Presentation Transcript

1. IntroducingUnit Specifications and Unit Assessment Support Packs ADMINISRATION & IT National 3, 4 & 5
2. Purpose of this Session To ensure nominees are familiar with unit standards To ensure nominees can use unit standards and the Unit Assessment Support Packs to effectively apply National Standards in Admin Feel confident when verifying and when explaining the documents and standards to fellow colleagues
3. Unit Specifications The standard a candidate must achieve to pass a unit. Minimum competency – C level skills - not the content of the course split into units Unit Assessment Support Packs Examples of how to assess and gather evidence of a candidate’s ability to meet unit standards (the unit specification) Three separate packs – each one exemplifies a different approach
4. Unit Assessment Flexible and open Evidence Requirements in Units Greater range of techniques and methodologies for assessment – encouraged through Unit assessment support packages More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching. Pack 1 exemplifies small tasks which illustrate how evidence could be acquired after a small set of skills have been developed in the class. Assessments can be designed to provide evidence across more than one Unit or Outcome – combined assessments - Pack 3
5. Unit Structure – 3 Units @ all Levels Employee’s responsibilities Employer’s responsibilities Practical Theory & Practical
6. Key points: Admin & IT Units standards remains the same more skills based than previous qualifications some content changes, mainly: no theory at N3 reduced but more focused theory at N4 & N5 little creation – mainly editing relational databases at N5 (2 tables) feature the best approaches of the current Standard Grade and Intermediate Units have a hierarchical Unit structure that provide better progression from N3 to Higher 
7. Key points: Admin & IT Units As levels increase, unit assessments require candidates to apply a higher level of problem solving N4 Added Value unit that requires a higher level of problem solving than the Int 1 exam
8. Unit Specifications No creating databases Add/deleting/ changing data and fields Searching & sorting relational
9. Unit Specifications Evidence Requirements for this Unit: Assessors should use their professional judgement, subject knowledge and experience, and understanding of their learners, to determine the most appropriate ways to generate evidence and the conditions and contexts in which they are used. Evidence should be gathered in combination with other Outcomes where possible, either from this Unit or in combination with the Outcomes (Pack 3). Evidence may also be gathered for individual Outcomes where appropriate. Eg the database assessment, given the right context could also hit come standards in Outcome 2 of Admin Practices (events organising)
10. Unit Specifications When organising interviews for a vacancy, applicant details could be added to a database
11. Unit Specifications After a training event, a database of employee records could be updated
12. Unit Specifications A report from database listing pupils on a trip – used as a register
13. Unit Assessment Support Packages - purpose UASPs can be: Used to assess candidates Adapted for teachers/lecturers own assessment programmes Used to help teachers/lecturers develop their own assessments
14. UASPs – 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
15. Admin & IT UASPs For all levels, N3, N4 and N5: Package 1 Unit by Unit approach – in reality this is a portfolio style approach. Tasks can be completed after a particular set of skills have been taught – exemplifies naturally occurring evidence. Package 2 Unit by unit approach - assessment occurs after the unit skills and knowledge has been taught. Package 3 Combined approach – assessment materials have been designed to produce evidence of achievement of a combination of different assessment standard from a different unit and outcomes.
16. National 4 Added Value Unit Makes the Course more than the sum of its parts Defined as breadth and application as outlined in Building the Curriculum 5 Builds on current unit assessment It involves accumulation, integration and application of IT skills to one specific event Learners demonstrate their ability to use IT to plan, support, communicate and follow up an event There will be a balanced use of software
17. National 4 Added Value Unit Level of problem solving is higher than the unit assessments require due to the integrated nature of the tasks Assesses a sample of IT skills across the course but the more difficult skills that were not assessed in the units may be found in added value Unit Specification and Unit Assessment Support package Controlled assessment – set by the SQA but conducted and marked by centers Pass or fail SQA will quality assure – it is verified like the other units
18. Any questions so far?
19. Moving on Workshop 1 and 2 will give you the opportunity to look at the Unit Specifications and Unit Assessment Support Packages in detail.
20. Understanding Our Unit Specifications and UASPs 2 Tasks Workshop 1
21. Purpose of Workshop 1 To allow nominees to become familiar with the layout of UASPs. To see how the UASPs meet the unit specifications To allow nominees to use the Unit Specifications and UASPs to apply National Standards in Admin at each level To allow nominees to feel confident about explaining the standards and documents to fellow colleagues and in verifying centers Task 1 Task 2
22. Familiarising Yourselves With UASPs Layout Task 1 Workshop Booklet Page 1
23. N3 IT Solutions – Pack 2 Read through the Assessment Pack to familiarise yourself with the layout and sections. Note any key messages, information, questions or comments you have on the worksheet for Workshop 1 Task 1.
24. Basics: All Unit Assessment Support Packs follow the same template: Introduction What this pack covers Assessment Evidence Re-assessment arrangements Examples of recording documentation Appendix 1: Assessment for candidates As there are no solutions, the Judging Evidence table in all packs are essential. Admin & IT UASPs Unit Assessment Standards Purpose & Conditions Guidance on how to judge evidence Grids Assessment Tasks
25. Task 1 - IT Solutions N3 Pack 2 Judging Evidence Table Page 6 Page 2
26. IT Solutions N3 Pack 2 Columns 4 will obviously be different for each pack Columns 1, 2 & 3 are the same in every pack Page 6 What is expected from the candidate in order to meet the standard Minimum Competency How the task(s) in this pack meets the standard Unit Specification
27. IT Solutions N3 Pack 2 Page 7
28. Task 1 Feedback Any comments/questions on layout that I have not already answered?
29. Understanding the conditions, methods and standards of assessing at each level Task 2 Workshop Booklet Page 2
30. IT Solutions – N3, N4 & N5 Pack 2 For each of the levels, you have 3 activities to undertake: Activity 1: How assessment tasks meet assessment standards Activity 2: How the Judging evidence table helps make assessment judgements Activity 3: How to generate evidence Start with N3
31. General Key Points: Accuracy: Assessment tasks have been designed for minimum competency – so everything needs to be correct. Only permitted errors are typos & then error tolerances apply Some UASP tasks require minimal keying in so only 1 typo per task With tasks which require a greater amount of typing, normal tolerance applies: N3: 1 every 10 words N4: 1 every 15 words N5: 1 every 20 words
32. General Key Points: Accuracy: Typos do not include key pieces of info that would render the document not fit for purpose eg typed date of event 12 Nov rather than 21 Nov – task not passed Timing: No set time limits by SQA on unit assessments Assessor Support: Assessors may guide but not help Standards do not change with assessment approach That is why column 1, 2 & 3 in the Judging Evidence table in all packs is the same
33. General Key Points: Minimum Standard The packs contain tasks that only assess minimum standards. Assessors could design assessments that ask more than the minimum standard. As long as within the candidate’s response there is evidence that the minimum as been achieved. Assessors are free to assess in any manner. They should use their professional judgement to assess in the most appropriate manner for their candidates but: Assessment standards need to be achieved Hard copies of tasks, efiles and candidate responses must be available for verification
34. General Key Points: Re-assessment 1 or in exceptional circumstances, 2 re-assessments. If candidate fails on 1 outcome or even 1 assessment standard within an assessment they can be re-assessed on that specific area only
35. Task 2 Feedback Any comments/questions you want to make that I have not covered? Discuss as a group and I’ll ask each group for feedback/comments. Comments/Questions for N3 Comments/Questions for N4 Comments/Questions for N5
36. Now..... How confident are you about explaining the layout and contents of the Assessment packs to colleagues? How confident do you feel about explaining the assessments and judging evidence?
37. Lunch
38. Gathering & Judging Evidence 4 Tasks Workshop 2
39. Purpose of Workshop 2 To allow nominees to become familiar with the types of evidence required focusing on Added Value. To allow nominees to be more confident in adapting and creating their own assessment tasks To raise awareness about barriers to learning in Admin & IT for disabled candidates To give nominees time to reflect on the day’s learning Task 1 Task 2 Task 3 Task 4
40. Added Value UASP - use is mandatory for first 2 years Task 1 Workshop Booklet Page 9
41. Added Value In your groups: Look at the Unit Specification for Added Value and note in the grid what you would expect to see in the named sections. After, compare your notes with the actual UASP for Added Value
42. Key Points: Assessment Tasks: 3 planning activities 3 support activities 3 communication activities 2 follow-up activities No overlapping – eg 1 email task should not represent a planning task and a communication task – no killing 2 birds with 1 stone Standards of skills in tasks push candidates a little more than in the units A higher level of problem solving than other units Amend your handout please
43. Key Points: Conditions of Assessment: Timing: no more than 8 hours Candidates can refer to layouts, previous work, software-specific help facilities Candidates work independently Clarification can be given on wording of instructions – give this to whole class Highest level of supervision - no talking among candidates (‘exam’ conditions)
44. Key Points: Judging Evidence: Accuracy: The added value has been designed for minimum competency – therefore again everything needs to be correct. If not, candidate fails the unit. Only permitted errors are typos & then an error tolerance of 1 typo every 15 words applies Missing or extraneous words count as an error More than 1 error every 15 words and unit is failed
45. Key Points: Accuracy: Typos do not include key pieces of info that would render the document not fit for purpose eg typed date of event 12 Nov rather than 21 Nov. An error like this and the candidate would fail the unit. Evidence to be gathered Currently evidence gathered is the candidate’s response to the task in this pack Perhaps in future, if assessors are allowed to design their own assessment, then same principles apply as with the other units apply
46. Task 1 Feedback Any questions/comments about the Added value Assessment that I have not covered already?
47. Adapting & Creating Unit Assessments Task 2 Workshop Booklet Page 10
48. Task 2 There are 2 parts to this task. Part 1: Adapting/contextualising an existing UASP N4 Pack 3 (Combined) Task explained - Workbook Page 11 Grid to help record answer Part 2: Developing a new assessment N5 Communication Pack 1 Task explained - Workbook Page 12 Grid to help record answer
49. Part 1 – Adapting - Key Points: Good to adapt context for your school or even your class: Existing pack 3 assessment – hiring Admin staff Why not change to hiring new Admin staff for a local business or even for the school? If any changes are made, assessor must ensure the assessment still covers assessment standard Small changes do not need pre-verified - such changes will be verified at central verification and feedback/advice/guidance given if necessary
50. Part 2 – Creating - Key Points: Pay close attention to column 3 and 4 in Judging Evidence table in the existing UASPs. Look at the level of skill and amount of typing exemplified in the actual assessment tasks. Design your assessment in line with the standards set in the assessment tasks and in column 3 and 4 Judging Evidence. When creating brand new assessments, it is best to have them pre-verified.
51. Equality and Inclusion Task 3 Workshop Booklet Page 13
52. Task 3 As a group, read through the different scenarios. Discuss your solution and record on the allocated sheet. Then each group will report back.
53. Almost finished  Welcome Back Any questions or concerns at this point?
54. http://www.sqa.org.uk/sqa/58448.html CfE Principles & Guidlines Quality Assurance & Verification New Quality Assurance Model Evidence to submit if your centre is called for verification – event verification
55. Your Learning & Development Plan Take 10 minutes to update your LDP based on what you have learned today. Task 4
56. As you deliver the course(s), or tell/train fellow colleagues, you may have: questions/queries need for materials Then contact me on: emma119v105@hotmail.com My Contact
57. Expense Form is available from Events Team Online evaluation form waiting for you back at your centre Thank You