guide to controlled assessment
Version 3 April 2011
J213 – Single Award J226 – Double Award
This guide is designed to accompany the specification for teaching from September 2009. This guide contains the following support: Summary of Controlled Assessment Units Teacher’s guidance on how to plan Controlled Assessment Teacher guidance on task marking Guidance on downloading tasks Frequently asked questions G CTZENCSE II S HP I
The new OCR
APPL ED I BUS NESS I
1.1 1.2 1.3 What Is Controlled Assessment? What does ‘control’ actually mean? What is the purpose of this Guide?
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Summary of the Controlled Assessment units
Unit A242: Making your mark in business Unit A244: Business and you
Teacher guidance on how to plan Controlled Assessment
3.1 3.2 3.3 3.4 Controlled Assessment delivery flow chart Guidance on the release of Controlled Assessment tasks to candidates Guidance on research/data collection Guidance on the production of the outcome
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Controlled Assessment candidate guidelines
4.1 4.2 Task setting Task taking
Teacher guidance on task marking
5.1 5.2 5.3 5.4 5.5 5.6 5.7 5.8 Generic guidance on how to mark Controlled Assessment tasks Unpacking assessment objectives in Controlled Assessment tasks Interpretation of the Controlled Assessment marking criteria Authentication of Controlled Assessment outcomes Internal Standardisation of Controlled Assessment Moderation of Controlled Assessment Minimum requirements for Controlled Assessment Submission date for Controlled Assessment
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FAQs Guidance on downloading Controlled Assessment task from Interchange Before you start Step 1 – Log into Interchange Step 2 – Navigate to Controlled Assessment materials area Step 3 – Search for materials Step 4 – Open materials Step 5 – Troubleshooting
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Guidance for the production of electronic Controlled Assessment
© OCR 2009 Guide to Controlled Assessment in GCSE Applied Business
What Is Controlled Assessment?
Controlled Assessment is a new form of internal assessment. Following a coursework review by QCA, Controlled Assessment has been introduced as part of nearly all new GCSEs, to replace coursework. High, medium or limited control levels are set for each of the Controlled Assessment processes: task setting, task taking and task marking. For each stage, the level of control will ensure reliability and authenticity, and make assessments more manageable for teachers and candidates. Weighting of Controlled Assessments is defined by QCA subject criteria and, depending on the subject, will be 25% or 60% of the total assessment.
What does ‘control’ actually mean?
QCA has produced a Glossary of terms for Controlled Assessment regulations. The levels of controls are defined as follows: Formal supervision (High level of control) – the candidate must be in direct sight of the supervisor at all times. Use of resources and interaction with other candidates is tightly prescribed. Informal supervision (Medium level of control) – questions/tasks are outlined, the use of resources is not tightly prescribed and assessable outcomes may be informed by group work. Supervision is confined to (i) ensuring that the contributions of individual candidates are recorded accurately, and (ii) ensuring that plagiarism does not take place. The supervisor may provide limited guidance to candidates. Limited supervision (Limited level of control) – requirements are clearly specified, but some work may be completed without direct supervision and will not contribute directly to assessable outcomes.
What is the purpose of this Guide?
This Guide provides detailed information for teachers about how to manage Controlled...
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