it is not the belt at fault, I will know that it is the wiring.

Example 2:I have to replace a section of fascia board that is being damaged by a protruding overflow pipe.
Option 1 / Option 2
Drill a hole in the fascia board the same size as the overflow pipe and place it in the correct place. It will look neater but you have to be precise and it will take longer to do. / Cut a slot out of the facia board and slot it over the overflow pipe. It is easier to do but it is more likely to rot and will not look as good.

I have chosen Option 1 because it will look very neat when finished and is less likely to rot.

I will now complete my ‘Action Plans’ and follow them through to solve my problems.

PS Guidance Final Version 12/10/2018

Evidence Criterion / Required Evidence
(These requirements should be met by detailed completion of WJEC’s Candidate Workbook) / Optional Evidence / Important
PS1.1: Confirm with an appropriate person that you understand the given problem and identify different ways of tackling it.
PS 1.1.1
Check you clearly understand the problem you have been given. / A candidate statement demonstratingunderstanding. / A record of assessor questioning. /
  • There need only be a few possible solutions.
  • It should be possible to try and solve the problem in a comparatively short time.
  • The solutions must the candidates and not a group solution.

PS 1.1.2
Check how you know it has been solved. / A record of a discussion with a tutor or supervisor. / A record of assessor questioning. /
  • The problem need not be solved, but it is likely that it will be.
  • The candidate should be able to measure success against simple criteria.

PS 1.1.3
Come up with different ways of tackling the problem. / A candidate statement clearly showinghe/she hasconsidered at least two different approaches to tackling the probleme.g. a variety of visual, numerical, physical methods and mind-mapping, asking others about similar problems, by experimenting, by studying, by imitation. / A record of assessor questioning. / The possible solutions must demonstrate different approaches. They must not be variations of the same approach.
Evidence Criterion / Required Evidence
(These requirements should be met by detailed completion of WJEC’s Candidate Workbook) / Optional Evidence / Important
PS1.2: Confirm with an appropriate person what you will do and follow your plan for solving the problem.
PS 1.2.1
Help decide how you try to solve the problem. / A record of a discussion between the candidate and an appropriate person. /
  • A record of assessor questioning.
  • An observation record.
/
  • There should be some indication that the tutor (or other appropriate person) and the candidate have considered this together.
  • The candidate must know what is and what is not possible.

PS 1.2.2
Plan what you need to
do. / A detailed action plan /
  • A record of assessor questioning.
  • An observationrecord.
/
  • Planning cannot be retrospective.
  • The plan should refer to timings, support, resources.
  • Each step, however, minor, should be noted in the plan.

PS 1.2.3
Follow your plan, working safely and using support given by others to help tackle the problem. /
  • An authenticated log or workbook. It may be confirmed by anyone in authority who has observed the candidate at work.
  • A statement by a third party referring to any support offered and taken.
  • A candidate statement showing that safe working practices were adopted.
/
  • A record of assessor questioning.
  • A witness statement that clearly shows what was seen and by whom.
  • Graphic and/or taped evidence.
/
  • The candidate must show not only that support was sought, but also that it was used.
  • A peer is an acceptable source of support.
  • There should be a reference to and examples of safe working practices.
  • The Action Plan is a working document and can be amended as circumstances dictate.
  • An annotated log showing amendments etc. is more acceptable than a log that does not appear to have been a working document.

Evidence Criterion / Required Evidence
(These requirements should be met by detailed completion of WJEC’s Candidate Workbook) / Optional Evidence / Important
PS1.3: Check with an appropriate person if the problem has been solved and how to improve your problem solving skills.
PS 1.3.1
Check if the problem has been solved using the methods you have been given. /
  • A record of assessor questioning.
  • A candidate account of the checking process.
/ An observation record. /
  • The candidate must understand how to check results against the desired outcome.
  • Various and different checking methods, such as measuring, testing, questioning etc. should be adopted as appropriate.

PS 1.3.2
Identify clearly what went well and less well in tackling the problem. / A candidate statement listing what went well and what went less well in the problem
solving process. / A record of assessor questioning. / The outcome is less important than the process. The candidate must focus on what went well and less well in the chosen method of tackling the problem.
PS 1.3.3
Check what you will need to do to improve your problem solving skills. /
  • A record of assessor feedback and questioning.
  • A candidate account of the checking process and assessor feedback.
/ An observation record. / The candidate must consider how to improve his/herproblem solving skills. Assessor questioning will contribute to the candidate’s understanding and evaluation.

PS Guidance Final Version 12/10/2018

Level 2

The candidate must provide at least two examples of meeting the standard for PS2.1, PS2.2 and PS2.3. Each example should cover a different problem and identify at least two different ways of tackling it for PS2.1.

The candidate must identify at least two different ways of tackling the problem; this is more than simply different solutions e.g. a variety of visual, numerical, physical methods and mind-mapping, asking others about similar problems, by experimenting, by studying, by imitation.

Each example must show that the candidate has met all the Part B criteria in full and to the depth required in Part A of the Standards. Evidence must be gathered as a continuous process by following the three stages of the 1. Plan→2. Do→3. Review cycle.

Tutor advice and support will be central to the success of the candidate’s work and evidence collection.

An idea of the type of activities that could be covered by the two required examples is given below. It should also be noted that it is the rigour with which candidates approach and evidence their chosen activities that will demonstrate their competence.

Example 1:I need to discover the attitudes of the local people and peers to the development of sports facilities in my local area. I will know the problem has been solved when I have gathered enough information to be able to draw sound conclusions.
Option 1- Interview / Option 2-Questionnaire
I will randomly select peer members and ask them questions / I will produce a multiple choice questionnaire
Pros
  • You can ask for more specific information
  • Less chance people will lie!
/ Cons
  • Time consuming
  • People may not like face-to-face questioning
/ Pros
  • Quick to complete
  • Will get information
  • Can be completed at own pace
/ Cons
  • Could offend people
  • Difficult to summarise
  • Questions could be mis-interpreted.

After checking with my learning coach, I chose Option 2. I will now follow this through to solve the problem.