Transcript National 5 – Question Paper

Qualifications Update:
History
Developing qualifications
• Progression
• More open and flexible requirements
• Assessment which supports learning
• Refreshed and relevant contexts for learning
• Personalisation and choice
• Robust and credible
Relationship between CfE and SCQF Levels
Continues to 12
CfE
Levels
2
1
early
years
4
3
≈
4
3
SCQF
Levels
2
1
National 5 Specimen Question Paper Key points
• Added Value is captured in an assignment at National 4 in the Added
Value Unit and by a question paper and a Coursework assignment at
National 5
• These provides opportunities for personalisation and choice as well as
challenge and application
• Historical skills may be sampled in any section of the question paper
• Investigating skills taken out of Standard Grade question paper and
into the assignment
National 5 Specimen Question Paper Key points
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Taking the best of Standard Grade and Intermediate 2…
Scottish, British, European and World
Analysis question (8 marks) will appear in one section. This can be any section
and will change year on year
Three source handling skills
More marks available for in-depth analysis, building a link to Higher
More marks available in individual skills questions for the development of
individual points
Flexible routes to full marks in skills questions (change from Standard Grade)
Unit Structure
National 3
National 4
National 5
Scottish
Scottish
Scottish
British
British
British
European and World
European and World
European and World
Added Value Unit:
Assignment
New 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
•
Increased verification in the first 3 years, then an approach
based on information gathered
•
Verification in Nov/Dec, Feb and Apr/May - allows for early
identification of issues and support/guidance to be given
Unit Assessment Support Packs - key messages
• Are available on the SQA Secure Website, are
confidential documents and should be treated as such
and held securely
• Use one of three approaches to generating evidence:
• Unit by Unit approach
• Combined approach
• Portfolio approach
• Assessors may use the assessments provided in UASPs
• as they are
• to adapt
• to develop your own assessments
They will be made available in Word format for this purpose
Unit Assessment Support Packs - key messages
• Valid from August 2013
• encourage professional judgement
• allow assessors to chose appropriate contexts and forms of
evidence
• support, motivate and challenge learners
• Each pack provides details of
• a broad based task
• type of evidence to be gathered
• how this is to be judged against assessment standards
an example of a Candidate Assessment and how it should be
assessed
• Most important aspect for SQA is that standards are
met and that all evidence is authentically the
candidate’s own work
Unit Assessment Support Packs - key messages
• Assessment approaches should support and be consistent with
learning and teaching approaches and the needs of individual
candidates
• Assessment judgements are made on a pass fail basis
• Contexts may be changed to suit or be made more relevant to
candidates, but must of the same level of demand and difficulty
• Where assessment is by observation or oral questioning, evidence
should include assessor comments that show clearly the basis on
which assessment judgements have been made
• UAS packs also include examples of recording documentation:
assessors may adapt these to suit local needs and approaches
Assessment Support Schedule 2012/13
Oct 12 to Mar 13
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
History
Unit Assessment
National 3 to National 5
Unit assessment
• Flexible and open Assessment Standards and Evidence
Requirements in Units
• 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
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
packages – 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 generating 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
packages - approaches
Package 1
• Unit by Unit approach – discrete assessment
tasks for each Unit
Package 2
• Combined approach – groups Outcomes and
Assessment Standards from different Units
Package 3
• Portfolio approach – gathering evidence
assessment standard by assessment standard
Assessment Package 1
Scottish History
British History
European and World
History
You can use the illustrative examples provided and adapt these to suit the contexts that
your learners have studied or the kind of approach that would suit them best
N3
N4
N5
Visual product
Oral presentation
Great Scots
Tudors
Oral presentation
Written responses to
questions
Changing Britain
Visual product
Visual product
Oral presentation
Creation of the Medieval
Kingdoms
Appeasement and the
Road to War
Mary Queen of Scots
and the Reformation
Written responses to
questions
Era of the great War
Written responses to
questions
End of Imperial China
Tea and Freedom
Assessment Package 2
Scottish History
British History
European and World
History
You can use the illustrative examples provided and adapt these to suit the contexts that
your learners have studied or the kind of approach that would suit them best
Crime and Punishment
N3
Burke and Hare
Life in Victorian Britain
Political prisoners in the
Cold War
North America
N4
Migration and Empire
The Slave Trade
Free at Last
People and Power
N5
Treaty of Union
The War of the 3 Kingdoms
Germany 1919-39
Assessment Packages
• Although a range of approaches to gathering
evidence for Unit assessment have been
illustrated:
– the standard applied is the same irrespective of the
approach taken
– it is the historical skills, knowledge and understanding
which are being assessed – do not inflate the demands
of the Unit
– there should be consistency in conditions and
arrangements across different techniques
– all approaches should be manageable for centres
Key points from Unit Assessment
Support packs
• Overview of assessment
– States purpose of
assessment
– Gives description of
assessment task
– Indicates flexibility of task
and opportunities for
adaptation
– Suggests prior learning
– Suggests approaches to
generating evidence
Key points from Unit Assessment
Support packs
• Assessment conditions
– Candidates should have sufficient
time to complete the task
– Level of teacher/lecturer support
should be appropriate for level
but evidence must be the
candidate's own work
– When group work is used –
evidence of individual
achievement is required
Key points from Unit Assessment
Support packs
• Evidence to be retained
– Sufficient for QA purposes but not burdensome
– Practical approaches to retaining evidence e.g.
candidate responses/product, assessor checklists,
supplementary material
Key points from Unit Assessment
Support packs
• Evidence to be retained
– Sufficient for QA purposes but not burdensome
– Practical approaches to retaining evidence e.g.
candidate responses/product, assessor checklists,
supplementary material
Key points from Unit Assessment
Support packs
• Candidate task
– Illustrative only
– Centres encouraged to adapt to their own
contexts
Key points from Unit Assessment
Support packs
• Teacher prompts and
questioning may be used to:
– Confirm evidence is
candidate’s own work
– For clarification/confirmation
of standard being met
– To supplement
oral/visual/written
presentation if necessary
Key points from Unit Assessment
Support packs
•
Judging evidence
– Standards need to be consistently
applied, irrespective of the approach
taken to generating evidence
– General principles and specific
exemplification given
– Candidates may provide evidence of
meeting the standard outwith the
specific prompt – this should be
credited
Key points from Unit Assessment
Support packs
• Reassessment
– SQA policy continues to
apply
– Only need to reassess
specific Outcomes or
assessment standards not
yet met
Key points from Unit Assessment
Support packs
• Recording
documentation
– Exemplars given
– Centres should adapt, as
required to meet their
own needs
Workshop 1
Task 1
• Use the materials provided:
– Democracy in Scotland and the United Kingdom:
National 3, 4 and 5
– Social Issues in the United Kingdom: National 4
– International Issues: National 5
• In small groups of 2-3, discuss
– The assessment tasks illustrated
– Approaches to generating evidence
– Making judgements
• How could you use the Unit Assessment materials to
support you in your own centres?
History
Added Value Assessments:
- National 5 Course Assessment
- National 4 Added Value Unit
Adding Value – National 4,
National 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 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
• May involve accumulation, assimilation, integration
and/or application of skills, knowledge and
understanding
• Uses one or two of 7 defined assessment methods
Controlled Assessment
• Where the assessment method is not a question paper,
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
• Subject-specific decisions, but mostly SQA-led activity in
initial years
National 5 – Course Assessment
• Two components
– Question Paper (75%)
– Assignment (25%)
• Broad parity between skills and knowledge and
understanding across the whole course assessment.
• Externally assessed
National 5 – Question Paper
• Draws on approaches and formats
familiar from Standard Grade Credit and
Intermediate 2
• Out of 60 marks
• Three sections each worth 20 marks:
Scottish, British, European and World
• There will be a choice of contexts within
each section.
• Greater emphasis on knowledge and
understanding than skills (34 marks: 16
marks)
• Range of marks – 4, 5, 6 or 8
National 5 – Question Paper
• 3 kinds of Knowledge and
Understanding questions:
• Describe (5 or 6 marks) –
requires candidates to give the
key points about the topic.
Not necessarily in order.
National 5 – Question Paper
• 3 kinds of Knowledge and
Understanding questions:
• Explain the reasons why
(5 or 6 marks) – requires
candidates to make
connections between events
or factors.
National 5 – Question Paper
• 3 kinds of Knowledge and
Understanding questions:
• To what extent (8 marks) – requires
candidates to organise their
knowledge to address an issue, come
to a conclusion and provide a reason
for that conclusion.
• There will be ONE 8 mark question
which may be assessed in any section
of the paper and this will change from
year to year
National 5 – Question Paper
• Each developed points in describe
questions may be awarded up to 2
marks
• More open questions where
candidates may demonstrate their
knowledge of specific contexts
studied e.g. The impact of particular
events or the reasons why events
came about
• Flexibility in the routes to achieve
full marks
National 5 – Question Paper
• 3 kinds of source handling skills:
• Evaluate the usefulness of a source
(5 or 6 marks) – requires candidates
to make a judgement about the
usefulness of a historical source
taking into account aspects such as
author, purpose, content and
context. Not all aspects need to be
addressed.
National 5 – Question Paper
• 3 kinds of source handling skills:
• Assess how fully a source
describes or explains an event
(5 or 6 marks) – requires
candidates to identify specific
points made in the source and to
identify specific areas of
omission.
National 5 – Question Paper
• 3 kinds of source handling skills:
• Compare the views of 2 sources (4 marks) – Candidates are
required to make direct comparisons of detailed points
from two sources.
• They can also compare the viewpoints of the sources
overall.
National 5 – Question Paper
• Source handling skills may be assessed in any section of
the paper.
• The pattern will change from year to year
• Each section will assess up to 3 of the 4 issues.
National 5 – Assignment
• Opportunity for learner personalisation
and choice
• Out of 20 marks
• Externally assessed
• Controlled assessment in up to 1 hour
National 5 – Assignment
• Greater emphasis on skills
than knowledge and
understanding (14 marks: 6
marks)
• Brief available on-line – does
not change from year to year
• Generic marking instructions
available on-line
National 4 Added Value Unit
Assignment
• Opportunity for learner
personalisation and choice
• Flexibility in how the learner
presents findings
• Internally assessed by centres
and externally quality assured
by SQA
• Conducted under some
supervision and control
National 4 Added Value Unit
Assignment
• Support materials produced
by SQA to provide advice and
guidance on:
– the degree of support which
may be provided
– assessment conditions
– nature and amount of
evidence to be retained for
quality assurance purposes
– Making assessment
judgements
Relationship between National 4 and
National 5 Assignment
• Designed to provide progression and
articulation – The process at National 4 is
designed to lead on to the product at
National 5.
• Aim to support learners moving between
levels and provide flexibility for centres
Relationship between National 4 and
National 5 Assignment
• No automatic ‘fall-back’ to level
below
• Necessary to show attainment
of assessment standards of N4
Added Value Unit;
– retain evidence
– subject to quality assurance
– enter candidate for AVU at N4
Workshop 2
Task 2
• Use the materials provided:
– Further information on Course assessment at N5
– Assignment read across document
• In small groups of 2-3, discuss
– National 4 Added Value Unit
– National 5 Course Assessment
• Question Paper
• Assignment
– Relationship between the N4 AVU Assignment and the
N5 Course work component - Assignment