The controlled GCSE Speaking assessment

1. The controlled GCSE Speaking assessment Sarah Brown MFL AST

2. What is GCSE controlled assessment? Task Setting Task taking Task marking

3. What new opportunities does it offer? Flexibility of focus Involvement of other students Flexibiblity of location Flexibility of timing

4. What new opportunities does it offer? More personalised tasks Students Greater motivation

5. What are the implications for teachers? We need to: • Rethink how we assess speaking • Consider what sorts of tasks will be motivating • Decide how best we can take advantage of the opportunities • Choose, adapt or design tasks that will give students the best opportunity to show what they can do.

6. Task setting • The awarding bodies provide tasks but we can customise these and make them more relevant to our students

7. For Example • Base a task on a particular topic or theme that interests your students – cinema, music, football etc • Relate a task to your local community or to a geographical area with which the students are familiar • Refer to actual events or experiences that are of interest to your students – family holiday, work experience • Draw on cross-curricular links and cultural aspects – response to a film, poem, book • Set a task in a work-related context – estate agent, working at the cinema etc

8. Points to consider • Will the task engage the students? • Does the task provide appropriate challenge? • Are you making good use of opportunities to customise tasks ? • Is the task manageable for yourself? • Is it possible to record? • Should you provide the stimulus in English or the Target Language? • Does the task allow the students to meet the awarding body’s marking criteria?

9. Task setting The 2 tasks submitted will need to be 2 different types of task, for eg: • Presentation • Interview • Group discussion • Debate • Paired discussion • Role-play • A talk

10. Task taking 1) Timing of assessments • The awarding bodies allow for assessments to be taken at various points throughout the GCSE course. • Review schemes of work so that assessments are linked with your course. • Bear in mind other events in the school calendar and other demands on students’ time. • Eg suggested by OCR

12. Task taking 2) The number of students assessed at one time • QCA examples contain students being assessed in pairs or groups as well as individually. Your awarding body may have specific requirements in this respect.

13. Task taking 3) Location for assessments • Tasks can take place in a location away from the classroom, but could also be conducted as part of a lesson. • Need to consider pros and cons of each arrangement. • Need to arrange suitable location and cover arrangements for classes whose teacher is conducting assessments. • Use of FLA’s

14. Task taking 4) Release of stimulus material to candidates • Awarding bodies give guidance about how far in advance of an assessment students may see the stimulus material. • Points to consider: • The preparation you need to give pupils prior to them receiving the stimulus. • How much preparation they need to do on their own • How much time this will take.

15. Task taking 5) Length of assessments • Awarding bodies give guidance on this, including a minimum duration. • You need to ensure that each student has enough opportunity to demonstrate what they can do so that they get a mark that reflects their ability.

16. Recording evidence 1) Recordings for external moderation • You will need to have some recorded evidence for every candidate but you do not have to record every assessment. • Only 1 of the 2 tasks must be recorded. • Ensure that all recordings are kept secure . • You may need additional recordings for internal standardisation purposes.

17. Recording evidence 2) Assessments conducted within a lesson • Need to consider whether an assessment conducted in the classroom would allow you to make a good quality recording.

18. Recording evidence 3) Recording media • You need to decide how you are going to record your students • Digital sound files/MP3’s/CD’s/DVD’s • Hand held digital recorders are good • Video recording may be needed if assessments involve groups /pairs of students. • Check awarding bodies for specific requirements.

19. Recording evidence • Need to make time for all teachers to be familiar with how to best to make recordings and then store them. • Make some practise recordings of own voice and save them to increase confidence about recording and transferring data. • Vital that requirements for recording and storage are discussed with SMT, the ICT manager and the Examinations Officer .

20. Recording evidence 4) Structure for evidence OCR suggest: A controlled assessment portfolio – a collection of folders and files containing the candidate’s evidence. (a folder tree) There should be a top-level folder – candidate’s centre number, candidate number, surname and forename and the unit code. The evidence for each task recorded should be contained within a separate file within the top-level folder.

21. Recording evidence Each controlled assessment portfolio should be stored in a secure area on the centre network. A folder storing the controlled Assessment and summary forms should be added to the folder tree prior to submitting for external moderation to OCR. Back up on CD!!

22. Task Marking 1) Marking “live” or from a recording? • You decide what is best for you. • Decision depends partly on the nature of the task and the extent to which you are an active participant.

23. Task Marking 2) Standardisation • If more than 1 teacher assesses in your school you will need to carry out internal standardisation. • A professional dialogue to reach a consensus.

24. Task Marking 3) External Moderation • The awarding bodies will provide guidance about submitting samples • Ensure that you have the necessary recordings and that these are clearly labelled.

25. Task Marking Preparing to assess • All teachers involved need to be familiar with the marking guidance and criteria of your own awarding body. • Be very clear about what you are assessing for each category of the assessment criteria. • Be aware: Inconsistency between communication / pronunciation and intonation and quality of language.

26. Task Marking Mark globally and positively • Mark each task as a whole • Mark positively rewarding students for what they produce rather than reducing marks for what they do not. • Inconsistency is normal in performances.

27. Task Marking Using the criteria • In each of the categories: • Try to locate the candidate in a band, initially and then allocate a mark within that band. • Where the candidate’s work convincingly meets the statement, award the higher mark. • Where the candidate’s work just meets the statement, the lower mark should be awarded.

28. Grade descriptions Grade F • Candidates take part in simple conversations. • They can present simple information. • They can express opinions. • Their pronunciation is understandable. • Although there may be grammatical inaccuracies the main points are communicated.

29. Grade descriptions Grade C • Candidates take part in conversations and simple discussions • These contain a variety of structures and may include different tenses or time frames. • They express personal opinions. • They present information and show an ability to deal with some unpredictable elements. • There may be errors but they convey a clear message • Their pronunciation and intonation are generally accurate.

30. Grade descriptions Grade A • Candidates initiate and develop conversations and discussions, present ideas and information and narrate events • They express and explain ideas and points of view • Produce longer sequences of speech • Use a variety of vocabulary, structures and verb tenses. • Speak confidently with accurate pronunciation and intonation. • The message is clear though some errors with more complex structures.