planning for controlled assessment tasks

Planning for Controlled Assessment tasks

WJEC Geography GCSE Spec B – CPD event – Autumn 2012

Part 1

Changes to Controlled Assessment

The new ‘strengthened’ Specification

First Award 2014



There are significant changes to Controlled Assessment ahead

This PPT provides you with a summary of the main changes.

This summary needs to be read in conjunction with the detailed information in the new spec (see pages 29 – 37)



For the award in 2014 the number of tasks will be reduced to one (from two)

The single task is based on the Fieldwork Enquiry from the current Specification

The ‘Issue’ task will no longer be required. The 2013 award will be the last time that this will form part of the assessment package

The new Fieldwork Enquiry will be worth 25% of the total assessment package

It will be marked out of 50



There is a subtle change to the weighting of Assessment Objectives

Current Spec – last award in 2013

AO1 K & U: 6% (E) + 3% (I) = 9%

AO2 App: 3% (E) + 3% (I) = 6%

AO3 Skills: 6% (E) + 4% (I) = 10% = 25%

Strengthened Spec – first award in 2014

AO1 K & U: (Enquiry) = 6%

AO2 App: (Enquiry) = 7%

AO3 Skills: (Enquiry) = 12% = 25%

This is obviously reflected in the marks allocated to each AO ......



The single task, the Fieldwork Enquiry for the 2014 award, will be marked as follows:

AO1 – Knowledge and Understanding: 12 marks

AO2 – Application: 14 marks

AO3 – Skills: 24 marks Total 50 marks

Each AO has 4 Levels of response, with specific strands identified to facilitate marking, as in the example below ............................

In developing their task(s), centres will need to be fully conversant with the

assessment criteria – further information will be provided in Part 2 of this presentation


Centres will develop and contextualise their task from one (or more) of the generic titles available in the Specification

The generic titles will change for each award

The titles for the 2014 award are in the published Specification

The titles for the 2015 award will be published on the WJEC website in May 2013.A similar pattern will be adopted thereafter

No alternative generic titles can be used by centres as the basis for their contextualised tasks for each awarding year

The WJEC has developed a new, streamlined process, by which centres submit their contextualised title(s). WJEC need to be informed of the contextualised title(s) 10 weeks ahead of the work being undertaken. Full details, along with the submission document, will shortly be posted on the WJEC website . Contact Andrew Williams at WJEC for further information.



Generic tasks for the Enquiry (for award in 2014)Assessing ........

Theme Key Q

Investigate spatial variations in quality of life 1 1.4

Investigate the distribution of retail services 1 2.1

Investigate variation of river processes and landforms along a river channel 2 4.2 &4.3

Investigate the strategies needed to manage an area of eroding coastline 2 5.4

Investigate factors that determine the location of secondary industry 3 2.1

Investigate the impact of tertiary economic activity on people and the environment 3 3.1



Centres will need to be conversant with the JCQ regulations for conducting controlled assessment through each phase.......

Task setting

Task taking

Task marking



When you study the sequence, your attention is drawn to:

• the preparation period ahead of the fieldtrip

• the changed timings for each phase (compared to the current spec)

• the greater emphasis on evaluation

The sequence for the Enquiry .......



part 2 of this session focuses on widening data collection activities for the fieldwork Enquiry.

the emphasis will be on creating opportunities for independence when candidates collect field evidence to support their investigation

this will reflect the revised assessment criteria found in the new ‘strengthened’ Specification

the short presentation and the subsequent workshop may also be of interest to those centres who have yet to develop their final Enquiry (for the 2013 award)

If there are any questions relating to controlled assessment for the new, ‘strengthened’ Specification, please ask them at the Q & A session at the end of the meeting



Widening techniques used to collect primary evidence

Encouraging candidateIndependence

A presentation and workshop

Part 2


Assessment criteria for AO2 – Skills (level 4) – current spec

“Candidates are able to utilise a wide range of entirely appropriate techniques to:collect,record, select, process, refine and present primary and secondary data.”


.... in the strengthened Spec for 2014 .......

Planning for Controlled Assessment tasksAssessment Objective 3 – Skills, analysis and evaluation (page 37 of the spec)

Level 2: 7 – 12 marks Level 3: 13 – 18 marks Level 4: 19 – 24 marks

Uses a basic outline ........

Investigates a range of primary / sec ..

Uses a limited range of techniques to process and present graphical info

Analysis includes simple .....

Comments on the limitations ......

Selects and uses relevant .....

Investigates primary and secondary data using a range of techniques ......

Independently selects and uses a range of techniques to process and present graphical / cartographic info

Analysis includes explanation of a ....

Evaluates the methodology ......

Independently selects and uses pertinent geographical questions to sequence the enquiry process

Independently investigates primary and relevant secondary data using a range of techniques ........

Independently selects and uses a range of techniques to process and present graphical / cartographic and statistical information.

Analysis includes specific ...

Critically evaluates the methodology ..


Investigate factors that determine the location of secondary industry

There are clear advantages for locating a new canning factory on the Hardwick Industrial Park compared to the North Lynn Industrial Estate

The centre intends to use a range of primary data collection techniques to underpin the investigation. A visit to each site will include the completion of a bi-polar survey sheet

The centre recognises the value of bi-polar surveys as they allow all candidates to collate, refine and represent the statistical data gained in a wide variety of ways, ahead of analysis.

Lorry movement in and out of the site1 2 3 4 5

The site is not close to any to a dual carriageway or main trunk route

The site is adjacent to a dual carriageway and a main trunk route


Lorry movement in and out of the site1 2 3 4 5

The site is not close to any to a dual carriageway or main trunk route

The site is adjacent to a dual carriageway and a main trunk route

There are clear advantages for locating a new canning factory on the Hardwick Industrial Park compared to the North Lynn Industrial Estate

All candidates are issued with a sheet which includes 8 different opposing statements, all of which relate to different aspects of industrial location, e.g.........

Site preparation1 2 3 4 5

The site will need extensive landscaping before construction can begin

The site is already prepared for construction to begin immediately

New assessment criteria.... Why not build in opportunities to facilitate candidate independence? Candidates are given 2 headed boxes, but they have to develop their own bi-polar statements, e.g. ..... on Potential Noise Disturbance for nearby residents / on potential links with support companies on adjacent land More able candidates are given the opportunity to devise two more headed boxes and the associated bi-polar statements on locational factors not included in the 8 pre- determined boxes


Investigate factors needed to manage an area of eroding coastline

Is managed retreat the only worthwhile coastal management strategy for Happisburgh?

The centre intends to use a range of primary data collection techniques to underpin the investigation. Evidence will include drawing field sketches and taking photo evidence.

All students are given some support through a starter sketch


Characteristics when wet:_______________________________________________________________

Characteristics when wet:______________________________________________________________Marine action: ___________________________

________________________________________________________________________________


This slows the rate of erosion by:______________________________________________________________________________________________________________________________________________________

Now select two more sea defence systems used by the authorities within our study area. Draw micro field sketches and annotate them to show how they might slow the rate of erosion. Add the location of these systems onto the map supplied

Gabions here


Micro field sketches can be attempted by most students


Selecting and annotating digital pictures is a further opportunity for independence ........

An annotated photo at Happisburgh to highlight why coastal management is so complex. Add your annotations to the 3 selected text boxes ............. Add a 4th observation of your own.

Some houses are already so vulnerable:________________________________________________________________________________________________________________________________________________

It is the processes within the cliff that are most problematic: _________________________________________________________________________________________________________________________________________________________

The lifeboat and coastguard station have already been abandoned: ___________________________________________________________________________________________________________________________________________________________________________________

The lifeboat and coastguard station have already been abandoned: ___________________________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________________________

____________________________________________________________________________________________________________________________________________________________________

An annotated photo at Happisburgh highlighting why coastal management is so complex. One has been started for you. Identify two other features of your own.


Selecting and annotating digital pictures is a further opportunity for independence ........


Greater independence when taking digital pictures – the impact of rapid erosion on Happisburgh

The students are asked to select three locations in and around Happisburgh. Each location should reflect the impact that rapid erosion has had on the village.

A social, economic and an environmental impact is required. The location should be shown on a base map.

Students are asked to record the rationale behind their choice

I took this picture of the demolished coastguard station as I think it shows a social impact. Losing the station means .......


Investigate the distribution of retail services

Why are out of town retail parks increasingly popular at the expense of the CBD in Ipswich?

Fieldwork is often enhanced through the use of questionnaires. Is there room to encourage independence in the data collected?

The most effective questionnaires ask a limited range of ‘closed’ questions. The data collected needs to be........

Tightly focussed on the specific task

The data collected needs to lend itself to graphical representation

Base data is ideally collated to offer more statistical rigour and options for analysis

Beyond this, tasks should be devised to encourage additionality and independence in questionnaire construction




A GCSE class of 25 students conducted a questionnaire to contribute to the Enquiry above

All candidates collected the same base data, using closed question techniques

The date was collated in the research phase, so students had their own responses and the average for the whole class.... for individual refinement and analysis

An extract from the shopper survey ...........

How important are these factors for your shopping experience?

Not i

mportant at all

1 2 3 4 5 6 7 8 9 10

Very i

mportant to me

A place where parking is free

Where there is safe pedestrian access

Where public transport is easily available

Where I can find a wide range of shops in one place

A place that offers a variety of places to eat / drink


How important are these factors for your shopping experience?

Not i

mportant at all

1 2 3 4 5 6 7 8 9 10

Very i

mportant to me

A place where parking is free

Where there is safe pedestrian access

Where public transport is easily available

Where I can find a wide range of shops in one place

A place that offers a variety of places to eat / drink

In addition to the base data, candidates might be encouraged to enhance the questionnaire by introducing new ideas of their own. Without your assistance, they might decide to...................

• target / categorise specific groups of shoppers (by age / gender)• widen the range of factors• explore the views of retailers, not just the customers

..... for example


Investigate the impact of tertiary activity on people and the environment

An investigation into the problems caused by Ashton Gate, the home of Bristol City. Is locating to the greenfield site of Ashton Vale the answer?

The task requires the collection of a range of data on match days and non-match days:• Environmental impacts• Noise pollution• Light pollution• Congestion surveys• Pedestrian flows etc

All students must articulate their own perspective of the existing site (the impact on people and the environment) ...........

Investigate the impact of tertiary activity on people and the environment

An investigation into the problems caused by Ashton Gate, the home of Bristol City. Is the Ashton Vale development the answer?

.... but they are also asked to suggest how different groups of people may feel about the issueOn the fieldtrip the students must select two stakeholders from the short list available

For each stakeholder chosen they must record their ideas on how these people feel about the impact of the ground / the possible closure of the ground

To add some individuality, students are encouraged to nominate a third stakeholder viewpoint (not from the list). The rationale for selecting this stakeholder needs to be explained along with the view suggested

I feel...... _____________________________________________________________________________________________________________________________________

_

Elderly local residents

The owner of the newsagents

The local councillor

A steward working at the ground




When developing the guidance material to support the task, every opportunity should be taken to encourage some independence in data collection, additional secondary research and techniques to represent the information.

As previously explored, for questionnaires this may mean that you ask students to consider:• widening the questions asked• approaching defined respondents• using a different ‘closed’ technique but more than this......

Not only will this facilitate individuality in data collection, but it will also encourage students to explore (perhaps) a wider range of graphical / statistical and cartographic techniques

Level 4: Independently selects and uses a range of techniques to process and present graphical / cartographic and statistical information

Level 3: Independently selects and uses a range of techniques to process and present graphical / cartographic information

Level 2: Uses a limited range of techniques to process and present graphical information

Guidance sheets can be supportive in explaining the need to use a range of basic graphical techniques.

To access the higher levels of the mark scheme, guidance sheets need to overtly prompt independent thinking in terms of the range of techniques employed to represent the data, ahead of analysis.

Planning for Controlled Assessment tasksAssessment Objective 3 – Skills, analysis and evaluation

Level 2: 7 – 12 marks Level 3: 13 – 18 marks Level 4: 19 – 24 marks

Uses a basic outline ........

Investigates a range of primary / sec ..

Uses a limited range of techniques to process and present graphical info

Analysis includes simple .....

Comments on the limitations ......

Selects and uses relevant .....

Investigates primary and secondary data using a range of techniques ......

Independently selects and uses a range of techniques to process and present graphical / cartographic info

Analysis includes explanation of a ....

Evaluates the methodology ......

Independently selects and uses pertinent geographical questions to sequence the enquiry process

Independently investigates primary and relevant secondary data using a range of techniques ........

Independently selects and uses a range of techniques to process and present graphical / cartographic and statistical information.

Analysis includes specific ...

Critically evaluates the methodology ..

Planning for Controlled Assessment tasks - Workshop

Generic tasks for the Enquiry (for award in 2014)Assessing ........

Theme Key Q

Investigate spatial variations in quality of life 1 1.4

Investigate the distribution of retail services 1 2.1

Investigate variation of river processes and landforms along a river channel 2 4.2

&4.3

Investigate the strategies needed to manage an area of eroding coastline 2 5.4

Investigate factors that determine the location of secondary industry 3 2.1

Investigate the impact of tertiary economic activity on people and the environment 3 3.1

What are the greatest challenges for your department in developing an Enquiry task for the strengthened spec?

What strategies can be employed to encourage independence in the range of techniques employed from data collection to analysis?

In small groups explore these two issues inrelation to controlled tasks for 2014+

This PPT presentation will be available for download from the secure area of the WJEC website

planning for controlled assessment tasks

Documents

assessment criteria

new spec

total assessment package

contextualised titles

new fieldwork enquiry

generic tasks

generic titles available

alternative generic