Using Special Consideration for unavoidable absences, and where the assessment cannot reasonably be deferred
As many of you will know, we are permitting applications for missed external assessment in the January/February 2022 assessment series, to ensure that there is a ‘safety net’ for learners who cannot reasonably defer their assessment to summer. Please refer to our guidance for further information.
Please note:
- As special consideration applications for unavoidable absences are only being accepted if a learner cannot reasonably defer, it is not expected that both an application and a resit will be made for a learner. If a centre applies for special consideration and later determines that a resit is possible, Pearson will use the result for the assessment that is sat to determine the qualification result. In other words, a special consideration ‘assessed grade’ (also known as an aegrotat grade) would not be calculated.
- Special consideration ‘assessed grades’ are only calculated at the point of certification; i.e. when all internally assessed grades have been reported, all remaining external assessment grades are available, and the learner completion date in the system indicates an award claim will be made. This is to ensure that a Special Consideration ‘assessed grade’ is calculated by Pearson using as much evidence as possible.
- Centres that have submitted a JCQ Form 10 in relation to learner absence will be contacted to confirm that a deferral is not possible.
BTEC Standard Setting and Grade Boundaries
Timetabled assessments for the January 2022 series have now completed and we have been delighted to see so many learners take their assessments as expected. Pearson’s Expert Examiners are now reviewing learner responses to these assessments and applying marks in line with the mark scheme. You can find out more about external assessment from our support videos on our webpage.
We updated centres in Bulletin 27 and Bulletin 32 with information from Ofqual on the expected approaches to standards setting in 2022. We will share more on how we approached this for the January 2022 series in the lead up to results day.
Ofqual have confirmed that they would expect Awarding Organisations (AOs) of VTQs with similar purposes to A Levels and GCSEs to ensure, as far as it is possible, that VTQ learners are not disadvantaged nor advantaged compared with their GCSE and A level peers.
For BTEC, we have introduced a range of measures to recognise the continued disruption that learners have faced to their teaching and learning due to the pandemic. This is to ensure that there is parity for learners as far as possible in the different qualifications available.
Adaptations
A number of adaptations have been implemented for BTEC to accommodate for the continued disruption to teaching and learning. The aim of the adaptations are to ensure that BTEC learners are not advantaged, nor disadvantaged, compared to their peers studying for General Qualifications. Some of the adaptations we have introduced include streamlined assessments for internal assessments, extensions to task release windows for external assessments and moving back (by a week) the exam window in January 2022.
Awarding
Unlike General Qualifications, which are linear qualifications with awarding at the end of the programme, BTEC qualifications are modular. This means the qualification grade is an aggregation of the unit grades. Therefore, there are different factors that need to be taken into consideration when awarding BTEC qualifications. These include:
- they are modular qualifications with a mixture of internal and external assessments taken by learners at different points in their qualification,
- many qualifications are made up of a greater proportion of internal teacher assessments which are criterion referenced and standards are set at the point of qualification design,
- assessments will be completed this academic year by learners who are certificating and learners who might be at the start of their course.
- learners who are certificating may have banked unit grades from previous years, which may include UTAGs/CAGs.
For our January assessments, once the marking is complete, the senior examining team will be using a range of qualitative and quantitative evidence to support setting unit grade boundaries. They will be looking at learner work to ensure that there is fairness, validity, and robustness in the grades at unit level. As a check and balance, other evidence will be reviewed, including how students performed when assessments were last taken and importantly evidence to ensure when these unit grades are used for a qualification grade in summer 2022 (or 2023), there is parity with other VTQ and A Level/GCSE learners as far as possible.
BTEC External Assessment - Managing group-based Performance Tasks
Based on feedback from centres, we have collated guidance (PDF) about managing external assessments pertinent to the below group-based performance tasks, which are currently underway and due to be assessed in summer 2022.
BTEC Level 1/Level 2 Tech Award Performing Arts (2017)
Component 3: Responding to a Brief (21123K)
BTEC Nationals Performing Arts (2016)
Unit 3: Group Performance Workshop (31557H)
BTEC Nationals Music Performance (2018)
Unit 3: Ensemble Music Performance (20175K)
We hope that you find this guidance useful. If you have any queries, please contact us using the Pearson Support Portal.
