BTEC Assignment design guide for International Centres
March 2006
BTEC Assignment design guide for International Centres
Assignment guidance
Edexcel, a Pearson company, is the UK’s largest awarding body offering academic and vocational qualifications and testing to more than 25,000 schools, colleges, employers and other places of learning here and in over 100 countries worldwide. We deliver 9.4 million exam scripts each year, with 3 million marked onscreen in 2005. Our qualifications include GCSE, AS and A Level, GNVQ, NVQ and the BTEC suite of vocational qualifications from entry level to BTEC Higher National Diplomas and Foundation Degrees.
References to third-party material made in this specification are made in good faith. Edexcel does not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
Authorised by Michael Swan Prepared by Geoff Waters All the material in this publication is copyright © Edexcel Limited 2006
Contents
1
Introduction and scope of the guide
1
2
Getting started
3
2.1
Working with unit specifications
3
2.2
Unit structure
3
2.3
Formulating an assessment strategy
6
2.4
Assessment methods
8
2.5
Forms of assessment evidence
9
3
4
5
6
Section 2: Key points summary
10
Assessment instrument design methods
11
3.1
What is an assessment instrument?
11
3.2
What does an assessment instrument do?
12
3.3
Designing templates
12
3.3.1
Front sheet
12
3.3.2
Learner’s brief
13
3.3.3
Assessment information
14
Section 3: Key points summary
16
Writing the Assignment Brief
17
4.1
The writing process
17
4.2
Identifying compound/split criteria
21
4.3
Using the unit grading criteria or grading descriptors
22
4.3.1
BTEC First and National grading criteria
22
4.3.2
BTEC Higher National grade descriptors
24
Section 4: Key points summary
27
Providing assessment feedback
29
5.1
The role of feedback
29
5.2
Documentation
29
Section 5: Key points summary
31
Quality issues
33
6.1
Authenticity of evidence and assignment design
33
6.2
Documentation
33
6.3
Internal verification (IV)/Review (IR)
33
Section 6: Key points summary
34
Appendix 1 - BTEC Higher National grade descriptors
35
Appendix 2 — Glossary
37
1
Introduction and scope of the guide
The aim of this guide is to provide the reader with a step-by-step approach to the preparation of an assessment strategy for a BTEC unit. The strategy will be the tutor’s vision of how the unit should be assessed. The tutor will use their strategy as a starting point from which to prepare suitable instructions for the learner. The instructions must clearly indicate to the learner what it is that the tutor expects them to do to meet the requirements of the unit. That is, what tasks will the learner be expected to carry out and what evidence (eg product evidence — a technical report, an artefact such as a painting, design model, engineered component; or evidence of process — records of tutor observation or oral questioning) will be required. The educational term often used for such learner instructions is — an assessment instrument. This term is used because the methods used for assessment can take many forms. For example, it could be a: •
formal listing of tasks set within a vocational context (this is more commonly referred to as an assignment — the main focus of this guide)
•
workbook for a practical activity
•
tutor observation or oral questioning checklist
•
formal test/examination.
Equally, an assessment instrument could use any combination of these elements. Taking this to an extreme level (but not too unrealistic, especially for BTEC Higher National learners), learners could even design the assessment instrument(s) themselves! The point here is that the chosen methods of assessment can take many forms. A good assessment strategy for a unit (or even, the learning programme as a whole) would be one that uses a variety of approaches. In each case, the approach chosen will be the one that is the most appropriate to the learning outcomes and assessment criteria of the unit. Using a variety of approaches in any one unit will also help to retain the learner’s interest and allow for different styles of working and learning. The challenge for the tutor and the programme team generally, is to create an assessment strategy that will interest, excite and motivate the learners. At the same time, it must be manageable for both learner and tutors. The best examples of assessment strategies will: •
use a variety of assessment methods
•
incorporate practical and relevant activities
•
recognise the opportunities for integration across units.
What they do not have is a heavy reliance on report writing, tests or examinations. Quality assurance will play an important part in the process of assessment instrument design. There should be checks to ensure that the method and style of the assessment is fit-for-purpose. This would include the design and layout, use of appropriate language for the level of learner, accuracy and detail when meeting unit requirements plus, checks for the reality and relevance of the tasks set. The final test of a good assessment instrument of course will be at the point of use — Does it do what was intended? At this point, it is important to appreciate the relationships between the different processes:
Learning
Evidence
Assignment guidance – Assignment design guide for International Centres – Issue 1 – March 2006
Assessment
1
The BTEC unit will define what learning needs to take place (ie the learning outcomes and unit content) and this will lead to a variety of activities that will be used by the tutor to facilitate the learning (the teaching and learning plan). Quite naturally, these activities will provide opportunities to generate evidence. Assessment instrument(s) should be used to capture the parts of this evidence that enable the tutor to measure whether the learning has actually taken place. That is, the assessment of the evidence will indicate what learning has taken place and therefore, indicate what has been achieved or what further learning is necessary and so on. The focus of this guide will be the preparation of assessment instruments in the form of assignments for BTEC First, National and Higher National programmes. It will look at: •
the way an assignment might be presented
•
the way tasks might be structured
•
how the learner might be provided with feedback on their achievement.
The guide will also consider the relationship between the design process and quality assurance methods applied through internal verification/review. However, this aspect is dealt with in much greater detail in the BTEC Internal verification guide for International Centres.
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Getting started
2.1
Working with unit specifications
A good understanding of the unit specification is the most important step in the design of an assignment. The BTEC First and National units have been written using a standard format. However, it should be noted that some of the section headings will change when the new BTEC Firsts are introduced in September 2006 and the new BTEC Nationals in September 2007. Even though the headings have changed the type of information under each heading remains much the same although, the level of detail provided in the 2006–7 units will be much improved.
2.2
Unit structure
BTEC First and National units:
2006–7 Revision
Current units Title
Description
Learning outcomes
This gives the unit number and full title
This provides the overall unit aims
These indicate what the learner will be able to do on successful completion of the unit
Content
This provides the breadth and depth of coverage expected for each learning outcome
Assessment guidance
This is provided as a grid defining the assessment (pass) and grading * (merit and distinction) criteria
Essential information for teachers
Provides information on possible delivery and assessment methods, links to other units, resources and references to indicative reading
Title
Unit abstract
Learning outcomes
Unit content
Grading grid
Essential guidance for tutors
A similar unit structure is used for the BTEC Higher Nationals. The most important difference between them however, is that *BTEC Higher National units do not have merit and distinction grading criteria provided on the assessment guidance/grading grid (see Section 4.3: Using the grade descriptors).
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Each BTEC unit will provide all the information you need to plan both your teaching and learning strategy and your assessment strategy (not grading for BTEC Higher Nationals). The unit is the standard against which you will measure the learner’s achievement and it will also be used to measure your ability to assess to the standard set. For this reason, you must not add or remove learning outcomes, unit content or criteria to the BTEC unit, unless this has been approved by Edexcel for use in an International Version of the qualification. The order in which the unit is written (typically, four learning outcomes numbered 1 to 4) is not always the order in which it is taught or assessed. Equally, it is not necessary to deliver Unit 1 before Unit 2 and so on. In working with the units, you will need to consider and decide upon your:
Learning Programme Plan
Learning Strategy
Assessment Strategy
The order in which the units that make up the programme will be delivered. You will need to consider the relationships between each unit and whether they need to be delivered together with, before or after other units. The approach taken to deliver a unit (eg to deliver learning outcome 3 first through taught and practical experience followed by ….). This is the point at which a teaching plan or scheme of work for the unit is designed. How the unit is to be assessed (eg three assignments that include a technical report in week 9 of the course, practical work and write up in week 20 and research followed by a formal presentation to the others in the class in week 30).
This cannot be done without thinking about the other units: -
do they link or support one another?
-
should the assessment be done at the same time (integrated)?
-
do deadlines for submission clash and put undue pressure on the learners?
A starting point would be to carry out an analysis of the unit specification using the assessment information. For BTEC First and Nationals the assessment information is presented in a grid, as shown in this extract from an engineering unit:
BTEC First and National grading criteria grids have three columns that provide the pass, merit and distinction criteria.
Note that in the new unit grids for 2006/7, the bullet points for each criterion will be replaced with a reference letter and number eg P1, P2, M1. Currently centres are expected to do this themselves so that they can track and record coverage and achievement of the criteria.
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Technical units of this type tend to use this ‘funnel’ approach where there are fewer merit and distinction criteria than pass criteria. This would be the case for say science, business and travel qualifications. Another style of grid, often seen in ‘arts’ based qualifications (eg art and design, media) use a linear approach where each pass criterion has a corresponding merit and distinction criterion. The assessment information grid in a BTEC Higher National unit looks quite different. BTEC Higher National grids have both the unit learning outcomes and assessment criteria for pass on one page as shown here. This style of layout makes the link between the learning outcomes and criteria easier to see, which is important for an outcome based assessment model. An important thing to note is the different assessment approaches between BTEC Higher Nationals and BTEC First and Nationals. This is to do with the relationship between the outcomes, the assessment criteria and the assessment methods. •
BTEC Higher Nationals — assessment is at learning outcome level. For the learning outcome to be achieved then all the criteria and relevant unit content has been achieved. All learning outcomes must be achieved for the unit to be achieved.
•
BTEC First and Nationals — the focus of assessment is on the pass criteria and relevant unit content. If all the pass criteria have been achieved then the learning outcomes and hence unit must have been achieved.
BTEC Higher National outcomes and assessment criteria grids have only two columns that provide the learning outcomes and their pass criteria.
This is simply a difference in the way the two qualifications and their criteria have been written. A failure to work from the BTEC Higher National learning outcomes (as the main focus of assessment) can lead to problems when designing assignments. This would not necessarily be the case with BTEC First and National units. Whichever grid you are working with, the analysis needs to find the links between the learning outcome or outcomes and their related criteria and unit content. This will enable you to break the unit down into a suitable number of assessment activities. This could, for example, be just one project style assignment or alternatively, three to four assignments that cover the whole unit. The total number of assignments planned for any given unit needs to be considered carefully. Three is a reasonable target for the maximum number of assessment activities for a whole unit. More than this and the overall assessment load for a learning programme can start to become too great. It is a matter of balance, some units will require more assignments than others but assessment overload is something for tutors and the programme team to be aware of.
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2.3
Formulating an assessment strategy
The assessment strategy is your plan of how to provide learners with the opportunities to produce work that can be used as assessment evidence. It is important to ensure that any evidence presented is the work of the learner and not the work of others (authentic — it demonstrates the understanding, knowledge and skills of the individual learner). It is this work that you will assess against the unit learning outcomes and criteria. Your overall assessment strategy will come from your understanding of the unit and the decisions you have made about the order of delivery and number of assignments. For example, let us consider an imaginary BTEC National unit that has four learning outcomes (LO). An analysis of the unit has found that learning outcome two (LO2) and three (LO3) are strongly linked and so a decision is made that these should be taught first followed by LO4 and then LO1. Further analysis of the grading grid for the unit shows the following relationships between the learning outcomes, assessment (pass) criteria and grading (merit and distinction) criteria (shaded area, in the diagram below, indicates linked criteria).
Grading criteria that link with the pass criteria
Reference to the Outcomes that link to the pass criteria
n
P1
M1 *
Y
P2 *
M2
Y Z Z
P3
M3
[ [
P6
P4
+
P5
+
+
D1 * D2
M4 Pass criteria that link together and to outcomes
P7
The pass criterion P2 provides the foundation for achievement of the merit criterion M1 and through to the distinction criterion D1 (indicated by the * in the diagram above). The pass criterion P4 + providing the foundation for work at merit M2 (shown by the in the illustration above). The strong links between all these criteria would suggest that they could be brought together as an assignment that will cover the identified learning outcomes (LO2 and LO3) and related unit content to meet the assessment and grading criteria. We could illustrate this assessment plan on a planning chart with the dimensions of Time on course and the Unit content to be covered. The time allocated for any given unit can be spread over weeks or years, your centre will decide this. Most BTEC First, National and Higher National units are designed for delivery in 60 Guided Learning Hours (GLH). GLH include: •
time allocated for teaching and learning through direct contact or other methods (eg distance learning materials)
•
time for assessment.
Guided learning hours do not include time for any self-directed private study that the learner may undertake. The unit content dimension of the chart assumes that the relevant unit content will be taught and then assessed, followed by the remaining unit content (eg for LO4 and LO1).
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The planning chart starts to look like:
Wk x
Unit content
Time on course
Wk y
Assignment 1 Covers: P2 M1 P3 M2 P4 P5
D1
Assignment 2 Covers: P1 M3 P6 M4 P7
D2
The first assignment is planned to be issued on week x (eg week 12 of a 36 week course) and cover the assessment and grading criteria as indicated and relevant unit content. The remaining criteria and unit content will be covered by a second assignment in week y. The information from the illustration above can also be set out in a table. Such tables can be useful as a diagrammatic record of your overall assessment strategy. They can also be used to provide an assessment overview on assignment documentation and as a header for learner achievement tracking records. Assignment ref
P1
Assignment 1 Assignment 2
P2
P3
P4
P5
P6
P7
M1
M2
M3
M4
D1
D2
Preparing an assessment strategy for a BTEC Higher National unit is carried out in much the same way as that described for BTEC First and Nationals above but the approach will differ in two ways. First, the link between the BTEC Higher National learning outcome and assessment (pass) criteria is already established and second, only the assessment (pass) criteria are provided. For BTEC Higher National units, centres are required to create their own grading criteria for the assessment instruments they design. The grading criteria need to be based on the grading descriptors (see Section 4.3: Using the unit grading criteria or grading descriptors) that can be found within the guidance section of any BTEC Higher National Guidance and Units publication. As with the BTEC First and Nationals, it is important to carry out an analysis of the assessment information provided in the BTEC Higher National unit and then decide if any of the learning outcomes link together and how the assessment criteria can be covered within your assessment strategy. Ideally, tasks will be set that can meet all the criteria for any given learning outcome or outcomes. This is not always possible and so it becomes necessary again to be able to track coverage of learning outcomes and assessment criteria. A similar notation system to that described for BTEC First and Nationals could be used to good effect but a more elaborate system might be better suited to this type and level of unit.
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For example, taking an extract from a BTEC Higher National in Business — Unit 3: Organisations and Behaviour. The unit number can be used as a prefix when working with more than one unit followed by the number of the learning outcome. The criteria (for each learning outcome) could then be listed sequentially (eg in this example 1, 2 and 3). Considering the extract above, 3.1.2 would mean — Unit 3, learning outcome 1 and the second criterion. Adding this style of tracking notation to the grid: Outcomes
3.1 Explore organisational structure and culture
Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 3.1.1 compare and contrast different organizational structures and culture 3.1.2 analyse the relationship between an organisation’s structure and culture and the effects on business performance 3.1.3 analyse the factors which influence individual behaviour at work
This notation system can be simplified if your assessment strategy is to design assignments that only cover one unit. That is, if you choose not to integrate assignments with other units. If so then the criteria for each outcome could be numbered sequentially using the learning outcome number as a prefix (eg 1.1, 1.2, 2.2, 2.2, etc): Outcomes
1
Explore organisational structure and culture
2.4
Assessment criteria for pass To achieve each outcome a learner must demonstrate the ability to: 1.1 compare and contrast different organizational structures and culture 1.2
analyse the relationship between an organisation’s structure and culture and the effects on business performance
1.3
analyse the factors which influence individual behaviour at work
Assessment methods
Having carried out the analysis of the unit and found the links between the learning outcomes, unit content and criteria it then becomes a question of what does the learner need to do. For example, does the assessment criteria require the learner to: • • • •
8
describe identify use apply
• • • •
explain compare analyse justify.
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These are typical verbs used as the first word of each assessment criterion, referred to as the active verb of the criterion. It is important that any task or activity used in your assignments provide the learner with an opportunity to do exactly what the active verb requires. For example, if a criterion requires the learner to use a particular technique, it would be wrong for an assignment task to ask them to explain the technique. The active verb will indicate the type of activity required. In most cases, you will be able to think through a range of possible activities that could be used to do this. As you consider the possible activities, you will need to think about what the learner will actually be doing (referred to as the process) and what the learner will produce (called the product). It is at this point that you will need to decide whether the results of the chosen activity (the product or process evidence) could be used to assess the learner’s achievement against the criteria. The assessment of process would usually be carried out by: •
direct tutor observation of the process or processes (eg use of a particular technique) carried out by the learner
•
the tutor asking the learner questions to find out what they know or understand.
In some cases, the tutor may not be present when a process is being carried out by the leaner (eg when the task is being carried out in the learner’s place of work, work experience placement or supervised workshop/studio). In such cases, the tutor may need to rely on someone else observing the learner or asking them suitable questions. This is an acceptable assessment method and this third person is usually referred to as a ‘witness’. It is however, the responsibility of the tutor (as the assessor) to check and accept any assessment information that comes from a witness. It would be usual to check the source of the witness information by finding out: •
the name of the witness
•
the witnesses job role/position (eg manager, supervisor, colleague)
•
their ability to carry out the required observations or questioning (eg do they have the skill, knowledge)
•
the relationship of the witness to the learner (eg work colleague, friend, relative).
Where an activity leads to product evidence (eg a piece of written work, drawings, the results of calculations, a model) then it is usually this product that is assessed by the tutor. Although, in some cases the process carried out to produce the product may also be important — how they got to the final product (eg using computer software to produce the written work, drawing equipment to produce the drawing, modelling tools to produce the model). In such cases, the final assessment records will come from a combination of both process and product evidence.
2.5
Forms of assessment evidence
An assessment activity will always lead to either a product or provide an opportunity for a process to be observed or for questions to be asked. The tutor needs to decide which of these (a product or record of a process) would be the best way to measure the performance of the learner against the assessment criteria. This is usually called the assessment evidence. The assessment of a product will require the tutor to produce a written record of how well the product meets the criteria — a record of assessment (see Section 3.3.3: Assessment information). For process evidence, a record of tutor observation and/or oral questioning is used. If a witness is to carry out the assessment then, a witness observation and/or oral questioning record can be used. Whichever type of record is used it is important that the assessment is carried out against the relevant unit assessment criteria. The actual form that the assessment evidence can take is only limited by the imagination of the tutor (or the learner in some cases). Typical examples might be: •
a hand written or word processed report
•
a graphical presentation (eg technical drawing, sketch, painting, diagram, poster, chart)
•
an oral presentation using visual aids
•
the demonstration or application of a skill
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•
an actual product or component that has been made (eg an electric circuit, furniture, tools)
•
the skills required to use computer software for design or analysis
•
the output from a computer.
The list could be almost endless and each of the examples given above could be assessed using product or process evidence and in some cases, it could be either or both that is used. For example, an observation record would be the usual form of evidence of an oral presentation using visual aids. To support your observations you might ask the learner for a copy of a particularly good PowerPoint presentation slide (ie to reinforce your observation record that the learner had prepared clear and useful slides to illustrate their presentation). Also, the presentation might have been well prepared and so you ask for an extract from the learner's presentation notes. A photograph could be taken of a visual aid (eg a working prototype model) that has been used during the presentation. All this ‘background product evidence’ will reinforce your observation assessment record of the process being demonstrated. An important thing to consider in the selection of a suitable assessment method and the resulting evidence, is whether you can be reasonably certain that the work will be that of the learner — authentic. If there is any doubt then an alternative and more reliable assessment method or form of evidence should be considered. For example, it might be more appropriate to use a test as the assessment method when assessing knowledge (eg a group of twenty or more learners state Boyle’s Law — the volume of a gas is inversely proportional to its pressure, pV = a constant). Remember that a test is a valid assessment method but can be very difficult to write in a way that can determine performance across pass, merit and distinction criteria. Wherever possible it would be preferable to set a practical task that would enable the learner to demonstrate their application of the knowledge (eg state and correctly use Boyle’s Law within a relevant problem that is quite specific to each learner).
Section 2: Key points summary •
10
Planning is essential and should include: -
learning programme plan that identifies the order in which units will be delivered and integrated (if applicable)
-
learning strategy plan/scheme of work that identifies what will be taught when and the resources needed to deliver the plan
-
assessment strategy that identifies how the unit will be assessed.
•
A key starting point for assignment design is the analysis of the unit’s assessment information — know your unit.
•
Establish a tracking system so that you can record coverage and achievement of assessment criteria.
•
Decide on the evidence to be produced by the learner — product, process or both.
•
Think about the best assessment method — assessment of product, process or both.
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Assessment instrument design methods
3.1
What is an assessment instrument?
The analysis of the unit specification — learning outcomes, unit content and criteria will enable you to think through ideas of what the learner could do to produce assessment evidence and the method or methods that you could use to assess it. It then becomes necessary to communicate this to the learner. This is the purpose of the assessment instrument. The form that this instrument takes and the names used for it vary from centre to centre. For example, an assignment, an assessment, a learner or student brief, an activity sheet or labwork, a test or examination, a workbook, a problem sheet — how many more forms could you add to this list? Really, there are only two forms. The first, a formal time constrained and supervised test/examination, which is not the preferred method of assessment for BTEC First, National or Higher National qualifications. However, tests or examinations can be useful in certain circumstances. Second, and preferred, some form of written instruction that guide the learner through a series of vocationally relevant tasks/activities that enable the learner to produce evidence for assessment. The most common name used for this is an assignment. This assignment design guide will concentrate on this form of assessment instrument — assignments. The amount of supervision used for any particular assignment can vary. For example, a learner could undertake an assignment under controlled conditions where the level of supervision is high. Alternatively, the design approach of the assignment could be to allow the learners to work in their own time and unsupervised. A supervised assignment would be used where observation or oral questioning is required. Supervision may also be used where the production of authentic evidence could be an issue or specialist equipment needs to be used. This is often the reason given for using tests or examinations for assessment but the subject of most examinations can be assessed using assignments given a little imagination. It is more common for assignments to be designed so that the learner can work on them at their own pace, using their preferred style or methods of learning and in their own time, unsupervised. An assignment could of course be a mix of the two; part of the assignment supervised and other parts not. An example of this would be work carried out for assessment in a laboratory or workshop. The practical aspect of the assignment could be carried out under supervised conditions (tutor could observe correct and safe use of equipment, etc.) and then the learner could be required to produce a technical report or analysis of the practical work in their own time. Assessment Information
Assessment instruments generally, whatever their form, will always consist of at least three sections: •
a section that will contain administrative information — often called a front sheet
•
another, that contains the instructions or tasks to be carried out by the learner — often called the learner’s brief
•
and finally, information about what and how the learner will be assessed — often called the assessment information.
The final design of these sections and what information they contain is the responsibility of the centre. However, example approaches are provided in Section 3.3: Designing templates.
The following learning outcomes, assessment and grading criteria will be This assignment provides an opportunity to provide evidence against Learning Outcomes: Introduction LO1 The business of engineering LO2 Engineering business organisations
Learner’s Brief
Front Sheet
The Southern Better College BTEC National Cert. in Engineering Assignment 1: Setting Targets
Tutor: John Everwright Hand out date: 12 December 2005 Hand-in date: 16 January 2006
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3.2
What does an assessment instrument do?
Experience has been shown that assignments that have been carefully written to follow the leaning outcomes, unit content and assessment and grading criteria of a unit, enable learners to produce assessment evidence that does just that. This reason alone is sufficient to justify the time spent designing good assignments. However, a good assignment brings with it many more benefits for both tutors and learners. For the tutor an assignment: •
provides a focus for the teaching and learning strategy of the units
•
plays a major part in the assessment strategy plan
•
enables unit coverage to be confirmed including
•
-
unit content
-
assessment and grading criteria
-
specific feedback against unit criteria
provides an audit trail for both internal and external quality monitoring (ie internal verification and external verification)
For the learner, it should: •
motivate, interest and challenge them
•
provide development opportunities for them to -
work with others
-
demonstrate independence
-
practise skills
•
be an aid to learning by setting targets
•
support their understanding of unit requirements
•
provide a focus for assessment feedback.
3.3
Designing templates
When designing the look and structure of assignments, centres should think about establishing their own ‘house style’. All the tutors and all the units within a specific learning programme could then use this style. The ‘house style’ approach could even work for all BTEC programmes within a centre (ie for a range of subjects — Business, Media, Engineering or for a range of levels — BTEC First, Nationals, Higher Nationals). Slight variations may be necessary to deal with specific subject approaches (eg practical work, design activities) but the overall look can remain much the same. This means that as the learner moves from unit to unit they will know what to expect and how to work with the centre’s assessment documentation. Let us take the three elements of an assignment — administrative information (front sheet), learner brief, assessment information, and think about what might be included as a minimum.
3.3.1 Front sheet Centres often use the front sheet for two specific purposes. First, to bring together all the administrative information required. The second purpose is to provide a sheet that the learner can attach to their own work when they hand it in for assessment. For this purpose, the front sheet will usually have a section for the learner to complete with their name and the date that the work was submitted for assessment. Centres are also required to get the learner to sign a statement of authenticity for each piece of work handed in for assessment (see Section 6.1: Authenticity of evidence and assignment design). This can also be placed on the front sheet. Generally, a front sheet will include (as a minimum) the following key pieces of information.
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1 2
Centre’s name (and logo if applicable). BTEC programme or programmes to which the assignment belongs.
3
Unit number and title.
4
A unique reference to recognise and track the assignment at unit level and within the learning programme.
5
Tutor/assessor of the assignment and date that the assignment has been set.
6
Learner’s name and date submitted for assessment plus, learner’s statement of authenticity. This section to be completed by the learner when this sheet is detached from the assignment brief and attached to their own work ready for submission for assessment.
7
8
Full listing of the learning outcomes and criteria covered by this assignment. Should also indicate where learning outcomes and criteria are only covered in part (see Section 4: Writing the assignment brief). Document control — file name/ location, issue, date, etc. (See Section 6.3: Internal verification review.)
Best Learning College of Further and Higher Education [1}. BTEC National Diploma/Certificate in Business Unit 1: Introduction to Business
[3]
Assignment 1: The business of being in business! Tutor: John Everwright
[2]
Date set: 10 Jan 06
[4]
[5]
Learner’s Name: …………….. Date handed-in: ……
[6]
Statement of authenticity: I certify that the work submitted for this assignment is my own. Where the work of others has been used to support my work then credit has been acknowledged. Learner’s signature: ……………………. Date: …………… This assignment will provide you with an opportunity to present evidence of achievement towards the following learning outcome(s) and criteria. [7]
LO1 Investigate a range of business activity
P1 identify and describe ways in which the business activities of contrasting organizations meet stated business purposes M1 explain the contribution of contrasting organisations’ business activities towards the achievement of stated business purposes D1 evaluate the effectiveness of contrasting organisations’ business activities to the achievement of strategic aims and objectives n:\johnE\ btec assignments — Issue 1 — January 2006 © BLC
[8]
3.3.2 Learner’s brief The learner’s brief will need to repeat some of the information already provided on the front sheet (eg headings 1–4). This will enable the assignment’s origin to be clear even when the front sheet has been removed and attached to the learner’s work. The function of the learner’s brief is to outline, as clearly as possible, what it is that the learner is required to do in the assignment. Another purpose is to make clear what evidence is to be used to assess the learner (eg written work, tutor observation records). Care must be taken at all times to ensure that the brief stays within the requirements of the unit — learning outcome or outcomes and associated unit content, assessment and grading criteria. An important point to keep in mind when preparing the learner’s brief is that you must not introduce unit content or criteria that is not in the unit (eg it would be wrong to indicate that work had to be word processed unless the unit criteria or content actually requires this. Work presented using legible handwriting should be equally acceptable for assessment). The first section of the learner’s brief is usually used to put the work of the assignment into a suitable vocational context. This section is often called the Background Information, Introduction or Scenario.
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The amount of information provided will depend upon the tasks set and could be quite detailed. For example, it may provide the learner with relevant: •
•
•
•
background information that may be required before starting the assignment information on the setting used for the assignment (eg real or simulated industry settings such as a workshop, studio, office) details about the role the learner is expected to take within the assignment, if applicable, (eg to imagine that they are working in a particular job or position within an organisation) constraints that may apply to work undertaken (eg use of equipment, working with others, special deadlines that need to be met, health and safety issues).
The second section would usually contain the tasks to be undertaken by the learner. The tasks should make it clear to the learner what is required of them and what evidence they are expected to produce.
Best Learning College of Further and Higher Education [1}. BTEC National Diploma/Certificate in Business Unit 1: Introduction to Business
[2]
[3]
Assignment 1: The business of being in business!
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Introduction This assignment has been designed to provide you with a framework from which you will be able to investigate a range of business activity. A case study of a business will be provided as a starting point but your main task will be to research other business organisations and examine how contrasting organizations achieve their stated business purposes. The businesses that you choose may be ones of specific interest to you (local businesses, a business you world like to work for, etc.) or organisations that you have or are currently working for. The work that you present for assessment must be your own. However, you will clearly have to work with and present the work of others. Ensure that you clearly indicate the relevant source(s) of material that you present to support your work. Tasks
The amount of detail provided, as with 1. Individually, read the case study provided. Identify the introduction, will vary from and describe the business activities that help the assignment to assignment but should be given organisations’ stated business purpose. enough to guide the learner without [8] being overly prescriptive or leading. n:\johnE\ btec assignments — Issue 1 — January 2006 © BLC After all, it is supposed to be the learner’s work. The amount of detail provided will also vary depending on the level of the qualification. For example, the support and guidance given to a BTEC First learner would be much greater than that given to a learner on a BTEC Higher National programme. It may also be useful to include a section, following the last task, to provide the learner with any final instructions about presentation of evidence, deadlines, other assessment evidence that may be used eg observation, questioning, witness statements. This final section of the learner brief can also be used to refer the learner to the assessment information sheet that has been provided separately.
3.3.3 Assessment information The assessment information sheet is used to provided guidance to the learner about: •
what is to be covered (ie learning outcome and criteria) by the assignment
•
the evidence required (eg report, drawings, presentation) when submitted for assessment.
It can also be designed so that the sheet can be used to provide assessment feedback to the learner (see Section 5: Providing assessment feedback). The way the assessment information is presented will be different for BTEC Firsts/Nationals and BTEC Higher Nationals. This is a result of the way that the grading criteria are defined.
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BTEC First and Nationals have grading criteria for merit and distinction set within the context of the unit and linked to the pass criteria presented on the assessment guidance grid. As with the first two sections (front sheet and learner’s brief) some information needs to be repeated to ensure the link between the assessment information and the assignment. This sheet also needs to provide a space for the learner’s name as it will be attached to the learner’s work when it is returned to them. The table will include all the assessment (pass) and grading (merit/distinction) criteria covered in the assignment. Three further columns allow the tutor to indicate: •
whether the criterion has or hasn’t been achieved — Yes/No
•
the evidence used/required for assessment
•
feedback to the learner on whether the criterion has been achieved and if not, what needs to be done.
The final boxes provide space for the Assessor’s General Comments, used by the tutor to provide comments in addition to those provided at criterion level (if applicable) and a space for Learner’s Comments, an opportunity for the learner to respond to the tutor’s assessment comments.
Best Learning College of Further and Higher Education BTEC National Diploma/Certificate in Business Unit 1: Introduction to Business Assignment 1: The business of being in business!
Learner’s Name: …………………………………………………………. Assessment and Grading Criteria
P1 identify and describe
ways in which the business activities of contrasting organizations meet stated business purposes M1 explain the contribution of contrasting organisations’ business activities towards the achievement of stated business purposes D1 evaluate the effectiveness of contrasting organisations’ business activities to the achievement of strategic aims and objectives
Achieved
Evidence
Feedback
Yes/No
Yes/No
Yes/No
Assessor’s General Comments: Assessor’s Signature: …………….…………….. Date: …………….. Print Name: ……………………………………………. Learner’s Comments: Learner’s Signature: ……………………………… Date: ………..….. n:\johnE\ btec assignments — Issue 1 — January 2006 © BLC
This final box on the assessment information sheet is important as it closes the assessment loop: Assessment evidence produced by learner against targeted criteria
Assessment carried out by tutor/assessor
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Assessment feedback given and action agreed with learner
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BTEC Higher National units only provide pass criteria in the grid. For the assignments at this level, the grading criteria for a specific assignment will be produced by the centre and set within the context of the tasks. The grading criteria will be based on the grade descriptors that are provided (see Section 4.3: Using the unit and grading descriptors) by BTEC. For BTEC Higher Nationals the assessment information form is much the same but needs to be modified to provide space for both the grade descriptor and the centre devised grading criteria.
Best Learning College of Further and Higher Education BTEC Higher National Diploma/Certificate in Business Unit 3: Organisations and Behaviour
Assignment 1: Structures and Cultures
Learner’s Name: …………………………………………………………. Outcomes/criteria
Possible evidence
LO 1 Explore organisational structure and culture
Report including:
P1.1 compare and contrast different organisational structures
– clear identification of business organisations investigated
P1.2 analyse the relationship between an organisation’s structure and culture and the effects on business performance
- diagrams to show organisational and structures
Grade descriptor
Grading criteria
Merit M1 identify and apply strategies to find appropriate solutions Distinction D3 demonstrate convergent/lateral/ creative thinking
Feedback
- organisational data collected and how it has been used in your report Feedback
Report — shows an effective approach to the exploration of organisational structure and culture has been applied Report summary — has been prepared with care and clearly demonstrates the learner’s thinking strategies
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The BTEC Higher National assessment information sheet is likely to require at least two pages if it is to provide sufficient information and space for feedback for most assignments. As with the BTEC First and National example, a space for the assessor’s signature and date plus two further boxes to enable the tutor to provide general comments and the learner to respond to the feedback should be included.
Section 3: Key points summary
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•
Design and agree a ‘house style’ for assignments.
•
Be clear about the purpose and value of good assignments — invest time to create them, save time when they work well.
•
The style of assessment information sheets will be different for BTEC First/Nationals and BTEC Higher Nationals.
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Writing the assignment brief
4.1
The writing process
The assignment writing process is guided by the unit specification in the first place. From that point on however, it is simply up to your imagination and experience to create something that will: •
inform the learner about what they have to do and produce
•
sufficiently capture the learner’s interest
•
challenge the learner and encourage them to go on and achieve more that just a pass
•
provide sufficient information for the learner to assess their own performance against the brief.
Little advice can be given about the setting of an assignment without knowing the unit being considered and the resources available to the centre. What can be said though is that a good assignment will: •
use language that is accessible to the learner and that is typical of the vocational area studied (eg the technical language of business accounting or the scientific terms used in engineering technology)
•
provide the learner with a realistic situation or experience that is set within the context of the unit and qualification (ie a realistic vocational setting such as a real business or industry operation)
•
develop the skills and knowledge gained in the programme of learning (ie consider how each of the units in the programme support one another).
The unit outcome or outcomes, criteria and unit content are the best starting points when writing the tasks of an assignment. However, it is seldom sufficient to just provide these as the brief. A good assignment brief will put the outcome, criteria and unit content into a form that helps the learner to understand what is required of them and also provide guidance on any constraints or problems that they might encounter. Let us take just one outcome from Unit 1: Introduction to Business that comes from the BTEC National in Business (used in the example documentation in Section 3) to illustrate how to use the information provided. Assuming that we have carried out an analysis of the assessment grid as described in Section 2.3: Formulating an assessment strategy. Following the analysis, we decide that outcome 1 is best covered by a single assignment that includes P1, M1 and D1. Please note that this assumption is being used to illustrate method for the purpose of this guide and may not be the best strategy for this unit or the strategy that you should or would use! The first thing to do is to collect the information together either, in your mind or on paper depending on your method of working, so that you can get an overview of what is required by the unit. The three parts to consider are: Learning outcome Unit content Criteria
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The assignment brief will need to convey this information to the learner as clearly as possible. For our example unit, these three parts are: Learning outcome 1: Investigate a range of business activity
Unit content Business activity: what is a business? examples of local, national and global business activity including public, private, not-forprofit/voluntary sector providers; illustrated by business websites, annual reports, promotions, news reports, government statistics eg Social Trends, market intelligence reports eg Mintel, Dunn & Bradstreet, Datastream Business purposes: reasons why businesses exist; how products and services may be supplied for profit, at cost and below cost by local, national and global business organisations; how businesses supply products and services to consumers, other businesses, and central and local government agencies in response to demand Key stakeholders: people and communities affected by business activity; customers, employees, owners eg shareholders, bankers and financial institutions, pressure groups, trade unions, employer associations, local and national communities; how value may be added and for whom; the role of procurers, producers, distributors, retailers and ‘etailers’.
Assessment criteria P1
identify and describe ways in which the business activities of contrasting organisations meet stated business purposes
M1
explain the contribution of contrasting organisations’ business activities towards the achievement of stated business purposes
D1
evaluate the effectiveness of contrasting organisations’ business activities to the achievement of strategic aims and objectives.
From the learning outcome, it can be seen that the assignment must direct the learner to investigate a range of business activity. This aspect of content — range, is reinforced and further informed by the assessment criteria, which states — contrasting organisations. To find out more about this we need to go to the unit content. In this example, it is under the content heading Business activity, where we find — local, national and global business activity. This gives us both the range and contrasting organisations. There is a further dimension indicated and this must also be considered in the assignment design — including public, private, not-for-profit/voluntary sectors. This will add to the contrast of the business activities. A choice now has to be made. Can the learner get access to the information required for all three types of business — local, national and global? If you decide that the learner would be able to get the information required on their own then the task could be simply set for them to do so. If not, then another approach needs to be considered (eg work placements that provide access relevant businesses, use of case studies prepared by the tutor that contain the information required, use of organisations that are ‘friendly’ to the centre and willing to provide the information on request, internet and/or document research). One approach might be for the centre to prepare a case study on a global organisation to get the learner started. This has the value of reducing the overall time that the learner will spend on research and also illustrating the sort of information that they will need to research for the other two organisations. 18
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Taking the one case study approach, we can start to draft out the task. It will need some introduction to make the tasks that follow relevant to the learner. When you first start to write an assignment, it is often helpful to only consider the pass criteria. Once you have this ‘satisfactory’ level of achievement set, you can then think about what the learner needs to do for merit and distinction. It is worth thinking this through before you start however, so that you do not waste time setting an assignment that only has opportunities for pass when merit and distinction may also be required. The first draft might look like: Tasks The following tasks have been designed to guide your work and provide you with opportunities to prepare evidence towards the learning outcomes and criteria identified for this assignment. Alternative approaches would also be possible. If you feel it would be helpful to carry out the work in a different way then discuss this with your tutor. Your tutor will provide you with a case study for a Global Organisation. You will then need to research two other business organisations — one must be a local business and the other a national business. The case study will be based on a business that operates in the private sector — a Public Limited Company (PLC). The other two businesses that you choose to research must come from a public sector organisation and a not-for-profit/voluntary organisation (eg a national public sector organisation and a local charity organisation or vice-versa). Your research may draw from a range of sources eg business websites, annual reports, promotions, news reports, government statistics (social trends, etc.) and/or market intelligence reports (Mintel, Dunn & Bradstreet, Datastream, etc.). Ensure that you give full credit to your use of other’s work from these sources. 1.
Individually, read the case study provided. Identify and describe the ways in which the given organisation’s business activities help it to meet its stated business purpose.
In this first step, we have set the background and constraints for the work. We have also used the criterion P1 to frame task 1. We could improve the task by adding further guidance for the learner to ensure that the unit content is fully covered. For example: 1.
Individually, read the case study provided. Identify and describe the ways in which the given organisation’s business activities help it to meet its stated business purpose, for example: • the reasons why the business exists • how products and/or services may be supplied for profit/cost/below cost, as applicable to the organisation • how the business supplies its products or services to its customers in response to demand.
This has introduced the necessary range of unit content under the heading Business purposes, which needs to be covered if this aspect of content is to be fully achieved.
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The task has not yet dealt with the unit content heading Key stakeholders, to do this we need to add: 1.
Individually, read the case study provided. Identify and describe the ways in which the given organisation’s business activities help it to meet its stated business purpose, for example: • the reasons why the business exists • how products and/or services may be supplied for profit/cost/below cost, as applicable to the organisation • how the business supplies its products or services to its customers in response to demand. Also consider the key stakeholders of the business, for example: • the people and/or communities affected by the business activity • the customers/employees/owners of the organisation • how value may be added and to whom • the role of procurers, producers, distributors, retailers and/or ‘etailers’, as applicable to the organisation.
This has set a task that will allow the learner to provide part of the evidence toward the learning outcome and criterion. To fully meet the outcome and criterion we would need to add a second task to guide the learners to research the other two types of organisation. For example, task 2:
1.
Individually, read the case study provided. Identify and describe the ways in which the given organisation’s business activities help it to meet its stated business purpose, for example: • the reasons why the business exists • how products and/or services may be supplied for profit/cost/below cost, as applicable to the organisation • how the business supplies its products or services to its customers in response to demand. As you examine the case study, also consider the key stakeholders of the business, for example: • the people and/or communities affected by the business activity • the customers/employees/owners of the organisation • how value may be added and to whom • the role of procurers, producers, distributors, retailers and/or ‘etailers’, as applicable to the organisation.
2.
Now carry out individual research into two further contrasting organisations — a public sector organisation and a not-for-profit/voluntary organisation. As you have done for the given organisation, identify and describe the ways in which the business activities of the two organisations help them to meet their stated business purposes.
The above tasks, as set, would guide the learner towards producing sufficient evidence to fully meet the learning outcome and the criterion targeted at pass level. We will return to this example task again in Section 4.3: Using the unit grading criteria or grading descriptors, to consider how to use the grading criteria provided.
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4.2
Identifying compound/split criteria
Not an issue for the criteria in the business unit used as an example in Section 4.1 but compound/split criteria can be a problem for assignment design. A compound or split criterion is one that has a number of parts that need to be covered if the criterion is to be fully achieved. These parts may be unrelated and so may need separate tasks or even different assignments! If we consider the criterion P3 of our business unit:
P3 identify and describe connections between different functional activities carried out in a selected business organisation and its strategic aims and objectives.
There are two parts to this criterion: 1. different functional activities of a business 2. its strategic aims and objectives.
However, the unit writer has connected the two parts by saying — identify and describe the connections between ………. and so, they are linked and would be done in one task.
Now look at a criterion from an engineering science unit: This criterion covers three quite specific areas of P7 solve problems involving the gas laws, heat energy transfer and expansion science — gas laws, heat energy transfer and expansion. Although these areas are related, it would be unrealistic to assume that one task would be set to assess all three at once for two main reasons. First, the task would probably need to be unreasonably complex to do so and second, the three areas would normally be taught separately using problems that relate to each area (eg teach gas laws and solve problems involving these laws). This means that the criterion would have to be revisited at least twice and possibly three times before it can be achieved fully. When this occurs it is important to make this clear to the learner and others (eg internal or external verifiers or examiners) with the responsibility for checking quality and coverage. This is usually achieved using the front sheet, and assessment information sheet to indicate that the criterion is only achieved ‘inpart’ in that particular assignment.
Extract from a front sheet
Further information would also be provided to say where the other parts of the criterion would be covered.
This assignment will provide you with an opportunity to present evidence of achievement towards the following learning outcome(s) and criteria. Note this assignment will only provided coverage of LO3 and criterion P7 (in-part) — gas laws. Heat energy transfer and expansion are covered in assignments 2 and 3. LO3 Explore the nature of energy associated with mechanical, electrical and heat energy systems P7 (in-part) solve problems involving the gas laws, heat energy transfer and expansion
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4.3
Using the unit grading criteria or grading descriptors
4.3.1 BTEC First and National grading criteria BTEC First and National units have the grading criteria for merit and distinction written into the assessment grid of the unit. The criteria are already set within the context of the unit and relate directly to the pass (P) criteria. Having written an assignment for achievement at pass it then becomes necessary to identify the opportunities for merit (M) and distinction (D) when related M/D criteria apply. Let us go back to our Business example. The related merit and distinction criteria are: Assessment criteria M1
explain the contribution of contrasting organisations’ business activities towards the achievement of stated business purposes
D1
evaluate the effectiveness of contrasting organisations’ business activities to the achievement of strategic aims and objectives.
To achieve the grading criteria M1 and D1, the learner would need to apply these criteria to each of the organisations covered by the example assignment — the contrasting organisations’ business activities. The assignment tasks would need to make this clear, both in terms of what the learner needs to do and also what additional intellectual work is required to meet the criteria. This would be in addition to that required to achieve the pass criteria. A possible approach might be:
1(a).
Individually, read the case study provided. From the information provided in the case study, produce a business report that identifies and describe the ways in which the given organisation’s business activities help it to meet its stated business purpose, for example: •
the reasons why the business exists
•
how products and/or services may be supplied for profit/cost/below cost, as applicable to the organisation
•
how the business supplies its products or services to its customers in response to demand. As you examine the case study, also consider and comment in your report on the key stakeholders of the business, for example: •
the people and/or communities affected by the business activity
•
the customers, employees and owners of the organisation
•
how value may be added and to whom
•
the role of procurers, producers, distributors, retailers and/or ‘etailers’, as applicable to the organisation. [Pass — P1 (in-part)]
Continued …
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1(b).
As you read through the case study, consider and include two separate sections in your report that specifically: •
explains the contribution of the organisation’s business activities towards the achievement of stated business purposes [Merit — M1 (in-part)]
•
evaluates the effectiveness of the organisation’s business activities to the achievement of strategic aims and objectives. [Distinction — D1 (in-part)]
Once you have completed this first report, discuss it with your tutor. Your tutor will provide you feedback on the structure and content of the report before you go on to task 2. This will enable you make good use of the best features of your work and also, make sure that you do not make the same mistake three times! 2.
Now carry out individual research into two further contrasting organisations — a public sector organisation and a not-for-profit/voluntary organisation of your choice. Before you start your research, discuss your choice of organisations with your tutor. For each of the organisations, produce a business report as you have done for the given organisation in tasks 1(a) and (b). In each report: •
identify and describe the ways in which the business activities of the organisation helps it to meet its stated business purposes [Pass — P1 (in-part)]
•
consider and explain the contribution of the organisation’s business activities towards the achievement of stated business purposes [Merit — M1 (in-part)]
•
evaluate the effectiveness of the organisation’s business activities to the achievement of strategic aims and objectives. [Distinction — D1 (in-part)]
The assignment tasks are now complete. They clearly indicate what the learner must do to meet the requirements of P1, M1 and D1. They also make clear which task covers which criterion. Note that the ‘form’ of the evidence has also been added — a business report. This assumes that you have provided separate guidance on what a business report should look like as part of your teaching strategy. Some important points and key factors for success need to be considered when building-in grading opportunities. For example, has the learner: •
been made aware of the language used for grading criteria (eg compare, justify, evaluate) and its meaning within the context of the tasks set?
•
been given the opportunity to gain/practise these higher-level skills during the taught element of the course?
Creating a ‘report’, as a form of evidence, is often over used in assignment design. A more interesting approach might be to ask the learner to produce a ‘publicity brochure’, or in the case of our business example, to prepare an information brochure for prospective investors, or to give a presentation about the businesses to the group. However, the value of these alternative forms of evidence has to be measured against any additional work or time that might be required for the learner to produce them — do they add value, interest, relevance?
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Also, note that an element of formative assessment has been built into the assignment tasks — discussions with tutor after task 1. This will enable the tutor to: •
ensure that the learner is working at the right level and producing work of an appropriate standard before they commit too much time to the assignment
•
check the progress of the learner
•
provide guidance where necessary to support weaker learners and also encourage performance over and above pass.
When such guidance and support is given, care needs to be taken so as not to give unfair advantage to any of the learners — to be a reliable assessment of their learning then the work must reflect the learner’s abilities and not the tutors!
4.3.2 BTEC Higher National grade descriptors The approach for BTEC Higher Nationals is different in that the merit and distinction criteria are not given in the unit. The writer of the assignment has to write the assignment to the pass criteria and then use the Grade Descriptors provided by BTEC. These grade descriptors provide a framework for the creation of grading criteria to be written and set within the context of the assignment. This is referred to as contextualised grading criteria. The grade descriptors describe the expected qualities of the learner’s work at merit and distinction levels. The merit and distinction levels have three descriptors each: Merit descriptors
Distinction descriptors
M1
identify and apply strategies to find appropriate solutions
D1
use critical reflection to evaluate own work and justify valid conclusions
M2
select/design and apply appropriate methods/techniques
D2
take responsibility for managing and organising activities
M3
present and communicate appropriate findings
D3
demonstrate convergent/lateral/creative thinking
The three merit descriptors consider the ability of the learner to apply and present their knowledge and understanding of a topic in any specific piece of work. The three distinction descriptors consider the ability of the learner to apply higher-level thinking skills and ability to work independently. Each BTEC Higher National assignment should consider how these descriptors apply to the work undertaken by the learner and then select some or all of them to be used within the assignment. The assessment strategy for a unit as a whole must provide the learner with at least one opportunity to demonstrate achievement of each descriptor. In practice, several opportunities might be provided. To achieve a merit or distinction for a unit, the learner must satisfactorily demonstrate that they can meet all the pass and merit descriptors to be awarded a merit and all the pass, merit and distinction descriptors to achieve a distinction for the unit. Any single assignment however, as with BTEC First and Nationals, will only be able to indicate that the learners has achieved some of the descriptors, say M1 and D2 unless it is a project style assessment that covers the whole unit (ie all learning outcomes and criteria). A BTEC Higher National assessment planning chart would look much like the BTEC First and National chart. After all, the process is the same.
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Planning chart for a BTEC Higher National:
Unit content
Time on course
Wk x
Wk y
Assignment 1 Covers: LO1 LO3 M1 D1 M2 (in-part)*
Assignment 2 Covers: LO2 LO4 M2 D2 M3 D3
* M2 — only achieved when assignment 2 in completed.
It is only necessary for each descriptor to be met once within the overall assessment evidence of a unit. However, it is often found that a number of opportunities are designed into the assignments to provide greater sufficiency of evidence. This provides the tutor with more confidence in the grade awarded and more than one opportunity will also provide scope for reassessment if required. Centres should use the grade descriptors as the starting point from which they structure the grading criteria for each assessment instrument used to grade the unit as a whole. BTEC provides a range of examples of the sort of characteristics (see appendix 1) that you would expect to see in the learner’s work if the grade descriptors are to be met. These examples are called indicative characteristics. For example, the grade descriptor M1 has three indicative characteristics. Merit descriptors
Indicative characteristics
M1
• •
identify and apply strategies to find appropriate solutions
•
effective judgements have been made complex problems with more than one variable have been explored an effective approach to study and research has been applied
The list of indicative characteristics is not meant to be definitive, they are just examples that can be: •
used directly
•
adapted in a variety of ways
•
completely rewritten to create a new statement that equally relates back to and shows achievement of the grade descriptor.
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When considering the learner’s work, if any one of the indicative characteristics is present then the work may be demonstrating sufficient achievement of the descriptor. For example, if an assignment task requires the learner to: Outcome and criteria Outcome: Explore organisational structure and culture Pass Criterion: • compare and contrast different organisational structures and culture
Related unit content Types of organisation and associated structures: functional, product-based, geographically based, multifunctional and multidivisional structures, matrix, centralisation and decentralisation Organisational networks and linkages: internal and external network structures, flexible working Organisational culture: classification of organisational culture — power culture, role culture, task culture, person culture, cultural norms and symbols, values and beliefs, development of organisational culture.
Task Prepare a chart to compare and contrast the type of organisational structure and culture that operates within the company that you work for* with another but quite different organisation. The chart should focus on the associated structures, organisational networks, linkages and classification of organisational culture for each organisation. (* Alternatively, a work placement or organisation based on a case study could be used.)
Grade descriptor to be applied to task M1
identify and apply strategies to find appropriate solutions.
Possible indicative characteristics • • •
effective judgements have been made complex problems with more than one variable have been explored an effective approach to study and research has been applied.
Grading criteria to be used Comparative chart — is sufficiently detailed to show that an effective approach to study and research has been applied to both organisations.
To pass the task the learner needs to have explored the organisational structures and cultures of the two organisations and prepared a suitable comparison in terms of the unit content requirements — types of organisation and associated structures, organisational networks and linkages, organisational culture. The qualitative aspect of the work, that will be used to determine the learner’s achievement of M1 on this occasion, will be the level of detail of both their understanding of the subject matter (effective approach to study) and the depth to which they have taken this in their comparisons (effective approach to research).
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The approach taken in the example above shows how the indicative criteria can be adapted to better fit the work being undertaken in the task. In some cases the indicative characteristic could be used just as it is with no more than an identification of the evidence to which it relates (eg report, presentation, diagram, etc.). However, it may be necessary to create a completely new statement to better reflect what is expected of the learner. For example: Distinction Descriptor •
use critical reflection to evaluate own work and justify valid conclusions
Indicative Characteristic • conclusions have been arrived at through synthesis of ideas and have been justified.
Assessment Information Grading Criteria Self-review notes — show evaluation and justification of own work based upon self-defined criteria for success.
Section 4: Key points summary •
Use the information provided in the unit (learning outcomes, unit content and criteria) to structure the assignment tasks — take care with the active verbs
•
Write the assignment tasks for pass in the first instance and then build-in opportunities for merit and distinction
•
Take care with compound/split criteria
•
The approach for BTEC Higher Nationals is different, the grade descriptors have to be used as a source for centre devised grading criteria that need to be set in the context of the unit and tasks of the assignment
•
The BTEC Higher National indicative characteristics provided are not definitive — each of the lists (eg for M1) can be added to or the indicative characteristics provided can be modified to better suit the task. The grade descriptors cannot be changed.
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5
Providing assessment feedback
5.1
The role of feedback
The main purpose of the assessment information sheet is to provide a description, using the assessment and grading criteria, of the expected achievement for any given assignment. Good criteria will provide a direct link between the unit content and the learner’s work and improve the reliability and consistency of judgement of the assessor. The actual preparation of an assessment information sheet for an assignment also proves to be an effective quality check on the suitability of the tasks set within the assignment. The process forces the writer of the assignment to check that the tasks set will produce suitable and sufficient evidence to meet the criteria: Unit content Tasks set
Criteria Evidence
Assessment Feedback Finally, the task of providing feedback to the learner is found to be much easier if the expected achievement has been carefully described using well-structured criteria.
5.2
Documentation
A feedback sheet designed to provide feedback that is directly aligned with the criteria is recommended (see Section 3.3.3 above). For example, for BTEC First and Nationals:
Assessment and Grading Criteria
P1 identify and describe ways in which the business activities of contrasting organizations meet stated business purposes M1 explain the contribution of contrasting organisations’ business activities towards the achievement of stated business purposes
Achieved
Evidence
Yes/No
Report
Yes/No
Report
Not Yet
Feedback
Achieved, the three reports (public, private and voluntary sectors) clearly describe the business activities of the organisations and how they meet their business purposes.
Not yet achieved. This has been achieved for the public and private sector businesses but you have not addressed this criterion in your report of the voluntary organisation considered — is this an omission? Discuss this with me if necessary and then reconsider this aspect of non-profit organisations — resubmit by 17 Feb.
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This approach makes it clear whether a criterion has or hasn’t been achieved and ensures that feedback is directly related to a specific criterion. Course teams often design assessment information sheets with just a single comments box and provide feedback without any reference to criteria covered by the assignment. This method is not recommended as it can lead to very general and sometimes superficial feedback (eg Very good work in this assignment, well done), which would not be acceptable. A general comments ‘box’ can be made to work if the assessor cross-references the feedback to the criteria covered by the assignment.
Best Learning College of Further and Higher Education BTEC National Diploma/Certificate in Business Unit 1: Introduction to Business Assignment 1: The business of being in business! Learner’s Name: …………………………………. Assessor’s Comments: P1
Achieved, the three reports (public, private and voluntary sectors) clearly describe the business activities of the organisations.
M1
Not yet achieved. This has been achieved for the public and private sector businesses but you have not addressed this criterion in your report of the voluntary organisation that you have considered. Reconsider and resubmit by 14 Feb.
Assessor’s Signature: A. N Assessor. Date: 31 Jan 06 Print Name: …Alan Neil Assessor………………………. Learner’s Comments: Learner’s Signature: ……………………………… Date: ………..….. n:\johnE\ btec assignments — Issue 1 — January 2006 © BLC
For BTEC Higher Nationals the format changes slightly but the principles remain the same. For example:
Outcomes/criteria
Possible evidence
Feedback
LO 1 Explore organisational structure and culture
Report including:
- analysis of the structure and culture of one business and the effects on business performance
LO1 Achieved — a good, well structured report that provides a clear comparison of the contrasts between the two organisations considered (P1.1). The report includes a well-balanced analysis of structure and culture and its effects on Footcare Inc (P1.2). Particularly good section on the way the company had developed values and beliefs to improve business performance (see report p14) — well done.
Grading criteria
Feedback
Report — shows an effective approach to the exploration of organisational structure and culture
M1 Achieved — the report makes good and relevant use of comparative charts and organisational structure flow charts. Also, excellent use of references and alternative sources of information (see report appendix 2).
P1.1 compare and contrast different organisational structures
– clear identification of business organisations investigated
P1.2 analyse the relationship between an organisation’s structure and culture and the effects on business performance
- diagrams to show contrasting organisational structures
Grade descriptor
Merit M1 identify and apply strategies to find appropriate solutions
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- organisational data collected and how it has been used in your report
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Section 5: Key points summary •
Tasks are designed to enable learning to be assessed. If learning has not taken place then feedback needs to be given to enable further learning opportunities to take place and then re-assess. BTEC programmes are about learning.
•
Feedback should be give at criterion level.
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6
Quality issues
6.1
Authenticity of evidence and assignment design
An important quality issue for the design of assignments is whether an assignment will provide the learner with an opportunity to generate authentic assessment evidence — that is, the work submitted for assessment is the actual work of the learner and not the work of others. For example, it would not be acceptable for the learner to submit whole sections of text or other material from any source (eg the internet, CD ROMs, encyclopaedias or other text/reference books) as their own. This also applies to diagrams copied from other sources. Such diagrams would not represent authentic assessment evidence on their own. If diagrams produced by others are used (and this is not an unreasonable thing to do) then there must be clear evidence of the way the learner has used the diagram. That is, the learner may have annotated, or in some other way adapted the diagram, for their use within the context of the assignment. It is this ‘use of the diagram’ and not the original diagram that should be assessed. Where text is used or quoted then full credit must be given to the source/author and again it is the way that the learner has ‘used the text/quote’ that should be assessed. Further information can be found on the Edexcel website www.edexcel.org.uk — About us — Policies and Research — MAL 04/06 Policy on Assessment Malpractice. This policy states that centres are required to have a centre policy on malpractice. Also, that the assessors within BTEC centres should ask learners to declare that their work is their own (see Section 3.3.1: Front sheets — authenticity statement).
6.2
Documentation
The typical documentation of assignment design includes: •
a record of the assessment strategy for each unit
•
the assessment instruments including, front sheet, learner brief, assessment information, as applicable
•
witness or observation recording sheets (if applicable)
•
a record of internal verification for each assessment instrument — see BTEC Internal verification guide for International Centres.
Successful documentation will enable the tutor and course team to: •
record and monitor learning and achievement
•
provide sufficient information for internal and external quality monitoring (eg internal or external verification)
•
draw together information to enable final unit grading decisions to be made.
Centres are expected to decide upon the style and layout of any documentation.
6.3
Internal verification (IV)/Review (IR)
The internal verification process, often called internal review in higher education programmes, is a quality control process and should play an important part in the design of assessment instruments (see BTEC Internal verification guide for International Centres). It is not unusual to see an IV box on the front sheet of an assignment. If this is the only record of verification then it is inadequate.
Internally Verified By: ……………………………… Date: ………………………….
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Internal verification documentation needs to show: •
how the assignment has been checked (what criteria has been used?) and by whom
•
the outcome of the IV process including what needs to be done before the assignment is used
•
the results of such further design work and a record of the final approval of the assignment for its use.
To achieve this, separate documentation is usually required. The box, as shown above is not necessary if a system of document control is used. A simple approach to document control would identify: •
where the assignment can be found (eg file location)
•
who produced the assignment
•
the date the assignment was produced/approved and an issue number.
n:\johnE\ btec assignments\ business unit 1 — assignment 1 Issue 1 — January 2006 © BLC
This information can then be used as the reference to track and check the assignments being used for assessment within the unit and learning programme.
Section 6: Key points summary
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•
Centres are required to check authenticity of learner’s work.
•
Documentation can be a key quality control tool and careful document control plays an important part in the quality process.
•
Internal verification/review should have its own documentation that makes clear — the what, when and by whom plus, the action taken in response to the IV/Review process.
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select/design and apply appropriate methods/techniques
present and communicate appropriate findings
•
•
the appropriate structure and approach has been used coherent, logical development of principles/concepts for the intended audience a range of methods of presentation has been used and technical language have been accurately used communication has taken place in familiar and unfamiliar contexts the communication is appropriate for familiar and unfamiliar audiences and appropriate media have been used
relevant theories and techniques have been applied a range of methods and techniques have been applied a range of sources of information has been used the selection of methods and techniques/sources has been justified the design of methods and techniques/sources has been justified complex information/data has been synthesised and processed appropriate learning methods/techniques have been applied
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•
•
•
•
•
•
•
•
•
•
•
•
•
•
demonstrate convergent/lateral/ creative thinking
take responsibility for managing and organising activities
use critical reflection to evaluate own work and justify valid conclusions
• •
identify and apply strategies to find appropriate solutions
• •
Descriptors
Indicative characteristics
Descriptors
effective judgements have been made complex problems with more than one variable have been explored an effective approach to study and research has been applied
Distinction grade
Merit grade
Appendix 1 - BTEC Higher National grade descriptors
• •
• •
• •
•
• • •
•
•
• •
•
•
ideas have been generated and decisions taken self evaluation has taken place convergent and lateral thinking have been applied problems have been solved innovation and creative thought have been applied receptiveness to new ideas is evident effective thinking has taken place in unfamiliar contexts
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autonomy/independence has been demonstrated substantial activities, projects or investigations have been planned, managed and organised activities have been managed the unforeseen has been accommodated the importance of interdependence has been recognised and achieved
conclusions have been arrived at through synthesis of ideas and have been justified the validity of results has been evaluated using defined criteria self criticism of approach has taken place realistic improvements have been proposed against defined characteristics for success
Indicative characteristics
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Appendix 2 — Glossary Assessment instrument
—
a general term used for any form of assessment method eg tests, examinations, tutor observation, oral questioning, work-based assessment through witness statements.
Assignment
—
usually the term used for a paper-based assessment instrument that specifies a number of tasks or activities that indicate to the learner what is required of them. An assignment may also include some of the above alternative methods of assessment (eg tutor observation).
Context
—
the circumstances relevant to the unit, assignment, task or criterion. The term contextualised grading criteria is used to describe criteria that have been set within a particular unit (BTEC First and Nationals) or written to relate to specific tasks within an assignment (BTEC Higher Nationals).
Formative assessment
—
assessment that is not used to reach a final assessment or grading decision but used to support the learner. When formative assessment is used to support learning then there is no limit to the level of support provided but when formative assessment is used within the process of assessment (ie to support a learner when working with an assignment) then care needs to be taken not to give unfair advantage.
Integrated assignments
—
are assignments that either assess more than one unit or rely on the learning/understanding from another unit before the learner can tackle the tasks set. The degree of integration can vary from absolutely no integration (free standing units) to highly integrated (each assignment covers a part of two or more units). An integrated approach to assessment is often a reflection of a more integrated approach to teaching and learning.
Process evidence
—
evidence that comes from the observation or oral questioning of the learner doing something eg using equipment, giving a presentation, working with others.
Product evidence
—
the outcome of a process. The product is the result of a process. For example, using equipment may result in the manufacture of a component. The assessor would need to decide whether the component (product) would provide sufficient evidence to fully measure the ability of the learner to use the equipment. If a criterion required the safe use of the equipment to manufacture a product then the product alone would not be sufficient — the process of manufacture would also have to be observed.
Vocational context
—
the setting of taught material or assessments within circumstances relevant to the industry or profession of the qualification eg engineering, business, performing arts, media. A simple example would be mathematics, which can be taught as just that — principles of mathematics. In engineering or any other subject that needs to use mathematics, then the mathematical problems set should be based within the industry. For example, calculations to do with the positioning, size, strength of engineering components or the percentage change of business profit or loss.
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