QCF Level 3 Statistical Problem Solving Using Software - WJEC

WJEC Level 3 Qualification (QCF)

Certificate in Statistical Problem Solving Using Software For teaching from September 2012

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Llwybrau Dysgu CBAC WJEC Pathways to Learning

WJEC LEVEL 3 CERTIFICATE IN STATISTICAL PROBLEM SOLVING USING SOFTWARE (QCF)

SPECIFICATION For first teaching 2012

WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF) Specification 3

Contents Page 1.

Introduction and Rationale

5

1.1 Qualification Title and Codes

5

1.2 Rationale

5

1.3 Progression

6

1.4 WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF) and the QCF Framework

6

1.5 National Occupational Standards

6

2.

Unit

7

3.

Assessment and Grading

15

3.1 Grading

15

3.2 Principles for controlled assessment

18

3.3 Standardisation

22

3.4 Training Lead Assessors

22

4.

Entry Procedures

23

5.

External Moderation

24

6.

Awarding and Reporting

26

7.

Access Arrangements

27

8.

Post-Results Services

28

Appendices A

Mapping of National Occupational Standards

29

B

Mapping of PLTS

30

C

Mapping of Essential Skills Wales and Wider Key Skills

31

D

Glossary

32

E

Calculation of the Qualification Grade - Examples

34


1

INTRODUCTION 1.1

Qualification Title and Codes

This specification covers the following qualifications: Level 3 600/5431/1 WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF)

1.2

Rationale

WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF) offers a learning experience that focuses learning through the acquisition of knowledge and understanding in purposeful, work-related contexts. The qualification has one unit. The unit has an applied purpose which acts as a focus for the learning. The applied purpose is the vehicle through which the learning contained in the unit is made relevant and purposeful. It is also the means by which learners are enthused, engaged and motivated to study statistical problem solving. The applied purpose will demand authentic work-related learning, but, more than this, it will require learners to consider how the use and application of their learning impacts on individuals, employers, society and the environment. The applied purpose will also enable learners to learn in such a way that they develop: 

a range of generic and transferable skills



the ability to solve problems



the skills of project-based research, development and presentation



the ability to apply mathematical and ICT skills



the fundamental ability to work alongside other professionals in a professional environment.

The qualification builds upon the concept of a ‘spiral’ approach to learning. Learners are introduced to learning in a series of spirals in which, on each turn, they are taken deeper into the unit content. They are introduced to and extend concepts in new contexts. The qualification would support learners’ progression from any study at Level 2, in particular, GCSEs in Maths, Statistics. The qualification will take the learner beyond the descriptive use of statistics at GCSE and enable them to use statistics to aid decision making within their study of Level 3 qualifications including Humanities, Psychology, Sociology, Sciences and Business. Assessment of the unit is via controlled assessment. This is to ensure: 

consistency in the assessment requirements



confidence that the assessment decisions relate to the ability of the learner assessed

Details of the principles of controlled assessment can be found in Section 3.2.


1.3

Progression

This WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF) has been designed to support learners as they progress from Key Stage 4 and GCSE learning on to other higher level qualifications. The qualification also supports adult learners with an interest in the subject, or those currently working within a role where statistical analysis is required. Equally, the skills and understanding developed, including Essential Skills Wales (ESW), Wider Key Skills and Personal, Learning and Thinking Skills (PLTS), are relevant to other qualifications at Level 3, whether general or vocational. The qualification answers many of the issues raised in the Advisory Committee on Mathematics Education (ACME) – document ‘Mathematical Needs: Mathematics in the workplace and in higher education’ in June 2011.

1.4

WJEC Level 3 Certificate in Statistical Problem Solving Using Software and the QCF Framework

The WJEC Level 3 Certificate in Statistical Problem Solving Using Software is provided within the Qualifications and Credit Framework (QCF), which is designed to provide learners, learning providers and employers with an inclusive and flexible regulated qualifications framework that recognises the widest possible range of quality-assured learner achievements. Consistent with the principles of the QCF, this qualification aims to be: 

inclusive – recognising the achievements of all learners through a standard currency for learner achievement; the award of credit



responsive – enabling individuals and centres to establish routes to achievement that are appropriate to their needs and facilitate progression



accessible – based on clear design features that are easy for all users to understand

1.5

National Occupational Standards (NOS)

The WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF) provides some of the underpinning knowledge and understanding for the National Occupational Standards (NOS) in the Business Improvement Techniques Suite. A mapping document can be found in Appendix A.


2

UNIT

Unit

Statistical Problem Solving Using Software

Level QCF code WJEC unit entry code Credit value Guided learning hours

3 T/503/8666 9650 18 120

Aim and purpose This unit focuses on the use of statistical software for problem solving. Learners will work with real data sets, using software to process the data, in order to solve problems. Unit introduction We live in the information age. There is an enormous amount of information available and we need tools to enable us to make use of it. “Drowning problems in an ocean of information is not the same as solving them.” (Ray E. Brown) Market researchers ask questions to get information; scientists perform experiments to get information. It is essential to be able to use and interpret information to be able to make sense of problems and to solve them. Statistical methods are used by medical researchers, business people, psychologists, environmentalists and many others for just this purpose. Here are some examples of the kinds of problems which are solved by statistical methods:   

In one year, 46% of students at a school pass an examination. This will vary from year to year. What range of percentage pass rates could be expected over the years? 11% of airline passengers do not turn up for their flights. Airlines often overbook flights to avoid empty seats. How many seats could a flight be overbooked by without too high a probability of having to turn away passengers? It has not rained in an area for a month. Is this due to natural variations in the weather or is there a tendency for the weather to be drier?

You will use the problem solving cycle, planning how to solve a problem of your choice, identifying the data needed, processing it and interpreting the results. You will not need to understand a lot of theoretical background or do calculations; statistical software will be used but you will need to understand when it is appropriate to use different statistical techniques and learn to interpret the results. You will work with real data sets, of appropriate size, using software to process the data, choosing appropriate methods and interpreting the results. The problem you choose to investigate could be related to another subject which you are studying or to a job which you are interested in. At the end of this unit you will be able to present a clear account of the problem you are investigating, your planning and your interpretation of the results. You will be able to use statistical software to apply appropriate methods to process the information you acquire when investigating the problem. The skills you learn in this unit are used in a variety of contexts, for example, scientific research, business and research in social sciences, such as geography and sociology.


Learning outcomes

Assessment criteria

The learner will:

The learner can:

LO1 Be able to formulate a suitable problem for investigation

AC1.1 Formulate a statistical problem

Problem  complex  involving a range of factors Formulate  developing research questions  developing hypotheses

AC1.2 Provide a rationale for investigating a statistical problem

Rationale  purpose of investigation

AC2.1 Explain the use of the statistical problem solving cycle to investigate a problem

Problem solving cycle  plan  obtain data  process data  interpret results

AC 2.2 Construct a plan to investigate a statistical problem

Plan  identify important factors  sample and population  variables  types of data: - qualitative - quantitative - discrete - continuous  methods of obtaining data

LO2 Be able to use the problem solving cycle

Content


Learning outcomes

Assessment criteria

The learner will:

The learner can:

Content

AC2.3 Explain methods of obtaining suitable data for a problem

Methods of obtaining data  methods of collecting primary data - observation - experiment - interview - questionnaire  sources of secondary data - Internet - journals Suitable  reliable  valid  unbiased

AC2.4 Justify suitability of statistical methods for processing data to be obtained

Statistical methods Methods such as the following:  regression and residuals  correlation coefficient and test for significance  time series, seasonal effects and trends  modelling using binomial or Normal distributions  goodness of fit test  hypothesis testing or confidence intervals using the Normal distribution and t-distribution  tests of association such as the chi squared test  work with categorical data  work with multivariate data  non-parametric methods Appropriate  knowing which methods can be used for different types of data


Learning outcomes

Assessment criteria

Content

The learner will:

The learner can:

LO3 Be able to use techniques/methods for obtaining suitable data

AC3.1 Use techniques/methods to obtain data to solve a problem

Obtaining data  population - census - problems of incomplete data  sample - survey - random sampling and the need for a sampling frame - stratified sampling - systematic sampling - opportunity sample - cluster sample - possible bias  practical considerations - difficulty in obtaining sampling frame - difficulty in obtaining certain types of data

AC3.2 Evaluate the suitability of data obtained

Suitability  samples may be unrepresentative  inputting data into software could have led to errors  questionnaires can give incorrect data due to misunderstanding of questions  sometimes people lie  for measurement data, there may be rounding or use of different units


Learning outcomes

Assessment criteria

Content

The learner will:

The learner can:

LO4 Be able to use statistical software to process data

AC4.1 Use statistical software for processing obtained data

Suitable software  statistical software, e.g. Excel, Minitab

LO5 Be able to communicate the results of statistical analysis of a problem

AC5.1 Draw conclusions from statistical output

Conclusions  interpret statistical output

AC5.2 Present findings to others

Methods of presentation  statistical summaries  annotated output from software  clear written English  diagrams and graphs  findings  data  conclusions

AC5.3 Evaluate effectiveness of application of the problem solving cycle to develop valid conclusions

Evaluate  relating the conclusion to the original problem  considering whether the research questions/hypothesis has been addressed adequately Valid  different samples might lead to different conclusions  consider the appropriateness of the model, for example: - if the data were assumed to follow a Normal distribution, is that assumption justified? - if you are using secondary data and have assumed that you are working with a random sample, could that assumption be incorrect?


Guidance for delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: 

arranging visits to workplaces, for example for a masterclass on using statistical software



arranging talks by visiting speakers, for example a statistician giving examples of scenarios where they have used statistical methods



carrying out a practical activity based around a work-based scenario such as evaluating the quality of data collected

The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of statistical problem solving. Example 1 A representative of a manufacturing plant could provide learners with quality control data. Learners identify additional information requirements and conduct research remotely. They then work in small groups to implement statistical techniques to process the data. Learners present their findings to the manufacturer’s representative who compares their findings with those of the learners. Example 2 A local environmental group is concerned that the cold and often unsettled summer weather over the last few years has caused the decline in the numbers within different species of the butterfly population. The environmental group wants to be able to identify and publish information that identifies whether there is an association between climate and the number of species. Learners may wish to identify other causes of reduction such as the destruction of habitats by human activities, for example intensive farming. Example 3 Learners work with lecturers and students from a university. Learners are presented with historical health related data. Learners work with a mentor from the university to investigate current data and draw conclusions on differences over time. Example 4 A local authority has made changes to bin collections; for example moving to fortnightly collections or installing chips in bins to monitor waste. The authority wishes to know whether recycling has increased significantly following the change. Learners work with data about recycling to investigate and present conclusions clearly to the authority. Making contacts 

examples of organisations that may be approached to provide help include: private sector companies that have a commercial interest in analysing data such as retailers



pressure groups that rely on information and data to lobby policy makers such as Greenpeace



organisations with public responsibilities such as the NHS


Resources Books Statistics: The art and science of learning from data, by Agresti and Franklin (Pearson, ISBN: 978-0131357464)

AS Statistics by Brace et al

(Hodder ISBN 978-0-340-94052-5)

Advancing Maths for AQA: Statistics 2 & 3 by Williamson and Buque (Heinemann ISBN: 978-0435513405)

Statistics: Concepts and Controversies by Moore and Notz (W H Freeman and Co ISBN: 978-0716786368)

Websites http://www.dartmouth.edu/~chance/ Chance website: teaching in a way that helps students understand statistics in the news

http://lib.stat.cmu.edu/DASL/ Data and Story Library: real data sets to illustrate specific statistical techniques

http://www.gapminder.org/ Gapminder: presents world statistics in an interesting and informative way

http://www.straightstatistics.org/ Straight Statistics: journalist and statisticians encouraging understanding of statistics

http://www.amstat.org/news/blastland_bbcprimer.cfm Michael Blastland helps understanding of statistics in the news

http://www.stars.ac.uk/ statistics using real data sets related to other disciplines; worksheets for different IT packages are available

http://www.coventry.ac.uk/ec/~styrrell/excel.htm Using Excel

http://www.rsscse.org.uk

http://www.statistics.gov.uk


Assessment Requirements for centres This unit is internally assessed and externally moderated. All of the assessment must be conducted under controlled assessment conditions. Controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment, along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the use of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Adaptations to the assignment have been given as examples. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. 

The time taken will be specified within the model assignment.



Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment.



Directions on where direct supervision is provided in the model assignment.

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Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit.



Guidance on collaboration. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task.

Task marking: The centre must mark learners’ assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.


3

ASSESSMENT AND GRADING The WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF) unit is internally assessed and externally moderated. The following principles apply to the assessment of the unit: 

The unit is assessed through summative controlled assessment. Details of overarching principles for controlled assessment are found in this section. Controls for the unit are provided in a model assignment



All assessment criteria must be met under controlled conditions as specified for unit learning outcomes to be achieved.



Performance bands for merit and distinction can only apply once a learner has achieved all assessment criteria. Evidence must clearly show how the learner has met the standard for the higher grades.

3.1

Grading

Unit achievement is based on a learner’s ability to meet the assessment criteria. Performance bands have been written to enable learners to demonstrate their ability against the assessment criteria. There are no additional requirements to achieve higher grades. Grading the qualification The WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF) unit is graded Pass, Merit or Distinction. The grade awarded for the unit is the grade awarded for the qualification. The qualification grade is awarded on the basis of the aggregation of all the assessment criteria achieved. Each assessment criteria is awarded a number of points for the purpose of grading the qualification. Learners are awarded a Pass, Merit or Distinction overall if they achieve sufficient points in the unit. Points must be achieved in each assessment criteria to achieve the overall qualification. Points available are shown in the following table: Unit - QCF Level Level 3

Points per assessment criteria Pass Merit Distinction 4 5 6

The qualification grade is then calculated by comparing the learners point score to the qualification grade table below. Unit - QCF Level WJEC LEVEL 3 CERTIFICATE IN STATISTICAL PROBLEM SOLVING USING SOFTWARE (QCF)

Pass

Points Merit

Distinction

48 - 53

54 - 62

63 - 67


Grading criteria Learning outcomes

Assessment criteria

LO1 Be able to formulate a suitable problem for investigation

AC1.1 Formulate a statistical problem

LO2 Be able to use the problem solving cycle effectively

AC2.1 Explain the use of the statistical problem solving cycle to investigate a problem AC2.2 Construct a plan to investigate a statistical problem

Explain the use of the statistical problem solving cycle to investigate a problem

AC1.2 Provide a rationale for investigating a statistical problem

Pass Formulates an appropriate research question or hypothesis for a problem Provides a basic rationale for investigating a problem with limited reasoning

Performance bands Merit

Distinction

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

Constructs a basic plan with limited detail of how to investigate a statistical problem

Constructs a clear plan with some detail of how to investigate a statistical problem

AC2.3 Explain methods of obtaining suitable data for a problem

Explains some appropriate methods of obtaining suitable data for the problem; explanations include limited reasoning

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

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


Performance bands Pass Merit Some appropriate techniques/ Uses appropriate methods used to obtain data to techniques/methods solve a problem constructively to obtain data to solve a problem Evaluates the suitability of obtained Evaluates the suitability of data making some appropriate obtained data, making mainly conclusions on validity and appropriate conclusions on reliability; conclusions may be validity and reliability; some straightforward with limited conclusions will be well reasoning reasoned and evidence-based Uses statistical software to Uses statistical software to produce limited output from the produce a variety of output data from the data

Learning outcomes

Assessment criteria

LO3 Be able to use techniques/methods for obtaining suitable data

AC3.1 Use techniques/methods to obtain data to solve a problem AC3.2 Evaluate the suitability of data obtained

LO4 Be able to use statistical software to process data

AC4.1 Use statistical software for processing obtained data

LO5 Be able to communicate the results of statistical analysis of a problem

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

AC5.2 Present findings to others

Presents findings with limited clarity and effectiveness

AC5.3 Evaluate the effectiveness of the application of the problem solving cycle to develop valid conclusions

Evaluates the effectiveness of the application of the problem solving cycle to develop valid conclusions; evidence is mainly descriptive but with some reasoning

Presents findings, communicating them clearly and effectively Evaluates the effectiveness of the application of the problem solving cycle to develop valid conclusions with mainly clear reasoning.

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 Draws conclusions from output from statistical software; conclusion is correct and the relationship to the original problem is explained clearly

Evaluates the effectiveness of the application of the problem solving cycle to develop valid conclusions with clear reasoning


3.2

Principles for controlled assessment

The WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF) unit 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. This section sets out the controls that will be applied to this specification. Further details can be found in the model assignment. There are three stages of assessment that will be controlled:   

task setting task taking task marking

For this specification, there are two levels of control that can be applied to any stage  

limited medium

Task setting WJEC have produced a model assignment for this qualification. Centres are, however, allowed to modify the assignment within specified parameters. This will allow centres to tailor the assessment to local needs. The model assignment has been written to ensure the following controls are in place: 

The unit is assessed through one assignment.



The assignment must have a brief that sets out an applied purpose. An applied purpose is a reason for completing the tasks that would benefit society, a community or organisation. Further details can be found in the rationale in Section 1.2.



The assignment can specify a number of tasks but tasks must be coherent, i.e. show how the assessment requirements all contribute to the achievement of the applied purpose of the assignment.



The assignment must provide each learner with the opportunity to address all assessment criteria and all performance band requirements.



The assignment must indicate the acceptable forms of evidence. These must conform to those forms set out in the model assignment.



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.


Task taking There are five areas of task taking that are controlled: time, resources, supervision, collaboration and resubmission. Time ‘Time’ has limited control. The model assignment will specify the total amount of time available for summative assessment. Centres have the discretion for how that time is allocated to each task. Resources ‘Resources’ has limited control. The assessor can determine which resources should be provided to all learners to ensure fair and valid assessment takes place. Where specific resource controls must be in place, these will be stated in the model assignment. Supervision ‘Supervision’ has medium control. Learners must normally be supervised by an assessor whilst completing controlled assignment tasks. Model assignments will specify where supervision is not required, for example when obtaining data or using software packages. Centres must have in place systems to ensure learners cannot access evidence they have been developing outside of any supervised activities. Authentication Supervision is in place to ensure the authenticity of evidence produced for summative assessment. 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. Learners can review and re-draft evidence independently within the time controls for the assessment. Learners cannot re-draft based on feedback from an assessor. Learners must sign a declaration to confirm that all evidence submitted for moderation is their own work and that any sources used have been acknowledged. Assessors must sign a declaration to confirm that evidence submitted for moderation was completed under the controlled conditions set out in the model assignments. Collaboration ‘Collaboration’ refers to group work and has medium control. The model assignment will indicate whether: 

group work is forbidden



centres can elect to complete tasks through group work


Where group work takes place, the following principles must be considered: 

tasks should allow each member of the group to have full access to all performance bands for all assessment criteria



evidence must be clearly attributable to each individual member of the group



assessment of the individual must be based on the individual’s contribution to the evidence produced



learners’ achievement must not be affected by the poor performance of other group members



learners’ achievement must not benefit from the performance of other group members

Resubmission Learners can resubmit for entry at any moderation point. Learners must complete a new assessment, completed within the same levels of control. They cannot improve previously submitted work. Task marking All marking of evidence must be made against the assessment criteria and performance band statements given in this specification. Evidence marked must comply with the controlled requirements set out in the model assignment. Written evidence must be annotated to show how it relates to the assessment criteria and performance band requirements. Performance evidence, for example, giving a presentation, must be made on observation records. Observation records will include a description of learner performance as well as a summative statement on the quality of that performance. Where performance is observed by someone other than an assessor, the ‘witness’ must complete a witness statement. Assessors will need to authenticate the statement either through scrutiny of supporting evidence and/or questioning of the learner and/or witness. If the statement is authenticated, it can be used to contribute towards the evidence for assessment. Evidence of authentication will also need to be included. Each model assignment that allows performance evidence will include a sample observation record and witness statement. 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 about 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

Recognition of Prior Learning (RPL) 

RPL is a method of enabling learners to claim credit for units in the QCF, irrespective of how their learning took place.



There is no concept of ‘partial achievement of a unit’; claims for credit through RPL must be assessed against the learning outcomes for the unit(s) as a whole.



The learner should be offered advice on the nature and range of evidence considered appropriate to support a claim for credit through RPL, and be given guidance and support to make a claim.



Centres should ensure that the assessment methods they use for RPL are: - of equal rigour as other assessment methods - are fit for purpose - relate to the evidence of learning

In particular, centres must ensure that they are aware of the controls for the assessment of each unit and that they can provide evidence that these have not been compromised. 

The assessment process for RPL must be subject to the same quality assurance procedures, both within the centre and through external moderation as for all WJEC QCF units. The lead assessor will be responsible for ensuring that procedures are in place to: - collect and review evidence - map and assess evidence against unit requirements

Sampling arrangements for internal standardisation MUST include any assessments of RPL evidence, and ensure comparability.


3.3

Standardisation

Centres are expected to standardise assessment decisions. This is the process by which centres ensure that all learners are judged to the same standard across different assessors, teaching groups and from year to year. Evidence of standardisation should be submitted with learner evidence. Where more than one assessor is involved, the centre must appoint a lead assessor. The role of the lead assessor is to: 

document all activities



ensure that the assignment presented to learners is fit for purpose and complies with all controls

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ensure all assessors have appropriate documentation in place to support fair and valid assessment decisions

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ensure all assessment activities are in accordance with the task taking controls for the unit

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sample assessment judgements at appropriate times to ensure the performance bands are correctly and consistently applied

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provide feedback to assessors

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provide support to assessors on interpretation of performance band requirements

Centres are directed to the document ‘Centre Guidelines’ for guidance on establishing internal moderation procedures.

3.4

Training lead assessors

WJEC will provide training for lead assessors and assessors each academic year. Assessor support material, including sample documentation, will also be made available to assessors and lead assessors.


4

ENTRY PROCEDURES WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF) qualifications will be available for certification from June 2013. Thereafter, each qualification will be available for certification each following January and June moderation series. Entries for January moderation series must be submitted no later than 21 October. Entries for June moderation series must be submitted no later than 21 March. Unit entry Entry must be made by submitting the relevant codes as indicated on the unit specification. Qualification entry Learners will be entered for the qualification when entering for aggregation (cash-in). Aggregation does not take place automatically: it is necessary to enter the relevant code for aggregation to take place.


5

EXTERNAL MODERATION The consistency of assessment practices and decisions across centres will be assured through the external moderation of a sample of work. Each centre will have access to a consultative moderator. The consultative moderator will be available to discuss assessment requirements with centres. Centres will have the opportunity to attend moderation meetings in each year of delivery. Attendance at these meetings and successful completion of the activities could lead to reduced level of external moderation. Postal moderation will take place at two points in each year: January and June. For each series where learners are entered, centres will submit a sample, according to the formula below. Total number of candidates

Work to be submitted (numbers relate to alphabetical order)

1 - 10

All

11 - 19

First and every second (1, 3, 5, 7, etc) plus the lowest scoring* folder and additional folders as necessary (reflecting the spread of marks) to make a total sample of 10

20 - 45

First and every fifth (1, 6, 11, 16, etc) plus the lowest scoring* folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10

46 +

1st and every eleventh (1, 12, 23, 34, etc) plus the lowest scoring* folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10

* For this qualification, the ‘score’ is the qualification grade

Centres should ensure they keep all learner portfolios not sent to the moderator in their possession for two months after the closing date for sending samples for moderation. Centres should submit a sample that includes:  the controlled assignment brief used to set the assessment activity  a controlled assessment activity sheet completed and signed by the assessor to confirm that the controls for the unit have been applied  a record sheet confirming the authenticity of the evidence presented  completed mark record sheets outlining which performance bands are met by the evidence  all evidence produced by learners in completion of the controlled assessment, annotated appropriately by the assessor  evidence produced by the assessor to confirm a learner’s ability in performancerelated tasks


Moderators will review all evidence presented to ensure standards are aligned. Evidence will be judged against the following criteria: 

task setting – were tasks set within the controls set by WJEC in the model assignment?



task taking – is there evidence that tasks were completed under the controlled conditions set out in the model assignment?



performance bands – does the evidence support the assessor’s judgement of a learner against national standards?



annotation – is the evidence produced by learners appropriately annotated, including the detail and clarity in evidence produced by the assessor?



authentication – is it clear that the evidence submitted was authentically produced by the learner?



standardisation – is there evidence of effective standardisation/internal quality assurance within the centre?

Timetable Samples of work must be submitted for external moderation and related mark sheets returned to WJEC by 30 November for the January series and 15 May for the June series. Centres will need to ensure that internal submission dates are set sufficiently in advance of this to allow for authentication, assessment and standardisation. Feedback The outcome of moderation will be to either accept or amend a centre’s assessment decisions. Guidance on actions needed before re-submission of specified units at a subsequent moderation series will be also be provided. Feedback will be provided through a centre moderator’s report for the qualification and will be accessible through WJEC secure website. The report will address the criteria referred to above. A principal moderator’s report will be provided for each series.


6

AWARDING AND REPORTING Awarding and reporting of results in WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF) qualifications will take place in March and August each year. A Statement of Credit, issued with results, will provide a record of the credit value of the unit achieved, whether or not they have been cashed in for a qualification. A Qualification Certificate, issued at a later date, will confirm the title, level and size (i.e. Award, Certificate or Diploma) of qualification(s) achieved where the cash-in code has been activated.


7

ACCESS AND SPECIAL CONSIDERATION This specification has been designed to offer fair access for all and to minimise the need to make reasonable adjustments for learners who have particular requirements. It is expected that, normally, individual learners’ abilities, interests and needs will be appropriately catered for by centres through: 

the choice of units and qualifications available



the potential for personalisation of controlled assessment

If there are any queries about the use of this flexibility inherent in the specification to meet learners’ needs, or about the use of reasonable adjustments, centres should contact WJEC. Exceptionally, if a centre wishes to request that a learner receives special consideration, procedures will follow those outlined in Section E of the JCQ publication, Access Arrangements, Reasonable Adjustments and Special Consideration.


8

POST-RESULTS SERVICE If a centre wishes to query the outcome of the moderation process, this must be done formally by the head of the centre notifying WJEC within 21 days of the publication of results. The sample of work submitted for moderation will be reviewed by a moderator not involved in the original process, and the centre informed of the outcome. Should the centre not be satisfied with the outcome of the review, there is provision for an appeal to WJEC.


Appendix A Mapping to National Occupational Standards The grid below maps the knowledge and understanding covered in the WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF) against the underpinning knowledge and understanding of the National Occupational Standards for Business Improvement Techniques Suite.

Business Improvement Techniques Suite

WJEC Level 3 Certificate in Statistical Problem Solving Using Software (QCF)

O45NBIT20 Applying basic statistics



O45NBIT27 Applying hypotheses testing



O45NBIT25 Carrying out capability studies




Appendix B – Personal, learning and thinking skills (PLTS) Mapping This unit provides opportunities for learners to develop the following Personal, learning and thinking skills (PLTS)

PLTS

Unit 1

Independent enquirers

IE1, IE2, IE3, IE4, IE5, IE6

Creative thinkers

CT1, CT2, CT3, CT4, CT5, CT6

Reflective learners

RL1, RL2, RL3, RL4, RL5, RL6

Team workers

TW1, TW2, TW3, TW4, TW5, TW6

Self managers

SM3, SM4

Effective Participators

EP2, EP3


Appendix C – Essential Skills (Wales)/Wider Key Skills Mapping The qualification provides opportunities for learners to develop a range of skills. This table shows the links to Essential Skills (Wales) of Application of Number, Communication and ICT as well as Wider Key Skills of Improving own learning and performance, Problem solving and Working with others, at Level 3. Application of Number

Communication

ICT

Improving own learning and performance

Problem solving

Working with others

Understand numerical data



Carry out calculations



Interpret results and present findings



Speaking and listening



Reading



Writing



Use ICT systems



Find, select and exchange information



Develop and present information



Set targets using information from appropriate people and plan how these will be met



Take responsibility for your learning, using your plan to help meet targets and improve your performance



Review progress and establish evidence of your achievements



Explore a problem and identify different ways of tackling it



Plan and implement at least one way of solving the problem



Check if the problem has been solved and review your approach to problem solving



Plan work with others



Seek to develop co-operation and check progress towards your agreed objectives



Review work with others and agree ways of improving collaborative work in the future




Appendix D – Glossary ‘Be able to’ learning outcomes focus on learners’ development of skills. They involve practical, hands on activities. Related ACs are often assessed through the production of ephemeral evidence. In this qualification, both knowledge and understanding are effectively assessed through the learner demonstrating effective reasoning when completing a practical activity.

Command Verbs A consideration of the command verbs used in the AC can help determine which differentiators could be used. Below are definitions of related command verbs. Analyse – examine in detail, break into component parts, examine relationships Assess – make a judgement about the quality or value of something Compare – explain similarities and differences Evaluate – make judgements against criteria, usually based on analysis and data Explain – give reasons Justify – persuade someone of the validity of an argument, to validate a proposal Communicate – ensure information is received effectively Display – organise and present information diagrammatically Monitor – observe and record activity; could also include ensuring expected progress is maintained Plan – organise a range of components into a logical sequence; this could also include timings and how this organisation is presented Present – organise and communicate in a way that can be clearly followed and understood Process – use a series of actions to elicit results Record – obtain and store data and information Use – employ something for a purpose

Differentiators A consideration of the command verbs used in the AC can help determine which differentiators could be used. Differentiators in performance are often given using the following terms: Adaptation Can they use the skill in different contexts? Appropriate Was the skill used appropriately, taking account of the situation/location?


Clarity Is the reasoning explicit or implicit? Where reasoning is implicit, the level of understanding has to be interpreted. Explicit reasoning shows the understanding clearly exists. Depth How detailed is the reasoning? Effectiveness Did the use of the skill produce the expected outcomes? Independence Were the learners able to demonstrate the skill without support or guidance from others? Justification Are you persuaded of their argument and reasoning? Relevance/application Is it simply pure theory or do you want them to show knowledge through their use of the theory in a particular context, discarding what they consider is not relevant. Substantiation Has the learner drawn on evidence to support any conclusions made? Validity Is the reasoning valid? Is it accurate? Is it based on the context of the situation? Is it based on theory?


Appendix E – Calculation of the Qualification Grade - Examples The examples below illustrate how the qualification grade is calculated. The grading tables can be found in section 3.1. Example 1 Assessment Criteria

Grade

Grade Points

AC1.1

Pass

4

AC1.2

Pass

4

AC2.1

Pass

4

AC2.2

Pass

4

AC2.3

Pass

4

AC2.4

Pass

4

AC3.1

Pass

4

AC3.2

Pass

4

AC4.1

Merit

5

AC5.1

Pass

4

AC5.2

Pass

4

AC5.3

Pass

4 Total

49

Overall grade

PASS


Example 2 Assessment Criteria

Grade

Grade Points

AC1.1

Pass

4

AC1.2

Merit

5

AC2.1

Pass

4

AC2.2

Merit

5

AC2.3

Pass

4

AC2.4

Merit

5

AC3.1

Merit

5

AC3.2

Merit

5

AC4.1

Distinction

6

AC5.1

Merit

5

AC5.2

Pass

4

AC5.3

Merit

5 Total

57

Overall grade

MERIT


Example 3 Assessment Criteria

Grade

Grade Points

AC1.1

Pass

4

AC1.2

Distinction

6

AC2.1

Pass

4

AC2.2

Distinction

6

AC2.3

Distinction

6

AC2.4

Distinction

6

AC3.1

Distinction

6

AC3.2

Merit

5

AC4.1

Distinction

6

AC5.1

Distinction

6

AC5.2

Merit

5

AC5.3

Distinction

6

Total

66

WJEC Level 3 Certificate in Statistical Problem Solving using Software Specification/ED 21 June 2012

Overall grade

DISTINCTION

QCF Level 3 Statistical Problem Solving Using Software - WJEC

QCF Level 3 Statistical Problem Solving Using Software - WJEC

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