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Grading Review Sampling

Grading Review Sampling. Report and analysis. Introduction. Our responsibility It is the duty of the Awarding Organisation to put in place measures to safeguard the quality, integrity and value of the qualifications it offers. Background. The drivers

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Grading Review Sampling

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  1. Grading Review Sampling Report and analysis

  2. Introduction • Our responsibility • It is the duty of the Awarding Organisation to put in place measures to safeguard the quality, integrity and value of the qualifications it offers.

  3. Background • The drivers • BTEC benchmarking data shows an increase in higher grades awarded at Level 3 over recent years • ALPs data shows higher grades awarded compared to “predicted grades” for individual learners • www.alps-va.co.uk • There are several factors which may have influenced this, but we need to ensure that we have all the facts • We also need to ensure that our quality assurance processes are supporting accurate and standardised assessment, particularly at the higher grades • Vocational education in general is subject to increasing scrutiny

  4. Claims at “DDD” grade: 2010-11

  5. Our response • Our response • Grading Review Sampling formed part of our wider response • New role of Grade Reviewer, recruited from Grade A and B Standards Verifiers • A modified version of Confirmation Sampling: • Standards Verification visit, but with more focused sampling strategy • Audit of assessment records with reference to certificate claims • Involved programmes where 30% or more learners achieved “DDD” at BTEC Nationals in 2010-11 • Note: cohorts of 5 or fewer were not included • They were subject to normal Confirmation Sampling

  6. How it went • Centres • Mainly FE colleges involved • Several colleges had a high number of allocations • Significant concerns expressed by many centres • More positive after context was explained • Positive feedback following visits • Resource implications • Manual allocations • Increased workload for Deployment, Quality Standards, RQMs, SVs • Old NQF Sectors – QCF Principal Subject Areas

  7. Statistics • Results: • Reasons why reports were blocked: • Number of issues:

  8. Statistics

  9. Statistics

  10. Statistics

  11. Conclusions • Plenty of good practice observed • No deliberate assessment malpractice found • Sampling strategy identified more issues, but blocks rates on assessment decisions are similar to SV • Centre issues highlighted: • Management of staff turnover • Retention of current learner evidence • Retention of learner records • Individual assessors, rather than entire teams assessing inaccurately

  12. Next steps • An initial report from Regulation, Standards & Research has been sent to the regulator • No repeat of Grading Review Sampling, but it will inform future QA processes • Upgrading of “Registration & Certification” Objective in Quality Review & Development • Overall grade boundaries being looked at • Standards Verification must sample a range of grades where possible • Guidance and requirements being made more explicit • Stronger recommendations on assessment practice (e.g. resubmissions) • Development of next generation BTEC Nationals from 2014 • Consulting FE sector on potential QA models

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