Examining and moderating with CCEA http www ccea

Examining and moderating with CCEA • http: //www. ccea. org. uk/examiners/

GCSE English Language November 2019 Speaking and Listening GEN 21 Agreement Trial

Agenda • • Welcome Overview of Assessment and Moderation Feedback on Moderation Process Summer 2019 Discussion of exemplar tasks

The Purpose of an Agreement Trial As an awarding organisation CCEA is required to ensure that appropriate training is provided for Centres delivering internally assessed units: Condition QC. A 2 • “For each GCSE/GCE qualification where an assessment is marked by a Centre, CCEA must ensure that……prior to the marking of the assessment CCEA makes available training to the Centre. ” • Qualification Level Conditions for GCE and GCSE

The Purpose of an Agreement Trial To achieve this you will: • Be taken through the Assessment Criteria for the unit • Review exemplar pieces chosen by the Senior Moderating team • Take part in a table-marking exercise using the exemplars • Get feedback on your application of the Assessment Criteria • Have the opportunity to raise any issues you may have with how the Assessment Criteria is applied and the evidence required

The Purpose of an Agreement Trial Following the advice and guidance provided will: • Ensure there is a common understanding of how the Assessment Criteria should be interpreted and of the evidence required • Ensure that all Centres are applying the Assessment Criteria consistently • Ensure candidates from all Centres are treated fairly • Reduce the number of adjustments that are applied to Centres’ marks during the moderation period

Malpractice Awareness • JCQ Guidance (www. jcq. org. uk): ü Instructions for Conducting Coursework ü Suspected Malpractice in Examinations and Assessments ü Plagiarism in Examinations • CCEA Instructions for Conducting Controlled Assessments • CCEA subject-specific instructions • Authentication of candidate work • Plagiarism, collusion, copying • If concerns arise pre-entry or pre-authentication – school issue; post-entry and post authentication – report to CCEA • Completion of internal assessment under required Specification and JCQ instructions • Improper assistance: any act of assistance given beyond that permitted in specification or regulation

Candidate Permissions • At previous Agreement Trials examples of candidates’ work was anonymised and shared with delegates • However, recent test cases and the introduction of GDPR has resulted in a change to the status of candidates’ assessments - these are now deemed to be ‘personal data’ • From Autumn 2020, CCEA will not be able provide copies of assessments to delegates at Agreement Trials unless prior permission from the candidate has been granted • From May 2020, when submitting coursework samples for moderation*, Centres should encourage candidates to grant CCEA permission to use their work by asking each candidate in the sample to sign and date the updated cover sheet • The signed cover sheets* should then be enclosed with samples *For submissions submitted on disk, these should be included in the A 5 jiffy envelope provided

Candidate Permissions

Timetable for External Moderation Visits There are 2 opportunities for moderation: • January series - 25 November to 6 December 2019 • Summer series – 2 March to 27 March 2020 Today’s event will focus primarily on preparation for the Summer series (GEN 21)

Important deadlines for the Summer series 2020 • 12 December 2019 – Centres should have submitted the ‘unsuitable dates for moderation’ information to CCEA • By the end of February 2020 – Centres will have been issued with their moderation date. Please note that this date can only be changed in exceptional circumstances. The date should be entered in the school timetable. • In mid-February 2020, the moderation tasks will be uploaded to the subject microsite • 5 pm on 27 February 2020 – e. CRS application closes

AO 1 Speaking and Listening

3 types of Speaking and Listening task Summative Assessment • Individual Presentation and Interaction; • Group Discussion; and • Role Play. Please note that role play tasks must stem from reallife contexts.

Effective Assessment Procedure for Assessment • Use the CCEA exemplar materials to become familiar with the standard • Apply broad judgement using the Assessment Criteria for each Level • Refine/fine tune using the range of marks in each Level • Each successive Level descriptor assumes the continued demonstration of the qualities described in the lower Levels

Effective Assessment Procedure for Assessment • Teachers should make a broad judgement using the Assessment Criteria e. g. Level 3: 9 -12 marks • If the criteria have only just been fulfilled in minimum fashion, then the work is likely to be worth 9 marks (bottom of Level) • If the candidate demonstrates fulfilment of most of the criteria in a reasonably competent manner then the work is likely to be worth 10 -11 marks (middle of Level) • Where the criteria are very competently fulfilled and some evidence of achievement of the higher Level may be apparent then the work may be judged to be worth 12 marks (top of Level)

Effective Assessment • Do not try to assess too many candidates in one session • Target individuals/groups in turn • Do not under-estimate the value of informal assessment as this format can often work to a candidate’s strengths – for example, contributions arising out of general class discussion (informal extended contributions/reflections on ‘real-life’ contexts) • Ensure that formal/informal tasks are identified • CCEA recommends that candidates are given at least two opportunities for each task type

Effective Assessment cont. d Keep ongoing records using the CCEA proforma which is available on the microsite. Use of this pro-forma is compulsory.

Internal Standardisation • Internal Standardisation is a requirement when more than one teacher is delivering a unit. Its purpose is to establish a common standard within the Centre • An adjustment to Centre’s marks is often triggered by ineffective Internal Standardisation • Effective Internal Standardisation should be an ongoing practice between colleagues

Effective Approaches to Internal Standardisation • Use the online recordings and commentaries available on the subject microsite; • Work together to assess candidates in each other’s classes; • Collectively assess activities which have been recorded;

Effective Approaches to Internal Standardisation • Use the descriptors in a meaningful way to challenge colleagues’ interpretations; • Periodically review the assessments of sample candidates to ensure accuracy of assessments before completing final records.

Internal Standardisation resources Internal Standardisation A range of exemplar material is available on the CCEA microsite

Summative Assessment • The summative mark is based on the three best assessments – the best mark for the Individual Presentation and Interaction; the best mark for the Group Discussion; and the best mark for the Role Play. • Total the three marks to arrive at a mark out of 60

Administration for Summer 2020 Administration Signed hardcopy Candidate Record Sheets (CRS) will now only be required for the moderated candidates

Administration for Summer 2020 Administration All candidates’ marks should be uploaded to the e. CRS application

Administration for Summer Administration cont. d 2020 The e. CRS application removes the need for hardcopy versions of the TAC 1 and TAC 2 form (the Declaration of Internal Standardisation) Old Process Liaise with Exams Officer regarding any consortium arrangements required Centres submit entries Centres complete hardcopy records of formative assessments for all candidates to be provided to moderator during visit Mark changes arising from Internal Standardisation annotated on hardcopy candidate record sheets and labelled ‘(IS)’ TAC 2 form – Internal Standardisation: teacher details completed on a manual form and provided to moderator Centres complete hardcopy candidate record sheets Current Process No Change Details of any changes arising from Internal Standardisation can be recorded in the comments box within the e. CRS application or on a printed copy of the e. CRS Confirmation within application that Internal Standardisation has been carried out Centres complete online candidate record sheets using the e. CRS application

Administration for Summer Administration cont. d 2020 Old Process Current Process Candidates/teachers sign hardcopy candidate record sheets Candidates/teachers sign the authentication statement downloaded from e. CRS application Centre identifies the sample for each moderated class based No Change on the formula for selection of candidates Provide the moderator with the rank order for each class No change. However, the rank order for each class can being moderated be generated from the e. CRS application by filtering on the teacher code, then using the sort facility at Total Mark (Highest to Lowest) Centres provide the moderator with hardcopy candidate Not required – only to be printed if requested by the record sheets for all remaining candidates moderator TAC 1 OMR completed with total marks for candidates, with Not required – marks submitted using the e. CRS top copy provided to the moderator application

Administration Complete the Centre Moderation Record Sheet –EAD 63(b). This can record information that may be useful in the moderation of a Centre’s marks and records the details of task references.

Administration Provide a Rank Order sheet for each moderated group. Centres may create their own or use the document available to download from the microsite. A Rank Order print out can also be generated from the e. CRS application.

Administration • On the day of the Moderation Visit, the moderator will review the formative records of assessment – GCSE Speaking and Listening Formative Record Sheet • Collect the EAD 63(b) forms • Review the Rank Order sheet (For further information and guidance, please see the Instructions to Teachers booklet)

Preparing for the Moderator’s Visit • If more than one teacher is responsible for the assessment of GEN 21 within a Centre, the Head of Department will select 2 or 3 classes to represent the Centre’s standard • The top candidate must be seen by the moderator in his/her own teaching group • 4 or fewer GCSE teachers = 2 classes for moderation • 5 or more GCSE teachers = 3 classes for moderation

Preparing for the Moderator’s Visit • The classes selected should reflect the range of marks awarded within the Centre for that year i. e. top, middle and bottom ranges and usually be taught by different teachers • The criteria will require the moderator to see the top candidate in each Centre in his/her teaching group • The classes selected should as far as possible be taught by teachers who were not moderated last year. However, priority must be given to the moderation of the full ability range within the Centre.

Preparing for the Moderator’s Visit Candidates must be selected using the formula provided by CCEA which is available on the microsite. If a candidate is absent on the day of moderation the adjacent candidate on the Rank Order sheet must be selected to take part in the discussion.

Preparing for the Moderator’s Visit cont. d Moderation is a formal process and candidates should be prepared for the visit. Teachers should ensure that: • candidates are familiar with the setting for the moderation exercise • candidates are made aware that a visiting moderator will be assessing the group discussion • the discussion should last for 20 minutes • the Chairperson is responsible for bringing the discussion to a close

Moderation Day Heads of Department should: • provide a quiet room where there will be no interruptions or disturbances (this is a formal examination); • ensure that this room is clearly marked ‘Examination Room’; • ensure that a clock is clearly visible in the room; • provide a method of identifying candidates by first name, e. g. large, easily read, name badges; • follow any other advice given by the moderator prior to the visit.

Moderation Day Heads of Department should make candidates aware that: • notes or other materials (apart from the task itself) are not permitted; • examination rules regarding technology apply e. g. mobile phones, smart devices, etc. are not permitted in the room used for moderation. Bringing unauthorised items into the room could result in disqualification from the unit or overall qualification.

Moderation Day Reminder: • the discussion should be self-sustaining for 20 minutes • the Chairperson should bring the discussion to a close • Formative Records and Rank Order sheets must be made available to the moderator – as well as print outs of the e. Candidate Record Sheets for the moderated candidates.

Moderation Day Moderation Exercise The moderator will require time in the room provided to complete documentation that facilitates the moderation process. Time should be given to the moderator both before and after the candidates are observed. The moderator cannot share this CCEA documentation with Centre staff; please contact the Education Manager for further information if required.

Moderation Exercise • This will be carried out only by the moderator. A teacher should be present in the room in a purely observational capacity • Marks awarded by the moderator will be compared with the marks awarded by the Centre before the Outcome of Moderation is given to the Head of Department

Second Moderation Second moderation • In cases where the Internal Standardisation has not been effective and the marking is inconsistent, the moderator will indicate that a Second Moderation visit will be necessary • All documentation will be left in the Centre so that the department has a second opportunity to standardise more effectively • The Head of Department should contact CCEA’s Moderation Section to request the e. CRS application is reopened for revised marks to be submitted

Re-Moderation Remoderation • If the Outcome of Moderation form indicates that an adjustment may be likely and the Head of Department is dissatisfied then a Re-Moderation may be requested • The Head of Department must contact CCEA’s Moderation Section within five working days of the original visit to request a Re-Moderation. This will be conducted by a Senior Moderator • The outcome of this Re-Moderation visit is final

Standardisation Exercise Task 1 – Understanding the Standard Group Discussion 1: ‘The main issues affecting young people today. ’ Task 2 – Assessing the candidates Group Discussion 2: ‘Young people leave school with too much academic and not enough practical knowledge. ’ Task 3 - Individual Presentation ‘Is social media a good use of our time? ’

CCEA Guidance & Support A range of Support Materials are available to download from the website http: //ccea. org. uk/english_language/ For example: • Principal Moderator’s Report • Exemplar materials and commentaries

Important Contacts Olivia Mc. Neill – Education Manager for English omcneill@ccea. org. uk Joan Jennings – Specification Support Officer jjennings@ccea. org. uk Moderation Section – Moderation. Team@ccea. org. uk

Work with us The benefits: –teacher cover provided –first-hand experience of how the examining/moderating process works –user insight to the standards required for the assessment –opportunity to examine assessments across a range of abilities –improved learning and teaching outcomes –creates links with CCEA personnel/subject officer –opportunity to network with other professionals –provides recognition and enhances the professional development of teachers

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