Last week, I joined other RS teachers (virtually) for a Q/A session with Ewan Brady (from OCR) who tried to shed some light on the final weeks ahead. Here is a summary of what was said:
Evidence:
- Use a ‘range’ of different types of evidence from various parts of the course. Be “consistent as possible” – apply the same across all students (including setting the same questions if a student misses original assessment).
- “Most recent evidence is most accurate” – Holistic view at end. A “greater weight to the more recent.”
- There is no minimum or maximum amount of evidence “not a specific number.” Provide enough for a “clear picture” but essentially it is based on what each individual teacher/ centre “class as sufficient.” There is no “hierarchy of evidence.”
Setting and marking assessments:
- Do not use 2020 grade boundaries as the exam was “set to a different standard”.
- No expectation that your grades should be capped. Not based on previous years (historical data).
- Be cautious of grading individual essays.
- If you have adapted your own questions following “Ofqual centre devised tasks” guidelines, whilst this is an “added complication” as you have to use your own mark schemes, apply the levels of response and remain fair and consistent to all your students.
- Final grading is based on an “overall impression [of] what you have actually seen in front of you.”
Key message repeated throughout is that it is “up to you how you organise it [and] what you include.” Grading should be based on “performance over range and time and professional judgement.”
Provided by the exam board: https://www.youtube.com/watch?v=LHnkck3V0TA
I left the meeting feeling supported by OCR but I still have a few concerns:
Continue reading “2021 Assessment Guidelines: What you need to know (from OCR)”