exam policy
EXAM POLICY
Web or Internal This policy should be reviewed: Policy approved by Governors: Date of Review: Member of staff responsible: Governor committee responsible: Policy created by: Signed by Chair of Governors:
Web Annually Spring 2016 Spring 2017 Mr M Madden FGB Mr M Madden
Mission Statement The mission of Chatsmore Catholic High School is to help every individual to achieve the best that they can through giving witness to the way of life inspired by Christ and taught by His Church. In our journey we aim: to pray and worship together to develop a happy community where we achieve and experience friendship and respect to love, help and support individuals in learning and faith. So that each day we show that God is:
in our heads and in our understanding in our eyes and in our looking in our mouths and in our speaking in our hearts and in our caring for our friends and family as we continue to build God’s kingdom. Philosophy
The curriculum should ensure that our students know God and will develop a relationship with God to enable them to develop as Catholics with a strong faith underpinned by Gospel values which support their life choices and create lifelong learners with the skills, abilities and attitudes necessary to take an active part in a rapidly changing world. Our curriculum will continually and coherently support the development of the School as a worshipping community where students take an active role in shaping the future of our School community and the community of the wider world. We want to create an exciting, vibrant and challenging learning community where expectations are high. The responsibility for learning rests with the learner.
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Contents Page 3
The purpose of the Exam Policy
Page 4/5
Exam responsibilities
Page 6
Qualifications offered Exam Seasons and Timetables Entries, entry details and late entries
Page 7/8
Exam Fees Management of GCSE Controlled Assessment Outlining staff responsibilities
Page 9
Internal Moderation
Page 10
Disability Discrimination Act Access Arrangements
Page 11
Contingency Planning Estimated Grades Managing Invigilators Exam Days
Page 12/13
Candidates Coursework/Controlled Assessment/Non Exam Assessments Appeals against Internal Assessments
Page 14
Results Enquiries about results – EAR’s Access to scripts – ATS Certificates
Page 15/18
Risk Assessment for Internal Assessment
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The purpose of this exam policy is:
To ensure the planning and management of exams is conducted efficiently and in the best interest of candidates.
To ensure the operation of an efficient exam system with clear guidelines for all relevant staff.
It is the responsibility of everyone involved in the centre's exam processes to read, understand and implement this policy.
The exam policy will be reviewed annually.
The exam policy will be reviewed by the Head of Centre, Senior Leadership Team who is responsible for exams and the Exams officer.
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Exam responsibilities The Head of Centre has the overall responsibility for the school as an exam centre. The Exams Officer:
Advise on appeals and re-marks. Is responsible for reporting all suspicions or actual incidents of malpractice. Refer to the JCQ document - Suspected malpractice in examinations and assessments. Advises the senior leadership team, subject and class tutors and other relevant support staff on annual exam timetables and application procedures as set by the various awarding bodies. Oversees the production and distribution to staff, governors and candidates of an annual calendar for all exams in which candidates will be involved and communicates regularly with staff concerning imminent deadlines and events. Ensures that candidates and their parents are informed of and understand those aspects of the exam timetable that will affect them. Provides and confirms detailed data on estimated entries. Receives checks and stores securely all exam papers and completed scripts. Administers access arrangements using the JCQ publication “Access arrangements and reasonable adjustments 15/16” and makes applications for special consideration using the JCQ publication “A guide to the special consideration process 15/16”. Identifies and manages exam timetable clashes. Accounts for income and expenditures relating to all exam costs/charges. Submits candidates' coursework/controlled assessment marks, tracks despatch and stores returned coursework and any other material required by the appropriate awarding bodies correctly and on schedule. Arranges for dissemination of exam results and certificates to candidates and forwards, in consultation with the SLT, any appeals/re-mark requests. Maintains systems and processes to support the timely entry of candidates for their exams.
Teachers: Notification of access arrangements requirements (as soon as possible after the start of the course). Submission of candidates' names to heads of department/school/curriculum. The SEN Coordinator (SENCo): Identification and testing of candidates, requirements for access arrangements. Provision of additional support - with spelling, reading, mathematics, dyslexia or essential skills, hearing impairment, English for speakers of other languages, IT equipment - to help candidates achieve their course aims. Lead invigilator/invigilators: Under the direction of Examination Officer, take responsibility for the conduct of a particular examination session in the presence of candidates. To ensure at all times the safe custody of Question Papers and other Examination Material. Ensure that examination rooms are adequately prepared for examination purposes. Ensure that all rules and regulations relating to the conduct of examinations are strictly applied and followed. To deal with any emergencies that arise during an examination. Any associated duties that may be assigned by the Examination Officer. 4
Candidates: Confirmation and signing of entries. Understanding coursework/controlled assessment/non-examination assessment regulations and signing a declaration that authenticates the coursework as their own. Qualifications Offered The qualifications offered at this centre are decided by the Heads of Subject. The qualifications offered are GCSE, Entry Level Certificates, NVQ, BTEC and ASDAN(Until July 2016). The subjects offered for these qualifications in any academic year may be found in the centre’s published prospectus for that year. If there has been a change of syllabus from the previous year, the exams office must be informed by the beginning of the academic year and is the responsibility of the Heads of Subject. Decisions on whether a candidate should be entered for a particular subject will be taken in consultation with the Candidates, Parents/Carers and Subject teachers and the member of SLT who is responsible for exams. All candidates will be entitled, and enabled, to achieve an entry for qualifications from an external awarding body. Exam Seasons and Timetables Exam Seasons Internal exams and assessments are scheduled in November/December. External exams and assessments are scheduled in May and June, however English & Maths re-sits may take place in November. All Internal exams are held under external exam conditions. Which exam series are used in the centre is decided by the heads of subject. Timetable Once confirmed, the exams officer will circulate the exam timetable for Internal exams and External exams.
Entries, entry details and late entries Candidates are selected for their exam entries by their subject teachers. Candidates or parents/carers cannot request a subject entry, change of level or withdrawal. The centre does not accept entries from external candidates. The centre does not act as an exam centre for other organisations. Entry deadlines are circulated to heads of department via Notice board and Briefing meeting. Late entries are authorised by The Exams Officer. Retake decisions will be made in consultation with Candidates and Heads of subject.
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Exam fees The centre will pay all normal fees on behalf of candidates. Late entry or amendment fees are paid by departments. Re-sit fees are paid by department. Where the school feels that a candidate has underachieved due to a lack of commitment to learn the fee for a re-sit will be charged to the parent. Candidates or departments will not be charged for changes of tier, withdrawals made by the proper procedures or alterations arising from administrative processes provided these are made within the time allowed by the awarding bodies. Fee reimbursements are sought from candidates who decide to sit an exam after the late entry/withdrawal deadline/fail to sit an exam/do not meet the necessary coursework/controlled assessment requirements without medical evidence or evidence of other mitigating circumstances. Management of GCSE controlled assessment/non examination assessment Outlining staff responsibilities Senior Leadership Team Accountable for the safe and secure conduct of controlled assessments/non examination assessments. Ensure assessments comply with JCQ guidelines and awarding bodies’ subject-specific instructions.
At the start of the academic year, begin coordinating with heads of department/subject to schedule controlled assessments /non examination assessments. (It is advisable that controlled assessments be spread throughout the academic years of key stage 4)
Map overall resource management requirements for the year. As part of this resolve: o clashes/ problems over the timing or operation of controlled assessments. o issues arising from the need for particular facilities (rooms, IT networks, time out of school etc.)
Ensure that all staff involved have a calendar of events
Create, publish and update an internal appeals policy for controlled assessments/ non examination assessments.
Heads of Subject Decide on the awarding body and specification for a particular GCSE or Qualification.
Standardise internally the marking of all teachers involved in assessing an internally assessed component.
Ensure that individual teachers understand their responsibilities with regard to controlled assessment.
Ensure that individual teachers understand the requirements of the awarding body's specification and are familiar with the relevant teachers' notes, and any other subject specific instructions.
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Where appropriate, develop new assessment tasks or contextualize sample awarding body assessment tasks to meet local circumstances, in line with awarding body specifications and control requirements.
Special Educational Needs Co-ordinator/additional learning support Ensure access arrangements have been applied for.
Work with teaching staff to ensure requirements for support staff are met.
Teaching Staff Understand and comply with the general guidelines contained in the JCQ publication Instructions for conducting controlled assessments.
Understand and comply with the awarding body specification for conducting controlled assessments, including any subject-specific instructions, teachers’ notes or additional information on the awarding body’s website.
Supply to the exams office details of all unit codes for controlled assessments.
Obtain confidential materials/tasks set by awarding bodies in sufficient time to prepare for the assessment(s) and ensure that such materials are stored securely at all times.
Supervise assessments (at the specified level of control). Undertake the tasks required under the regulations, only permitting assistance to students as the specification allows.
Ensure that students and supervising teachers sign authentication forms on completion of an assessment.
Mark internally assessed components using the mark schemes provided by the awarding body. Submit marks through the exams office to the awarding body when required, keeping a record of the marks awarded.
Retain candidates’ work securely between assessment sessions (if more than one).
Post-completion, retain candidates’ work securely until the closing date for enquiries about results. In the event that an enquiry is submitted, retain candidates work securely until the outcome of the enquiry and any subsequent appeal has been conveyed to the centre.
Ask the appropriate special educational needs coordinator (SENCO) for any assistance required for the administration and management of access arrangements.
Exams Office Enter students for individual units, whether assessed by controlled assessment/ non examination assessments, external exam or on-screen test, before the deadline for final entries.
Enter students' 'cash-in' codes for the terminal exam series.
Where confidential materials are directly received by the exams office, to be responsible for receipt, safe storage and safe transmission, whether in CD or hard copy format.
Download and distribute mark sheets for teaching staff to use, and collect and send mark sheets to awarding bodies before deadlines.
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On the few occasions where controlled assessment/ non examination assessments cannot be conducted in the classroom, arrange suitable accommodation where controlled assessment can be carried out, at the direction of the senior leadership team. Internal Moderation
The aim is to ensure that:
internal moderation practices are valid and reliable, cover all tutors/assessors and meet the requirements of the awarding organisation
the internal moderation procedures are fair and open
accurate and detailed records are kept of internal moderation decisions
The centre will:
ensure that all assessment activities are valid, appropriate and fit for purpose
apply a strategy that will provide a representative sample across all tutor/assessors
create a plan of internal moderation in relation to all assessment activities
define, maintain and support effective internal moderation roles, including the provision of training where required
provide standardised documentation to support internal moderation activity and record-keeping
ensure that feedback and outcomes of internal and external moderation support future development of good practice
carry out an annual evaluation and review of internal moderation policy and procedures
Internal Moderation will be monitored by:
Regular Departmental Meetings with Line Manager
Annual INSET day for Departmental Internal Moderation
See detailed Risk Assessment for Internal Assessment Page 15-18 Disability Discrimination Act All exam centre staff must ensure that they meet the requirements of the Disability Discrimination Act 1995 (DDA), extended in 2005, and the Disability Equality Duty (DED), introduced in 2006. A person has a disability for the purposes of the DDA if s/he has a physical or mental impairment that has a substantial and long-term adverse effect on her/his ability to carry out normal day-to-day activities. The centre will meet the requirements of the DDA by ensuring that the exams centre is accessible and improving candidate experience. This is the responsibility of the SENCO. 8
The SENCO will inform subject teachers of candidates with special educational needs who are embarking on a course leading to an exam, and the date of that exam. The SENCO can then inform individual staff of any special arrangements that individual candidates can be granted during the course and in the exam. Access arrangements A candidate's access arrangements requirement is determined by the SENCo. Making access arrangements for candidates to take exams is the responsibility of both the SENCo and Exams officer. Submitting completed access arrangement applications to the awarding bodies is the responsibility of the SENCo. Rooming for access arrangement candidates will be arranged by the SENCo with the exams officer. Invigilation and support for access arrangement candidates will be organised by the SENCo with the exams officer. Contingency planning Contingency planning for exams administration is the responsibility of the exams officer with Senior Leadership team. A separate contingency plan has been completed.
Estimated grades Heads of subject are responsible for submitting estimated grades to the exams officer when requested by the exams officer. Managing Invigilators External invigilators will be used for internal and external exams. Recruitment of invigilators is the responsibility of the Exams office. Training of invigilators is the responsibility of the Exams office. Securing the necessary Disclosure and Barring Service (DBS) clearance for new invigilators is the responsibility of the Centre administration. CRB fees for securing such clearance are paid by the centre. Invigilators are timetabled and briefed by the Exams office. Invigilators rates of pay are set by the centre administration. Exam days The exams officer will book all exam rooms after liaison with other users and make the question papers, other exam stationery and materials available for the invigilator. Site management is responsible for setting up the allocated rooms. The Exams Officer will start all exams in accordance with JCQ guidelines. 9
Those teachers who have been authorised to be in the examination room must leave the room after administration tasks have been completed. In practical exams subject teachers may be on hand in case of any technical difficulties. Exam papers must not be read by subject teachers or removed from the exam room before the end of a session. Papers will be distributed to heads of department 24 hours after the exam session. A relevant subject teacher may be available to read out any subject-specific instructions if required. Candidates
The centre's published rules on acceptable dress, behaviour and candidates' use of mobile phones and other electronic devices apply at all times. Candidates' personal belongings remain their own responsibility and the centre accepts no liability for their loss or damage. Disruptive candidates are dealt with in accordance with JCQ guidelines. Candidates may only leave the exam room for a genuine purpose and are required to return immediately to the exam room. They must be accompanied by a member of staff at all times. The Exams officer is responsible for handling late or absent candidates on exam day or subsequently. Attempts will be made to contact any candidate who is not present at the start of an exam and deal with them in accordance with JCQ guidelines. For clash candidates, the supervision of escorts, identifying a secure venue and arranging overnight supervision is the responsibility of the Exams officer. Should a candidate be ill before an exam, suffer bereavement or other trauma, be taken ill during the exam itself or otherwise disadvantaged or disturbed during an exam, then it is the candidate's responsibility to alert the centre, the exams officer, or the exam invigilator, to that effect. The candidate must support any special consideration claim with appropriate evidence within three days of the exam, for example by providing a letter from the candidate's doctor. The exams officer will then forward a completed special consideration form to the relevant awarding body by the special consideration application deadline. Coursework / Controlled Assessment/ Non examination assessments It is the duty of heads of subject to ensure that all internal assessment is ready for despatch at the correct time. The exams officer will assist by keeping a record of each despatch, including the recipient details and the date and time sent. Candidates who have to prepare coursework should do so by the end of the course. Marks for all internally assessed work and estimated grades are provided to the exams office by the Heads of Subject.
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Appeals against Internal Assessments Chatsmore Catholic High School is committed to ensuring that whenever its staff mark candidates’ controlled assessment/coursework this is done fairly, consistently and in accordance with the awarding body’s specification and subject-specific associated documents. Candidates’ work will be marked by staff who have appropriate knowledge, understanding and skill, and who have been trained in this activity. Chatsmore Catholic High School is committed to ensuring that work produced by candidates is authenticated in line with the requirements of the awarding body. Where a number of subject teachers are involved in marking candidates work, internal moderation and standardisation will ensure consistency of marking. If a candidate believes that this may not have happened in relation to his/her work, he/she may make use of this appeals procedure. N.B. an appeal may only be made against the assessment process and not against the mark submitted to the awarding body. 1. Appeals should be made as early as possible and no later than two weeks before the last timetabled examination in the series (e.g. The last GCSE written paper in the June GCSE examination series). 2. Appeals must be made in writing by the candidate’s parent/carer to the examinations officer. 3. The head of centre will appoint a senior member of staff, i.e. Assistant Headteacher or a Deputy Headteacher, to conduct the investigation. The senior member of staff will not have had any involvement in the internal assessment process for the subject. 4. The purpose of the appeal will be to decide whether the process used for internal assessment conformed to the awarding body’s specification and subject-specific associated documents. 5. The appellant will be informed in writing of the outcome of the appeal, including any relevant correspondence with the awarding body and any changes made to internal assessment procedures. 6. The outcome of the appeal will be made known to the Headteacher and will be logged as a complaint. A written record will be kept and made available to the awarding body upon request. Should the appeal bring any significant irregularity in procedure to light, the awarding body will be informed. After candidates’ work has been internally assessed, it is moderated by the awarding body to ensure consistency between centres. The moderation process may lead to mark changes. The process is outside the control of Chatsmore Catholic High School and is not covered by this procedure. Results Candidates will receive individual result slips on results days, either in person at the centre or by post to their home addresses (if the Exams Officer has been provided with a selfaddressed stamped envelope prior to the start of the summer holidays). Arrangements for the centre to be open on results days are made by the exams officer.
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EARs may be requested by centre staff or candidates if there are reasonable grounds for believing there has been an error in marking. The candidates consent is required before any EAR is requested. If a result is queried, the exams officer, teaching staff and head of centre will investigate the feasibility of asking for a re-mark at the centre's expense. Enquiries about results - EARs When the centre does not support a candidate’s or parent’s request for an EAR, a candidate may apply to have an enquiry carried out. If a candidate requires this against the advice of subject staff, they will be charged. Access to Scripts - ATS After the release of results, candidates may ask subject staff to request the return of papers within three days' scrutiny of the results. Centre staff may also request scripts for investigation or for teaching purposes. For the latter, the consent of candidates must be obtained. GCSE re-marks cannot be applied for once a script has been returned. Certificates Certificates are presented in person. Certificates can be collected on behalf of a candidate by third parties, provided they have been authorised to do so. Replacement certificates are only issued if a candidate agrees to pay the costs incurred. The centre retains certificates for six years. Head of centre
Exams officer
The policy is next due for review on 01.04.2017
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Date:
Risk Assessment for Internal Assessment/Moderation
Example risks and issues
Possible remedial action Staff Forward planning
Action
Timetabling Assessment schedule clashes with other activities
Plan/establish priorities well ahead (e.g. start of academic year) for all subjects or lines of learning
Plan dates in consultation with school calendar – negotiate with other parties
Subject Leaders (SL)
Too many assessments close together across subjects or lines of learning
Plan assessments so they are spaced over the duration of the course
Space assessments to at least allow candidates sometime between assessments
SL’s to discuss at team leader meetings
Insufficient space in classrooms for candidates
Once group sizes are known at the start of the year, flag instances where regular classroom space may not be suitable to conduct controlled assessment
Use more than one classroom or multiple sittings where necessary
SL’s, Exams Officer (EO)
Insufficient facilities for all candidates
Careful planning ahead and booking of rooms / centre facilities
Accommodation
SL’s, EO
Downloading awarding body set tasks IT system unavailable on day of assessment
Download tasks well ahead of scheduled assessment date in all cases
Book IT equipment well ahead and download tasks before scheduled date of assessment
ICT Team, SL’s
Teaching staff/assessors unable to access task details
Test secure access rights ahead of schedule every year and every session and the day before session
Ensure teaching staff/assessors have access rights for correct area of awarding body secure extranet sites ahead of time
ICT Team, EO, SL’s
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Loss of task details in transmission
Download tasks well ahead of scheduled assessment date and keep securely within the Exam Office
Report loss to awarding body for replacement; download again
SL’s, EO
Absent candidates Candidates absent for all or part of assessment (various reasons)
Plan alternative session(s) for candidates
Candidates have a scheduling clash for exams or assessment (possibly offsite on consortium teaching)
Always consider candidate timetables well ahead and decide on priorities in advance to scheduling clashes
SL’s Check before booking the date; provide an alternative date, where necessary, and consult awarding body procedures for dealing with timetabling clashes. All Controlled Assessments to be highlighted in calendar.
SL’s TO MAKE SURE EO IS AWARE OF ALL CONTROLLED ASSESSMENT DATES
N.B. retakes of controlled assessment are limited Control levels for task taking Ensure teaching staff/assessors know what level is applicable and understand what is involved. Provide training if required
Seek guidance from the awarding body
SL’s TO UPDATE ALL THEIR STAFF ON REQUIREMENTS WELL BEFORE TEST TAKES PLACE
Student study diary/plan not provided or completed*
Ensure teaching staff/assessors are aware of the need for study diary/plans to be completed early in course
Ensure candidates start, continue and complete study diary/plans that are signed after every session
SL’s/TEACHERS
Teaching staff/assessors do not understand supervision of controlled assessment is their responsibility
Ensure teaching staff/assessors understand nature of controlled assessments and their role in supervision
EO ensures SL’s are aware of nature of controlled assessments and communicate these with teachers
SL’s/EO
Assessment is undertaken under incorrect level of control (time, resources, supervision and collaboration) Supervision
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Suitable supervisor has not been arranged for an assessment where teaching staff/assessors are not supervising
A suitable supervisor must be arranged for any controlled assessment where a teacher/assessor is not supervising, in line with the awarding body specification.
SL’s liaise with Cover Supervisor (CS) to identify supervision/cover
SL’s/CS
Not all controlled assessment whether for the Diploma or GCSEs will require the completion of a study diary or study plans Task setting Teaching staff/assessors fail to correctly set tasks
Ensure teaching staff/assessors understand Seek guidance from the awarding body. the task setting arrangements as defined in SL’s attend moderation and exam the awarding body specification** meetings
SL’s
Assessments have not been moderated as required in the awarding body specification
Check specification and plan required moderation appropriately
Seek guidance from the awarding body. SL’s attend moderation and exam meetings
SL’s
Assessment tasks not kept secure before assessment
Ensure teaching staff understand importance of task security
Request/obtain different assessment tasks – tasks stay with EO until needed
SL’s/EO
Candidates’ work not kept secure during or after assessment
Define appropriate level of security, in line with awarding body requirements, for each department as necessary
Take materials to secure storage in departments in a locked cabinet in a lockable room
SL’s TO ENSURE THEY HAVE LOCKABLE STORAGE FOR THESE ASSESSMENTS FROM THE BEGINNING
Insufficient or insecure storage space
Look at provision for suitable storage early in the course
Find alternative spaces
SL’s liaise with Business Manager
Security of materials
** All tasks whether set by the awarding body or the centre/consortium must be developed in line with the requirements of the specification.
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Deadlines Deadlines not met by candidates
Ensure all candidates are briefed on deadlines/penalties for not meeting them
Mark what candidates have produced by deadline and seek guidance from awarding body on further action. Controlled assessments in GCSE Guidance Booklet
Deadlines for marking and/or paperwork not met by teaching staff/ assessors
Ensure teaching staff/assessors are Seek guidance from awarding body. given clear deadlines (prior to awarding SL’s create controlled assessment body ones) to complete calendar and marking schedule. marking/paperwork so the exams office can process and send off marks ahead of AB deadlines
STUDENTS/TEACHER S/SL’s
SL’s/TEACHERS/EO
Authentication Candidate fails to sign authentication form
Ensure all candidates have authentication forms to sign and attach to work when it is completed before handing in
Find candidate and ensure form is signed SL’s
Teaching staff/assessors fail to complete authentication forms or leave before completing authentication
Ensure teaching staff/assessors understand importance of authentication forms and the requirement of a signature
Return form to staff for signature. Ensure forms are signed as work is marked, not at end of season
SL’s/EO
Teaching staff/assessors interpret marking descriptions incorrectly
Ensure appropriate training and practicing of marking. Plan for sampling of marking during the practice phase.
Mark and moderate work internally to check and agree standards. Arrange for remarking. Consult awarding body specification for appropriate procedure
SL’s/TEACHERS
Centre does not run standardisation activity as required by the awarding body
Plan against the requirements for standardisation for the awarding body when and how this activity will be conducted.
Check with the awarding body whether a later standardisation event can be arranged.
SL’s/TEACHERS
Marking
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Web or Internal This policy should be reviewed: Policy approved by Governors: Date of Review: Member of staff responsible: Governor committee responsible: Policy created by: Signed by Chair of Governors:
Web Annually Spring 2016 Spring 2017 Mr M Madden FGB Mr M Madden
Mission Statement The mission of Chatsmore Catholic High School is to help every individual to achieve the best that they can through giving witness to the way of life inspired by Christ and taught by His Church. In our journey we aim: to pray and worship together to develop a happy community where we achieve and experience friendship and respect to love, help and support individuals in learning and faith. So that each day we show that God is:
in our heads and in our understanding in our eyes and in our looking in our mouths and in our speaking in our hearts and in our caring for our friends and family as we continue to build God’s kingdom. Philosophy
The curriculum should ensure that our students know God and will develop a relationship with God to enable them to develop as Catholics with a strong faith underpinned by Gospel values which support their life choices and create lifelong learners with the skills, abilities and attitudes necessary to take an active part in a rapidly changing world. Our curriculum will continually and coherently support the development of the School as a worshipping community where students take an active role in shaping the future of our School community and the community of the wider world. We want to create an exciting, vibrant and challenging learning community where expectations are high. The responsibility for learning rests with the learner.
1
Contents Page 3
The purpose of the Exam Policy
Page 4/5
Exam responsibilities
Page 6
Qualifications offered Exam Seasons and Timetables Entries, entry details and late entries
Page 7/8
Exam Fees Management of GCSE Controlled Assessment Outlining staff responsibilities
Page 9
Internal Moderation
Page 10
Disability Discrimination Act Access Arrangements
Page 11
Contingency Planning Estimated Grades Managing Invigilators Exam Days
Page 12/13
Candidates Coursework/Controlled Assessment/Non Exam Assessments Appeals against Internal Assessments
Page 14
Results Enquiries about results – EAR’s Access to scripts – ATS Certificates
Page 15/18
Risk Assessment for Internal Assessment
2
The purpose of this exam policy is:
To ensure the planning and management of exams is conducted efficiently and in the best interest of candidates.
To ensure the operation of an efficient exam system with clear guidelines for all relevant staff.
It is the responsibility of everyone involved in the centre's exam processes to read, understand and implement this policy.
The exam policy will be reviewed annually.
The exam policy will be reviewed by the Head of Centre, Senior Leadership Team who is responsible for exams and the Exams officer.
3
Exam responsibilities The Head of Centre has the overall responsibility for the school as an exam centre. The Exams Officer:
Advise on appeals and re-marks. Is responsible for reporting all suspicions or actual incidents of malpractice. Refer to the JCQ document - Suspected malpractice in examinations and assessments. Advises the senior leadership team, subject and class tutors and other relevant support staff on annual exam timetables and application procedures as set by the various awarding bodies. Oversees the production and distribution to staff, governors and candidates of an annual calendar for all exams in which candidates will be involved and communicates regularly with staff concerning imminent deadlines and events. Ensures that candidates and their parents are informed of and understand those aspects of the exam timetable that will affect them. Provides and confirms detailed data on estimated entries. Receives checks and stores securely all exam papers and completed scripts. Administers access arrangements using the JCQ publication “Access arrangements and reasonable adjustments 15/16” and makes applications for special consideration using the JCQ publication “A guide to the special consideration process 15/16”. Identifies and manages exam timetable clashes. Accounts for income and expenditures relating to all exam costs/charges. Submits candidates' coursework/controlled assessment marks, tracks despatch and stores returned coursework and any other material required by the appropriate awarding bodies correctly and on schedule. Arranges for dissemination of exam results and certificates to candidates and forwards, in consultation with the SLT, any appeals/re-mark requests. Maintains systems and processes to support the timely entry of candidates for their exams.
Teachers: Notification of access arrangements requirements (as soon as possible after the start of the course). Submission of candidates' names to heads of department/school/curriculum. The SEN Coordinator (SENCo): Identification and testing of candidates, requirements for access arrangements. Provision of additional support - with spelling, reading, mathematics, dyslexia or essential skills, hearing impairment, English for speakers of other languages, IT equipment - to help candidates achieve their course aims. Lead invigilator/invigilators: Under the direction of Examination Officer, take responsibility for the conduct of a particular examination session in the presence of candidates. To ensure at all times the safe custody of Question Papers and other Examination Material. Ensure that examination rooms are adequately prepared for examination purposes. Ensure that all rules and regulations relating to the conduct of examinations are strictly applied and followed. To deal with any emergencies that arise during an examination. Any associated duties that may be assigned by the Examination Officer. 4
Candidates: Confirmation and signing of entries. Understanding coursework/controlled assessment/non-examination assessment regulations and signing a declaration that authenticates the coursework as their own. Qualifications Offered The qualifications offered at this centre are decided by the Heads of Subject. The qualifications offered are GCSE, Entry Level Certificates, NVQ, BTEC and ASDAN(Until July 2016). The subjects offered for these qualifications in any academic year may be found in the centre’s published prospectus for that year. If there has been a change of syllabus from the previous year, the exams office must be informed by the beginning of the academic year and is the responsibility of the Heads of Subject. Decisions on whether a candidate should be entered for a particular subject will be taken in consultation with the Candidates, Parents/Carers and Subject teachers and the member of SLT who is responsible for exams. All candidates will be entitled, and enabled, to achieve an entry for qualifications from an external awarding body. Exam Seasons and Timetables Exam Seasons Internal exams and assessments are scheduled in November/December. External exams and assessments are scheduled in May and June, however English & Maths re-sits may take place in November. All Internal exams are held under external exam conditions. Which exam series are used in the centre is decided by the heads of subject. Timetable Once confirmed, the exams officer will circulate the exam timetable for Internal exams and External exams.
Entries, entry details and late entries Candidates are selected for their exam entries by their subject teachers. Candidates or parents/carers cannot request a subject entry, change of level or withdrawal. The centre does not accept entries from external candidates. The centre does not act as an exam centre for other organisations. Entry deadlines are circulated to heads of department via Notice board and Briefing meeting. Late entries are authorised by The Exams Officer. Retake decisions will be made in consultation with Candidates and Heads of subject.
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Exam fees The centre will pay all normal fees on behalf of candidates. Late entry or amendment fees are paid by departments. Re-sit fees are paid by department. Where the school feels that a candidate has underachieved due to a lack of commitment to learn the fee for a re-sit will be charged to the parent. Candidates or departments will not be charged for changes of tier, withdrawals made by the proper procedures or alterations arising from administrative processes provided these are made within the time allowed by the awarding bodies. Fee reimbursements are sought from candidates who decide to sit an exam after the late entry/withdrawal deadline/fail to sit an exam/do not meet the necessary coursework/controlled assessment requirements without medical evidence or evidence of other mitigating circumstances. Management of GCSE controlled assessment/non examination assessment Outlining staff responsibilities Senior Leadership Team Accountable for the safe and secure conduct of controlled assessments/non examination assessments. Ensure assessments comply with JCQ guidelines and awarding bodies’ subject-specific instructions.
At the start of the academic year, begin coordinating with heads of department/subject to schedule controlled assessments /non examination assessments. (It is advisable that controlled assessments be spread throughout the academic years of key stage 4)
Map overall resource management requirements for the year. As part of this resolve: o clashes/ problems over the timing or operation of controlled assessments. o issues arising from the need for particular facilities (rooms, IT networks, time out of school etc.)
Ensure that all staff involved have a calendar of events
Create, publish and update an internal appeals policy for controlled assessments/ non examination assessments.
Heads of Subject Decide on the awarding body and specification for a particular GCSE or Qualification.
Standardise internally the marking of all teachers involved in assessing an internally assessed component.
Ensure that individual teachers understand their responsibilities with regard to controlled assessment.
Ensure that individual teachers understand the requirements of the awarding body's specification and are familiar with the relevant teachers' notes, and any other subject specific instructions.
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Where appropriate, develop new assessment tasks or contextualize sample awarding body assessment tasks to meet local circumstances, in line with awarding body specifications and control requirements.
Special Educational Needs Co-ordinator/additional learning support Ensure access arrangements have been applied for.
Work with teaching staff to ensure requirements for support staff are met.
Teaching Staff Understand and comply with the general guidelines contained in the JCQ publication Instructions for conducting controlled assessments.
Understand and comply with the awarding body specification for conducting controlled assessments, including any subject-specific instructions, teachers’ notes or additional information on the awarding body’s website.
Supply to the exams office details of all unit codes for controlled assessments.
Obtain confidential materials/tasks set by awarding bodies in sufficient time to prepare for the assessment(s) and ensure that such materials are stored securely at all times.
Supervise assessments (at the specified level of control). Undertake the tasks required under the regulations, only permitting assistance to students as the specification allows.
Ensure that students and supervising teachers sign authentication forms on completion of an assessment.
Mark internally assessed components using the mark schemes provided by the awarding body. Submit marks through the exams office to the awarding body when required, keeping a record of the marks awarded.
Retain candidates’ work securely between assessment sessions (if more than one).
Post-completion, retain candidates’ work securely until the closing date for enquiries about results. In the event that an enquiry is submitted, retain candidates work securely until the outcome of the enquiry and any subsequent appeal has been conveyed to the centre.
Ask the appropriate special educational needs coordinator (SENCO) for any assistance required for the administration and management of access arrangements.
Exams Office Enter students for individual units, whether assessed by controlled assessment/ non examination assessments, external exam or on-screen test, before the deadline for final entries.
Enter students' 'cash-in' codes for the terminal exam series.
Where confidential materials are directly received by the exams office, to be responsible for receipt, safe storage and safe transmission, whether in CD or hard copy format.
Download and distribute mark sheets for teaching staff to use, and collect and send mark sheets to awarding bodies before deadlines.
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On the few occasions where controlled assessment/ non examination assessments cannot be conducted in the classroom, arrange suitable accommodation where controlled assessment can be carried out, at the direction of the senior leadership team. Internal Moderation
The aim is to ensure that:
internal moderation practices are valid and reliable, cover all tutors/assessors and meet the requirements of the awarding organisation
the internal moderation procedures are fair and open
accurate and detailed records are kept of internal moderation decisions
The centre will:
ensure that all assessment activities are valid, appropriate and fit for purpose
apply a strategy that will provide a representative sample across all tutor/assessors
create a plan of internal moderation in relation to all assessment activities
define, maintain and support effective internal moderation roles, including the provision of training where required
provide standardised documentation to support internal moderation activity and record-keeping
ensure that feedback and outcomes of internal and external moderation support future development of good practice
carry out an annual evaluation and review of internal moderation policy and procedures
Internal Moderation will be monitored by:
Regular Departmental Meetings with Line Manager
Annual INSET day for Departmental Internal Moderation
See detailed Risk Assessment for Internal Assessment Page 15-18 Disability Discrimination Act All exam centre staff must ensure that they meet the requirements of the Disability Discrimination Act 1995 (DDA), extended in 2005, and the Disability Equality Duty (DED), introduced in 2006. A person has a disability for the purposes of the DDA if s/he has a physical or mental impairment that has a substantial and long-term adverse effect on her/his ability to carry out normal day-to-day activities. The centre will meet the requirements of the DDA by ensuring that the exams centre is accessible and improving candidate experience. This is the responsibility of the SENCO. 8
The SENCO will inform subject teachers of candidates with special educational needs who are embarking on a course leading to an exam, and the date of that exam. The SENCO can then inform individual staff of any special arrangements that individual candidates can be granted during the course and in the exam. Access arrangements A candidate's access arrangements requirement is determined by the SENCo. Making access arrangements for candidates to take exams is the responsibility of both the SENCo and Exams officer. Submitting completed access arrangement applications to the awarding bodies is the responsibility of the SENCo. Rooming for access arrangement candidates will be arranged by the SENCo with the exams officer. Invigilation and support for access arrangement candidates will be organised by the SENCo with the exams officer. Contingency planning Contingency planning for exams administration is the responsibility of the exams officer with Senior Leadership team. A separate contingency plan has been completed.
Estimated grades Heads of subject are responsible for submitting estimated grades to the exams officer when requested by the exams officer. Managing Invigilators External invigilators will be used for internal and external exams. Recruitment of invigilators is the responsibility of the Exams office. Training of invigilators is the responsibility of the Exams office. Securing the necessary Disclosure and Barring Service (DBS) clearance for new invigilators is the responsibility of the Centre administration. CRB fees for securing such clearance are paid by the centre. Invigilators are timetabled and briefed by the Exams office. Invigilators rates of pay are set by the centre administration. Exam days The exams officer will book all exam rooms after liaison with other users and make the question papers, other exam stationery and materials available for the invigilator. Site management is responsible for setting up the allocated rooms. The Exams Officer will start all exams in accordance with JCQ guidelines. 9
Those teachers who have been authorised to be in the examination room must leave the room after administration tasks have been completed. In practical exams subject teachers may be on hand in case of any technical difficulties. Exam papers must not be read by subject teachers or removed from the exam room before the end of a session. Papers will be distributed to heads of department 24 hours after the exam session. A relevant subject teacher may be available to read out any subject-specific instructions if required. Candidates
The centre's published rules on acceptable dress, behaviour and candidates' use of mobile phones and other electronic devices apply at all times. Candidates' personal belongings remain their own responsibility and the centre accepts no liability for their loss or damage. Disruptive candidates are dealt with in accordance with JCQ guidelines. Candidates may only leave the exam room for a genuine purpose and are required to return immediately to the exam room. They must be accompanied by a member of staff at all times. The Exams officer is responsible for handling late or absent candidates on exam day or subsequently. Attempts will be made to contact any candidate who is not present at the start of an exam and deal with them in accordance with JCQ guidelines. For clash candidates, the supervision of escorts, identifying a secure venue and arranging overnight supervision is the responsibility of the Exams officer. Should a candidate be ill before an exam, suffer bereavement or other trauma, be taken ill during the exam itself or otherwise disadvantaged or disturbed during an exam, then it is the candidate's responsibility to alert the centre, the exams officer, or the exam invigilator, to that effect. The candidate must support any special consideration claim with appropriate evidence within three days of the exam, for example by providing a letter from the candidate's doctor. The exams officer will then forward a completed special consideration form to the relevant awarding body by the special consideration application deadline. Coursework / Controlled Assessment/ Non examination assessments It is the duty of heads of subject to ensure that all internal assessment is ready for despatch at the correct time. The exams officer will assist by keeping a record of each despatch, including the recipient details and the date and time sent. Candidates who have to prepare coursework should do so by the end of the course. Marks for all internally assessed work and estimated grades are provided to the exams office by the Heads of Subject.
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Appeals against Internal Assessments Chatsmore Catholic High School is committed to ensuring that whenever its staff mark candidates’ controlled assessment/coursework this is done fairly, consistently and in accordance with the awarding body’s specification and subject-specific associated documents. Candidates’ work will be marked by staff who have appropriate knowledge, understanding and skill, and who have been trained in this activity. Chatsmore Catholic High School is committed to ensuring that work produced by candidates is authenticated in line with the requirements of the awarding body. Where a number of subject teachers are involved in marking candidates work, internal moderation and standardisation will ensure consistency of marking. If a candidate believes that this may not have happened in relation to his/her work, he/she may make use of this appeals procedure. N.B. an appeal may only be made against the assessment process and not against the mark submitted to the awarding body. 1. Appeals should be made as early as possible and no later than two weeks before the last timetabled examination in the series (e.g. The last GCSE written paper in the June GCSE examination series). 2. Appeals must be made in writing by the candidate’s parent/carer to the examinations officer. 3. The head of centre will appoint a senior member of staff, i.e. Assistant Headteacher or a Deputy Headteacher, to conduct the investigation. The senior member of staff will not have had any involvement in the internal assessment process for the subject. 4. The purpose of the appeal will be to decide whether the process used for internal assessment conformed to the awarding body’s specification and subject-specific associated documents. 5. The appellant will be informed in writing of the outcome of the appeal, including any relevant correspondence with the awarding body and any changes made to internal assessment procedures. 6. The outcome of the appeal will be made known to the Headteacher and will be logged as a complaint. A written record will be kept and made available to the awarding body upon request. Should the appeal bring any significant irregularity in procedure to light, the awarding body will be informed. After candidates’ work has been internally assessed, it is moderated by the awarding body to ensure consistency between centres. The moderation process may lead to mark changes. The process is outside the control of Chatsmore Catholic High School and is not covered by this procedure. Results Candidates will receive individual result slips on results days, either in person at the centre or by post to their home addresses (if the Exams Officer has been provided with a selfaddressed stamped envelope prior to the start of the summer holidays). Arrangements for the centre to be open on results days are made by the exams officer.
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EARs may be requested by centre staff or candidates if there are reasonable grounds for believing there has been an error in marking. The candidates consent is required before any EAR is requested. If a result is queried, the exams officer, teaching staff and head of centre will investigate the feasibility of asking for a re-mark at the centre's expense. Enquiries about results - EARs When the centre does not support a candidate’s or parent’s request for an EAR, a candidate may apply to have an enquiry carried out. If a candidate requires this against the advice of subject staff, they will be charged. Access to Scripts - ATS After the release of results, candidates may ask subject staff to request the return of papers within three days' scrutiny of the results. Centre staff may also request scripts for investigation or for teaching purposes. For the latter, the consent of candidates must be obtained. GCSE re-marks cannot be applied for once a script has been returned. Certificates Certificates are presented in person. Certificates can be collected on behalf of a candidate by third parties, provided they have been authorised to do so. Replacement certificates are only issued if a candidate agrees to pay the costs incurred. The centre retains certificates for six years. Head of centre
Exams officer
The policy is next due for review on 01.04.2017
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Date:
Risk Assessment for Internal Assessment/Moderation
Example risks and issues
Possible remedial action Staff Forward planning
Action
Timetabling Assessment schedule clashes with other activities
Plan/establish priorities well ahead (e.g. start of academic year) for all subjects or lines of learning
Plan dates in consultation with school calendar – negotiate with other parties
Subject Leaders (SL)
Too many assessments close together across subjects or lines of learning
Plan assessments so they are spaced over the duration of the course
Space assessments to at least allow candidates sometime between assessments
SL’s to discuss at team leader meetings
Insufficient space in classrooms for candidates
Once group sizes are known at the start of the year, flag instances where regular classroom space may not be suitable to conduct controlled assessment
Use more than one classroom or multiple sittings where necessary
SL’s, Exams Officer (EO)
Insufficient facilities for all candidates
Careful planning ahead and booking of rooms / centre facilities
Accommodation
SL’s, EO
Downloading awarding body set tasks IT system unavailable on day of assessment
Download tasks well ahead of scheduled assessment date in all cases
Book IT equipment well ahead and download tasks before scheduled date of assessment
ICT Team, SL’s
Teaching staff/assessors unable to access task details
Test secure access rights ahead of schedule every year and every session and the day before session
Ensure teaching staff/assessors have access rights for correct area of awarding body secure extranet sites ahead of time
ICT Team, EO, SL’s
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Loss of task details in transmission
Download tasks well ahead of scheduled assessment date and keep securely within the Exam Office
Report loss to awarding body for replacement; download again
SL’s, EO
Absent candidates Candidates absent for all or part of assessment (various reasons)
Plan alternative session(s) for candidates
Candidates have a scheduling clash for exams or assessment (possibly offsite on consortium teaching)
Always consider candidate timetables well ahead and decide on priorities in advance to scheduling clashes
SL’s Check before booking the date; provide an alternative date, where necessary, and consult awarding body procedures for dealing with timetabling clashes. All Controlled Assessments to be highlighted in calendar.
SL’s TO MAKE SURE EO IS AWARE OF ALL CONTROLLED ASSESSMENT DATES
N.B. retakes of controlled assessment are limited Control levels for task taking Ensure teaching staff/assessors know what level is applicable and understand what is involved. Provide training if required
Seek guidance from the awarding body
SL’s TO UPDATE ALL THEIR STAFF ON REQUIREMENTS WELL BEFORE TEST TAKES PLACE
Student study diary/plan not provided or completed*
Ensure teaching staff/assessors are aware of the need for study diary/plans to be completed early in course
Ensure candidates start, continue and complete study diary/plans that are signed after every session
SL’s/TEACHERS
Teaching staff/assessors do not understand supervision of controlled assessment is their responsibility
Ensure teaching staff/assessors understand nature of controlled assessments and their role in supervision
EO ensures SL’s are aware of nature of controlled assessments and communicate these with teachers
SL’s/EO
Assessment is undertaken under incorrect level of control (time, resources, supervision and collaboration) Supervision
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Suitable supervisor has not been arranged for an assessment where teaching staff/assessors are not supervising
A suitable supervisor must be arranged for any controlled assessment where a teacher/assessor is not supervising, in line with the awarding body specification.
SL’s liaise with Cover Supervisor (CS) to identify supervision/cover
SL’s/CS
Not all controlled assessment whether for the Diploma or GCSEs will require the completion of a study diary or study plans Task setting Teaching staff/assessors fail to correctly set tasks
Ensure teaching staff/assessors understand Seek guidance from the awarding body. the task setting arrangements as defined in SL’s attend moderation and exam the awarding body specification** meetings
SL’s
Assessments have not been moderated as required in the awarding body specification
Check specification and plan required moderation appropriately
Seek guidance from the awarding body. SL’s attend moderation and exam meetings
SL’s
Assessment tasks not kept secure before assessment
Ensure teaching staff understand importance of task security
Request/obtain different assessment tasks – tasks stay with EO until needed
SL’s/EO
Candidates’ work not kept secure during or after assessment
Define appropriate level of security, in line with awarding body requirements, for each department as necessary
Take materials to secure storage in departments in a locked cabinet in a lockable room
SL’s TO ENSURE THEY HAVE LOCKABLE STORAGE FOR THESE ASSESSMENTS FROM THE BEGINNING
Insufficient or insecure storage space
Look at provision for suitable storage early in the course
Find alternative spaces
SL’s liaise with Business Manager
Security of materials
** All tasks whether set by the awarding body or the centre/consortium must be developed in line with the requirements of the specification.
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Deadlines Deadlines not met by candidates
Ensure all candidates are briefed on deadlines/penalties for not meeting them
Mark what candidates have produced by deadline and seek guidance from awarding body on further action. Controlled assessments in GCSE Guidance Booklet
Deadlines for marking and/or paperwork not met by teaching staff/ assessors
Ensure teaching staff/assessors are Seek guidance from awarding body. given clear deadlines (prior to awarding SL’s create controlled assessment body ones) to complete calendar and marking schedule. marking/paperwork so the exams office can process and send off marks ahead of AB deadlines
STUDENTS/TEACHER S/SL’s
SL’s/TEACHERS/EO
Authentication Candidate fails to sign authentication form
Ensure all candidates have authentication forms to sign and attach to work when it is completed before handing in
Find candidate and ensure form is signed SL’s
Teaching staff/assessors fail to complete authentication forms or leave before completing authentication
Ensure teaching staff/assessors understand importance of authentication forms and the requirement of a signature
Return form to staff for signature. Ensure forms are signed as work is marked, not at end of season
SL’s/EO
Teaching staff/assessors interpret marking descriptions incorrectly
Ensure appropriate training and practicing of marking. Plan for sampling of marking during the practice phase.
Mark and moderate work internally to check and agree standards. Arrange for remarking. Consult awarding body specification for appropriate procedure
SL’s/TEACHERS
Centre does not run standardisation activity as required by the awarding body
Plan against the requirements for standardisation for the awarding body when and how this activity will be conducted.
Check with the awarding body whether a later standardisation event can be arranged.
SL’s/TEACHERS
Marking
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