Community Learning and Skills Tutor Assessment Grade (TAG) Process and Policy Summer 2021
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Community Learning and Skills
Tutor Assessment Grade (TAG)
Process and Policy
Summer 2021
Author/Responsible Manager Kraig Reeves-Brown
Original Issue Date 18 April 2021
Approved By and Date Donna St Claire (Senior Manager) and Hayley
Chapman (Head of Centre)
Next Review Date TBC
Risk Assessment • Incorrect grading decisions.
• Loss of reputation
(please note here any identified risks • Failure to submit data in line with awarding
of non-compliance with the policy) body timeline requirements
Version Control Version 1
April 2021
1Contents Page
Reference Content Page No/
1 CLAS TAG GCSE grading process 3
2 Aim of the policy 4
3 Statement of Intent 4
4 Roles and Responsibilities 4
5 Details of training and support provided to staff 5
6 Additional Assessment Materials 6
7 Appropriateness of evidence in arriving at grade 6
8 Awarding TAG grades based on evidence 6
9 Internal Quality Assurance 6
10 Comparison of TAG to results of previous cohorts 6
11 Reasonable adjustment and Mitigating Circumstances 7
12 Determining TAGs 7
13 Determining TAGs and use of evidence 7
14 CLAS Assessment evidence 7
15 Controlled Assessments 7
16 Objectivity 8
17 Recording decisions and retention of evidence and Data 8
18 Authenticating evidence 8
19 Internal Quality Assurance of controlled assessments 8
20 Moderation of learner’s work 8
21 Sampling of controlled assessments 9
22 Using Data 9
23 Potential conflict of interest 9
24 Quality Assurance of learner evidence for GCSE grading 9
25 Head of centre is required to 10
26 Confidentiality 10
27 Malpractice 10
28 Results and Data 10
29 Appeals procedure 11
Appendix 1 GCSE English Timeline 12
Appendix 2 GCSE Maths Timeline 13
Appendix 3 Accompany CLAS polices 13
21. Quality Assurance
CLAS GCSE Grading Process
4. Head of Department to carry out
!. Head of Department to draw up 2. Policy and procedure for Community Learning 3. Each tutor to carry out controlled
standardisation and moderation
timeline and standardisation / moderation & Skills (CLAS) to be formally submitted by the assessments and complete 100%
activity as part of the marking of
events for appropriate subject tutors. 30th April 2021 marking ready for moderation activity.
controlled assessments.
7. Head of Centre and Head of 8. Head of Centre and Head of
5. IQA to sample controlled assessments 6. Tutors to compile individual learner Department to review each tutors excel Department to review completed learner
followed by LIQA sample marking Assessment Record with evidence and spread sheet by evidence and proformas ready for the
following agreed sampling strategy. judgements made for each learners grade.
w/b 18th May. quality panel on the 11th June 2021.
9. Head of Centre and Head of 11. The Head of Centre and Head of
10. Head of Centre and Head of Department 12. Head of Centre to formally agree and then
Department will discuss Department will then join the Senior
will then once agreed, formally sign off each complete declaration for authenticity and accuracy of
evidence in detail with Manager (SM) and Quality Manager
data excel spread sheet to confirm evidence grades being presented and Exams Officer to submit
individual tutors (from (QM) in the 11th June 2021 to review all
and grades have been discussed. to Ofqual by the 18th June 2021.
sample) to verfiy judgements. data and discuss findings/ evidence.
# Exam boards will ask exam centres to generate, for each subject, teacher assessment grades for their leaners. The grades will also be reviewed against grades
from 2017, 2018 and 2019 to review trend and overall performance.
32. Aim of the policy:
The aim of the policy is to set out how Cumbria Community Learning and Skills (CLAS) will use the information and evidence
collected from learners to provide final subject grades for the summer of 2021.
The policy will identify how CLAS will ensure that evidence collected will be moderated and standardised in accordance with
the guidance provided by Ofqual, JCQ and Awarding Bodies.
The policy will also identify how internal quality assurance is applied to ensure rigour of assessments, judgements and grades
to be awarded.
3. Statement of intent:
The purpose of the policy is:
• To ensure that teacher assessed grades are determined fairly, consistently, free from bias and effectively within and
across departments.
• To ensure the operation of effective processes with clear guidelines and support for staff.
• To ensure that all staff involved in the processes clearly understand their roles and responsibilities.
• To support tutors to take holistic evidence-based decisions in line with Joint Council for Qualifications guidance.
• To ensure the consideration of historical centre data in the process, and the appropriate decision making in respect of,
teacher assessed grades.
• To support a high standard of internal quality assurance in the allocation of teacher assessed grades.
• To support our centre in meeting its obligations in relation to equality legislation.
• To ensure our centre meets all requirements set out by the Department of Education, Ofqual, the Joint Council for
Qualifications and awarding organisations for Summer 2021 qualifications.
• To ensure the process for communicating to learners how they will be assessed is clear, to give confidence.
4. Roles and responsibilities:
Role Responsibility
Head of Centre (Lead Will manage the GCSE process and controlled assessments, lead IQA of controlled assessments
IQA) and assessment records.
Head of Centre, Quality Manager, and the Senior manager, will be responsible for approving the
policy for determining teacher assessed grades.
Has overall responsibility for the service as an examinations centre.
Will ensure that clear roles and responsibilities of all staff are defined.
Will confirm that teacher assessed grade decisions represent the academic judgement made by
tutors and that the checks in place ensure these align with the guidance on standards provided by
awarding organisations.
Will ensure a robust internal quality assurance process has been produced and signed-off in
advance of results being submitted.
Ensure that the grades are submitted to the awarding body within the specified timeline.
Senior Manager Manage the quality assurance panel to provide scrutiny and rigor of evidence to award grades.
Quality Manager Provide training and support to our staff.
Head of Department
(Advanced Support the Head of Centre in the quality assurance of the final teacher assessed grades.
Practitioners)
Ensure an effective approach within and across curriculum areas.
Authenticating the primary outcome from teacher subjects.
Be responsible for ensuring staff have a clear understanding of the internal and external quality
assurance processes and their role within it.
Ensure that all tutors within their curriculum area make consistent judgements about learner
evidence in deriving a grade.
4Ensure all staff conduct assessments under the appropriate levels of control with reference to
guidance provided by the Joint Council for Qualifications.
Ensure tutors have the information required to make accurate and fair judgments.
Provide ongoing support to tutors through the process.
Tutors / Adult Learning Ensure they conduct assessments under our centre’s appropriate levels of control and have
Support (ALS) sufficient evidence, in line with this Centre Policy and guidance from the Joint Council for
Qualifications, to provide teacher assessed grades for each learner they have entered for a
qualification.
Ensure that the teacher assessed grade they assign to each learner is a fair, valid and reliable
reflection of the assessed evidence available for each learner.
Make holistic judgements based on what each learner has been taught and what they have been
assessed on, as outlined in the section on grading in the main JCQ guidance.
Produce an Assessment Record for each subject cohort, that includes the nature of the
assessment evidence being used, the level of control for assessments considered, and any other
evidence that explains the determination of the final teacher assessed grades.
Any necessary variations for individual learners will also be recorded.
Securely store and be able to retrieve sufficient evidence to justify their decisions.
Ensure that if the awarding body requests evidence of learner’s work, that this is available.
MIS Exams Officer Manage appeals process and submission of grade and evidence to the awarding body and
manage the post results service.
Formally minute meeting discussions from final panel
5. Details what training and support provided to service staff involved with the process:
This section provides details of the approach CLAS will take to training, support and guidance in determining teacher
assessed grades this year
All tutors involved in determining grades at CLAS are required to attend all standardisation and curriculum-based training to
ensure as a service we achieve consistency and fairness to all our learners.
The Head of Department will work closely with our more experienced tutors and provide additional support to those tutors less
familiar with assessment.
The Head of Department will also put in place additional internal reviews of teacher assessed grades for those tutors less
familiar with assessments.
All tutors will also engage fully with all training and support that has been provided by the Joint Council for Qualifications and
the awarding organisations such as:
• OFQUAL guidance circulated to inform all decision-making: Information for heads of centre, heads of department
and teachers on the submission of teacher assessed grades: summer 2021
• AQA training on demand on mark scheme guidance and application.
• AQA video guide walking through the five steps to putting together your learners’ range of evidence and deciding
grades, based on guidance released by JCQ.
• AQA Marked example answers and commentaries to the questions in the assessment materials with examiner
commentaries.
• AQA training for best practice approaches to internal standardisation and moderation from senior experts to help with
grading judgements.
• AQA guidance for exemplification for grade descriptors.
• AQA Centre Standardisation and Moderation course
56. Additional Assessment Materials:
• We will use additional assessment materials to give our learners the opportunity to show what they know, understand,
or can do in an area of content that has been taught.
• We will use additional assessment materials to give learners an opportunity to show improvement, for example, to
validate or replace an existing piece of evidence.
• We will use additional assessment materials to support consistency of judgement between tutors or classes by giving
everyone the same task to complete.
7. CLAS tutors will ensure the appropriateness of evidence, balance of evidence in arriving at grades in the
following ways:
• We will consider the level of control under which an assessment was completed (E.g. whether evidence was produced
under exam conditions, supervision or completed at home).
• We will ensure that we are able to authenticate the work as the learner’s own, especially where that work was not
completed face to face.
• We will consider the specification and assessment objective coverage of the assessment.
• We will consider the depth and breadth of knowledge, understanding and skills assessed, especially higher order skills
within individual assessments.
8. Awarding teacher assessed grades based on evidence:
• CLAS tutors will determine grades based on evidence which is linked to the applicable standard at which a learner is
performing.
• CLAS tutors will ensure they record how the evidence was used to arrive at a fair and objective grade, which is free
from bias. CLAS tutors will produce an Assessment Record for each subject cohort and will share this with their Head
of Department.
9. Internal Quality Assurance:
This section gives details of our approach to internal standardisation, within and across subject departments.
• We will ensure that all tutors involved in deriving teacher assessed grades read and understand this Centre Policy
document.
• In subjects where there is more than one tutor, we will ensure CLAS will carry out an internal standardisation process.
We will ensure that all tutors are provided with training and support to ensure they take a consistent approach to:
• Arriving at teacher assessed grades
• Marking of evidence
• Reaching a holistic grading decision
• Applying the use of grading support and documentation
• We will conduct internal standardisation across all grades.
• We will ensure that the Assessment Record will form the basis of internal standardisation and discussions across
tutors to agree the awarding of teacher assessed grades.
• Where necessary, we will review and reflect on individual grading decisions to ensure alignment with the standards as
outlined by our awarding organisation(s).
• Where appropriate, we will amend individual grade decisions in consultation with the awarding tutors to ensure
alignment with the standards as outlined by our awarding organisation(s).
• In respect of equality legislation, we will consider the range of evidence for learners of different protected
characteristics that are included in our internal standardisation.
10. Comparison of Teacher Assessed Grades to results for previous cohorts:
The Head of Centre will compile information on the grades awarded to our Learners in past June series in which exams took
place (e.g. 2017 – 2019), they will:
• consider the size of our cohort from year to year.
• consider the stability of our centre’s overall grade outcomes from year to year.
• Consider both subject and centre level variation in our outcomes during the internal quality assurance process.
• prepare a succinct narrative on the outcomes of the review against historic data which, in the event of significant
divergence from the qualifications-levels profiles attained in previous examined years, which address the reasons for
this divergence.
• Compile historical data giving appropriate regard to potential mixtures of A*-G and 9-1 grades in GCSEs. Where
required, we will use the Ofqual guidance to convert legacy grades into the new 9 to 1 scale.
This commentary will be available for subsequent review during the QA process.
611. Reasonable adjustments and mitigating circumstances (special consideration):
• Where learners have agreed access arrangements or reasonable adjustments (for example a reader or scribe) CLAS
will make every effort to ensure that these arrangements are in place when assessments are being taken.
• Where an assessment has taken place without an agreed reasonable adjustment or access arrangement, we will
remove that assessment from the basket of evidence and alternative evidence obtained (Where applicable).
• Where illness or other personal circumstances might have affected performance in assessments used in determining
a learner’s standard of performance, we will take account of this when making judgements.
• We will record, as part of the Assessment Record, how we have incorporated any necessary variations to take
account of the impact of illness or personal circumstances on the performance of individual learners in assessments.
• To ensure consistency in the application of Special Consideration, we will ensure all teachers have read and
understood the document: JCQ – A guide to the special consideration process, with effect from 1 September 2020
12. Determining teacher assessed grades (TAGs):
In determining TAGs, CLAS staff will:
• review the GCSE grade descriptors
• review exemplification materials provided by the appropriate awarding body (AQA) before grading any of CLAS
learners
13. When CLAS tutors are determining grades decisions and use of evidence, they must ensure the following:
• Subject content taught over the period of the course.
• What content has not been taught to CLAS cohorts because of the impact of the pandemic?
• Content taught has been covered deeply or superficially?
• The evidence used to make judgements must only include the appropriate assessment of content that has been
taught.
14. CLAS Assessment Evidence:
• CLAS Learners work produced in response to assessment materials provided by the exam board, including groups of
questions, past paper’s, or similar materials such as practice or sample papers
• CLAS Learner work produced in centre-devised tasks that reflect the specification, that follow the same format as
exam board materials and have been marked in a way that reflects exam board mark schemes - this will where
applicable include:
• substantial class or homework (including those that took place during remote learning)
• internal tests taken by pupils
• mock exams taken over the course of study
• records of a learner’s capability, progress, and performance over the course (CLAS Tracking documents / Individual
Progress Records IPR’s).
• Further tracking includes: BKSB, Educake and MyMaths.
• CLAS will continue teaching learners for as long as possible, to cover as much of the specification content as
possible, and they will assess learners on as broad a range of specification content as they can.
• CLAS head of centre will confirm that CLAS learners have been taught sufficient content to provide the basis for a
grade.
• The head of centre will ensure that the evidence used related to the specification content and should reflect, as far as
possible, the sorts of questions and tasks that learners would normally undertake in preparation for the qualification.
• Questions and tasks should be appropriately accessible for lower ability students and appropriately demanding to
allow higher ability students to demonstrate performance to support higher grades. Questions and tasks should also
be accessible for learners with special educational needs or disabilities (SEND).
• Head of Centre and Head of Department will make all CLAS learners and tutors aware of the sources of evidence that
will form the basis of the grades submitted, but also ensure that learners will not be told the final grade (refer to
section ) that is submitted to the exam board.
• The Head of Centre and Head of Department as far as possible, will ensure that sources of evidence should be
consistent across a class or cohort of learners, and will record the reasons for their selection.
• The Head of Centre and Head of Department will make the final judgement about what is to be included and will
document the rationale for any instances where consistent evidence is not used for a whole class or cohort.
15. Controlled Assessments:
• All learners have been informed throughout academic year that there will be controlled assessments in March and
onward and will form part of our evidence for final grades.
7• These are not mock exams, but a standardised assessment that enables the learners to demonstrate their
understanding of the content that they have been taught.
• Staff have been asked to ensure that only the content covered to date will be included in the standardised
assessments and they will give learners guidance to make these March assessments more approachable.
• Although these assessments will form part of our evidence for grades, we would stress that there will be other
evidence used as aforementioned.
16. Objectivity:
This section gives a summary of the arrangements in place within CLAS in relation to objectivity. All staff involved will
consider:
• sources of unfairness and bias (situations/contexts, difficulty, presentation and format, language, conditions for
assessment, marker preconceptions)
• how to minimise bias in questions and marking and hidden forms of bias)
• bias in teacher assessed grades. To ensure objectivity, all staff involved in determining teacher assessed grades will
be made aware that:
• unconscious bias can skew judgements
• the evidence presented should be valued for its own merit as an indication of performance and attainment
• teacher assessed grades should not be influenced by candidates’ positive or challenging personal circumstances,
character, behaviour, appearance, socio-economic background, or protected characteristics
• unconscious bias is more likely to occur when quick opinions are formed; and Our internal standardisation process
will help to ensure that there are different perspectives to the quality assurance process.
17. Recording Decisions and Retention of Evidence and Data:
This section outlines CLAS approach to recording decisions and retaining evidence and data.
• CLAS will ensure that tutors and Head of Departments maintain records that show how the teacher assessed grades
process operated, including the rationale for decisions in relation to individual marks/grades.
• CLAS will ensure that evidence is maintained across a variety of tasks to develop a holistic view of how each learner
demonstrated knowledge, understanding and skills in the areas of content taught.
• We will put in place recording requirements for the various stages of the process to ensure the accurate and secure
retention of the evidence used to make decisions.
• CLAS will comply with our obligations regarding data protection legislation.
• CLAS will ensure that the grades accurately reflect the evidence submitted.
• CLAS will ensure that evidence is retained electronically or on paper in a secure centre-based system that can be
readily shared with our awarding organisation(s).
18. Authenticating Evidence
This section of our Centre Policy details CLAS mechanisms to help ensure tutors and other staff involved in the process are
confident in the authenticity of evidence, and the process for dealing with cases where evidence is not thought to be authentic.
• Robust mechanisms, which will include assessment sat under controlled conditions either via Zoom or within a CLAS
centre with supervisors.
• Where appropriate learner’s declarations will be in place to ensure that tutors are confident that work used as
evidence is the learners’ own and that no inappropriate levels of support have been given to learners to complete it
• It is understood that awarding organisations will investigate instances where it appears evidence is not authentic. We
will follow all guidance provided by awarding organisations to support these determinations of authenticity.
19. Internal Quality Assurance of Controlled Assessment Process:
• All tutors will mark the controlled standardised assessment and provide appropriate evidence supplemented by
supporting proforma.
• Once competed, these will then be sent to the Head of Department and will prepare a sample which will then be sent
to the appropriate second marker.
• Once second marking has occurred, the Lead IQA will then sample and mark work to ensure quality rigour and
consistency of marking across the evidence.
• All learners work will then be discussed by the panel (refer to section 24) to ensure rigour and challenge to ensure
evidence supports the grade being put forward.
Several standardisation meetings will also be held by the Head of Department with their teams to update and provide a
platform to undertake a standardisation activity.
20. Moderation of learner’s work:
• The Head of Department will lead on the moderation process to ensure process is followed and be able to support all
tutors from a subject specialist perspective.
8• The moderation process will work through mark levels inclusive of all grades / marks and bands.
• The tutors must ensure they use grade descriptors to look at the evidence.
• Moderation of grade level will be applied to ensure comparable standards with other learners in the same grade band.
As part of the moderation process, The Head of Department and Tutors will be able:
• Validate and challenge marking and grading across groups of learners.
• Investigate whether decisions have been made accurately and can be justified.
• The understand tutor’s decisions in relation to validity and sufficiency.
• To identify patterns and further support if required to ensure rigour of the moderation and marking process.
Please refer to Appendix 1 and 2 for reference to training and timelines for GCSE English & Maths.
21. Sampling of Controlled Assessments:
• 100% of controlled assessments will be marked by the tutors per subject.
• As a minimum, if a cohort is larger than 50 learners the IQA must sample a minimum of 10% ((Must include high,
medium, and lowest grades including grades sitting on a boundary).
• The IQA’s will then sample a minimum of 30% (5 –10) if the cohort consists of 20 or less learners (Must include high,
medium, and lowest grades including grades sitting on a boundary).
• Where inconsistent marking is identified, 100% of that group will be marked.
• The LIQA will then mark as a minimum, one learner per grade per class and where there are inconsistencies, 100% of
that group will then be marked.
• All tutors that have marked must be sampled.
22. Using Data:
• Once first mark has taking place, the tutors and the Head of Centre will then consider past performance of the centre.
(The carried exercise will consider caution in small samples) (Refer to section 10)
• The tutor and Head of Centre will look back at learning experience for learners this year and record the rationale and
relevant to changes in the context of current assessments on the individual learner proforma.
23. Potential conflict of interest:
• To protect the integrity of assessments, all staff involved in the determination of grades must declare any conflict of
interest such as relationships with learners to our Head of Centre for further consideration.
• Our Head of Centre will take appropriate action to manage any conflicts of interest arising with centre staff in
accordance with the JCQ documents - General Regulations for Approved Centres, 1 September 2020 to 31 August
2021.
• If any tutors how may have any concerns that the individual feels are urgent, they should be communicated
immediately to the Head of Centre and the Quality Manager and may be done so in confidence.
• It is an individual’s right to raise concerns relating to conflict of interest directly with the Quality Manager and to
receive a response to their concerns.
• Any conflicts or potential conflicts must follow and adhere to “CLAS Conflict of Interest Policy 2019”.
24. Quality Assurance of learner evidence for GCSE Grading:
• Once tutors have completed the evidence assessment record, they will submit their evidence to the Head of Centre
and Head of Department for review.
• The data must show all learners grades and what evidence was used to ensure consistency and fairness of grading.
• The Head of Centre and head of department will for each set of data (per class) review the subject tutor evidence
used to make their judgements.
• Once departmental sign off has occurred, a panel consisting of the Service Manager, Quality Manager, Head of
Centre and head of department (subject specific) will then discuss and review the evidence. (This will be formally
documented and minuted for accuracy and record)
• The panel will also review grades against previous 3 years (16/17, 17/18, 18/19) to review profile and consistency of
evidence and trend.
• The Head of Centre and the subject head of department (Departmental sign off) will then formally sign off each of the
agreed subject data sets.
• Once departmental sign-off occurs and this process has been completed, the panel will sign off.
925. The Head of Centre is required to:
The head of centre for CLAS is required to confirm that the grades are a true representation of CLAS learner’s performance.
In the case that the head of centre is unavailable to do this, it may be delegated to the Quality Manager to be formally agreed
and signed off. The head of centre will submit a declaration when the data is submitted, which will include the following points.
I confirm that:
• these grades have been checked for accuracy, reviewed by a second member of staff and are accurate and represent
the professional judgements made by my staff
• entries were appropriate for each candidate in that learners entered were those already studying the course, and each
candidate has no more than one entry per subject
• my centre has met the requirements set out by exam boards/JCQ for internal quality assurance
• I am satisfied that each learner’s grade is based on an appropriately broad range of evidence, including evidence from
other centres, provider’s, or specialist teachers if relevant, and is their own work
• each learner has been taught (or, in the case of private candidates, has studied) an appropriate amount of content to
provide the basis for a grade
• exam board requirements have been met for any private candidates
• access arrangements and reasonable adjustments were provided with appropriate input from the SENCo and other
specialists (and where they were not, that has been considered)
• I and my staff have taken note of the Ofqual guidance on making objective judgements, judgements have not been
influenced by pressure from students, parents or carers, and I am confident that the judgements are fair
• all relevant student evidence and records are available for inspection, as necessary
26. Confidentiality:
This section identifies the measures which CLAS will use to maintain the confidentiality of grades, while sharing information
regarding the range of evidence on which the grades will be based.
• All staff involved have been made aware of the need to maintain the confidentiality of teacher assessed grades.
• All staff have been briefed on the requirement to share details of the range of evidence on which learners’ grades will
be based, while ensuring that details of the final grades remain confidential.
• Relevant details from this Policy, including requirements around sharing details of evidence and the confidentiality
requirements, have been shared with learners and tutors
27. Malpractice:
This section details the measures CLAS have established to prevent malpractice and, where that proves impossible, to handle
cases in accordance with awarding organisation requirements.
• We will adhere to CLAS policies regarding malpractice, maladministration and conflicts of interest have been
reviewed to ensure they address the specific challenges of delivery in Summer 2021.
• All staff involved have been made aware of these policies and have received training in them as necessary.
• All staff involved have been made aware of the specific types of malpractice which may affect the Summer 2021
series including:
1. breaches of internal security
2. deception
3. improper assistance to learners
4. failure to appropriately authenticate a learner’s work
5. over direction of learners in preparation for common assessments
6. allegations that centres submit grades not supported by evidence that they know to be inaccurate
7. centres enter learners who were not originally intending to certificate a grade in the Summer 2021 series
8. failure to engage as requested with awarding organisations during the External Quality Assurance and appeal stages
9. failure to keep appropriate records of decisions made and teacher assessed grades.
he consequences of malpractice or maladministration as published in the JCQ guidance: JCQ Suspected Malpractice:
Policies and Procedures and including the risk of a delay to learners receiving their grades, up to, and including, removal of
centre status have been outlined to all relevant staff
28. Results / Data:
This section details our approach to the issue of results to learners and the provision of advice and guidance.
• All staff involved have been made aware of the specific arrangements for the issue of results in Summer 2021.
10• Arrangements will be made to ensure the necessary staffing, including exams office and support staff, to enable the
efficient receipt and release of results to our learners.
• Arrangements will be in place for the provision of all necessary advice, guidance and support, including pastoral
support, to learners on receipt of their results.
• Such guidance will include advice on the appeals process in place in 2021 (see below).
• Appropriate staff will be available to respond promptly to any requests for information from awarding organisations, for
example regarding missing or incomplete results, to enable such issues to be swiftly resolved.
• Learners have been made aware of arrangements for results days.
• Under no circumstances shall CLAS tutors / Panel etc. share the centre assessment grades nor the rank order with
learners.
29. Appeals procedure:
This section details our approach to managing appeals, including Centre Reviews, and subsequent appeals to awarding
organisations.
• All staff involved have been made aware of the arrangements for, and the requirements of, appeals in Summer 2021,
as set out in the JCQ Guidance.
• Internal arrangements will be in place for the swift and effective handling of Centre Reviews in compliance with the
requirements.
• All necessary staff have been briefed on the process for, and timing of, such reviews, and will be available to ensure
their prompt and efficient handling.
• Leaners have been appropriately guided as to the necessary stages of appeal. Arrangements will be in place for the
timely submission of appeals to awarding organisations, including any priority appeals, for example those on which
university places depend.
• Arrangements will be in place to obtain the written consent of learners to the initiation of appeals, and to record their
awareness that grades may go down as well as up on appeal.
• In the first instance, if a learner is appeal either a centre review or to the exam-board they must in both instances
send written confirmation to the CLAS Exams Officer.
• If a CLAS learner does not consider that they have been issued with the correct grade, they must contact the Exams
Officer via a written format (CLAS Internal Appeals Policy 2020) to check if an administrative or procedural error has
occurred.
• The Exams Offices will in the first instance explain to the learner, that their grade could go down, up or stay the same.
• If the Exams Officer finds that an error has occurred, they will be able to submit a request to the awarding
organisation to correct the error and amend the grade without the need to make an appeal to the awarding
organisation.
• If an appeal is formally acknowledged, the learner must submit a request to the Exams Officer, who will then inform
the awarding body within 15 days of receipt of the request.
• If the learner is believing that the centre review has not provided the correct grade, they can request the Exam Officer
to submit an appeal on their behalf directly to the exams board.
The timelines for priority and non-priority appeals will be as follows:
• 10 August to 7 September: priority appeals window
• 10 August to 16 August: student requests centre review
• 10 August to 20 August: centre conducts centre review
• 11 August to 23 August: centre submits appeal to exam board
• 10 August to end October: majority of non-priority appeals take place
• 10 August to 3 September: student requests centre review
• 10 August to 10 September: centre conducts centre review
• 11 August to 17 September: centre submits appeal to exam board
Finally, if a learner believes the exam board has made a procedural error in handling their appeal, the learner can then apply
to Ofqual’s Exam Procedures Review Service to review the process undertaken by the exam board.
11Appendix 1: GCSE English
w/b Controlled Notes Standardisation and moderation
assessments
March
22nd Continue with tracking and
collation of evidence
29th Data packs from AQA to arrive by
Wed. 31st
April
5th
12th Tutors to contact centres to AQA Training to be completed (see Training and
request posting out Paper 1 June Support for Tutors document for full details) by
18 Mr Fisher for online classes. Thursday 29th April
On-going: upload evidence of 1. Video – 5 steps
assessments/course work 2. Marking – on demand
carried out independently (or 3. Moderation and standardisation
with limited support) by learners to 4. Read documents OFQUAL, JCQ and AQA
tutors’ examinations folder on
TEAMS to build provisional
portfolios of work for each learner
19th Standardised Control level 1 -
assessment 1a
Mr Fisher June 18 Tutors to contact centres to
Paper 1 request posting out Paper 2 June
18 Surfboard for online classes.
26th Standardised Control Level 1 – doc CLAS Team Meeting 1
assessment 1b Control levels for English GCSE Standardisation of marking
Surfboard June 18 Standardised assessments Thursday 29th April 2.30 -5.00 p.m.
Paper 2
• Decide on marking approach:
Tutors to contact centres to Double marking? Tutors marking certain
request posting out Paper 1 The questions to develop expertise? Ensure
Mini-van June 18 for online marking policy agreed and adhered to
classes. • Initial compilation of evidence for tutor
portfolios – looking for comparable/similar
evidence across classes and across the
CC to inform learners of cohort
requirements for Controlled
Assessments 2 and 3
May
3rd Controlled Control Level 2 Tutors to marking controlled assessment papers
assessment 2a according to procedure agreed at meeting 1.
The Mini-van June 19 Tutors to contact centres to
Paper 1 request posting out Paper 2 Ben Team Meeting 2
Fogel June 19 Standardisation of grading
Exemplar portfolios
Thursday 13th May
2.00 – 5.00 p.m.
10th Controlled Control Level 2 Tutors to grade portfolios of learner evidence – this
assessment 2b could be a collaborative activity – another meeting
Ben Fogel June 19 Friday 14th May: all may be scheduled for this week depending on the
Paper 2 coursework/homework/standard level of support needed.
ised evidence to be uploaded to
Examinations folders on
TEAMS.
Tracking sheets to be up to
date.
Learners to be advised of the
evidence that will be used for
their grading.
Tutors to contact centres to
arrange posting out Paper 1 June
2020 ready for standardised
assessment for online classes.
17th Controlled Control Level 3 Team Meeting 3
assessment 3a Moderation of grading meeting
June 2020 Paper 1 Tutors to contact centres to Thursday 20th May
arrange posting out Paper 2 June 2.00 – 5.00 p.m.
12202 ready for standardised Sampling of learner portfolios of additional evidence from
assessment for online classes. across the taught programme in line with CLAS policy
24th Controlled Control Level 3
assessment 3b
June 2020 Paper 2
31st HALF TERM Team Meeting 4
Moderation of marks from controlled assessments
meeting Friday 4th June TBC
Sampling of marks and grades from controlled
assessments 2 and 3 in line with CLAS policy
June
7th
Wed IQA day
9th
Friday Panel meeting to sign off grades
11th Grades to be submitted to Sarah Robinson for
submission to AQA
14th Time to iron out any issues before Deadline for submission of grades to AQA Friday 18th
final submission to AQA June
Appendix 2: GCSE Maths
w/b Activity Notes
March
29 Easter holidays begin Friday 2nd April
Data packs from AQA to arrive by Wed. 31st to include
Assessment Materials.
April
5 EASTER HOLIDAYS
12 EASTER HOLIDAYS AQA release of
Answers and Commentaries
19 Face-to-face Assessment 1 MOCK Paper 1 Summer AQA release of Exemplification materials.
(November) 2020 Tutor Standardisation meeting Fri 23/4
(Tutors to complete AQA Marking course before marking
assessments).
26 Assessment 2 to be done at home. Tutor meeting to finalise details of Assessments 3 – 5.
Moderation process to begin
May
3 Assessment 3 to be done at home.
10
17 Face to face Assessment 4
24 Face to face Assessment 5
31 HALF TERM BKSB Progression assessment to be done at home
(on Questionnaires tab).
June
7 Tutors to submit learner grades to Sarah Robinson by 1-1 tutor meetings to review TAGs and resolve any
Friday 11th June. problems.
14 Grades to be submitted to AQA by
Friday 18th
PLEASE NOTE:
• Assessments 2-5 will be selected calculator papers from 2019/2020 and 2 assessments created from the AQA
Assessment Materials provided.
• Tracking sheet to be updated with marked assessment results within a week of completion, if possible.
• These assessments are in addition to the two standardised assessments we carry out in the autumn term and the
normal formative assessment that takes place throughout the year.
• Timing of homework assessments are flexible, to fit best with needs of individual classes and individual learners
Appendix 3: Accompanying CLAS Policies
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