Assessment

Controlled assessment is SQA’s approach to developing assessments (setting), the conditions of assessment (conducting), and marking assessments (marking).

SQA is introducing controlled assessment for non-question paper components of the Added Value Unit and new National Courses at National 5, Higher and Advanced Higher.

Controlled assessment is designed to ensure that:

• assessment is valid, reliable and fair
• assessment is manageable for all involved —earners, teachers, and centres
• assessment methods are consistently applied for all learners

SQA will work in partnership with centres to establish three levels of control around setting, conducting and marking. These are:

• SQA-led activity — SQA sets and marks the assessments and sets tightly-controlled assessment conditions
• shared responsibility between SQA and centres — for example, centres set and mark assessments using exemplification and/or guidance provided by SQA; assessment is conducted under some supervision and control, as specified by SQA
• centre-led — centres have flexibility in how to set and mark the assessment, and what the conditions of assessment should be, in line with broad subject-specific guidance and overall policies and procedures laid down by SQA

All assessment activity is quality assured by SQA. Where responsibility is shared or centre-led, centres also have a responsibility to have internal verification systems in place to ensure quality and consistency at all stages of the process. This will be externally verified by SQA.

During the development process, SQA will decide what level of control will apply. This will vary from level to level and from Course to Course. The expected levels of control for each level are outlined below.

• For the Added Value Unit we would expect setting, conducting and marking to be a shared responsibility between SQA and centres. For example, SQA will provide exemplification of assessment approaches and instructions on how to judge/mark evidence. SQA sets out requirements for the conditions for conducting assessments, but there is some flexibility for centres.
• We expect the majority of non-question paper components of Course assessment at National 5 and Higher to be set and marked by SQA, except where it is more appropriate for the subject to have shared responsibility in setting and/or marking. For example, in practical assessments where it would not be feasible to transport the evidence, the assessment would be marked by the centre and quality assured by SQA.
• At Advanced Higher, because there is greater emphasis on learner autonomy, a greater degree of flexibility will be needed, so more components are likely to be set or marked on a shared basis — for example, an assignment in which SQA sets broad requirements but where the actual topic is negotiated between the teacher and the learner.

Courses from National 4, to Higher and Advanced Higher will assess breadth, challenge and/or application in line with Building the Curriculum 5.

Breadth, challenge and/or application assesses added value by sampling skills, knowledge and understanding from the Units of a Course. This is what makes the Course more than the sum of its parts. This is not a new idea; it builds on the current Course assessment for Intermediate Qualifications, Highers and Advanced Highers.

Courses at National 4 include an Added Value Unit that performs a similar function to the Course Assessment in Courses at National 5 and above. Added Value assessment will be fit for purpose and aligned with learning and teaching approaches.  It may be carried out by one or two methods, for example a question paper and an assignment. All assessments, whatever method is used, will be appropriate for the level and consistent with the SCQF level descriptor. For example, a case study at Advanced Higher will have different demands from a case study at National 4.

Added value will be assessed using seven broad methods:

• Assignment
• Case study
• Practical activity
• Performance
• Portfolio
• Project
• Question paper/test of knowledge and understanding

Assignment

An assignment is a problem-solving exercise with clear guidelines and structure. It is particularly suited to the assessment of outcomes based on applying practical skills and related knowledge and understanding to a situation that involves task management. Assignments are more structured and less open-ended than projects. They differ from practical activities in that they do not have to conform to a prescribed procedure and they are not concerned exclusively with technical skills.

Case study

A case study consists of a description of an event, usually in the form of a piece of text, a picture or an electronic recording that concerns a realistic situation. This is then followed by a series of instructions which prompt the learner, as a detached observer of events, to analyse the situation, drawing conclusions and making decisions or supporting courses of action. Case studies are designed to provide opportunities for problem-solving and decision-making skills. They can be useful for assessing both cognitive and behavioural skills.

Practical activity

A practical activity is any activity that allows learners to demonstrate their practical skills directly. It usually involves producing, making or building something. The assessment may be based on the end-result of the activity (the product), the carrying-out of the activity (the process), or a combination of both.

Performance

Performance refers to a practical demonstration of learners’ skills, eg in music or drama. A performance is particularly suitable for assessing creative arts such as music and drama and can also be used to assess physical or spoken activities. It allows learners to demonstrate their abilities.

Portfolio

A portfolio is a representative collection of a learner’s work, usually assembled over the period of learning. It demonstrates or provides examples to prove that either a range of criteria has been met, or showcases their best work (sometimes referred to as ‘folio‘). Portfolios can be produced in a range of media.

Project

A project requires the learner to carry out an open-ended task, often involving investigative or research skills. It can involve a significant part of the work being carried out without close supervision, although the assessor may provide guidance and support. Projects are particularly suited to assessment of outcomes concerned with analysis, synthesis and evaluation. Using a project as the assessment method can allow personalisation and choice for the learner – for example, he/she may be able to choose the area/topic for investigation.

Question paper/test of knowledge and understanding

Question papers/tests are used primarily to assess knowledge, understanding and cognitive skills. A question paper is used to assess whether the learner can retain and consolidate the knowledge and skills gained in individual Units. They are commonly used to assess knowledge and understanding and reasoning, analysing, evaluating and solving problems.

Unit assessment will be based on flexible and open assessment standards and evidence requirements. There will be fewer and broader outcomes and more generic assessment criteria compared to current Units.

Units will not be graded and will be assessed by schools and colleges on a pass/fail basis. This includes the Added Value Unit at National 4.

A greater range of techniques and methodologies for assessment will be encouraged, ensuring that assessment is fit for purpose for the subject and level and will support learning and teaching approaches.

Assessments can be designed to provide evidence across more than one outcome or Unit.

Once the final Course and Unit specifications have been published, SQA will provide quality assured assessment support and exemplars on the National Assessment Resource (NAR) to support the new qualifications.  Assessment support will include specimen question papers for Course assessment.

Schools, colleges and local authorities will be encouraged to develop their own assessments and to develop and share additional materials on NAR to assist in understanding and implementing standards.