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Defines requirements for producing school-assessed grades for Cambridge IGCSE, O Level, and International AS & A Level using a portfolio of student work. Covers selecting three substantial evidence pieces, including quantity, evidence types, syllabus coverage, timing, security and authentication, and how candidates are informed. 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This document explains our approach to school-assessed grades.  \nIf you are in a country or region which has switched to a school assessment approach, you will need to produce a school-assessed grade for all entries for Cambridge IGCSE ™ , O Level and International AS & A Level.  \nIn this document  \nPage  \nSection 1: Selecting the portfolio of evidence 2  \n•  Quantity of evidence 2  \n•  Types of evidence 2  \n•  Coverage of syllabus content and assessment objectives 4  \n•  Timing of work 4  \n•  Security and authentication 4  \n•  The Rationale Document 5  \n•  Collecting evidence: general advice 5  \n•  Collecting evidence: syllabus-specific advice 6  \n• Advice for candidates resitting in November who have a school- 6  \n  assessed grade from June 2021  \n•  Private candidates 6  \n•  Cambridge International AS & A Level candidates 7  \n•  Informing the candidate of the three pieces of evidence chosen 8  \nSection 2: Using evidence to set grades 9  \n•  Step One: Internal standardisation 10  \n•  Step Two: Marking individual pieces of evidence 10  \n•  Step Three: Internal moderation 11  \n•  Step Four: Deciding grades for individual pieces of evidence 13  \n•  Step Five: Deciding grades for complete portfolios 15  \nSection 3: External quality assurance by Cambridge International 19  \nSection 4: Appendices 20  \n• Appendix A – Collecting evidence: general advice 20  \n• Appendix B – Collecting evidence: syllabus-specific 23  \nadvice  \n• Appendix C – Component grades and syllabus grades 29  \n• Appendix D – Case study examples 30  \nIntroduction  \nSchools must base their judgement of the candidate’s achievement on demonstrated achievement only. They cannot speculate whether the student could have done better had there been no pandemic or no disruption to teaching and learning.  \nThe school-assessed grades in November 2021 are different from the predicted grades which were issued in the June 2020 series. The predicted grades issued in June 2020 were based on the centre’s judgement of what the candidate would have achieved had the exams taken place – a judgement based on potential. In November 2021, the school-assessed grades will be based on actual achievement, as was the case in June 2021.  \nSection 1: Selecting the portfolio of evidence  \nQuantity of evidence  \nCentres following a school assessment approach in November 2021 should identify a portfolio of three substantial pieces of work for each candidate in each syllabus.  \nBy substantial, we mean a piece of work that has taken the candidate at least one hour of concentrated work to complete. This means the school-assessed grades will be based on a roughly similar amount of work as would be used to determine an examination grade.  \nThere are two exceptions to our rule that no candidate should have more than, or fewer than, three pieces of work in their portfolio. These exceptions are for the following syllabuses:  \n• Cambridge International AS & A Level Global Perspectives & Research (9239)  \n• Cambridge IPQ (9980) .  \nYou can find information about evidence required in the section ‘Collecting evidence: syllabusspecific advice’.  \nTypes of evidence  \nThe types of work to be included among the three pieces of work are at the centre’s discretion. They can include one or more of any of the following:  \n• complete past papers from the syllabus with a duration of an hour or more 1  \n• completed coursework prepared according to syllabus requirements  \n• work made up of questions selected from various past papers  \n• papers used as mock exams  \n• extended project work set by the school during the course of study  \n1 If you want to use a complete past paper which is set by us but is less than an hour in duration, this is acceptable and can count a","cbCairYxFMdU8B2j","https://ap.wps.com/l/cbCairYxFMdU8B2j","pdf",719746,36,"English","# Introduction\n## Section 1: Selecting the portfolio of evidence\n## Section 2: Using evidence to set grades\n## Section 3: External quality assurance by Cambridge International\n## Section 4: Appendices","[{\"question\":\"When are schools required to use school-assessed grades instead of exams?\",\"answer\":\"When directives from national or local authorities make it impossible for exams to go ahead, schools switch to a school assessment approach using student work.\"},{\"question\":\"How many pieces of evidence must be included in a candidate’s portfolio?\",\"answer\":\"Centres should identify a portfolio of three substantial pieces of work for each candidate in each syllabus, with two syllabus-specific exceptions.\"},{\"question\":\"What is the purpose of internal standardisation and moderation when setting grades?\",\"answer\":\"The approach ensures consistency and fairness by standardising within the centre, marking individual evidence pieces, applying internal moderation, and then deciding grades for evidence and complete portfolios.\"}]","Collecting and using evidence to decide school-assessed grades - November 2021 series | PDF",1792727707,91]