QUALIFICATION VERIFICATION STANDARDISATION: DECISION RECORD
QV GROUP NAME:
Mathematics and Statistics
NUMBER: 142
Item number: 1
Decision:
Maths for Science 1 resit options.
The descriptor states: Page 1 - Assessment lends itself to holistic assessment,
‘assessed by an end of unit assessment’, but page 3 specifies the sampling
required in the assessment ‘An overall threshold of 60% is recommended
however the candidate should be able to demonstrate understanding in each of
the outcomes’.
The exemplar is split into the 3 outcomes with a score sheet for each of the
outcomes. This does not tie in with the descriptor.
One centre designed their assessments in the same way as the exemplar. When
marking the marks for each outcome were recorded. There were one or two
instances of a candidate gaining overall of over 60% but perhaps scoring 55% in
one outcome. In addition, a candidate achieved less than 60% overall, but
with LO1 > 60% LO2 55% and LO3 40%. The student was given LO3 only to resit
as the argument was that this student had shown competency in LO1 and LO2 and
only needed to show understanding of outcome 3 which would then bring the
mark to over 60%.
It was agreed that the centre could not have it ‘both ways’, i.e. they could not use
a holistic assessment and then re-assess only one outcome. If they wished to
reassess outcome by outcome than this would necessitate assessment using
outcome by outcome approach. It was also noted that sampling is employed in PC
selection in this unit.
Date of decision:27 Oct 2012
Reference: EV group meeting
Item number: 2
Decision:
Use of SQA Exemplars as assessments
Exemplars are used by colleges as the main assessment, although some colleges
appear to be using exemplars as mock exams.
It was agreed that the exemplars should not be used as either assessments or
mock exams, but should be a source of guidance as to how exams should be
prepared. If exemplars are found to be in use as an assessment, then a
development point should be raised for new assessments to be written and the
exemplar withdrawn from use.
Date of decision:27 Oct 2012
Reference: EV group meeting
Item number: 3
Decision:
Maths for Engineering 1 (Electrical) - LO2 - Complex numbers.
In Maths for Engineering 1, LO2 (complex numbers) the student is asked to
change for Polar to Cartesian or vice versa. Calculators can do these conversions
but if the exemplar is followed then the students must do the proper working to
do the conversions. Some centres permit the use of calculator functions like ‘Rec’
and ‘Pol’ to convert from one form to another, and award full marks for this. Is
this appropriate?
Given that no statement regarding method was specified in the descriptor, it was
agreed that either approach would be acceptable, but marks should be awarded
in accordance with the expected method of calculation (e.g. two marks if done by
calculation, larger if done by hand, but a large number of marks could not be
awarded for a simple calculation).
Date of decision:27 Oct 2012
Reference: EV group meeting
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Item number: 4
Decision:
Maths for Engineering 1 (Electrical) - LO2 - Complex numbers.
The Argand diagram question in the exemplar gives a polar form of complex
number to be drawn. Some centres require a scale drawing, others an annotated
sketch.
The descriptor does not specify a scale drawing. Scale drawings are not indicated
in this unit, and this skill is associated with a lower level of unit. It would be hard
to enforce the use of scale drawings in this case, but a centre might write an
assessment requiring a scale drawing if this was deemed appropriate to the
context of the question.
If a sketch was used, then it would need to be annotated, and give a reasonable
indication of scale.
Date of decision:27 Oct 2012
Reference: EV group meeting
Item number: 5
Decision:
Calculus questions – Follow through Marks
In the Higher external exam, if a student fails to integrate correctly, follow on
marks cannot be awarded. Should this approach be adopted in HN level units (In
particular, Maths for Engineering 1)?
It was pointed out that the SQA policy is for follow through marks to be awarded
unless otherwise stated. It should be that few marks are allocated for
substitution, or the marking scheme clarified to indicate where follow though
marks can be awarded.
The exemplar for Maths for Engineering 1 needs to be updated (and information
disseminated) to weight marks for appropriate skills.
Date of decision:27 Oct 2012
Reference: EV group meeting
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Item number: 6
Decision:
Graph Axes and Lables
Some exemplars show graphs without Axes Lables (e.g. Maths for Science 1).
It was agreed that Axis lables and titles should be required for graphs unless
otherwise specified in the descriptor or otherwise indicated in exemplar.
The exemplars needs to be updated (and information disseminated) to indicate
lables are required.
Date of decision:27 Oct 2012
Reference: EV group meeting
Item number: 7
Decision:
Statistical Tables
Some units ask for a frequency table, and the exemplar indicates the following
columns, with marks allocated for each column, even though no further
calculations are performed:
x
f fx x-mean
f(x-mean)squared cum freq
It was agreed that a frequency table need not require columns other than x and f
unless further calculation requires other columns.
Date of decision: 27 Oct 2012
Reference: EV group meeting
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Item number: 8
Decision:
Similarity of resit papers to first attempts
Centres often prepare resit papers which are very similar to first attempts. It
was agreed that this was unsatisfactory, and that in cases where this was
found the centre be advised, as a matter of urgency, to prepare new
assessments. In the case of sampling this would involve a different sample of
knowledge and skills. In the case were sampling was not involved, then the
questions should be of a different type and/or wording.
Date of decision: 26 Oct 2013
Reference: EV group meeting
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