BRIEF
Insert details of the organisation, including relevant background information. Also details of the situation/problem/purpose. This can include images and sample documentation or other stimulus material.
TASKS
Task 1
Identify the problem and explain how it can be solved statistically.
Task 2
Obtain suitable data to solve the problem.
Task 3
Analyse data and report the solution to the problem
Insert data for task 2.
SUMMARY
1.
Task Number Evidence
Question or hypothesis
Written rationale
Written explanation of how the problem solving cycle can be used
Written plan of approach to investigate and solve problem
Written description of suitable primary and secondary data.
Plan of methods for collecting the data.
Written justification of a range of statistical methods.
Assessment Criteria
AC1.1 Formulate a statistical problem
AC1.2 Provide a rationale for investigating a statistical problem
AC2.1 Explain the use of the statistical problem solving cycle to investigate a problem
AC 2.2 Construct a plan to investigate a statistical problem
AC2.3 Explain methods of obtaining suitable data for a problem
AC2.4 Justify suitability of statistical methods for processing data to be obtained
Controls
Time
5 hours
Resources
Brief and Task 1.
Computer facilities to produce evidence.
No class notes.
No internet access.
Supervision
You will be supervised throughout
Collaboration
Individual task
Feedback
You cannot be given feedback on the work you produce until it has been marked

2.
3.
Annotated printout of data in format for processing
Written evaluation
AC3.1 Use techniques/methods to obtain data to solve a problem
AC3.2 Evaluate the suitability of data obtained
Observation record on using statistical software.
Written report –
Approximately 3 A4 pages (roughly 1000 words) excluding output of results from statistical software
(which can be included as appendices if needed).
Or
Electronic and oral
presentation with slide handout and speech notes – including output of results from statistical software and a presentation of a minimum of 8 minutes.
Observation record for performance of presentation.
AC4.1 Use statistical software for processing obtained data
AC5.1 Draw conclusions from statistical output
AC5.2 Present findings to others
AC5.3 Evaluate effectiveness of application of the problem solving cycle to develop valid conclusions
Time
5 hours
Resources
Brief and Task 2.
Variety of data in hardcopy and electronic form.
Computer facilities to produce evidence.
No class notes.
No internet access.
Supervision
You will be supervised throughout
Collaboration
Individual task
Feedback
You cannot be given feedback on the work you produce until it has been marked
Time
10 hours
Resources
Brief and Task 3.
Computer facilities and appropriate statistical software.
Collated data from task
2 in electronic form.
Evidence from task 1.
No class notes.
No internet access.
Supervision
You will be supervised throughout
Collaboration
Individual task
Feedback
You cannot be given feedback on the work you produce until it has been marked

Learner Name
Context
AC4.1 Use statistical software for processing obtained data
Description of Activity
Assessment Commentary
Grade Awarded
Assessor Signature Date

Learner Name
Context
AC5.2 Present findings to others
Description of Activity
Assessment Commentary
Grade Awarded
Assessor Signature Date

The unit is internally assessed and externally moderated. The following principles apply to the assessment of each unit:

All units are assessed through summative controlled assessment. Details controls for this unit are provided in this model assignment.

All assessment criteria must be met under controlled conditions, as specified in this model assignment, for the unit learning outcomes to be achieved.

Performance bands for merit and distinction can only apply once a candidate has achieved all assessment criteria. Evidence must clearly show how the candidate has met the standard for the higher grades.
The Statistical Problem Solving using software (QCF) qualification has adopted the principles of controlled assessment as set out in the Joint Council for Qualifications document ‘GCSE, GCE, ELC,
Functional skills, Principal learning in the Diploma and Project Qualifications – instructions for conducting coursework’. This document can be accessed through the JCQ website (www.jcq.org.uk).
Each centre must ensure that internal assessment is conducted in accordance with these controls.
There are three stages of assessment that will be controlled:

Task setting

Task taking

Task marking.
WJEC have produced this model assignment for the assessment of this unit. Centres are, however, allowed to modify the assignment, as outlined in the ‘Accepted changes to assignments’ section of this model assignment. This will allow centres to tailor the assessment to local needs. This model assignment has been written to ensure the following controls are in place:

Each unit is assessed through one assignment.

Each assignment must have a brief that sets out an applied purpose. An applied purpose is a reason for completing the tasks that would benefit a statistical problem solving investigation.
Further details are in the rationale in Section 1.2 of the specification.

The assignment can specify a number of tasks but tasks must be coherent ie show how the assessment requirements all contribute to the achievement of the applied purpose of the assignment.

The assignment must provide each candidate with the opportunity to address all assessment criteria and all performance band requirements.

The assignment must indicate the acceptable forms of evidence.

Where a centre has adapted the model assignment, there must be evidence of quality assuring its fitness for purpose. Sample documentation for this activity is provided with each model assignment.

How the learner assignment brief meets these controls
This is a single assignment that addresses all assessment criteria for this unit. There is a clear applied purpose: specify the applied purpose from the unit purpose, contextualised to the assignment .
All tasks are coherently related to the applied purpose. The Summary table makes clear the evidence requirements.
There are five areas of task taking that are controlled: time, resources, supervision, collaboration and resubmission.
Time
‘Time’ has limited control. There are 20 hours available for assessment of this unit. The learner assignment brief suggests how this time can be allocated.
Resources
‘Resources’ has limited control. The assignment makes clear the type of resources that learners must have access to. You should give further details about the resources specified in the learner assignment brief including any data collected outside the allocated time.
A computer capable of running software should be made available to each candidate to enable them to meet the requirements of the controlled assessment. The equipment must be fit for purpose and must be checked by a competent person before use.
Each candidate should start the assessment with a ‘new’ user area or removable, recordable storage device (e.g. usb data key, CDRW, etc.)
Candidates require data files to use in the assessment and these should be placed in each candidate’s user area before the start of the controlled assessment.
If removable media are used, these should be given to candidates at the start of the session and returned to the supervising teacher at the end of the session.
The user area or removable media cannot be accessed outside the timetabled session.
Candidates’ desktops should be ‘locked down’ to ensure that they cannot access email or the
Internet.
Supervision
‘Supervision’ has medium control. Learners must be supervised by an assessor whilst completing tasks 1/2/3. They can work unsupervised when completing additional data. Centres must have in place systems to ensure learners cannot access evidence they have been developing outside of supervised activities.
As a part of the controlled assessment is computer based, every effort should be made to ensure that candidates’ desktops are arranged to prevent candidates viewing each other’s work.
Centres should familiarise themselves with Appendix 1: Instructions for conducting on-screen tests in the JCQ booklet Instructions for the Conduct of Examinations regarding invigilation arrangements for the controlled assessment. This document can be downloaded from the WJEC website www.wjec.co.uk/examofficers.

Authentication
Supervision is in place to ensure the authenticity of evidence produced for summative assessment.
Assessors are not expected to provide input or guidance to learners during the controlled assessment time. Assessors can provide guidance on the requirements of the task and remind learners of the performance bands and how they can be interpreted. Assessors must intervene where there is a health and safety hazard observed.
Candidates can review and redraft evidence independently within the time controls for the assessment.
Learners must sign the declaration in this model assignment to confirm that all evidence submitted for moderation is their own work and that any sources used have been acknowledged.
Assessors must sign the declaration in this model assignment to confirm that evidence submitted for moderation was completed under the controlled conditions set out in the model assignments.
Collaboration
For this model assignment group work is forbidden for the tasks.
All marking of evidence must be made against the performance band statements given in each unit specification. Evidence marked must comply with the controlled requirements set out in this model assignment.
Written evidence must be annotated to show how it relates to the assessment criteria and performance band requirements.
Two observation records are required for task 3, one for performance on use of software and one for performance of electronic and oral presentation. The observation record for the presentation will include a description of candidate performance as well as a summative statement on the quality of that performance.
Evidence of authentication will also need to be included.
Marking should only be undertaken by a designated assessor. An assessor should have appropriate expertise in the subject and level for a specified unit. The assessor is responsible for ensuring that:

Assessment is conducted under specified controlled conditions

They are clear of the requirements of the learning outcomes, assessment criteria and performance band statements prior to commencing controlled assessment

Evidence presented for assessment is authentic

Assessment decisions are accurately recorded

Evidence is appropriately annotated

Observation records contain sufficient detail for objective corroboration of decisions

Judgements are only made against the performance band statements

Stage Activity
1 Assessor agrees context of brief.
2
3
4
5
Assignment brief is quality assured
Prior to commencing summative assessment, learners presented with assignment brief, but not tasks. Learners carry out data collection, unsupervised and outside of time controls.
Learners may conduct initial research, including preparation of questions, unsupervised and outside of time controls.
Learners complete task 1 under direct supervision.
6
7
8
9
Learners complete task 2 under direct supervision.
Learners work on task 3, preparing materials for presentation, under direct supervision
Evidence is annotated and marked against the performance bands and assessment criteria. All assessment documentation is completed
Assessment decisions are quality assured

I confirm that the evidence submitted for assessment has been produced by me without any assistance beyond that allowed.
The assignment brief used for summative assessment is attached, together with evidence of quality assurance.
I confirm that the evidence submitted by the learner has been produced under the controlled conditions set out in the qualification specification and model assignment.
The overall grade awarded for this unit is ________________________________________
I confirm that the evidence submitted by this learner for summative assessment has been quality assured and the grade awarded is confirmed as accurate.

Performance bands
Assessment criteria
Pass Merit
Distinction
AC1.1
Formulate a statistical problem
Assessor’s comments
AC1.2
Provide a rationale for investigating a statistical problem
Assessor’s comments
AC2.1
Explain the use of the statistical problem solving cycle to investigate a problem
Assessor’s comments
Formulates an appropriate research question or hypothesis for a problem
Provides a basic rationale for investigating a problem with limited reasoning
Explain the use of the statistical problem solving cycle to investigate a problem
Provides a rationale for investigating a problem in some detail with clear reasoning
Provides a detailed rationale for investigating a problem with clear and comprehensive reasoning
Grade Awarded

Assessment criteria
Performance bands
Pass Merit Distinction
AC2.2
Construct a plan to investigate a statistical problem
Assessor’s comments
AC2.3
Explain methods of obtaining suitable data for a problem
Constructs a basic plan with limited detail of how to investigate a statistical problem
Explains some appropriate methods of obtaining suitable data for the problem; explanations include limited reasoning
Assessor’s comments
AC2.4
Justify suitability of statistical methods for processing data obtained
Some justification and limited reasoning of the suitability of a range of statistical methods for processing the data
Constructs a clear plan with some detail of how to investigate a statistical problem
Explains mainly appropriate methods of obtaining suitable data for the problem; explanation has mainly clear reasoning
Clear justification and mainly valid reasoning of the suitability of a range of statistical methods for processing the data
Constructs a comprehensive and detailed plan to investigate a statistical problem
Explains appropriate methods of obtaining suitable data for the problem with clear and detailed reasoning
Comprehensive justification and valid reasoning of the suitability of a range of statistical methods for processing the data
Assessor’s comments
Grade Awarded

Assessment criteria
AC3.1
Use techniques/methods to obtain data to solve a problem
Assessor’s comments
AC3.2
Evaluate the suitability of data obtained
Pass
Some appropriate techniques/ methods used to obtain data to solve a problem
Evaluates the suitability of obtained data making some appropriate conclusions on validity and reliability; conclusions may be straightforward with limited reasoning
Assessor’s comments
AC4.1
Use statistical software for processing obtained data
Assessor’s comments
Uses statistical software to produce limited output from the data
Performance bands
Merit
Uses appropriate techniques/methods constructively to obtain data to solve a problem
Evaluates the suitability of obtained data, making mainly appropriate conclusions on validity and reliability; some conclusions will be well reasoned and evidence-based
Uses statistical software to produce a variety of output from the data
Distinction
Uses appropriate techniques/methods effectively to obtain data to solve a problem
Evaluates the suitability of obtained data, making valid and well reasoned conclusions on validity and reliability
Uses statistical software to produce appropriate output from the data
Grade Awarded

Assessment criteria
Performance bands
Merit Pass Distinction
AC5.1
Draw conclusions from statistical output
Draws conclusions from output from statistical software; conclusion is correct but the relationship to the original problem is not explained
Draws conclusions from output from statistical software; conclusion is correct and the relationship to the original problem is explained
Draws conclusions from output from statistical software; conclusion is correct and the relationship to the original problem is explained clearly
Assessor’s comments
AC5.2
Present findings to others
Presents findings with limited clarity and effectiveness
Presents findings, communicating them clearly and effectively
Assessor’s comments
AC5.3
Evaluate the effectiveness of the application of the problem solving cycle to develop valid conclusions
Assessor’s comments
Evaluates the effectiveness of the application of the problem solving cycle to develop valid conclusions; evidence is mainly descriptive but with some reasoning
Evaluates the effectiveness of the application of the problem solving cycle to develop valid conclusions with mainly clear reasoning.
Evaluates the effectiveness of the application of the problem solving cycle to develop valid conclusions with clear reasoning
Grade Awarded