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Fashion and Textile Technology Unit Assessment National 3 to National 5

Fashion and Textile Technology Unit Assessment National 3 to National 5. Unit assessment. Flexible and open Assessment Standards and Evidence Requirements in Units Greater range of techniques and methodologies for assessment – encouraged through Unit assessment support packages

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Fashion and Textile Technology Unit Assessment National 3 to National 5

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  1. Fashion and Textile TechnologyUnit AssessmentNational 3 to National 5

  2. Unit assessment • Flexible and open Assessment Standards and Evidence Requirements in Units • Greater range of techniques and methodologies for assessment – encouraged through Unit assessment support packages • Assessments can be designed to provide evidence across more than one outcome or Unit – combined assessments • More opportunities to gather naturally occurring evidence – assessment as part of learning and teaching

  3. Unit Assessment Support packages – purpose Assessment support packages will be provided which you can use to: • Assess your candidates • Adapt for your own assessment programmes • Help you develop your own assessments

  4. Unit Assessment Support packages – 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

  5. Unit assessment support packages - approaches Package 1 • Unit by Unit approach – discrete assessment tasks for each Unit Package 2 • Portfolio approach – naturally occurring evidence Package 3 • Combined approach – groups Outcomes and Assessment Standards from different Units

  6. Assessment Package 1 • Unit by Unit approach • Assessment exemplified with candidate workbook and observation checklist • Evidence can also be provided in any other suitable format e.g. mood board, annotated diagram, poster, report, presentation etc. • Advice on how to make assessment judgements • Suggested recording documentation • Appendix with task which can be given to candidates

  7. Amendments to Outcomes and Assessment Standards • Differentiation needed to be clarified: • between SCQF levels • between Units • Provides clearer progression to Higher

  8. Differentiation between levels • Fashion/textile items defined as: • Based on: • Number of component parts: at least 2/3/4/4 • Level/amount of construction techniques: at least 3/5/8/8 • ‘Standard of quality’

  9. Differentiation between Units • Fashion/Textile Item Development • New AS 1.1 – Identify / Describe / Explain a fashion/textile trend • Develop a solution based on the trend in response to a brief; produce a plan • Textile Technologies • Use of a pattern (moved from FTID Unit) • Use a specified number of construction techniques • Fashion and Textile Choices: • New AS 1.1 - Carry out a straightforward / detailed investigation into factors affecting fashion/textile choice for a chosen group of consumers

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