WEST HATCH HIGH SCHOOL THE BEST THAT I CAN BE Exams Policy Policy reviewed May 2016 Signed
WEST HATCH HIGH SCHOOL EXAMINATIONS POLICY Contents 1. Exam responsibilities 2. The statutory tests and qualifications offered 3. Exam seasons and timetables 4. Contingency planning 5. Entries, entry details, late entries and retakes 6. Exam fees 7. The Equality Act 2010, special needs and access arrangements 8. Estimated grades 9. Managing invigilators and exam days 10. Candidates, clash candidates and special consideration 11. Coursework/Controlled Assessment and appeals against internal assessments 12. Results, enquiries about results (EARs) and access to scripts (ATS) 13. Certificates The purpose of this exams 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. This exam policy will be reviewed annually. This exam policy will be reviewed by the Headteacher, Senior Leadership Team, Examinations Officer and Governors. Where references are made to JCQ regulations/guidelines, further information can be found at www.jcq.org.uk 1. Exam responsibilities Head of centre - Headteacher Overall responsibility for the school as an exam centre: advises on appeals and re-marks the head of centre is responsible for reporting all suspicions or actual incidents of malpractice. Refer to the JCQ document Suspected Malpractice in Examinations and Assessments.
Examinations Officer Manages the administration of public and internal exams: 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 exam boards 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 consults with teaching staff to ensure that necessary coursework/controlled assessment is completed on time and in accordance with JCQ guidelines provides and confirms detailed data on estimated entries receives, checks and stores securely all exam papers and completed scripts administers access arrangements and makes applications for special consideration in accordance with JCQ guidelines identifies and manages exam timetable clashes accounts for income and expenditures relating to all exam costs/charges line manages exams invigilators and organising the recruitment, training and monitoring of a team of exams invigilators responsible for the conduct of exams prepares and presents reports to the Senior Leadership Team, showing results achieved submits candidates' coursework 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 Senior Leadership Team, any appeals/remark requests maintains systems and processes to support the timely entry of candidates for their exams. Deputy Head Organisation of teaching and learning External validation of courses followed at key stage 4/post 16. Head of Department Guidance and pastoral oversight of candidates who are unsure about exam entries or amendments to entries Accurate completion of coursework mark sheets and declaration sheets or accurate submission of coursework/controlled assessment marks directly to the awarding body Accurate completion of entry and all other mark sheets and adherence to deadlines as set by the exams officer Involvement in post-results procedures Provide the Examinations Officer with details of syllabus and entry codes for all examinations and controlled assessments/coursework Manage the conduct of controlled assessments within the department in accordance with JCQ guidelines and the requirements of the awarding body. Head of careers Guidance and careers information.
Teachers Notification of access arrangements (as soon as possible after the start of the course) Submission of candidate names to heads of department Conduct controlled assessments in accordance with JCQ guidelines and the requirements of the awarding body. SENCO Administration of access arrangements Identification and testing of candidates' requirements for access arrangements with teacher input. 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. Senior invigilator / invigilators Collection of exam papers and other material from the exams office before the start of the exam. Starting exams in compliance with JCQ rules. Logging any students who are absent or arrive late. Making the Exams Officer aware of any exam irregularities Ensure candidates write their name on the front of the exam script exactly as it appears on the attendance register Collection of all exam papers in the correct order at the end of the exam and their return to the exams office. Candidates Confirmation and signing of entries Candidates shall abide by the published regulations as described in the JCQ Notice to Candidates covering both written examinations and coursework/and or controlled assessments Understanding coursework regulations and signing a declaration that authenticates the coursework as their own. Administrative staff Support for the input of data Posting of exam papers where necessary. Ensuring Parcelforce collection. ICT - Systems Manager / Media Technician In liaison with the Exams Officer: provide appropriate ICT support for exams provide appropriate ICT equipment for exams provide and install appropriate ICT software/media requirements for exams
2. The statutory tests and qualifications offered Qualifications offered at this centre are decided by the Head of Centre, Head of Curriculum and the Senior Leadership Team. Qualifications offered are GCE, Applied GCE, GCSE, IGCSE, Level 1/2 Certificate, Entry Level, Functional Skills, BTEC, and CACHE. 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 next academic year. At key stage 4 All candidates will be entitled, and enabled, to achieve an entry for qualifications from an external awarding body according to their needs and abilities. At post-16 Modular A Levels It is expected that AS modules will be completed during year 12. A2 students may retake AS modules during their final year of study at the discretion of the Head of Department/Head of Sixth Form. Linear A Levels It is expected that AS qualifications will be completed during year 12 and A Level qualifications will be taken during year 13. 3. Exam seasons and timetables Exam seasons Internal exams are scheduled in December/January and June. External exams are scheduled in May/June with GCSE English and Maths re-sits in November. Years 11, 12 and 13 mock exams and year 10 end of year exams are held under external exam conditions. All other internal exams are managed by departments. Timetables The Examinations Officer will circulate the exam timetables for both external and internal exams once these are confirmed.
4. Contingency Planning Contingency planning for exams administration is the responsibility of the Examinations Officer. Contingency plans are available from the Examinations Office and are line with the guidance provided by Ofqual, JCQ and awarding bodies (see Appendix 4). 5. Entries, entry details, late entries and retakes Entries Candidates are selected for their exam entries by the Head of Department and the subject teachers. A candidate or parent/carer can request a subject entry, change of level or withdrawal in consultation with the Head of Department and Deputy Head. The centre does not accept entries from external candidates. Late entries Entry deadlines are circulated to Head of Department via email and post. Late entries are authorised by Head of Department, Deputy Head and Examinations Officer. Late fees may be charged to department budgets or the candidate where deemed to be appropriate by the Headteacher. Retakes/Re-sits Retake/re-sit decisions will be made in consultation with the Subject Teachers, Head of Department and the Head of Subject. Retake/re-sit forms will not be accepted unless countersigned by the Head of Subject. 6. Exam fees First sitting of a GCSE and initial registration and entry exam fees are paid by the centre. First sitting of a GCE and initial registration and entry exam fees are paid by the centre. Vocational initial registration and entry exam fees are paid by the centre. Late entry or amendment fees are paid by the candidates or department making the late entry/amendment.
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. Reimbursement will be sought from candidates who: decide to sit or withdraw from an exam after the late entry or withdrawal deadline date set by the awarding bodies fail to sit an exam without medical evidence or evidence of other mitigating circumstances or meet the necessary course requirements. In the majority of cases, retake/re-sit fees are always paid for by the candidate unless medical evidence or evidence of other mitigating circumstances is supplied to the Examinations Officer. If the Centre has previously agreed to pay for an entry, but the request is submitted by the candidate after the exam board deadline date, then the candidate will always be liable for any late entry fees if the retake/re-sit could have been made on time by the candidate. It is not the responsibility of the school to chase up any candidate to determine if a retake/re-sit is required. This decision must be made by the candidate by the deadline set by the Examinations Officer. Failure to attend an examination or pay for a retake/re-sit could mean that the qualification is not completed and a grade cannot be awarded in that subject or a grade will be issued based only on the completed units. 7. The Equality Act 2010, special needs and access arrangements The Equality Act The Equality Act 2010 replaces the Disability Discrimination Act 2005 and the Disability Equality Duty 2006. The Equality Act 2010 extends the measures aimed at eliminating the discrimination faced by disabled people. All exam centre staff must ensure that the access arrangements and special consideration regulations and guidance with regard to general qualifications are consistent with the law. The Centre will meet the requirements of the Act by ensuring that the exams centre is accessible and improves candidate experience. This is the responsibility of the Deputy Head, Examinations Officer and SENCO. Reasonable adjustments will be made for students with permanent or temporary disabilities provided that they are supported by medical evidence and/or evidence of need and that it has been demonstrated that it is their normal way of working. Requests for separate rooming arrangements must be supported by medical evidence detailing a need for this and there must be a history of need supported by the Centre. Use of a word processor in exams must reflect the candidate s normal way of working and be appropriate to the candidate s needs (see Appendix 3). All requests for exam arrangements must be with the SENCO by the end of February to allow sufficient time for the requests to be processed by exam boards. Requests received after this date may not be processed. Special needs A candidate's special needs requirements are determined by the SENCO and the educational psychologist/specialist teacher.
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 may be granted during the course and in the exam. Access arrangements Making special arrangements for candidates to take exams is the responsibility of the SENCO and the Examinations Officer. Submitting completed access arrangement applications to the awarding bodies is the responsibility of the Examinations Officer with SENCO. Rooming for access arrangement candidates will be arranged by the Examinations Officer. Invigilation and support for access arrangement candidates will be organised by the Examinations Officer with SENCO. 8. Estimated grades The Head of Department and the Head of Subject will submit estimated grades to the Examinations Officer when requested by the Examinations Officer. 9. Managing invigilators and exam days Managing invigilators External invigilators will be used for exam supervision. They will be used for all exams. The recruitment of invigilators is the responsibility of the Examinations Office. Securing the necessary Disclosures and Barring Service (DBS) clearance for new invigilators is the responsibility of the Centre administration and this procedure can be found in the school s Preemployment Check Procedure and Recruitment Policy. DBS 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 Examinations 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.
The senior invigilator will start all exams in accordance with JCQ guidelines. Senior members of staff authorised by the Headteacher and Examinations Officer may be present at the start of the exam to assist with identification of candidates but must not advise on which questions are to be attempted. A card with the photo of the candidate will be placed on each individual desk to aid identification. In practical exams subject teachers should 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 available from the Exams Office 24 hours after the published finish time of the exam. For internal exams, subject teachers must supply the Examinations Officer with all information regarding tier of paper. Subject teachers must also supply Examinations Officer with all mock exam question papers. Subject teachers are responsible for ensuring that all sections of the mock paper, plus any attachments and inserts, have been copied correctly and that a final check is made when handing over the papers to the Examinations Officer. Examinations Officer will supply any lined paper required for mock exams. 10. Candidates, clash candidates and special consideration Candidates The centre's published rules on acceptable dress, behaviour and candidates' use of mobile phones and all electronic devices apply at all times. Disruptive candidates are dealt with in accordance with JCQ guidelines. Candidates' personal belongings remain their own responsibility and the centre accepts no liability for their loss or damage. In an exam room candidates must not have access to items other than those clearly allowed in the instructions on the question paper, the stationery list, or the specification for that subject. This is particularly true of mobile phones and other electronic communication or storage devices with potential technological or web enabled sources of information. Any precluded items must not be taken into the exam room. If any of these items are brought into the exam room then they will be removed and the school accepts no responsibility for them. Candidates may leave the exam room for a genuine purpose requiring an immediate return to the exam room, in which case a member of staff must accompany them. The Examinations Officer will attempt to contact any candidate who is not present at the start of an exam and deal with them in accordance with JCQ guidelines.
Clash candidates The exams officer will be responsible as necessary for identifying escorts, identifying a secure venue and arranging overnight stays. Special consideration Should a candidate be too ill to sit an exam, suffer bereavement or other trauma or be taken ill during the exam itself, it is the candidate's responsibility to alert the centre, or the exam invigilator, to that effect. Any special consideration claim must be supported by appropriate evidence within five days of the exam, for example a letter from the candidate's doctor. The exams officer will then forward a completed special consideration form to the relevant awarding body. 11. Coursework/Controlled Assessments and appeals against internal assessments Coursework Candidates who have to prepare portfolios should do so by the end of the course or centre-defined date. Head of Department will ensure all coursework is ready for despatch at the correct time and the Examinations Officer will keep a record of what has been sent when and to whom. Head of Department and subject teachers are responsible for ensuring that marks for the internally assessed work are carefully checked and correct before submitting them directly to the awarding bodies. Head of Department and subject teachers are responsible for ensuring that the moderator receives the correct sample of work for review and that it is both complete in its entirety and given to the Examinations Office with the necessary administration forms before the deadline set by the Examinations Officer. The Examinations Officer is responsible for submitting the coursework to the moderator. Controlled Assessments Outlining staff responsibilities - GCSE controlled assessment Deputy Head Account for the safe and secure conduct of controlled 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.
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. Heads of department Decide on the awarding body and specification for a particular GCSE. Standardize 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. 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. Teachers Understand and comply with the JCQ guidelines for the conduct of 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 officer Enter students for individual units, whether assessed by controlled assessment, external exam or on-screen test, before the deadline for final entries. 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.
On the few occasions where controlled assessment cannot be conducted in the classroom arrange suitable accommodation where controlled assessment can be carried out, at the direction of the Senior Leadership Team. SENCO Ensure access arrangements have been applied for. Work with teaching staff to ensure requirements for support staff are met. Appeals against internal assessments The centre is obliged to publish a separate procedure on this subject, which is available from the exams office. (Appendix 2) The main points are: appeals will only be entertained if they apply to the process leading to an assessment. candidates may appeal if they feel their coursework has been assessed unfairly, inconsistently or not in accordance with the specification for the qualification appeals should be made in writing to the Headteacher who will decide whether the process used conformed to the necessary requirements the Headteacher s findings will be notified in writing, copied to the exams officer and recorded for awarding body inspection. 12. Results and Post Result Services Results Candidates will receive individual results slips on results days in person at the centre. Arrangements for the school to be open on results days are made by the Head of Centre. The provision of staff on results days is the responsibility of the Senior Leadership Team. The centre aggregates at the end of year 12 for AS grades and year 13 for A2 grades. Enquiries about Results (EARS) EARs may be requested by centre staff or candidates if there are reasonable grounds for believing there has been an error in marking. The candidate s consent is required before any EAR is requested. Candidates or parents can request an EAR to be carried out and they will be charged for this service before a request is made to the awarding body. The Examinations Officer will make available to every candidate on results day an up to date table showing the fees and deadline dates for the EAR
service as set by the awarding bodies. Each candidate will also have a copy of an EAR request form. If a result is queried by the Head of Department then the fee will be paid for by the requesting department. If the centre s marks for an internal assessment have been accepted by the awarding body without change then it is not possible to request a remark of this component. When the centre does not support the request for an EAR then the candidate may appeal and the centre will respond by following the process in its internal assessment appeals procedure document. (Appendix 2) The centre will ensure that, as long as sufficient notice is given, any appeal is dealt with within the EAR deadlines set by the awarding bodies. Access to Scripts (ATS) After the release of results, candidates may request the return of one or more of their exam scripts and they will be charged for this service. Centre staff may also request exam scripts for their investigation or for teaching purposes. For the latter, the consent of candidates must be obtained. Remarks cannot be applied for once an original script has been returned. 13. Certificates Certificates are presented in person and collected and signed for at times specified by the Examinations Officer. If not collected then certificates will be retained for one year after which they will be destroyed. Certificates may be collected on behalf of a candidate by a third party provided they have been authorised to do so. Candidates should provide a letter to this effect. Certificates are withheld from candidates who owe fees. Head of centre: Exams officer: Date: The policy is next due for review on September 2016
Appendix 1 Internal Assessment Appeals Procedure West Hatch High School is committed to ensuring that whenever its staff assesses students work for external qualification, this is done fairly, consistently and in accordance with the specification for the qualification concerned. Assessments are conducted by staff who have appropriate knowledge, understanding and skill and who have been trained in this activity. In accordance with the Code of Practice for the conduct of external qualifications West Hatch High School is committed to ensuring that assessment evidence provided by candidates is produced and authenticated according to the requirements of the relevant specifications for each subject. Where a set of work is divided between staff, internal moderation and standardisation will ensure consistency. If a candidate feels that this may not have happened in relation to his/her work then they may make use of this appeals procedure. Note that the appeals may only be submitted by the centre for moderation by the awarding body. STAGE 1 If a candidate is unhappy about the mark awarded for internal assessment or decision not to support an enquiry about a results then they should proceed as follows. 1. They should ask the subject teacher to explain why the mark was given. 2. If not satisfied with the explanation they receive they should see the Head of Department concerned. STAGE 2 If the candidate still does not understand or does not accept the mark awarded, or feels that their work has been unfairly assessed then they can lodge an appeal via the Headteacher. The appeal must be lodged in writing by 15 May for the summer exam series. the appeal shall include a review of the procedures used by the Centre to award marks for internal assessment and shall consider whether those procedures were compliant with the requirements of the Awarding Body. There is no appeal against the mark or grade awarded. the appeals panel is to consist of 3 people: the member of staff concerned, the Head of Department and a member of the School Leadership Team unconnected with the subject concerned if the Head of Department is the teacher who awarded the disputed mark another member of the department should be on the panel the candidate can be supported in the presentation of their case by a parent or guardian a written record should be kept of the proceedings and should include the outcome of the appeal and the reasons for that outcome a copy of the records should be sent to the candidate the appeal shall be concluded by the date of the last externally assessed paper for that season or 10 June whichever is earlier. the centre must inform the awarding body of any outcome of any appeal that might affect the candidates mark.
Appendix 2 For use by exams office staff Controlled assessment Risk management process (editable template) This editable template examines potential risks and issues relating to the implementation of controlled assessment for GCSEs and Diploma principal learning and how these might be managed and mitigated through forward planning and remedial actions. We hope it will provide a useful start point for exams office staff when discussing with other colleagues risks and issues that might apply to their individual centres or consortium. The QCDA factsheet Planning and managing controlled assessment for GCSEs and Diploma principal learning and the editable document Outlining staff responsibilities could be used to support your centre or consortium allocating risks and issues to the appropriate roles. Using the risk management process template The list of possible risks and issues featured in this template is purely illustrative for individual centres or consortia to consider and adapt to their own needs and there are blank rows under each heading for you to fill in. A blank column entitled staff has been included on the template so centres/consortia can list: the person (or role): Responsible for the risk/issue Accountable for the risk/issue Who should be Consulted about this risk/issue Who should be Informed should the risk/issue arise. A definition of these roles and this process (commonly abbreviated as RACI ) can be found in the consortium responsibility chart, on the Diploma resources web page on www.qcda.gov.uk. Any adapted list of risks and issues should be reviewed and approved by appropriate members of the senior leadership team to ensure that it is fit for purpose and compatible with the existing policies and procedures of the centre or consortium. The review should be repeated at regular intervals and kept up to date. Please note: the above guidance is not part of the template and should not be altered
Example risks and issues Possible remedial action Staff (use 'RACI' to determine who Forward planning Action should be listed) 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 R&A-Deputy Head, C&I-Cover Manager/ Exams Officer/HODs 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 R-HODs, A-Deputy Head, C-SLT, I- Cover Manager/ Exams Officer Accommodation Insufficient space in classrooms for candidates Insufficient facilities for all candidates Downloading awarding body set tasks 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 Careful planning ahead and booking of rooms / centre facilities Use more than one classroom or multiple sittings where necessary R-Subject Teachers, A-HODs C-Cover Manager, I-Exams Officer R-Subject Teachers, A- HODs, C-Cover Manager/IT Manager, I-Exams Officer 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 R-HODs, A-IT Manager, C-IT Manager, I-Subject Teachers Teaching staff/assessors unable to access task details Test secure access rights ahead of schedule every year and every session Ensure teaching staff/assessors have access rights for correct area of awarding body secure extranet sites ahead of time R-Subject Teachers, A- HODs, C-Exams Officer, I-IT Manager Loss of task details in transmission Download tasks well ahead of scheduled assessment date Report loss to awarding body for replacement; download again R&A-HODs, C-IT Manager, I-Exams Officer
Absent candidates Candidates absent for all or part of assessment (various reasons) Plan alternative session(s) for candidates R-Subject Teachers, A- HODs, C&I-Exams Officer Candidates have a scheduling clash for exams or assessment (possibly offsite on consortium teaching) Control levels for task taking Always consider candidate timetables well ahead and decide on priorities in advance to scheduling clashes Check before booking the date; provide an alternative date, where necessary and consult awarding body procedures for dealing with timetabling clashes N.B. retakes of controlled assessment are limited R&A-Exams Officer/Subject Teacher, C-HODs, I-Deputy Head Assessment is undertaken under incorrect level of control (time, resources, supervision and collaboration) Ensure teaching staff/assessors know what level is applicable and understand what is involved. Provide training if required Seek guidance from the awarding body R-Subject Teachers, A- HODs, C-Deputy Head, I-Exams Officer Supervision 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 R&A-HODs, C- Subject Teachers, I-Deputy Head 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 R-HODs, A-SLT, C&I-Exams Officer 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. R&A-Exams Officer, C&I-Deputy Head
Example risks and issues Possible remedial action Staff (use 'RACI' to determine who Forward planning Action should be listed) Task setting Teaching staff/assessors fail to correctly set tasks Ensure teaching staff/assessors understand the task setting arrangements as defined in the awarding body specification** Seek guidance from the awarding body R-Teachers, A- HODs, C-Exams Officer, I-Head of Centre 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 R-Teachers, A- HODs,C-Exams Officer, I-Deputy Head Security of materials Assessment tasks not kept secure before assessment Ensure teaching staff understand importance of task security Request/obtain different assessment tasks R&A-HODs, C- Exams Officer, I- Deputy Head 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 R&A-HODs, C- Exams Officer, I- Deputy Head Insufficient or insecure storage space Look at provision for suitable storage early in the course Find alternative spaces R&A-HODs, Exams Officer, C- Maintenance, I- Deputy Head 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. R-Subject Teachers, A- HODs, C-Exams Officer, I-Deputy Head Deadlines for marking and/or paperwork not met by teaching staff/ assessors Ensure teaching staff/assessors are given clear deadlines (prior to awarding body ones) to complete marking/paperwork so the exams office can process and send off marks ahead of AB deadlines Seek guidance from awarding body R-HODs, A-Subject Teachers, C- Exams Officer, I- Deputy Head
Example risks and issues Possible remedial action Staff (use 'RACI' to determine who Forward planning Action should be listed) Marking Teaching staff/assessors interpret marking descriptions incorrectly Ensure appropriate training and practicing of marking. Plan for sampling of marking during the practice phase. Arrange for remarking. Consult awarding body specification for appropriate procedure R-Subject Teachers, A- HODs, C-Exams Officer, I-Deputy Head 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. R-HODs, A-Head of Centre, C- Deputy Head, I- Exams Officer 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 R-Subject Teachers, A-HODs C&I-Exams Officer 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 R-HODs, A-Subject Teachers, C&I- Exams Officer * Not all controlled assessment whether for the Diploma or GCSEs will require the completion of a study diary or study plans ** All tasks whether set by the awarding body or the centre/consortium must be developed in line with the requirements of the specification.
Appendix 3 Word Processing Policy Some students may benefit from the use of a word processor during some or all of their examinations. For example, candidates with:- A learning difficulty which has a substantial and long term adverse effect on their ability to write legibly A medical condition A physical disability A sensory impairment Illegible and incomprehensible handwriting Planning and organisational problems when writing by hand In all cases the use of a word processor must reflect the candidate s NORMAL WAY OF WORKING within the centre and be appropriate to the candidate s needs. The use of a word processor will not be granted to a candidate because he/she prefers, to type, works faster on a keyboard, or because they use a laptop/pc at home. Candidates must not use their school log-in on a school computer for exams. The invigilator will always give a specific exams log-in. Candidates must not use their own computer/lap-top for exams. Candidates are responsible for frequently saving their work during the exam time. It is the responsibility of the candidate to ensure that the pages are numbered, that each page has the centre number, candidate number and unit/component code as either a header or a footer that is script is written with a minimum of 12 pt. font and there is double spacing. At the end of the exam, the candidate must remain in the exam room until their work has been printed so that they can verify and sign each page. The invigilator will always have an exams memory stick to save the candidates work to. A student s own memory stick must NEVER be used. Every effort is made to ensure that candidates cannot access spell check, their own drive and the internet during exams. However, if any student is found trying to get around the settings this will be interpreted by the school as malpractice and will be reported to the Awarding Body.
Appendix 4 Joint Contingency Plan Aims of the Joint Contingency Plan The Joint Contingency Plan is designed to ensure a consistent and effective response in the event of major disruption to the examination system affecting significant numbers of candidates across several awarding organisations. All awarding organisations are required to have their own well established contingency plans in place to respond to such disruptions, and these have been implemented already on numerous occasions. This Joint Contingency Plan takes into account these processes and procedures and is designed to complement them, not replace them. The organisations that own this plan are those who have a significant interest in assessments delivered in line with the national common examination timetable* but where appropriate these contingencies should be applied to other qualifications. The plan will be implemented in the event of major disruption to the system, such as widespread illness, travel disruption, bad weather or power failures. Any actions taken will be subject to the advice of the official agencies dealing with the specific circumstances being faced, for example the police, Environment Agency or Health Protection Agency. Implementing the plan will safeguard the interests of candidates while maintaining the integrity of the examination system and safeguarding qualification standards. The contingencies applied will be selected based on the context of the disruption and have been implemented on several occasions in response to localised issues. They would be applied on a larger scale in response to any widespread disruption at a national level. The priority when implementing contingencies will be to maintain three principles: Delivering assessments to published timetables Delivering results to published timetables Complying with regulatory requirements in relation to assessment, marking and standards. If the usual contingencies are no longer sufficient to maintain these outcomes, an identified Crisis Management Team consisting of representatives of all organisations involved will be convened by Ofqual to agree the additional actions required. *The national examination timetable applies to GCSEs, AS levels, A-levels and Principal Learning. Communications The scale of the exams, qualifications and testing system in England, Wales and Northern Ireland is huge, involving more than a million learners each year and thousands of centres. It is vital that a system of this size has robust and co-ordinated contingency plans in place to deal with any major disruption that may affect candidates. In the event of major disruption, communication is a key factor in ensuring an effective and consistent response across the agencies involved. This includes communications between the organisations involved in the response and communications to stakeholders such as centres, candidates, parents or carers and the public. Details of whether specific contingencies have been agreed across organisations will be confirmed on the Ofqual website and proactively communicated to relevant stakeholders. www.ofqual.gov.uk
The organisations involved in this Joint Contingency Plan are committed to: sharing timely and accurate information as required to meet the aims of the plan communicating with stakeholders so they are aware of disruption to the exams, the contingency measures being implemented and any actions required of them as a result ensuring that any messages to the public are clear and accurate. Background and ownership The Joint Contingency Plan was first developed in 2006 and has been updated regularly since then. It is jointly owned by Ofqual, the Welsh Government, CCEA, AQA, Edexcel, EDI, ICAAE, OCR, VTCT, WJEC, City & Guilds, JCQ, DfE/Teaching Agency, DENI and UCAS. Ofqual acts as the central point of contact for the Contingency Plan and convener of the Contingency Management Group. While Scotland operates a different examinations system, the Scottish Qualifications Authority has been involved in the compilation of the plan to ensure its approach adopts the same principles of fairness, transparency, evidence and integrity. The Joint Contingency Plan is subject to regular reviews and amendments by the involved parties so it continually represents the latest experiences and expertise to ensure appropriate responses to disruption to the exams, qualifications and testing system. 1. Disruption of teaching time Centres are closed for an extended period Criteria for implementation of the plan We are closed or candidates are unable to attend for an extended period during normal teaching or study supported time, interrupting the provision of normal teaching and learning. Recommended actions: Where there is disruption to teaching time and students miss teaching and learning, it remains the responsibility of centres to prepare students, as usual, for examinations. We will arrange for alternative methods of teaching to be communicated to students We will arrange for students to be taught at an alternative venue (e.g. share facilities with other centres or use other public buildings, if possible) We will prioritise candidates who will be facing examinations shortly In the case of modular courses, we may advise candidates to sit examinations in an alternative series We will follow DFE guidance on emergency planning, with advice on severe weather. This is available on the Department for Education website: www.education.gov.uk/schools/adminandfinance/emergencyplanning/a0069425/advice-on-severeweather 2. Disruption in the distribution of examination papers Criteria for implementation of the plan Disruption to the distribution of examination papers to centres in advance of examinations. Recommended actions: Awarding organisations to provide us with electronic access to examination papers via a secure external network. Awarding organisations to fax examination papers to us if electronic transfer is not possible. The Examinations Officer would need to ensure that copies are received, made and stored under secure conditions Awarding organisations to source alternative couriers for delivery of hardcopies.
3. Candidates unable to take examinations because of a crisis - centres remain open Criteria for implementation of the plan Candidates are unable to attend examination centres to take examinations as normal. Recommended actions: We will liaise with candidates to identify whether the examination can be sat at an alternative venue in agreement with the relevant awarding organisations We will offer candidates an opportunity to sit any examinations missed at the next available series We will apply to awarding organisations for special consideration for candidates where they have met the minimum requirements. Candidates are only eligible for special consideration if they have been fully prepared and have covered the whole course but are affected by adverse circumstances beyond their control. If a candidate chooses not to sit an examination for other reasons they should be aware that special consideration rules will not apply. JCQ guidance on special consideration can be accessed through the JCQ website: www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-andguidance 4. We are unable to open as normal during the examination period Criteria for implementation of the plan We are unable to open as normal for scheduled examinations. A centre which is unable to open as normal for examinations must inform each awarding organisation with which examinations are due to be taken as soon as is possible. As part of their general planning for emergencies, centres should cover the impact on examinations. The responsibility for deciding whether it is safe for a centre to open lies with the head of centre. The Headteacher is responsible for taking advice, or following instructions from relevant local or national agencies in deciding whether they are able to open. Recommended actions: We will open for examinations and examination candidates only, if possible We will use alternative venues in agreement with relevant awarding organisations (e.g. share facilities with other centres or use other public building, if possible) We may offer candidates an opportunity to sit any examinations missed at the next available series We will apply to awarding organisations for special consideration for candidates where they have met the minimum requirements. 5. Disruption to the transportation of completed examination papers Criteria for implementation of the plan Delay in normal collection arrangements for completed examination scripts. Recommended actions: In the first instance we will seek advice from awarding organisations and normal collection agency regarding collection. We will not to make our own arrangements for transportation without approval from awarding organisations. We will ensure secure storage of completed examination papers until collection.
6. Assessment evidence is not available to be marked Criteria for implementation of the plan Large scale damage to or destruction of completed examination scripts/assessment evidence before it can be marked Recommended actions Awarding organisations to generate candidate marks for affected assessments based on other appropriate evidence of candidate achievement as defined by the awarding organisations Candidates to retake affected assessment at subsequent assessment window. 7. Centres are unable to distribute results as normal Criteria for implementation of plan Centres are unable to access or manage the distribution of results to candidates, or to facilitate post results services. Recommended actions: We will contact awarding organisations about alternative options: make arrangements to access results at an alternative site make arrangements to coordinate access to post results services from an alternative site share facilities with other centres if this is possible