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Qualifications Update: Mathematics. Key messages Higher Mathematics Course. Provides progression from National 5 Develops an increased depth and complexity of knowledge and understanding Further develops higher order skills Offers personalisation and choice Provides flexibility.
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Qualifications Update: Mathematics
Key messages Higher Mathematics Course • Provides progression from National 5 • Develops an increased depth and complexity of knowledge and understanding • Further develops higher order skills • Offers personalisation and choice • Provides flexibility
Key messagesCourse Structure To be successful a candidate will be required to pass 3 Units and a Course Assessment The Units will be • internally assessed by centres • externally verified by SQA • Pass/Fail The Course Assessment will be • externally assessed by SQA • Graded
Key messagesUnit Assessment • SQA is currently developing Unit assessment materials to support the Higher Mathematics Course. • Unit Assessment Support will provide three support packages that exemplify different approaches to assessment and gathering evidence. Centres will be free to develop their own assessment packages.
Key messagesCourse Assessment This will consist of 2 papers • Paper 1 (non-calculator) – 60 marks; 1 hour 10 minutes • Paper 2 – 70 marks; 1 hour 30 minutes The Course Assessment will be marked by SQA. A Specimen Question Paper and marking instructions, which meet the requirements of the Course Assessment Specification,will be published in February 2014.
Key messages from Verification (Round 1) • Use valid and reliable assessments • SQA-produced Unit Assessment Support Packs • Centre devised assessments that have been prior verified • Your own assessments – strongly advise you have these prior verified • Making assessment judgements • SQA packs are designed on a pass/fail basis • Use Judging Evidence Tables to make assessment judgments against Assessment Standards • Judging Evidence Tables have commentary on how to meet each Assessment Standard • A task/activity can meet most or all of the Unit Outcome and Assessment Standards • Indicate on candidate’s work that Unit Assessment Standards have been met • Unit Assessment complementing learning and teaching • Unit Assessment is open and flexible • Assessment should allow you space to prepare for Added Value/Course Assessment
Unit assessment - recap • Flexible and open Assessment Standards and Evidence Requirements in Units • Greater range of techniques and methodologies for assessment • Assessments can be designed to provide evidence across more than one Unit • More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching
Unit Assessment Support purpose As at National 5, Assessment Support 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 at Higher – key features • Valid from August 2014 • Designed to complement and support learning and teaching • Assess competence against Unit Outcomes and Assessment Standards on a pass/fail basis • Designed to encourage and support professional judgement • Exemplify three different approaches to generating evidence • Give information on the type of evidence which could be gathered
Unit Assessment Support Packages (UASPs)– key features Purpose and Overview • The purpose of each Package is to generate evidence for all the Outcomes and Assessment Standards in the Units. • Centres are encouraged to adapt the packages and use alternative approaches to facilitate personalisation and choice.
UASPs at Higher– 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 – naturally occurring evidence
UASPs at Higher- key features Assessment Conditions • Assessors must exercise their professional responsibility in ensuring that evidence submitted by a candidate is the candidate’s own work. • For the Unit assessments, there are no time restrictions on candidates.
UASPs at Higher- gathering and judging evidence • Practical approaches to retaining evidence • Importance of consistent application of standard • Specific advice for exemplar in the package • Specific marking guidance
UASPs at Higher- gathering and judging evidence For Outcome 1: each Assessment Standard will be met when the candidate has successfully demonstrated competence in more than half the sub-skills for the Assessment Standard. Competence in a sub-skill is demonstrated when more than half of the points of process and accuracy are correct.
UASPs at Higher- gathering and judging evidence For Outcome 2Assessment Standards 2.1 & 2.2 are transferable across Units. For candidates undertaking a standalone Unit, each Assessment Standard should be achieved on at least one occasion. For candidates undertaking the Course, each of the Assessment Standards should be achieved on at least two occasions from across the Course.
UASPs at Higher – Re-assessment • Normally there should be one or, in exceptional circumstances, two re-assessment opportunities. • For Outcome 1, sub-skills successfully demonstrated in the first assessment opportunity count towards meeting the Assessment Standard. Re-assessment should draw on all the sub-skills in the Assessment Standard which have not been successfully demonstrated. • For Outcome 2, re-assessment of either Assessment Standard should be attached to a different sub-skill from that used in the original assessment or use a different strategy/context.
Unit Assessment Support at Higher HIGHER MATHEMATICS WORKSHOP Understand the assessment and evidence requirements of Higher UASP 1
Course Assessment at Higher • Course Assessment at National 5, Higher and Advanced Higher assesses Added Value • Courses at Higher are normally assessed by one or two Components • Courses at Higher are graded A – D, as at present • Controlled Assessment of setting, conducting and marking • For Mathematics there is 1 Component – a Question Paper
Amount of change The main changes are: • There is now more connection between level 5 and Higher in some areas, namely in vectors, in the equation of a straight line and in quadraticfunctions. • Inverse of linear functions is now included in the Course. • Paper 1 now consists of short answer and extended response questions with no objective question section.
Course Assessment at Higher MATHEMATICS WORKSHOP 2 To understand the requirements of Higher Course assessment
Workshop 2 - Course Assessment Workshop Aims • To understand the requirements of Higher Course Assessments • Following on from your discussion and using the materials provided, discuss: • the requirements of the Higher Course Assessment • how these requirements build on the Higher Units • how these requirements build on National 5 (where appropriate)What key points will you take back to your centre?
