Controlled Assessment
Introduction
This area of the website aims to help you understand and implement the Controlled Assessment regulations that have applied to GCSE courses since September 2009.
Throughout these pages we've provided information that is common to all GCSE courses from different Exam Boards. Although the regulations are broadly the same, you should note that there are some differences in detail. Reference, therefore, should always be made to the specific course regulations and where further clarification is needed, this should be sought directly from the Exam Board.
The guidance given in these pages forms an interpretation of the regulations that aims to support the purpose for which they were written, i.e. to provide a new means of assessing students' work in ways that will ensure good quality geography is both taught and assessed. Where choices need to be made, for example, with regard to how procedures are carried out, you will need to take your department context and wider school policies into account.
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Controlled Assessment: Background Key documents setting out generic regulations, definitions and glossaries and online support networks for teachers |
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Data Research and Presentation Guidance on the regulations relating the first part of a geographical enquiry based on fieldwork |
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Analysis and Evaluation How the High Control conditions can be applied to the stages of an enquiry that involves Analysis and Evaluation |
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Secondary Data Tasks Controlled assessment of secondary data and fieldwork tasks |
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Marking Controlled Assessments Information about assessment criteria, annotation, moderation and resits |
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Planning for Controlled Assessments Clear planning and management is needed in order to take advantage of the benefits of controlled assessment. |
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Weblinks Further information from official bodies, exam boards, independent organisations and schools. |
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