PRESENTATION AND ASSESSMENT GUIDELINES 2014 … · PRESENTATION AND ASSESSMENT GUIDELINES 2014-15 ... 3 Course Entry and Registration ... 2 DCC Education Department S1-S6 Curriculum

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DUNDEE CITY COUNCIL EDUCATION DEPARTMENT

PRESENTATION AND ASSESSMENT

GUIDELINES 2014-15

December 2014

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Contents 1 Introduction 2 Pupil and Parent/Carer Entitlement 3 Course Entry and Registration 4 Attainment and Achievement Budget 5 Assessment Arrangements 5.1 Internal Assessment 5.2 Internal Verification 5.3 Internal Verification Partnership Arrangements 5.4 External Verification 5.5 Assessment Instruments 5.6 Prior Verification 5.7 Assessment Conditions 5.8 Assessment Evidence 5.9 Reassessment 5.10 Movement between NQ levels 5.11 Assessment Arrangements for students with additional support needs 6 Prelim Examinations 7 External Assessment 8 Monitoring Pupil Progress, Recording & Reporting 9 SQA Results Services 10 Appendix 10.1 Useful documents/links 10.2 SQA Charges – Joint Agreement

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1 Introduction

This document updates the Presentation & Assessment Guidelines (May 2013) and aims to assist schools/learning centres by providing guidance on issues pertaining to aspects of presentation and assessment within the examination framework of the new NQ provision.

The document should also assist schools/learning centres and departments to update or revise whole school and departmental assessment policies and statements and bring them in line with revised SQA arrangements and conditions for the new NQ examination framework by stating the authority’s position in certain key areas.

Assessment of the new National Qualifications is much more of a focus for individual schools than with the current qualifications. Given the importance of internal assessment at National 1 – 4 level, along with the greater contribution of coursework to the final grade at National 5 and beyond, it is essential that schools/learning centres and departments ensure that their procedures for assessment and moderation correspond fully to SQA requirements. The purpose of these guidelines is to outline the key areas identified by the SQA and to point towards certain issues that the authority view as crucial if these new assessment procedures are to be successful.

The key SQA documentation that outlines their position as regards this is located at the following tabs within the SQA CfE Homepage at http://www.sqa.org.uk/sqa/58062.3806.html

New Qualifications Outline http://www.sqa.org.uk/sqa/58085.3588.html Assessment and Exams http://www.sqa.org.uk/sqa/58863.3589.html Principles and Guidelines - http://www.sqa.org.uk/sqa/58431.3590.html This latter tab provides a link to key quality assurance and validation information.

The following documents are also worthy of consideration

New National Qualifications: management of assessment across the centre www.sqa.org.uk/sqa/files_ccc/Managing_Assessment_Across_the_Centre_Key_Questions_FINAL.pdf

Guide to Assessment http://www.sqa.org.uk/files_ccc/25GuideToAssessment.pdf Internal Verification: A Guide for Centres Offering SQA Qualifications -

http://www.sqa.org.uk/sqa/files_ccc/InternalVerificationGuideforSQAcentres.pdf Prior Verification Guidance Document –

http://www.sqa.org.uk/sqa/files_ccc/Prior%20Verification%20Centre%20Guidance%20FINAL.pdf

Results Services http://www.sqa.org.uk/sqa/65427.html Introducing Results Services – new support from SQA

http://www.sqa.org.uk/sqa/files_ccc/FA6669_SQA_Results_Services_A5_8pp_brochure_web.pdf All centres and departments are expected to be familiar with the above documents along with these guidelines, and their implications for related school and department policies/operational procedures. Further information regarding such school/department policy and operational procedures is available from the school’s head teacher and/or SQA Coordinator.

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2 Pupil and Parent Entitlement

Dundee City Council Education Department requires that the following standards be guaranteed to pupils and parents from all schools/learning centres and departments:

2.1 Centres should ensure that students are allocated to a level of study appropriate to

their abilities, needs and aspirations e.g. pupils engaging in a National 5 course of study should be secure within CfE level 4 experiences/outcomes or achieved a National 4 unit/course award. Progression routes from S4 for students of all abilities need to be considered and agreed between senior managers and subject departments. Established school practice in engaging with parents/carers and learners will continue to inform and support subject choices.

2.2 Pupils and parents/carers should be made aware at the beginning of a course of

study of the parameters of movement between levels in all courses of study and that it may prove difficult to move to another level of study. In some instances, depending upon timetabling, staffing and hierarchy issues, a move to another level may not be possible.

2.3 Students should be advised at the beginning of each course of study of:

An overview of the course/assessment requirements An indication of approaches to learning, teaching and assessment The stated outcomes and assessment standards for the unit as well as the

overall course requirements.

2.4 Centres should ensure that where possible internal assessment is managed to avoid assessment hot spots. Pupils and parents/carers should be aware from an early stage where assessment points will occur.1 The related SQA documents including: New National Qualifications: management of assessment across the centre, will be of support in this regard.

2.5 Schools should ensure that their reporting policy allows for informing parents/carers

as well as students of any non-achieved units and subsequent reassessment opportunities/ timescales.

2.6 Schools should ensure that there is at least one point in the reporting cycle where

parents/carers receive a comprehensive course report of their child’s progress within their course of study.

3 Course Entry and Registration 3.1 Centres should co-operate fully with the SQA on required student details for

candidate and course registration. 3.2 Course entries should be made in accordance with SQA timelines. This is normally

around 28th September. This will allow time for liaison between centres and the SQA regarding external moderation and verification procedures.

3.3 Course registrations should be made in accordance with SQA timelines. This is normally around 7 November.

1 www.sqa.org.uk/sqa/64556.4195.html - New National Qualifications: management of assessment across the

centre, including –

www.sqa.org.uk/sqa/files_ccc/Managing_Assessment_Across_the_Centre_Key_Questions_FINAL.pdf

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3.4 Where possible, Centres should inform the SQA of any candidate level changes or withdrawals by 31st March. Late entry charges will be applied to Centres, thereafter. All external assessment estimates – N5 and above - should be sent to SQA in line with published timelines.

3.5 Centres will be charged at the recently established SQA rates (refer to SQA

information on charges). 3.6 Unit results should be submitted to SQA as soon as possible following completion

date and within the timescales indicated by the SQA. 3.7 A list of key dates is available within - Delivering National Qualifications, Guide for

SQA Co-ordinators (Key Dates)

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4 Attainment and Achievement Budget 4.1 In *normal circumstances this budget is provided to schools to cover the total costs of

presentations to SQA and any other awarding body that is used as part of pupil certification. The budget is fully devolved to schools and includes an element to cover the costs of additional supported study that schools may wish to provide to support pupils’ learning/study and preparation for national examinations or supplement study/learning programmes that are already provided by school staff.

*In November 2013 SQA’s Chief executive announced a fixed charge arrangement for local authorities in relation to presentation charges throughout the academic years 2013/14 – 2015/16 ( financial years 2014/15 – 2016/17) details of which are outlined within Appendix 10.2. As a direct consequence of the above, Dundee City Council Education Department will, for financial year 2015/16, again centrally retain the presentation cost element of the aforementioned budget with only the residual to cover associated costs for pupils’ learning/study and preparation for national examinations devolved directly to schools.

4.2 The notional budget allocation to schools is based on a pupil entitlement of the

following number of qualifications in their school career:2

6 qualifications by the end of S4 5 qualifications at the end of S5 5 qualifications by the end of S6

Qualification cost is based on a single NQ Course charge as outlined within SQA entry charges relating to the current school/examination diet. To support the accurate allocation of budget to schools, an annual audit of the average number of S4/5/6 presentations made by secondary schools in the previous year will be conducted by the Education Department.

4.3 The devolved budget will be based on pupil census role for S4-6 taken in the

September of the presentation session. 4.4 Through SEEMIS reports, schools will be able to monitor the ongoing SQA

registration costs and determine the levels of funds remaining to fund additional support for pupils’ learning/study as outlined in 4.1

4.5 Decisions on pupil presentations/SQA entry, including those pertaining to the

submission of Recognising Positive Achievement (RPA - N5 to N4) lie with individual schools/centres in line with these guidelines. In response to the need to recognise positive achievement,3 schools/learning centres should continue to manage their devolved budgets judiciously in order to fund the submission of Added Value Units at Level 4 – and where necessary Literacy and Numeracy Units - for the small number of pupils for whom this is required.

Whilst the Attainment & Achievement budget for financial year 2015/16 has been retained centrally to cover SQA fixed charge presentation costs in academic session 2014/15, schools/centres should continue to make presentation decisions, including those for RPA in accordance with the spirit of these guidelines.

2 DCC Education Department S1-S6 Curriculum Guidelines

3 www.sqa.org.uk/sqa/files_ccc/Recognising_Positive_Achievement_N4N5.pdf

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In weighing up decisions on RPA N5 to N4 and whether or not to adopt, for those pupils who meet the eligibility criteria, options resulting in pupils receiving N4 course awards in or after August 2015 schools will wish to consider what is in the best interests of individual pupils. In doing so schools will naturally consider a number of factors for such pupils on the margins of N5 course awards including their likely chances of securing a D award, individual pupil plans for course progression and associated costs.

4.6 All late fee charges will continue to be met directly by schools/learning centres.

Schools should carefully monitor all deadline dates and align their management calendars to ensure that any late fees are kept to an absolute minimum.

4.7 Schools should continue to consider certification carefully in light of the above

arrangements to ensure that all presentations are attaining best value and represent good use of a pupil's entitlement.

4.8 Certification pre S4: It is essential that schools/learning centres ensure that their

curricular models firmly embed the key characteristics of Curriculum for Excellence as outlined in the Dundee City Council S1-S6 Curriculum Guidelines. In accordance with (para 3.14) of these guidelines4: ‘Pupils will not normally be presented for SQA examinations before S4.’ This is in accordance with A Statement of the Curriculum for Excellence Management Board of May 20115 and the Scottish Government’s position on early presentation set out in Building the Curriculum 3

4.9 The above (4.8) should not preclude consideration of presentation prior to S4 in

exceptional circumstances which may be justified by the requirement to meet the additional support needs of exceptional/‘able’ learners and pupils undertaking wider achievement awards/courses.

Where the possibility of such early presentation exists schools will naturally take cognisance of the views of the pupil concerned and their parents/carers.

5 http://www.educationscotland.gov.uk/images/CfEManagementBoard23Paper3.3Annex%202_tcm4-

674101.pdf

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5 Assessment Arrangements 5.1 Internal Assessment

Each centre must ensure that the internal assessment within the new National Qualifications Framework is managed effectively. Internal assessment should be conducted in line with the arrangements set out in the ‘Assessment conditions’ section of each Unit Assessment Support document. Course assessment must align with the purpose and aims of the Course and be fit for purpose. It must also be consistent with the learning and teaching approaches used to deliver the Course. See also 2.4 re timing of unit assessments.

5.2 Internal Verification6 5.2.1 Schools and departments must include in their assessment policies clear details of

how robust internal verification procedures will be carried out and supervised. 5.2.2 The Principal Teacher will have overall responsibility for all aspects of internal

verification in the department. 5.2.3 The Principal Teacher will make specific arrangements for the internal

standardisation of their departmental assessment procedures through a range of methods including cross marking of tests, blind marking and sampling of course work. Further support is available within the SQA Internal Verification Toolkit at http://www.sqa.org.uk/sqa/71679.5825.html

5.2.4 Senior Management must put into place a quality assurance system to ensure that

these procedures are carried out correctly. 5.3 Internal Verification Partnership Arrangements 5.3.1 Where pupil assessment and/or presentation involves collaboration with other

agencies e.g. college links, schools should ensure that there are agreed procedures and practices planned and quality assured in advance to ascertain compliance with school, Education Department and awarding body regulations.

5.4 External Verification Visiting and central moderation will play a crucial role in the SQA’s quality assurance

procedures. Such activity will take place over two rounds with a more proportionate and targeted approach being adopted to revised curriculum groupings. Moderation will be an on-going process throughout the year and centres and departments should use the feedback received to help inform assessment procedures and as an aid to improve learning and teaching.

5.4.1 Verification events and visits will take place during a managed rolling programme of

activity. Verification activities will take place in two different rounds. These rounds will be in accordance with the agreed SQA timeline with Round 1 (February) addressing Unit verification ( N4-H6) and Round 2 (May) addressing Added Value assessments ( N4) and Internally Assessed Course Component assessments.

6 http://www.sqa.org.uk/sqa/files_ccc/InternalVerificationGuideforSQAcentres.pdf - Internal Verification: A

Guide for Centres Offering SQA Qualifications

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5.4.2 Qualifications will continue to be grouped into Verification Groups (e.g. French, Spanish, German or Italian), and then into a broad subject area (e.g. Modern Languages). Details of Verification groups are available from the school’s SQA Coordinator.

5.4.3 Schools and departments should co-operate with SQA moderators as regards

requests for Internal Verification Policies, assessment instruments, marking schemes etc. and provide the materials in the format requested by the SQA.

5.5 Assessment Instruments 5.5.1 Added Value Unit: as the basis of the Course award, it is essential that the new

Added Value Unit at National 4 is set and assessed at the national standard. To support schools with the introduction of the new Added Value Unit, SQA has decided that the use of SQA Added Value Unit assessment will be mandatory in the first two sessions of the new qualifications in 2013/14 and 2014/15.

5.5.2 As with all SQA assessments, these Added Value Unit Assessments must be

internally verified by centres. (Guidance is provided in the publication Internal Verification: A Guide for Centres offering SQA Qualifications).

5.5.3 Although schools must use the SQA’s Added Value Unit assessment for the Added

Value Unit at National 4, for other Units that make up Courses from National 2 to National 5, schools may either use SQA's Unit Assessments or develop their own assessments.

5.6 Prior Verification 5.6.1 If a school/learning centre or department does decide to develop its own Unit

assessments, SQA will continue to offer a prior verification service, in which the centre's assessment is scrutinised by an SQA Appointee.

Further information, advice and support can be accessed from the SQA’s Prior Verification Document.7

5.7 Assessment Conditions

5.7.1 Prior to any assessment, candidates should be made aware of the amount, quality

and nature of the evidence required to demonstrate that they have met the relevant Assessment Standards.

5.7.2 Time restrictions are not a feature of SQA Unit Assessment Standards therefore

candidates should be given sufficient time to enable them to complete the assessment task.

5.7.3 The task should be made clear to candidates. While candidates are expected to work

independently through the assessment task, assessors can clarify with them how to approach the task, to guide them in producing their response.

5.7.4 Appropriate assessment conditions should be applied consistently and effectively

with all students. Where teachers do not have the opportunity to observe students

7 http://www.sqa.org.uk/sqa/files_ccc/Prior%20Verification%20Centre%20Guidance%20FINAL.pdf – Prior

Verification Guidance Document

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carrying out activities or producing unit work under supervision, then appropriate arrangements must be made to confirm that the student’s work is their own.

5.7.5 Where the task or preparation for the assessment task involves group activity,

schools should ensure that candidates are individually able to provide evidence that they have met the Assessment Standards.

5.7.6 Assessors should not provide specific advice on how to improve responses or

provide model answers but may prompt candidates where appropriate to clarify that they have met the Outcomes and Assessment Standards.

5.7.7 Assessors must exercise their professional responsibility in ensuring that the

candidate’s evidence meets the requirements of the Outcomes and Assessment Standards for the Unit being assessed and that evidence submitted is the candidate’s own work.

5.7.8 Assessors should keep accurate records of all assessment decisions. 5.8 Assessment Evidence 5.8.1 Assessment instruments must be stored securely by departments. Their contents

must not be offered either in whole or part as homework or extension learning and teaching activities. Senior management in schools/learning centres should be aware of the storage and security arrangements for all National Qualifications unit assessment materials.

5.8.2 Clear departmental policies should exist regarding the retention and location of

evidence which demonstrates that pupils have met the required standard. 5.9 Reassessment

5.9.1 SQA’s guidance on re-assessment is that there should normally be one or, in

exceptional circumstances, two re-assessment opportunities. Re-assessment should be carried out under the same conditions as the original assessment.

5.9.2 It is the assessor’s responsibility to decide the nature of the re-assessment that is

most appropriate for the candidate on each occasion within any SQA requirements and within any centre’s policies and guidance.

5.9.3 Assessors must take care that reasonable remediation opportunities do not become

overly supportive. 5.9.4 It should be noted that candidates need only be re-assessed on the specific

Outcomes/Assessment Standards for which they have not yet provided evidence that meet the standard.

5.9.5 Where it is judged by the assessor that a re-assessment of all Outcomes and

Assessment Standards is required, it is essential that any re-assessment makes the same demands as the original assessment and so assessors should consider the use of a different context or a fresh task.

5.9.6 All re-assessments should be subject to internal verification procedures, such as

standardisation exercises. 5.9.7 Students and parents should be aware of all procedures relating to reassessment.

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5.10 Movement between NQ levels

5.10.1 It is the responsibility of Senior Managers to ensure that progression routes are clearly defined and that there is an underlying long term rational to the shape of the curriculum.

5.10.2 Where movement between levels can occur, centres and departments should ensure that delivery of NQ levels are harmonised as much as possible to allow for any possible interchange.

5.10.3 Students and parents/carers should be made aware at the beginning of the course that failure to pass the unit internal assessment and reassessment may lead to a student being transferred to a lower level.

5.10.4 Students and parents/carers should be made aware at the beginning of a course of

study that it may prove difficult to move to another level of study. In some instances, depending upon a variety of factors e.g. timetabling, staffing, a move to another level may not be possible.

5.11 Assessment arrangements for students with additional support needs 5.11.1 SQA will continue to provide assessment arrangements to allow candidates who are

disabled, and/or who have been identified as having additional support needs, appropriate access to assessment, where SQA is satisfied that the integrity of the qualification is not compromised.

5.11.2 Schools/learning centres and departments should comply with SQA requirements as

detailed in SQA documentation: guidance on appropriate assessment arrangements is provided on the SQA website

5.11.3 For candidates who are disabled under the provisions of the Equality Act 2010, an

assessment arrangement might be the ‘reasonable adjustment’ required to compensate for a substantial disadvantage, but there may be other adjustments that need to be made in order to meet their individual needs.

5.11.4 Schools/learning centres should be aware that in respect of some National

Qualifications including those in literacy and numeracy, a small number of adjustments were considered to be inappropriate because they compromised specific assessment objectives (i.e. the skills, knowledge and understanding being assessed by the qualification) and therefore undermined the meaning and value of the qualification.

5.11.5 Schools/learning centres and departments should ensure that they are aware of SQA

rulings on circumstances in which reasonable adjustments would be inappropriate because they would undermine the meaning and value of the qualification.

5.11.6 Schools/learning centres should ensure that all eligible students and their

parents/carers are made aware of the special arrangements which can and cannot be made. Details of supportive practices in literacy can be found at http://www.sqa.org.uk/sqa/67598.5248.html

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6 Prelim Examinations 6.1 Given the advantage that Prelim Examinations offer in terms of replicating the

experience for students of the conditions and demands of external course assessments, it is anticipated that schools/learning centres will continue to hold prelim examinations for pupils undertaking courses at N5 level and beyond.

6.1.2 Prelim results, along with other assessment evidence including unit assessment

evidence, will assist in generating appropriate Estimates for pupils at National 5 level and above.

6.1.3 Schools/learning centres and departments should ensure that prelim exams and

associated marking schemes correspond to advice from SQA. 6.1.4 Any exemplar assessment papers or exemplar assessment items produced by the

SQA should not be used for prelim purposes as this information is in the public domain and therefore open to abuse.

6.1.5 The timing of the prelim diet should allow not only for marking and return of results to

students, but also for a further review of the prelim results together with end of unit assessments and additional student classwork. The result of this final review should be timed to meet the SQA deadline, normally around 21st April, for submission of student estimates for external assessment.

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7 External Assessment 7.1.1 Students wishing to sit external SQA examinations must pass the entire component

unit internal assessments or be capable of passing them in the period following the SQA examination diet.

7.1.2 Where external assessment is in the form of centrally marked project type items,

schools and departments should follow subject specific arrangements as outlined in course documents.

7.1.3 Each presenting centre should co-operate with the SQA to ensure that the physical

arrangements necessary for conducting the examinations are in full accordance with SQA regulations and procedures.

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8 Monitoring Pupil Progress, Recording & Reporting

Schools/learning centres and departments should continue their current good practice of regularly monitoring and tracking pupil progress, recording assessment decisions and employing effective mechanisms for communicating with pupils and parents/carers to support pupils’ progress, learning and achievement.

8.1 In accordance with the entitlement of all pupils to receive support and challenge,

including the regular review of their learning progress and planning of next steps, schools/learning centres should have in place robust quality assurance procedures to monitor the effectiveness of the processes outlined above.

8.1.1 Accurate records of all assessment decisions should be kept for one academic

session subsequent to presentation. 8.1.2 Schools/learning centres and departments should communicate timeously with

parents/carers when: Unit assessments are failed Unit reassessments are failed Students NQ course level is to be altered Students are to be withdrawn

8.1.3 In addition to this, at least one comprehensive course report should be given to

parents/carers in the course of a school session.

8.1.4 Schools/learning centres and departments may wish to have other contacts such as early warning reports or other additional ways of communicating with parents/carers to support and enhance pupil learning and progress.

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9 SQA Results Services

Two results services (Exceptional Circumstances Consideration and Post Results Service) exist to provide support for candidates and reduce the burden for teachers and schools/learning centres, enabling them to focus on teaching and learning.8

9.1 Exceptional Circumstances Consideration 9.1.1 Exceptional Circumstances Consideration will ensure that candidates, who the

school believes have suffered as a result of exceptional circumstances, such as bereavement or illness, will be able to submit alternative evidence of demonstrated attainment before results are published. This ‘alternative evidence’ will take the form of coursework, class assessments or prelims. This service will run prior to results being published.

9.2 The Post-Results Service 9.2.1 The Post-Results Service will ensure that if, after results day in August, a school or

college is concerned by a candidate’s result they can request an administrative clerical review of the script and/or request to have the marking of the script checked.

This could result in a candidate's grade going up or down.

9.2.2 There will be no consideration of alternative evidence with this service and, to ensure

that costs are covered, there will be a charge to the school by SQA for an unsuccessful request.

9.2.3 The final decision as to whether or not the Post Results Service will be used lies with

the school’s Head Teacher following consultation with the school’s SQA Coordinator and, where required, relevant principal teachers.

9.2.4 In accordance with SQA guidelines outlined within ‘Post-results Service: Guidance

and user guide for centres’, head teachers will only normally submit requests where:

Clear and compelling evidence exists that there is a reasonable possibility that an error may have occurred with the marking or totaling of marks in a candidate’s script

The candidate’s grade is markedly at odds with the totality of assessment evidence gathered during the year and out of line with the performance of other candidates with similar profiles

The assessment evidence is consistent and points to an award at least two bands above the actual final award received by a candidate.

9.2.5 All Post-results Service requests must be submitted within the submission window

published annually by SQA. 9.2.6 Clerical checks and marking reviews will not be submitted where:

The candidate’s final award is in line with the estimate previously submitted by the school to SQA

The final award is within the same grade as that predicted by the assessment evidence held by the school

8 http://www.sqa.org.uk/sqa/65427.html - Results Services

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The candidate’s performance has shown inconsistencies during the year such that the final award falls within the range of performance evidenced

The candidates original estimate is found to be overly optimistic in the light of the performance of the actual performance of the cohort in the Course assessment

The candidate has already been through the Exceptional Circumstances Consideration Service

9.2.8 Parents and candidates cannot submit Post-results Service requests. 9.2.9 All secondary schools and S3/4 OES Learning Centres should, on an annual basis,

ensure that parents/carers and pupils are fully informed of both of the above services.

9.3 Estimates 9.3.1 Schools should continue to submit estimates to SQA in accordance with stipulated

timelines. As part of the Exceptional Circumstances Consideration process, candidates’ estimates will be given to Examiners. They will be used when judging the alternative evidence that is submitted. The Examiners will look at how accurate the estimates were for the entire class, and use this information in determining what the appropriate result is for a candidate.

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10 Appendix

10.1 Useful documents/links Dundee City Council S1-S6 Curriculum Design Guidelines ASSESSMENT FOR MANAGERS www.sqa.org.uk/sqa/64556.4195.html - Management of Assessment across the centre including – www.sqa.org.uk/sqa/files_ccc/Managing_Assessment_Across_the_Centre_Key_Questions_FINAL.pdf (includes link to a Set of Tables which outline the Course structure and assessment methods for Courses from National 2 to National 5) ASSESSMENT in GENERAL www.sqa.org.uk/sqa/63010.html - main assessment information site www.sqa.org.uk/sqa/14977.html - Assessment Arrangements www.sqa.org.uk/sqa/63008.html - Assessment including www.sqa.org.uk/sqa/64735.html - using SQA Assessment Support www.sqa.org.uk/sqa/58865.3657.html - Exams; general information QUALITY ASSURANCE www.sqa.org.uk/sqa/58448.3669.html - New Quality Assurance Models INTERNAL ASSESSMENT http://www.sqa.org.uk/sqa/files_ccc/InternalVerificationGuideforSQAcentres.pdf - Internal Verification: A Guide for Centres Offering SQA Qualifications PRIOR VERIFICATION http://www.sqa.org.uk/sqa/files_ccc/Prior%20Verification%20Centre%20Guidance%20FINAL.pdf – Prior Verification Guidance Document RESULTS SERVICES http://www.sqa.org.uk/sqa/48186.html - New Appeals Service for National Qualifications http://www.sqa.org.uk/sqa/65427.html - Results Services DELIVERY PROCESSES www.sqa.org.uk/sqa/64131.4138.html - Delivery processes and information for Centres RECOGNISING POSITIVE ACHIEVEMENT www.sqa.org.uk/sqa/files_ccc/Recognising_Positive_Achievement_N4N5.pdf EQUALITIES www.sqa.org.uk/sqa/58441.3662.html - Equalities including -

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These guidelines were reviewed in December 2014 by a short-life working group comprised of:

Elaine Carolan, DHT, St John’s RC High School Fiona McIntosh, DHT, Grove Academy Karen Richardson, Business Manager, Menzieshill High School Andrena Waghorn, DHT, Craigie High School Danny Webster, Education Manager Secondary Schools (Chair)

These guidelines will be reviewed and amended at the end of session 2015-2016 or earlier where required.

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Appendix 10.2

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