Washwood Heath A c a d e m y : Controlled Assessment Policy 2017

Reviewed and adopted by the Local Governing Body on: Monday 12th June 2017

To be reviewed after two years or following significant changes within a national or local context.

Staff responsibilities – GCSE controlled assessments Senior Leadership team

o Accountable for the safe and secure of controlled assessments. Ensure assessments comply with JCQ guidelines and awarding bodies’ subject – specific instructions.

o At the start of the academic year, begin coordinating with Head of Department / subject to schedule controlled assessments; to support pupils controlled assessments should be spread throughout the academic years of Key Stage 4, as far as possible.

o Map overall resource management requirements for the academic year. As part of this resolve:

Clashes / problems over the timing or operation of controlled assessments

Issues arising from the need for particular facilities (rooms, IT networks, time out of school etc)

Ensure that all staff involved have a calendar of events Create, publish and update an internal appeals policy for controlled

assessments To liaise with Heads of Department / Faculty to conduct monitoring

activities to ensure compliance with this policy and to report back at leadership meetings

Heads of Department / Faculty o Decide on the awarding body and specification for a particular GCSEo Ensure that individual teachers fully understand their responsibilities

with regard to controlled assessmento Ensure that the marking of all teachers involved is assessing an internally

assessed component is standardized internally. The mechanism for standardisation should also support CPD, for members of the department, in assessing controlled assessments.

o Ensure that individual teachers fully understand: The requirements of the awarding body’s specification, are familiar

with the relevant teachers; notes and any other subject specific instructions, particularly in regard to the level of control required

The school’s controlled assessment policy

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o Where appropriate, develop new assessment tasks or adapt sample awarding body assessment tasks to meet local circumstances, in line with the awarding body’s specification and control requirements

Teaching staff o Understand and comply with the general guidelines detailed within the JCQ

publication instructions for conducting controlled assessments, as outlined in the school’s controlled assessment policy

o Understand and comply with the awarding body’s specification for conducting controlled assessments, including and subject-specific instructions, teachers’ notes or additional information on the awarding body’s website

o Supply to the exams office details of all unit codes controlled assessments o Obtain confidential materials / tasks set by awarding bodies in sufficient time

to prepare for the assessment(s) and ensure that such materials are stored securely at all times

o Supervise assessments (at the specified level of control). Undertake the tasks required under the regulations, only permitting assistance to candidates as the specification allows

o Ensure that candidates and supervising teachers sign authentication forms on completion of an assessment

o Mark internally assessed components using the mark scheme provided by the awarding body. Submit marks to the awarding body by the published deadline, keeping a record of the marks awarded

o Retain candidates’ work securely between assessment sections (if more than one)

o Post-completion, retain candidates’ work securely until the closing date for enquiries about results. In the event that an enquiry is submitted, retain candidates’ work securely until the outcome of the enquiry and any subsequent appeal has been conveyed to the centre

o Ask the appropriate special educational needs coordinator (SENCO) for any assistance required for the administration and management of access arrangements

Exams Office Staffo Where confidential materials are directly received by the exams office, to be

responsible for receipt, safe storage and safe transmission, whether in CD or hard copy format

o Download and distribute mark sheets for teaching staff to useo In exceptional circumstances where controlled assessments cannot be

conducted in the classroom, arrange suitable accommodation where controlled assessments can be carried out at the direction of the Senior Leadership Team

Special Educational Needs Coordinator / Additional Learning Supporto Ensure access arrangements have been applied for o Work with teaching staff to ensure requirements for support staff are met

The following specifications are subject to the Controlled Assessment Policy:

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Additional Science GeographyArt & Design HistoryChemistry ICTComputer Science Media StudiesConstruction MusicDesign & Technology Performing Arts Drama Physics English Language SpanishEnglish Literature UrduFrench

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Managing Controlled Assessments

High Control Tasks (This is where the awarding body is responsible for task setting)

Guidance when using high control tasks When is it acceptable to contextualize tasks?

Where tasks are set by the awarding body, specifications do provide opportunities for centres to contextualise tasks to best suit their centre – specific circumstances e.g.

o Make the task relevant to its own environment o Meet the needs and interests of its own candidates o Provide candidates with access to appropriate resources

Is it permissible to give candidates a copy of the marking criteria?Yes. Candidates should be aware of the criteria used to assess their work. They can understand what they need to do to gain credit. Specifications describe the marking criteria in detail. It is perfectly acceptable for teachers to produce a simplified candidate – friendly version, provided that it is generic, and not specific to the work of an individual candidate or groups of candidates

Access to controlled assessment tasks Access to controlled assessment tasks is via the secure extranet of the relevant awarding body. Mark schemes and assessment criteria are normally included in specifications.

Task being ‘live’ only within a specified periodIn subjects where it could be advantageous for candidates to have access to work done on the same task in previous years, these subjects the tasks are changed every year. This means that each task will be ‘live’ only within a specified period. It is the responsibility of the teacher to ensure that they use the correct task for the year of submission

Level of supervision (high level of control) The use of resources is tightly prescribed. In particular:

o All candidates must be within direct sight of the teacher / supervisor throughout the session(s)

o Display materials which might provide assistance are removed or covered o There must be no access to e-mail, the internet or mobile phoneso Candidates must complete their work independently o Interaction with other candidates does not occur o No assistance of any description is provided o Resources available are normally restricted to the candidate’s preparatory

notes Advice and Feedback

Pupils should be advised on aspects such as those listed below, before controlled assessment work begins:

o Sources of information o Relevance of materials / conceptso Structure of the response (for example, chapter titles & content)o Techniques of data collection

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o Techniques of data presentation o Skills of analysis and evaluation o Health & safety considerations However, pupils must not be provided with model answers, or writing frames, that are specific to the task (such as outlines, paragraph headings or section headings) unless the specification or subject – specific guidance states otherwise.

What advice and feedback can candidates be given during the task – taking stage; Refer to appendix 1

Candidates requiring assistance over and above that allowed by the specification. Before giving additional assistance beyond that described in the specification or subject- specific guidance, the teacher must ensure that there is provision to record assistance. Details must be documented on the record form issued by the awarding body. The intervention must be taken into account when marking the work. Annotation must be used to explain how marks were applied in the context of the additional assistance given. Failure to follow this procedure constitutes malpractice.

Re-drafting of Work o When drafting is not one of the skills being assessed, a teacher may review

candidates’ work, and provide advice at a general level unless the specification, or subject-specific guidance, states otherwise.

o When drafting is one of the skills being assessed particular care must be taken. In this situation:

The teacher must undertake an interim assessment of candidates’ work

The assessment criteria will allow credit to be given where there is evidence of drafting and re-drafting

The candidate must use his/her own initiative when re-drafting, without assistance from the teacher

Monitoring and Recording Contact Between the Teacher and CandidateWhere this may affect the marks awarded, the teacher should keep a record of feedback and advice provided to groups of candidates and to an individual candidate.

Candidates Introducing New Resources, Between Formally- Supervised SessionsThis is not allowed. When work for assessment is produced over several sessions, the following material must be collected and stored securely at the end of each session:

o The work to be assessedo Preparatory work

Furthermore, teachers must ensure that:o All work which will be assessed is completed under formal supervisiono Candidates are not able to access preparatory work between supervised

sessionso Additional precautions need to be taken if the centre permits candidates to

use computers to store preparatory work and / or word process their work for

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assessment. This may involve collecting memory sticks for secure storage between sessions, or restricting candidates’ access to specific areas of the school’s IT network.

Time Limits for Completing Controlled Assessments It is the responsibility of the teacher to ensure that candidates adhere to the specified time limits when high control (formal supervision) is specified

Word Limits for Controlled Assessments You should refer to the relevant specification or subject- specific guidance for clarification. Specifications fall into three broad categories as described in Appendix 2.

Group WorkWhere the specification permits, some assignments may be undertaken as part of a group. The specification my place a restriction on the maximum size of the group. However, it must be possible to attribute assessable outcomes to individual candidates.Each candidate must write his/her own account of the assignment. It is acceptable for all members of the group to record the same data, but each candidate must use his/her own words to describe how the data was obtained and draw his/her own conclusions. Where candidates are required to construct an artefact, they may collaborate, but their responses must be their own and their and their individual contributions must be clearly identified. The contribution of each individual candidate must be clear from both the work itself and the record forms.

Ensuring Material are Kept Safe See appendix 4

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Medium Control Tasks (This is where centres may opt to select from a number of comparable tasks provided by the awarding body. Alternatively, centres may opt to design their own task(s) using criteria set out in the specification. If the centre designs their own tasks, they must take care to ensure that the task(s) provide(s) every candidate with an opportunity to meet the assessment criteria and have access to the full range of marks)

Guidance when using medium control tasks

When is it acceptable to contextualise tasks?Where tasks are set by the awarding body, specifications do provide opportunities for centres to contextualise tasks best to suit their centre- specific circumstances e.g.

o Make the task relevant to its own environment o Meet the needs and interests of its own candidates o Provide candidates with access to appropriate resources

Is it Permissible to give candidates a copy of the marking criteria? Yes. Candidates should be aware of the criteria used to assess their work. They can then understand what they need to do to gain credit. Specifications describe the marking criteria in detail. It is perfectly acceptable for teachers to produce a simplified candidate-friendly version, provided that it is generic, and not specific to the work of an individual candidate or group of candidates.

Access to controlled assessments tasks Access to controlled assessment tasks is normally via the awarding body’s website

Tasks being ‘live’ only within a specified period In subjects where it could be advantageous for candidates to have access to work done on the same task in previous years, these subjects the tasks are changed every year. This means that each task will be ‘live’ only within a specified period. It is the responsibility of the teacher to ensure that they use the correct task for the year of submission.

Level of supervision (medium level of control)Candidates do not need to be directly supervised at all times. The use of resources, including the internet, is not tightly prescribed. Teachers should always check the subject- specific requirements issued by the awarding body. The centre must ensure that:

o All candidates participate in the assessment o There is sufficient supervision to ensure that work can be authenticated o The work an individual candidate submits for assessment is his/her own

Advice and feedbackPupils should be advised on aspects such as those listed below, before controlled assessment work begins:

o Sources of information o Relevance of materials/conceptso Structure of the response (for example, chapter titles and content)o Techniques of data collection o Techniques of data presentation o Skills of analysis and evaluation o Health & Safety considerations

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However, pupils must not be provided with model answers, or writing frames, that are specific to the task (such as outlines, paragraph headings or section headings) unless the specification or subject-specific guidance states otherwise.

What advice and feedback can candidates be given during the task-taking stageRefer to appendix 1

Candidates requiring assistance over and above that allowed by the specification. Before giving additional assistance beyond that described in the specification or subject-specific guidance, the teacher must ensure that there is provision to record this assistance. Details must be documented on the record form issued by the awarding body. The intervention must be taken into account when marking the work. Annotation must be used to explain how marks were applied in the context of the additional assistance given. Failure to follow this procedure constitutes malpractice.

Re-drafting of work o When drafting is not one of the skills being assessed, a teacher may review

candidates’ work, and provide advice at a general level unless the specification, or subject –specific guidance, states otherwise

o When drafting is one of the skills being assessed particular care must be taken. In the situation:

The teacher must undertake an interim assessment of candidates’ work

The assessment criteria will allow credit to be given where there is evidence of drafting and re-drafting

The candidate must use his/her own initiative when re-drafting, without assistance from the teacher

Monitoring and recording contact between the teacher and the candidateWhere this may affect the marks awarded, the teacher should keep a record of feedback and advice provided to groups of candidates and to an individual candidate. When group work is permitted, the teacher should maintain a record, which should describe the candidate’s contribution to any group work.

Candidates record of work Candidates need to keep a record of work completed under informal and / or limited supervision. The work submitted for assessment must include references where appropriate. To facilitate this, each candidate should keep a detailed record of his/her own research, planning, resources etc. The record should include all the sources used, including books, websites and DVDs

Presentation of workSee appendix 3

Time limits for completing controlled assessments It is the responsibility of the teacher to ensure that candidates adhere to the specified time limits when medium control (informal supervision) is specified

Word limits for controlled assessmentsYou should refer to the relevant specification or subject-specific guidance for clarification. Specifications fall into three broad categories as described in appendix 2

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Group WorkWhere the specification permits, some assignments may be undertaken as part of a group, possible to attribute may place a restriction on the maximum size of the group. However, it must be possible to attribute assessable outcomes to individual candidates.Each candidate must write up his/her own account of the assignment. It is acceptable for all members of the group to record the same data, but each candidate must use his/her own words to describe how the data was obtained and draw his/her own conclusions. Where candidates are required to construct as artefact, they may collaborate, but their responses must be their own and their individual contributions must be clearly identified. The contribution of each individual candidate must be clear from both the work itself and the record forms.

Ensuring materials are kept secureSee appendix 4

How is candidates’ work authenticated?See appendix 5

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Limited Control Tasks(This is where centres design their own task(s) using criteria set out in the specification, although the awarding body may provide exemplar tasks.The centre must take care to ensure that the task(s) provide(s) every candidate with an opportunity to meet the assessment criteria and have access to the full range of marks)

Guidance when using limited control tasks

Is it permissible to give candidates a copy of the marking criteria?Yes. Candidates should be aware of the criteria used to assess their work. They can then understand what they need to do to gain credit. Specifications describe the marking criteria in detail. It is perfectly acceptable for teachers to produce a simplified candidate – friendly version, provided that it is generic, and not specific to the work of an individual candidate or group of candidates.

Access to controlled assessment tasks Access to controlled assessment tasks is normally via the awarding body’s website

Tasks being ‘live’ only within a specified period In subjects where it could be advantageous for candidates to have access to work done on the same task in previous years, these subjects, these subjects the tasks are changed every year. This means that each task will be ‘live’ only within a specified period. It is the responsibility of the teacher to ensure that they use the correct task for the year of submission

Level of supervision (low level of control)Work may be completed outside of the centre without direct supervision. Where limited control is specified, candidates may normally:

o Have unlimited access to electronic and printed resourceso Use the internet without restrictiono Work in groups

Advice and feedbackPupils should be advised on aspects such as those listed below, before controlled assessment work begins:

o Sources of informationo Relevance of materials / conceptso Structure of the response (for example, chapter titles and content)o Techniques of data collection o Skills of analysis and evaluation o Health & Safety considerations

However, pupils must not be provided with model answers, or writing frames, that are specific to the task (such as outline, paragraph headings or section headings) unless the specification or subject-specific guidance states otherwise.

What advice and feedback can candidates be given during the task- taking stageRefer to appendix 1

Candidates requiring assistance over and above that allowed by the specification Before giving additional assistance beyond that described in the specification the subject-specific guidance, the teacher must ensure that there is provision to record

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assistance. Details must be documented on the record form issued by the awarding body. The intervention must be taken into account when marking the work. Annotation must be used to explain how marks were applied in the context of the additional assistance given. Failure to follow this procedure constitutes malpractice.

Re-drafting of workWhen drafting is not one of the skills being assessed, a teacher may review candidates’ work, and provide advice at a general level unless the specification, or subject-specific guidance, states otherwise.

o When drafting is one of the skills being assessed particular care must be taken. In the situation

o The teacher must undertake an interim assessment of candidates’ worko The assessment criteria will allow credit to be given where there is evidence

of drafting and re-drafting o The candidate must use his/her own initiative when re-drafting, without

assistance from the teacher Monitoring and recording contact between the teacher and the candidate

Where this may affect the marks awarded, the teacher should keep a record of feedback and advice provided to groups of candidates and to an individual candidate. When group work is permitted, the teacher should maintain a record, which should describe the candidate’s contribution to any group work.

Candidates record of workCandidates need to keep a record of work completed under informal and / or limited supervision. The work submitted for assessment must include references where appropriate. To facilitate this, each candidate should keep a detailed record of his/her own research, planning, resources etc. The record should include all the sources used, including books, websites and DVDs.

Time limits for completing controlled assessments when work is done under limited control the specified timings are for guidance only (unless otherwise stated in the specification), but centres should discourage candidates from exceeding them.

Word limits for controlled assessmentsYou should refer to the relevant specification or subject-specific guidance for clarification. Specifications fall into three broad categories as described in appendix 2.

Group workWhere the specification permits, some assignments may be undertaken as part of a group. The specification may place a restriction on the maximum size of the group. However, is must be possible to attribute assessable outcomes to individual candidates. Each candidate must write up his/her own account of the assignment. It is acceptable for all members of the group to record the same data, but each candidate must use his/her own words to describe how the data was obtained and draw his/her own conclusions. Where candidates are required to construct an artefact, they may collaborate, but their responses must be their own and their individual contributions must be clearly identified. The contribution of each individual candidate must be clear from both the work itself and the record forms.

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Assessment when group work is undertaken Although group work is permitted under limited supervision, group assessment is not. Members of the group will have made different contributions and the work of each candidate must be individually assessed. Group work must be monitored, and each candidate’s contribution must be able to be assessed

Ensuring materials are kept secureSee appendix 4

How is candidates’ work authenticated?See appendix 5

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Appendix 1

Appendix 2

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1 Allow candidates to word process their work if practicable.The regulations detailed in section 8 of the JCQ document Instructions for conducting examinations do not apply to controlled assessment.

2 Instruct candidates to insert the following details on each page as a header or footer:

• 5 digit centre number;• candidate number;• unit/component code.

3 Allow candidates to use the spell/grammar check when they are word processing unless the specification or subject-specific guidance states otherwise.

4 Encourage candidates submitting handwritten work to use black ink and write legibly.

5 Submit word-processed or handwritten work on A4 paper unless the specification states otherwise.

6 Include copies of presentations, charts, artefacts, photographs, letters, videos, audio recordings, transcripts of interviews and witness statements from supervising teachers where appropriate.

7 Consider insuring valuable or fragile materials against loss or damage. Awarding bodies are not liable for the loss of work or damage that occurs during moderation or in transit.

8 Do not include items of real or sentimental value such as photographs or certificates.

9 Obtain informed consent from parents/carers/guardians if videos or photographs/images of candidates are being included as evidence of participation or contribution.

10 Remove bulky covers and folders before work is sent for moderation or external marking.

11 Ensure that each candidate's work is securely fastened and that the awarding body's cover sheet is fully completed and attached to the work.

Appendix 3

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Appendix 4

Ensuring materials are kept secureMaterials related to controlled assessments must be kept in a securely locked cabinet or cupboard.Where candidates are producing artefacts (e.g. Art and Design or Design and Technology) materials may be kept in a classroom, studio or workshop but the room must be locked or supervised from the end of one session to the start of the next.When candidates are undertaking research, data collection or other preparatory work under limited control (limited supervision), it is not necessary to securely store materials at this stage. It becomes necessary for secure storage from the point at which candidates embark on producing work for assessment.All work that will be submitted for assessment must always be collected at the end of each session and stored securely between sessions.Preparatory work must be securely stored if the controlled assessment is under high control.From the point at which candidates embark on producing work for assessment, they are not permitted to amend or augment their preparatory work.All work must therefore, be collected at the end of each session and stored securely betweensessions – i.e. work for assessment and preparatory work.Preparatory work under medium control does not have to be securely stored, unless the specification or subject-specific guidance states otherwise.Preparatory work under limited control does not have to be securely stored, and can be augmented beyond point at which they embark on producing work for assessment.

Candidates’ work using an electronic formatCandidates’ preparatory work may be in an electronic format. The work they are producing for assessment may also be in an electronic format. Centres must take steps to ensure that they meet the requirements for secure storage described above. This may involve collecting memory sticks for secure storage between sessions or restricting candidates’ access to specific areas of the centre’s ITnetwork.

Marking of workTeachers are allowed to take work home to mark, provided that they take sensible precautions regarding its security.

When can marked work be removed from secure storage?Work that is not required for moderation purposes and work returned after moderation must be stored securely until all possible post-results services have been exhausted. If post-results services have not been requested, work may be returned to candidates after the deadline for enquiries about results for the relevant series. If post-results services have been requested, work may be returned once the enquiry about results and any subsequent appeal is complete.

When can preparatory work be removed from secure storage?Preparatory work should remain in secure storage until marks have been submitted to the awarding body.

Is secure storage of candidates’ work required throughout the task-taking stage?No. When candidates are undertaking research, data collection or other preparatory work under limited control (limited supervision), secure storage is not required at this

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stage.

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Appendix 5

How is candidates’ work authenticated?Each candidate must sign a declaration to confirm that the work he/she submits for final assessment is his/her own unaided work.All teachers must sign the declaration of authentication after the work has been completed confirming that the work:

o Is solely that of the candidate concernedo Was completed under the required conditions.

Teachers must be sufficiently familiar with the candidate’s general standard to judge whether the piece of work submitted is within his/her capabilities.

What if the teacher has doubts about the authenticity of the work?If you are unable to confirm that the work presented by a candidate is his/her own:

o do not accept the candidate’s work for assessment;o record a mark of zero for the work.

If you are concerned that malpractice may have occurred, you must inform the school’s examinations officer.

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