Qualifications Update:Higher Modern StudiesJane Henderson QDM

Qualifications Update:Higher Modern StudiesJane Henderson QDM

• Coherent progression from National 5 and to Advanced Higher

• Relevant, challenging and enjoyable contexts • Opportunities for candidates to show the breadth

and depth of what they know• Opportunities for candidates to show the

application of their Modern Studies skills• Personalisation and choice for learners in the

Assignment

Key messagesKey messages

• Units combine skills and knowledge and offer flexibility in how evidence is gathered, to challenge and motivate learners

• Knowledge and understanding and the application of skills build progressively up levels in Unit and in Course assessment

• Maintains many of the best aspects of current Higher while offering new learning contexts to ensure the continuing relevance and contemporary focus of Modern Studies

Key messagesKey messages

Points of stabilityPoints of stability• Applying information handling skills of

decision making, drawing conclusions and explaining the degree of objectivity

• Use of a range of written, numerical, graphical and pictorial sources of information

• Familiar topics and issues: political, social and international areas of study

• Use of “Discuss” and “To what extent” as command words

Points of changePoints of change• Decision making skills assessed in the Assignment.

Other skills assessed in the question paper• In the Assignment, candidates will research an

issue and collect sources• New contexts including a wider knowledge and

understanding of the democratic political system in Scotland and the United Kingdom; introduction of the Crime and the Law in the United Kingdom option within Social Issues in the United Kingdom; wide choice of World Power or World Issue.

Assessment Support Schedule 2013/14 Assessment Support Schedule 2013/14

Sept 13 CfE Update Letter

Oct 13 Unit Assessment Support (Package 1)

Feb 14 Unit Assessment Support (Package 2)

Feb 14 Higher Specimen Question Paper

Mar 14 Coursework General Assessment Information

Apr 14 Unit Assessment Support (Package 3)

May 14 Update Mandatory Documents

Jun 14 Update Unit Assessment Support

Modern StudiesUnit Assessment

HigherElaine Walls QDC

Modern StudiesUnit Assessment

HigherElaine Walls QDC

Unit assessmentUnit assessment• Supports assessment as part of learning and

teaching • Is flexible in the ways in which evidence can

be generated• Open in the context which is used and in the

form of the evidence

Unit Assessment Support Unit Assessment Support packages – purpose packages – purpose

• Assess your candidates

• Adapt in line with your own assessment strategy

• Help you develop your own assessments

Unit Assessment Support Unit Assessment Support Packages – key featuresPackages – key features

• Tell you – with examples – how to judge evidence against Assessment Standards

• Provide further clarification of the Assessment Standards

• Encourage and support professional judgment• Include advice on adapting to different contexts • Valid from August 2014

Unit assessment support Unit assessment support packages - approachespackages - approaches

• Unit by Unit approach – discrete assessment tasks for each Unit

• Combined approach – groups Outcomes and Assessment Standards from different Units

• Portfolio approach – evidence generated Assessment Standard by Assessment Standard

Assessment Package 1Assessment Package 1Democracy in Scotland and the United Kingdom

Social Issues in the United Kingdom

International Issues

N3Skill: Accuracy & bias

Context: Local Councils

Skill: Make a decision

Context: Child poverty

Skill: Draw a conclusion

Context: Brazil

N4

Skill: Bias & exaggeration

Context: The work of MPs

Skill: Make a decision

Context: Crime and the Law

Skill: Draw a conclusion

Context: Child soldiers

N5

Skill: Selective use of facts

Context: UK political system

Skill: Make a decision

Context: Inequality

Skill: Draw a conclusion

Context: International Terrorism

H

Skill: Judge Objectivity

Context: UK voting systems

Skill: Make a Decision

Context: Crime and the law

Skill: Draw a Conclusion

Context: Development

Document read-throughDocument read-through

• Overview of Assessment – Contains an outline of the example task

– Also includes advice on how to adapt the task

– Evidence in one form may be supplemented with evidence in other forms

Document read-throughDocument read-through

• Assessment Conditions– Level of teacher/lecturer support should be

appropriate but evidence must be the candidate's own work

– When group work is used, evidence of individual achievement is required

– Centres responsibility to ensure that all evidence is the individual candidate’s work

Document read-throughDocument read-through

• Assessment Conditions (continued)– Only apply restrictions which are required by the

Assessment Standards – No time restrictions - candidates should have

sufficient time to complete the task– No restrictions on resources which candidates

may use in the assessment– Same conditions apply National 3 – Higher

Document read-throughDocument read-through

• Evidence to be gathered– A range of possible forms of evidence may be

appropriate– Keep accurate records of the evidence gathered

and the assessment decisions made– Only need sufficient evidence to show

achievement of the Assessment Standards once

Document read-throughDocument read-through• Judging Evidence– Table tells you how to judge evidence against the

Assessment Standards– Illustrations of possible candidate responses– Approach used can change, Assessment Standards

do not change– Columns 1 – 3 are fixed, column 4 will vary with

the task

Document read-throughDocument read-through

• Re-assessment arrangements – Assessment should be carried out when the

individual candidate is ready – If a candidate fails to provide evidence for all the

Assessment Standards, it is only necessary to re-assess the individual Assessment Standard that they have yet to achieve

Document read-throughDocument read-through

• Examples of recording documentation– Exemplar tables for recording candidate’s/group’s

achievement of Assessment Standards– These can be adapted as required

Document read-throughDocument read-through

• Assessment Task– Aligns with the prompts in the Overview of

Assessment section– Exemplifies one context in which Unit assessment

may take place

Workshop 1Workshop 1• Use the materials provided:• In groups of 2-3 discuss:– The assessment task in the Unit Assessment

Support provided– How to generate evidence for the UAS provided– How to make assessment judgements for the

UAS provided

Workshop 1Workshop 1Use the materials provided:•read the UASP (10 mins) focus on the candidate task and the judging the evidence tableIn groups of 2-3 discuss:•how you would use or adapt the task provided (20 minutes)•how column 4 illustrates the standard defined in column 3 (15 minutes)•the ways in which Unit assessment fits in with your overall assessment strategy (15 minutes)•what will you take back to your centre to support others?

Modern Studies Higher Course Assessment

Alan Barclay QDC

Modern Studies Higher Course Assessment

Alan Barclay QDC

Context and Rationale for development Context and Rationale for development of Higher Modern Studiesof Higher Modern Studies

• Level of demand benchmarked against SCQF level 6 as in current Higher

• Progression and articulation from National 5 and on to Advanced Higher

• CfE principles e.g. personalisation and choice, importance of skills

• Opportunity to refresh and update content and contexts

• Consistency with other Highers as appropriate• FIOCA provides further detail

Process of DevelopmentProcess of Development• Course Specification – Aims and rationale of the

Higher Modern Studies Course• Unit Specifications – Skills developed across all

Units and assessed within specified contexts• Course Assessment Specification – Requirements

for Question Paper and Assignment – application of skills to mandatory content

Added ValueAdded Value• Makes the Course more than the sum of its parts• Builds on current Course assessment and Group

Award approaches • Defined as breadth, challenge and application as

outlined in Building the Curriculum 5• May involve accumulation, assimilation, integration

and/or application of skills, knowledge and understanding

• Uses one or two of 7 defined assessment methods

Adding Value – National 4, Adding Value – National 4, National 5, HigherNational 5, Higher

• For National 4, the added value is assessed in the Added Value Unit - not graded

• For National 5 and Higher (and Advanced Higher) the added value is assessed in the Course Assessment - graded A - D (as at present)

Higher – Course AssessmentHigher – Course Assessment• Two components

– Question Paper: 60 marks - 66% (75% at National 5)

– Assignment 30: marks - 33% (25% at National 5)

• Skills and knowledge and understanding will have equal importance across course assessment as a whole

• Both components will be externally marked

Higher – Question PaperHigher – Question Paper• Three sections each worth 20 marks: Democracy in Scotland and the

United Kingdom; Social Issues in the United Kingdom: International Issues

• There will be a choice of contexts and questions in each section

• Mandatory content will be sampled

• Will assess the skills of analysing and evaluating, and draw on detailed knowledge and understanding of complex issues as well as applying information handling skills (source based questions) of detecting and explaining the degree of objectivity and drawing and supporting conclusions

• Greater emphasis on knowledge and understanding than skills

• Range of marks – 8, 12 or 20

Higher – Question PaperHigher – Question Paper• In the Democracy in Scotland and the United Kingdom

Section; candidates may refer to Scotland only, the UK only or both Scotland and the UK in their answers

• In the Social Issues in the United Kingdom Section; there will be a choice of questions in both the Social Inequality or Crime and the Law context

• In the International Issues Section; there will be a choice of questions on World Powers or World Issues contexts

• In whichever context they appear: there will be no choice of source based questions

Higher – Question PaperHigher – Question PaperA limited range of command words/question stems will be used in the paper for extended response questions:

•Analyse …

•Evaluate …

•Discuss …

•To what extent …

Greater clarity and support for centres in general marking principles and detailed marking instructions as to how these questions will be marked

Higher – Question PaperHigher – Question Paper“Analyse” questions require candidates to…

Identify parts, the relationship between them, and their relationships with the whole. Draw out and relate implications.

SQA Guidance

Analysis will derive from a body of knowledge and understanding.

Higher – Question PaperHigher – Question Paper“Evaluate” questions require candidates to…

Make a judgement based on criteria.

SQA Guidance

Evaluation will derive from a body of knowledge and understanding. Candidates will make a judgment(s), reach a conclusion(s), make evaluative comments

Higher – Question PaperHigher – Question Paper“Discuss” and “To what extent” questions require candidates to…

Analyse and Evaluate and present a logical and coherent line of argument

Analysis and evaluation will derive from a body of knowledge and understanding.

Higher – Question PaperHigher – Question PaperSource based questions require candidates to…

Apply skills to a range of detailed/complex sources

“Conclusions” questions will require candidates to analyse between 2 and 3 sources of information and reach conclusions based on evidence

“Objectivity” questions will require candidates to analyse/evaluate between 2 and 3 sources of information and make an overall judgement based on evidence

Controlled AssessmentControlled Assessment• Where the assessment method is not a question paper,

SQA has introduced the concept of controlled assessment to ensure fairness and reliability

• Three stages of assessment: Setting, Conducting, Marking the assessment

• Each will have a defined level of control: SQA-led activity, Shared responsibility between SQA and centres, Centre-led

• Subject-specific decisions, but mostly SQA-led activity in initial years

Higher – AssignmentHigher – Assignment• Opportunity for learner personalisation and choice

• Candidates will have an open choice of Modern Studies Issue

• Marked out of 30

• Externally marked

• Evidence produced in controlled conditions in up to one hour 30 minutes

• Assesses the results of their research and the application of decision making skills

Higher – AssignmentHigher – Assignment• Greater emphasis on skills than knowledge and

understanding

• SQA will provide General Assessment Information and the Assessment Task

• Task does not change from year to year

• Detailed marking instructions available and can be shared with candidates

• Guide to candidates will be provided as at National 5

Workshop 2Workshop 2• Use the materials provided:• In groups of 2-3 discuss:– the requirements of the Higher Course assessment– How these requirements build on the Higher Units– How these requirements build on National 5

• Materials provided:– Further Information on Course Assessment– Assignment read across document

Workshop 2Workshop 2Use the materials provided:•read the FIOCA (10 mins)In groups of 2-3 discuss:•the relationship between assessment at Unit level and Course level (10 minutes)• aspects of your current practice which you plan to

continue (15 minutes)• aspects of your current practice which you plan to

change (15 minutes)•what will you take back to your centre to support others?