Controlled Assessment

REVISED GCSE

Teacher Guidance

Learning for

Life and Work

(For first teaching from September 2009)

Guidance on Controlled Assessment

There are now more controls around internal assessment within GCSE’s. Internal assessment will now be referred to as Controlled Assessment.

Controlled assessment is a form of internal assessment. Levels of control are set for each of the three processes involved in controlled assessment. The three processes are:

task setting: ensures that tasks are valid and reliable by making them less predictable and formulaic;
task taking: conditions under which tasks are taken – addresses issues of authenticity; and
task marking: ensures high quality judgments in assessment.

For each of the above processes, different levels of control are possible. These are defined as high, medium and limited/low, e.g. a high level of control for each process would be very similar to an existing examination. The result is that within any subject, varying levels of control are likely to be required across the three processes.

In GCSE Learning for Life and Work the levels of control for the above three processes are as follows:

Process / Level of Control / What this means
Task setting / High / CCEA set the tasks.
Task taking / Various / All work, except research, is done under formal supervision.
Task marking / Medium / Teachers mark the candidates’ controlled assessment tasks using the generic marking criteria which are provided within the specimen assessment materials. Although we change the tasks every two years, the marking grids remain unchanged. We moderate the teachers’ marking.

There are two controlled assessment task(s) for GCSE Learning for Life and Work:

Unit 1 and Unit 2 are controlled assessment units.

Candidates must select two controlled assessment tasks from the three that weprovideevery September. The tasks are related to the three compulsory areas of study: Citizenship,Personal Development and Employability. Each task consists of three sub-tasks.Candidates have the opportunity to submit the Unit 1 report at the end of their first yearof study, or they may submit both reports at the end of the course.

The specimen controlled assessment tasks are included to help your students understand, as fully as possible, the types of tasks they may encounter and how marks will be awarded.

We provide guidance on word or time limits. Tasks are replaced every two years.

Further information on controlled assessment can be found in Section 6 of the specification.

General Certificate of Secondary Education
2010
Learning for Life and Work
Unit 1: Report 1
Unit 2: Report 2
[CODE]
Controlled
Assessment Tasks

Controlled Assessment Tasks

Candidatesmust complete two of the followingcontrolled assessment tasks. One task must be submitted for assessment as Unit 1 and the second different task submitted for assessment as Unit 2. The skills required for the tasks are those set out in assessment objectives AO2 and AO3.

We will set the tasks and replace them every two years.

Each task comprises three sub tasks.

The process of taking the task will include different levels of control. Teachers must ensure that controlled assessment tasks are completed in accordance with the following requirements:

(i)Introduction and planning will be carried out under direct teacher supervision. Candidates may undertake some collaborative work at this stage. Time allocation should be approximately 4 hours. (AO2)

(ii)The research/investigation for the task will be carried out under a medium level of control where the teacher is required to provide sufficient supervision to ensure authenticity and address issues related to health and safety of the candidates. Candidates may collaborate during their investigative work when they gather evidence and make notes. Time allocation should be approximately 14 hours. (AO3)

(iii)Final report writing and evaluation at an individual level will be carried out under direct supervision by the teacher. Final submissions should be approximately 2,000 words. Time allocation should be approximately 5 hours. (AO3)

Two tasks must be completed from the following areas:

Investigate and write a report on oneaspect of diversity and inclusion in your local community.

Investigate and write a report on oneaspect of maximising and sustaining young peoples’ health and well-being.

Investigate and write a report on oneaspect of the impact of globalisation on employment for young people in your local community.

Instructions to candidates

Sub-task 1: Introducing your controlled assessment task (AO2)

You are required to:

provide a background context
define the purpose of your task

Sub-task 2: Planning and carrying out your research (AO3)

You are required to:

identify the information required and sources from which it can be obtained
consider and select methods of research/investigation giving reasons for using them
draw up Action Plan(s) to assist you with sequencing the research and monitoring progress in carrying out research/investigation
carry out your Action Plan(s) and provide an account of the research/investigation

Sub-task 3: Write up and evaluation of your final report (AO3)

You are required to:

present information which meets the purpose of your task (set out in sub-task 1)
interpret and evaluate this information

Changes to Internal Assessment

The two speaking for purpose activities and the Action Based Project are replaced by two controlled assessment tasks.

Apart from the research/investigation (obtaining the information) a controlled assessment task will be carried out under formal supervision.

The areas of the LLW specification from which controlled assessment tasks are based will be identified by CCEA

Guidance will be provided by CCEA in identifying the tasks.

Notes

What are the differences between an Action Based Project and a Controlled Assessment Task?

A Controlled Assessment Task is designed to take a shorter time to complete than an Action Based Project.

Each Controlled Assessment Tasks will consist of three Sub-tasks compared with four Activities in an Action Based Project.

There will no longer be a fourth activity in which candidates review process, progress and learning.

In Sub-task 1 (compared to Activity 1) candidates will no longer be required to start with a topic or consider factors before limiting the task to researching one factor/aspect.

Currently when it comes to the stage where the candidates select the aspect to be investigated the class teacher strongly influences their choice (quite rightly so, to ensure control and manageability of what is being done).

In future the prescription of the aspect of the topic/area to be investigated will be the starting point for candidates.

In Sub-task 2 (compared to Activity 2) candidates will no longer be required to identify an ICT source but it is expected that they will continue to do so.

Currently candidates are not expected to carry out the Action Plan(s) as part of Activity 2 but they are expected to carry out the Action Plan(s) as part of Sub-Task 2.

In Sub-task 3 (compared to Activity 3) candidates will no longer be requiredto obtain the information as this is this is now part of Sub-task 2.

Currently in Activity 3 candidates presenttheir findings using a range of methods but in Sub-task 3 candidates are required to produce a report so need to consider audience and format in which to present the report.

Notes

What are the similarities between an Action Based Project and a controlled assessment task?

In sub-task 1 the candidates will still be required to provide a background context and define the purpose of the task.

In sub task2 the candidates will still be required to

identify the required information;

suggest sources (an ICT source is no longer mandatory);

consider methods;

select methods and sources;

draw up Action Plan(s);

carry out the Action Plans; and

provide an account of the research (Working Log);

The first 5 steps cover the current Activity 2. Centres are beginning to streamline this Activity using the tabular formats provided during training in 2007 &2008 and found on the CCEA LLW website.

The last 2 steps correspond to the first strand of the Current Activity 3 (obtaining the information).

In sub-task 3 the candidates will be required to

select and present the information which addresses the purpose of the task; and

interpret and evaluate this information;

These 2 steps correspond to the last two strands of the Current Activity 3.

Notes

In summary:

For Sub-task 1: Introducing your controlled assessment task (AO2)

Under formal supervision by their teacher candidates will be required to:

provide a background context
define the purpose of your task

For Sub-task 2: Planning and carrying out your research (AO3)

Under formal supervision by their teacher candidates will be required to:

identify the information required and sources from which it can be obtained
consider and select methods of research/investigation giving reasons for using them
draw up Action Plan(s) to assist you with sequencing the research and monitoring progress in carrying out research/investigation

Under informal supervision by their teacher to ensure authenticity and address issues related to the candidates’ health and safety candidates will be required to:

carry out your Action Plan(s) and provide an account of the research/investigation

For Sub-task 3: Write up and evaluation of your final report (AO3)

Under formal supervision by their teacher candidates will be required to:

present information which meets the purpose of your task (set out in sub-task 1)
interpret and evaluate this information

Notes

Suggested distribution of time to complete the controlled assessment

Formal Teacher Supervision
Class Time / Informal Teacher Supervision
Out of Class Time
Sub-task 1 / 4 hours (2 weeks GCSE time)
Sub-task 2 / 8 hours (4 weeks GCSE time) / 6 hours obtaining the information
Sub-task 3 / 5 hours (2+ weeks GCSE time)

Likely to be 3 months from start to finish and require 2 months class time.

Notes

Creating Tasks for Assessment in 2010 & 2011

Two tasks must be completed from the following areas:

Investigate and write a report on oneaspect of diversity and inclusion in your local community.

Investigate and write a report on oneaspect of maximising and sustaining young peoples’ health and well-being.

Investigate and write a report on oneaspect of the impact of globalisation on employment for young people in your local community.

When creating controlled assessment tasks the first step is to use the aspects from the identified areas of the specification to draft broad investigative tasks.

The second step is to refine the broad investigative tasks so that they have a clear and manageable focus.

One of these tasks can then be presented to the candidates as their starting point.

It is expected that all candidates in a class will be given the same starting point

The candidates are thenexpected to interpret the task given to them as a starting point and to define it in their own words.

Notes

Selected Area from Local and Global Citizenship

Content / Learning Outcomes
Diversity and inclusion in Northern Ireland and the wider world / Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

the ways in which people in Northern Ireland express their different cultural identities, for example through creative action, lifestyle and language;

the positive contribution of different ethnic groups to Northern Ireland’s society;

conflict and its resolution without recourse to violence;

strategies for promoting a more inclusive society, for example:

-in the community;
-in schools; and
-in the workplace;
STEP 1
Selected Aspect / STEP 2
Investigative Tasks for Candidates
Investigate the ways in which people in Northern Ireland express their cultural identities / Investigate the cultural similarities and differences between protestant and catholic teenagers.
Investigate howmigrant groupsadapt to the culture in Northern Ireland.
Investigate the positive contribution of different ethnic groups to Northern Ireland’s society. / Investigate the positive contribution of ethnic groups to the Health Service in Northern Ireland.
Investigate the positive contribution of ethnic groups to the Construction Industry in Northern Ireland.
Investigate conflict and its resolution without recourse to violence / Investigate sectarianism in sport
Investigate strategies for promoting a more inclusive society in the community. / Investigate disabled access to sport in the community.
Investigate policing partnerships.
Investigate strategies for promoting a more inclusive society in schools. / Investigate the Integrated School Ethos.
Investigate school links such as co-operation in sport.
Investigate strategies for promoting a more inclusive society in the workplace. / Investigate induction procedures in the workplace.
Investigate team building in the workplace.

Selected Area from Personal Development

Content / Learning Outcomes
Maximising and sustaining health and well-being / Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

The contribution of diet, exercise and attitude to health and well-being;

the risks associated with alcohol, cigarette and substance abuse and other unhealthy lifestyle choices;

STEP 1
Selected Aspect / STEP 2
Investigative Tasks for Candidates
Investigate the contribution of diet to health and well-being. / Investigate school lunches
Investigate the reliance on processed food.
Investigate the contribution of exercise to health and well-being. / Investigate the extent to which computer games influence the amount of exercise teenagers take.
Investigate the importance of the link between eating and exercise.
Investigate the risks associated with alcohol abuse. / Investigate underage drinking.
Investigate alcohol dependency.
Investigate the risks associated with substance abuse. / Investigate legalising cannabis.
Investigate drug addiction
Investigate the risks associated with cigarette smoking. / Investigate addiction to cigarette smoking.
Investigate passive smoking.

Selected Area from Employability

Content / Learning Outcomes
The impact of globalisation on employment / Students should be able to demonstrate knowledge, understanding and, where appropriate, skills in relation to:

The impact of global economic changes on Northern Ireland, for example:

-changing employment patterns;
-migration and immigration; and
-the growth of new technologies;
STEP 1
Selected Aspect / STEP 2
Investigative Tasks for Candidates
Investigate the impact of global economic changes on employment patterns in Northern Ireland. / Investigate the decline of the linen industry in Northern Ireland.
Investigate the decline of the farming industry in Northern Ireland.
Investigate the decline of the shirt making industry in Northern Ireland.
Investigate the decline of the heavy engineering industry in Northern Ireland.
Investigate the impact of the world credit crunch on employment in Northern Ireland.
Investigate the impact of global economic changes on migration within Northern Ireland. / Investigate the migration of people from the country to towns and cities.
Investigate how migration within the European Union impacts on Northern Ireland
Investigate the impact of global economic changes on Northern Ireland associated with the growth of new technologies. / Investigate how the changes in technology within the music industry impact on teenagers in Northern Ireland.
Investigate the growth of the telecommunications industry in Northern Ireland.
Investigate the changes in shopping patterns in Northern Irelandas a result of technological developments.
Investigate how the new technologies facilitate Northern Ireland businesses

Summary Guidance Notes for Teachers to use with Candidates

When the candidates have completed their study including some preliminary research of the aspect from which the investigative it is important to share with them the ‘Instructions to candidates’.

In addition to this there follows some suggested questions which may be used by teachers when candidates are addressing each of the sub-tasks. Also, for Sub-task 2, there are some suggested tabular formats which are likely to be helpful to candidates.

Instructions to candidates
Sub-task 1: Introducing your controlled assessment task (AO2)
You are required to:

provide a background context
define the purpose of your task

Sub-task 2: Planning and carrying out your research (AO3)
You are required to:

identify the information required and sources from which it can be obtained
consider and select methods of research/investigation giving reasons for using them
draw up Action Plan(s) to assist you with sequencing the research and monitoring progress in carrying out research/investigation
carry out your Action Plan(s) and provide an account of the research

Sub-task 3: Write up and evaluation of your final report (AO3)
You are required to:

present information which meets the purpose of your task (set out in sub-task 1)
interpret and evaluate this information

Notes

Suggested questions for Sub-task 1: Introducing your controlled assessment task

Provide a background context

To assist candidates demonstrate an understanding of ‘the selected aspect’ and to prompt them to provide a background context questions such as the following could be posed.

What do you mean by ‘the selected aspect’?
Can you quote me any examples relating to ‘the selected aspect’?

Define the purpose of your task

To enable candidates to define the task questions such as the following could be posed.

What are you aiming to find out?
Why have you selected to do this research?
What will you use this information for?
What likely format will your report take?

Examples of formats are:

Letter to a newspaper/organisation/politician
PowerPoint Presentation
Poster
Fact sheet
Report highlighting strengths and areas for improvement
Report highlighting trends
Article for a teenage magazine
Comic strip
Webpage
Art display such as a mural
Brochure

Notes