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Getting Started - Understanding BTEC & Making Quality Count

Getting Started - Understanding BTEC & Making Quality Count. NQF BTEC Level 1 & 2 Awards in Mathematical Applications. Why BTEC?. Vocationally related qualifications Progression between BTEC Level 1 & 2 qualifications Assessment methodology Support Recognition.

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Getting Started - Understanding BTEC & Making Quality Count

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  1. Getting Started - Understanding BTEC & Making Quality Count NQF BTEC Level 1 & 2 Awards in Mathematical Applications

  2. Why BTEC? • Vocationally related qualifications • Progression between BTEC Level 1 & 2 qualifications • Assessment methodology • Support • Recognition

  3. Matching qualifications to learner needs - BTEC • Work related qualifications • Retention and achievement through the range of qualifications • Overall achievement measured as Pass, Merit or Distinction • Individual unit grades recorded on NoP certificate • Progression opportunities

  4. BTEC Mathematical Applications on the NQF Qualification NQF Level Units GLH Equivalence Level 1 Award 1 2 90 1GCSE D - G Level 2 Award 2 2 90 1GCSE A - C First Certificate 2 3 180 2 GCSE A* - C First Diploma 2 6 360 4 GCSE A* - C National Award 3 6 360 1 GCE A - E National Certificate 3 12 720 2 GCE A - E National Diploma 3 18 1080 3 GCE A - E

  5. Check exact dates for 2006-7 with your Quality Nominee Timelines - Overview

  6. Programme Teams • Importance of staff development for whole team • Key roles of Programme Manager and Internal Verifier • Planning the programme as a team • Understanding the links between assignments and unit grading criteria • Understanding how the NQF assessment model works • Importance of Edexcel deadlines

  7. Programme Planning • Unit sequencing • Unit delivery – single units and/or integrated units • Teaching and learning styles • Assignment planning and unit/criteria coverage • Assessment planning • Internal verification and standardisation • Vocational links and/or work placement

  8. Teaching and Learning • Experiential • Active • Vocationally relevant • Group and individual activities • Independent learning • Teacher facilitated

  9. Induction Process • Importance of the induction process to learners • Meeting all assessment deadlines • Explaining the assessment model • Give the “learning for work” message

  10. Unit Delivery • You are autonomous! • Map unit criteria coverage to ensure that there are opportunities for evidence to be produced • Plan - “long thin”, “short fat”, integrated, individual • Plan assessment times - minor/major, formative/summative

  11. The Basic Structure of Units

  12. Unit Abstract, Learning outcomes • The unit abstract summarises the context of the unit within the qualification • The learning outcomes give an overview of what the learner is expected to do to achieve the unit

  13. Grading Criteria, Essential guidance for tutors • The grading criteria are set out in the grading grid of the unit specification • Essential Guidance for tutors: • Delivery • Assessment • Links • Essential resources

  14. Unit Content (1) • The unit content provides the programme of learning for the successful completion of the learning outcomes • Each learning outcome has prescribed content, key phrases or concepts listed in italics • Sub lists preceded by e.g. are indicative and therefore not all listed items have to be delivered

  15. Unit Content (2) • Sub lists without e.g. are prescriptive and must be delivered • Assessment is based on evidence to meet the grading criteria and will include relevant areas of the unit content as described in “essential guidance for tutors” on assessment

  16. NQF BTEC Assessment Model • Evidence is assessed through the application of contextualised grading criteria • Assignment briefs are used as a means of providing an evidence generating opportunity • The assessed material may be used to form a portfolio of evidence • The portfolio of evidence is used to demonstrate achievement of the unit grading criteria and learning outcomes

  17. Points to consider when devising assignment briefs • Will one assignment cover all grading criteria? • If not – how will you divide the unit criteria across a number of assignments? • Will units be individually assessed or will you have integrated assessments across units? • How will you track criteria assessed and achieved across integrated assignments?

  18. Points to consider when devising assignment briefs • How will you schedule assignments across the course so that learners have a balanced programme? • How will you use formative assessment sessions to encourage learners’ achievement? • Remember to refer to “Essential guidance for tutors” on delivery and assessment • Break down the assignment brief into bite-sized tasks

  19. Designing Tasks • Tasks should allow the learner to fully achieve the grading criteria at pass, merit or distinction • Note differentiation in grading criteria: • Pass – demonstrate, identify, describe, select, use • Merit – explain, analyse, monitor, compare • Distinction – assess, evaluate, interpret, justify • Tasks should not just repeat the grading criteria • As a general rule – an individual grading criterion should not be split between different assignments

  20. Assessment Evidence Can take many forms: • written - formal essays, evaluations, notebooks • verbal - recording, viva • records - logbooks, timesheets, plans, tutor observation and witness statements, photographic/digital • practical work within the specialist area of the qualification

  21. Unit Grading • Assignments that do not address all the unit grading criteria should notbe graded - only award the individual grading criteria achieved • Unit grading should be carried out ONLY when all unit assignments are complete and the opportunity has been given for learners to meet all unit grading criteria • Pass = ALL Pass criteria achieved • Merit = ALL Pass and ALL Merit criteria achieved • Distinction = ALL Pass, ALL Merit and ALL Distinction criteria achieved

  22. Quality Assurance - What does it mean? • Internal Verification (IV) • External Verification (EV) • Safety of certificated outcomes for individual learners • Guarantee to end users that these outcomes are common nation-wide • Audited by QCA

  23. IV - What does this mean for you? • IV is the responsibility of the programme team • Ongoing and continuous process, sampling assessors & learners • Have a lead IV to co-ordinate and manage processes, timings etc • Is supportive of assessors and guarantees fair practice for learners • Should advise and guide where decisions are questioned • Squares the quality circle

  24. IV Assignment Briefs Internally verify centre-devised assignments briefs before issue to the learner: • Tasks and evidence should allow the learner to address the targeted criteria • Language and level should be appropriate • Learner roles and tasks should be vocationally relevant • Check any recommendations are carried out • Sign and date all paperwork • Keep records – audit trail

  25. Standardising Assessment Decisions When to do it: • If more than one assessor on same unit • More than one team/site • New assessor • New standards • Issues following external verification

  26. IV Assessment Decisions • Internal verification schedule • Formative sampling • Summative sampling • Sign and date all paperwork • Keep records secure in “Quality files”

  27. External Verification - What does this mean for you? External Verifiers (EV) • verify the quality of your assessment decisions • release or block certification • report on the quality of your assignments • report on the quality of your IV systems • uphold the national standard and the reputation of the qualifications • offer a balanced, specialist and professional approach

  28. NSS – External Verifiers Allocated external verifiers will: • Contact centre BTEC Quality Nominees/Programme Co-ordinators • Liaise with BTEC Quality Nominee/Programme Co-ordinators Negotiate which unit will be sampled • Agree dates and provide templates for despatch of postal sampling

  29. National Standards Sampling • 4 assessed pieces of learner work for each unit • Should have ALL relevant material with sample • One unit for the BTEC Awards in Mathematical Applications • Should be done as early as possible to carry out any necessary remedial action • Sample is negotiated with programme team • Date of sample and unit selected should not be changed • Expect feedback at the end of the process plus report

  30. Reporting Grades • Unit grades reported on the SRF as P, M or D • U must be entered if the assignments for that unit have been completed but not all Pass criteria met • Both units must be passed to achieve the full award • Qualification grade calculated from unit grades

  31. Unit Grades and points

  32. Qualification Points and Grades

  33. Qualification Grades & SCAAT Points

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