Twitter Feed
Integration of delivery and assessment
- Details
- Written by: Shauna Fitzpatrick
- Hits: 24840
 |
What is integration?Integration is the process of combining delivery for several outcomes, across a programme, into a single coherent activity |
How can I plan for integration of delivery?• Read the relevant programme modules (two or more) How can I plan for integration of assessment?• Familiarise yourself with all the information relating to assessment in the relevant programme modules (2 or more) - Sample Grid for the Integration of Assessment for Social Studies 5N1370 and Communications 5N0690 (see link to sample brief below) • Consider whether there is an opportunity to write assessment guidelines in a brief, that will allow learners demonstrate achievement of the learning outcomes of two (or more) components |
 |
What are the numbers associated with integration of assessment?
• One assessment brief that simultaneously meets the assessment requirements of two (or more) programme modules
• Two (or more) marking schemes
It is important that the learner is informed that even though s/he is producing one piece of work, that work will be marked in line with the specific assessment criteria of each of the relevant programme modules. This means the learner will get two (or more) marks assigned for the same piece of work.
Sample assessment briefs for the integration of assessment
Please note: the following sample integrated assessment briefs are provided for illustrative purposes only. They have been developed in line with programmes developed as part of the ETBI shared programme development process
1. Integration of Assessment for Communications 3N0880 and Word Processing 3N0588
3. Integration of Assessment for Social Studies 5N1370 and Communications 5N0690
4. Integration of Assessment for Work Experience 5N1356 and Communications 5N0690
 |
What are the advantages of integration for the teacher?• Opportunity to work with colleagues delivering on the same programme
What are the advantages of integration for the learner?• Opportunity for holistic assessment |
In summary
When integrating assessment it is important to:
• Plan carefully
• Ensure the learner is facilitated to demonstrate achievement of all the learning outcomes mapped (in the validated programme) to each piece of assessment
• Keep learners informed
• Develop clear guidelines in the brief
• Ensure the learner is aware that s/he will achieve 2 (or more) separate marks for the one piece of work
Preparing a Portfolio of assessment
- Details
- Hits: 13444
(Please ensure your speakers are turned on and pop-ups are enabled on your PC)
Assessment
- Details
- Hits: 26409
The following links may be useful:
QQI Fees for Certification - See Section 1.4 of linked document
Level 1 and Level 2 Marking Sheets
- Details
- Hits: 44450
Providers are free to develop Marking Sheets at Level 1 and Level 2 as appropriate, for example, Providers may list the assessment tasks that a Learner has completed and list the Learning Outcomes opposite each task:
Assessments..................Learning Outcomes
Task 1 ........................... R5, NVC5, LS3
Task 2............................ R1, R2, R3, R6, W3
Task 3............................ NVC3, NVC4
Or if you would like to view a sample Marking Sheet, that could be useful for the Internal Verification Process and External Authentication Process, and the information that could be included on a Marking Sheet, please download one by clicking on the code of the Minor Award:
| Level | Name | Code | Credit Value |
| 1 | Computer Skills | M1T11 | 5 |
| 2 | Computer Skills | M2T11 | 5 |
| 1 | Craft | M1A19 | 5 |
| 2 | Craft | M2A19 | 5 |
| 1 | Data Handling | M1N08 | 5 |
| 2 | Data Handling | M2N08 | 5 |
| 1 | Design | M1A20 | 5 |
| 2 | Design | M2A20 | 5 |
| 1 | Drama | M1A22 | 5 |
| 2 | Drama | M2A22 | 5 |
| 1 | Food Choice and Health | M1H16 | 5 |
| 2 | Food Choice and Health | M2H16 | 5 |
| 1 | Health Related Exercise | M1H17 | 5 |
| 2 | Health Related Exercise | M2H17 | 5 |
| 1 | Life Science | M1S24 | 5 |
| 2 | Life Science: Habitats | M2S25 | 5 |
| 1 | Life Science: Horticulture | M1S27 | 5 |
| 2 | Life Science: Horticulture | M2S28 | 5 |
| 2 | Life Science: Life Cycles | M2S26 | 5 |
| 1 | Listening and Speaking | M1C03 | 5 |
| 2 | Listening and Speaking | M2C03 | 5 |
| 1 | Music | M1A23 | 5 |
| 2 | Music | M2A23 | 5 |
| 1 | Non Verbal Communications | M1C04 | 5 |
| 2 | Non Verbal Communications | M2C04 | 5 |
| 1 | Pattern and Relationship | M1N06 | 5 |
| 2 | Pattern and Relationship | M2N06 | 5 |
| 1 | Personal Care | M1H14 | 5 |
| 2 | Personal Care | M2H14 | 5 |
| 1 | Personal Decision Making | M1L12 | 5 |
| 2 | Personal Decision Making | M2L12 | 5 |
| 1 | Personal Safety | M1H15 | 5 |
| 2 | Personal Safety | M2H15 | 5 |
| 1 | Problem Solving | M1N09 | 5 |
| 2 | Quantitative Problem Solving | M2N09 | 5 |
| 1 | Quantity and Number | M1N05 | 10 |
| 2 | Quantity and Number | M2N05 | 10 |
| 1 | Reading | M1C01 | 5 |
| 2 | Reading | M2C01 | 5 |
| 1 | Relaxation Techniques | M1H21 | 5 |
| 2 | Relaxation Techniques | M2H21 | 5 |
| 1 | Setting Learning Goals | M1L13 | 5 |
| 2 | Setting Learning Goals | M2L13 | 5 |
| 1 | Shape and Space | M1N07 | 5 |
| 2 | Shape and Space | M2N07 | 5 |
| 1 | Using Technology | M1T10 | 5 |
| 2 | Using Technology | M2T10 | 5 |
| 1 | Visual Art | M1A18 | 5 |
| 2 | Visual Art | M2A18 | 5 |
| 1 | Writing | M1C02 | 5 |
| 2 | Writing | M2C02 | 5 |
Writing Marking Schemes and Outline Solutions
- Details
- Hits: 19668
It is essential, when drawing up an examination paper, that you draw up Outline Solutions and Marking Schemes at the same time.
Your outline solutions should reflect the answers you expect the Learner to produce. Depending on the questions, outline solutions may have:
• one correct answer
• a range of acceptable answers
• a list of minimum acceptable key points
In devising a marking scheme and outline solutions for an examination paper Assessors should refer to:
• The assessment guidelines in the provider's validated programme module for the weighting of the examination, the format of the examination and the allocation of marks per question
• The Learner Marking Sheet at the back of the programme module for a break down of the marks allocated for each question
The marks allocated in the Learner Marking Sheet are overall marks. To ensure fair and consistent marking Assessors must devise a detailed breakdown on how the marks will be allocated to parts/elements of each question.
