Author: cava_admin

The Revised QAA Grading Scheme: What You Need to Know for the 2024-25 Academic Year

Posted on by cava_admin

As the new academic year begins, here is a reminder  of the recent changes to the QAA grading scheme that are now in effect. These changes have been implemented to enhance the structure of qualifications and the assessment process, impacting how students’ work is graded and how their study programmes are organised.

Changes to the Grading Scheme

    1. Simplification of Grading Descriptors

 

      • From Seven to Three: The seven grade descriptors previously used have been replaced with three grading standards: Knowledge and Understanding, Subject Specific Skills and Transferable Skills.
      • These three new grading standards must be applied to all units and assessments, simplifying the grading process and making it clearer for both students and educators to understand the criteria for each grade.

 

    1. Unit-Level Grading

 

      • Grading on Completion: The new grading standards are applied at unit level only after all unit learning outcomes for a unit have been completed. This ensures that grades reflect a student’s performance across the entirety of the unit, emphasising comprehensive learning and mastery of the material.

 

    1. Referral opportunities

 

      • Grading of referrals: If a student does not meet all of the learning outcomes on their first submission, they can be offered a resubmission. If they still don’t meet all of the learning outcomes they may be eligible for a referral opportunity. Previously, referrals  have been capped at a pass, but they can now be graded in the same way as first and second submissions. Students can have referrals for up to 15 credits, including graded and non-graded assignments.

        This is only applicable to students who meet the deadline, or have formally recognised  extenuating circumstances. If work is handed in late without a previous agreement, they will be capped at a pass.

 

Additional Resources

 

1. Roadmap to implementing the changes, which you can find here.

2. During the 2023-24 academic year, we discussed the changes in multiple events. Please see the recordings below.

3. The Access to HE Grading Scheme Section B: The Grading Standards

 

Preparing for an Access to HE course

Posted on by cava_admin

Are you ready to start your Access to HE Diploma this September? Starting something new can be both thrilling and nerve-wracking. To help ease the transition, here’s a simple guide to get you started.

  • Organise Like a Pro

Being organised helps you manage your work and stay on track. Set up a study area that is free from distractions, and make sure you have all the materials you need. If you’re unsure, contact your college for advice. Use digital tools like calendar apps to keep track of deadlines. A whiteboard can also help you plan your week and keep important dates visible.

  • Take Charge of Your Learning

Get involved in your learning by asking questions and seeking help. Your tutors and lecturers are there to support your success. Form study groups with classmates to tackle challenging problems together. Dedicate regular time each week to review what you’ve learned and celebrate your progress.

  • Build a Support Network

Having a support system can make your educational journey smoother. Connect with your classmates to share ideas and experiences. Learn about the support services your college offers so you know where to turn for help. Regularly talk with friends or family who can provide encouragement and motivation.

  • Master Time Management

Good time management is important in this one-year course. Prioritise tasks to avoid last-minute stress. Create outlines for essays to organise your thoughts. Start assignments early to allow time for feedback and revisions. Aim to finish tasks before deadlines to keep your workload manageable.

  • Stay Focused on Your Goals

Think about why you chose the Access to HE Diploma. Keep your goals in mind to stay motivated throughout the year. Before each module, research the topics to better understand the content. This preparation makes it easier to engage with new material and see its importance.

This journey is a chance for transformation and growth. The CAVA team supports you every step of the way. Embrace challenges, stay focused, and make the most of your #OneLifeChangingYear.

Congratulations to the class of 2023-24!

Posted on by cava_admin

The entire team at CAVA extends our warmest congratulations to everyone who has successfully completed their Access to Higher Education Diploma.

Certificates and transcripts

Access to HE Diploma results, certificates, and transcripts will be released on 23 July.

Your certificates and transcripts will be dispatched to your colleges to arrive on 23 July, from where they will be forwarded to you. Your college will handle the distribution of these documents according to their individual processes. Should you require more information specific to your college, we encourage you to reach out to them directly.

Electronic certificates

This year, we are piloting electronic certificates and transcripts in partnership with two colleges: Bishop Burton College and City College Plymouth. If you studied at either of these two colleges, you will receive both physical and electronic certificates and transcripts.

On 23 July, you will receive an email with a link to access your electronic documents online through our e-certification portal. The email will be sent to your personal email address that you shared with CAVA during the academic year.

Please note that the emails will be sent out in batches over a couple of hours. If a fellow student receives one before you please do not be concerned. If the email has not been received by the end of the day please contact the exams team at your college to confirm which email address was supplied. If the email address is incorrect please ask the exams team to contact CAVA. You can find out more about electronic certification at CAVA here.

UCAS results

On 23 July CAVA will communicate your final grades to UCAS to facilitate your transition into higher education. UCAS will require a few business days to process this information before making it available on your account for university access.

Your feedback is invaluable to us!

We invite you to participate in our student survey. Your insights are crucial in enhancing our collaborative efforts with providers to enrich the student journey. If you include your contact information, you will be entered into our prize draw, with a chance to win £50. Click here for the survey.

Grade Appeals Process

Should you have concerns regarding your grades upon receipt, and believe there might be just cause for an appeal, please consult your course leader. They will assist you in determining the validity of your appeal, collate necessary documentation, and facilitate the submission of an appeal form to CAVA on your behalf.

An appeals panel at CAVA will review your case, with your college informing you of the decision. It’s important to note that appeals can only be based on the following criteria:
– Proof of an administrative oversight during the assessment process
– Extenuating circumstances that were not disclosed before the awards board for valid reasons

CAVA will convene four grade appeals boards on the following dates:

– Friday 19 July
– Thursday 8 August
– Wednesday 21 August
– Monday 2 September

Make sure you communicate with your college ahead of these dates if you’re considering an appeal.

UCAS Tariff Points

For students interested in understanding how their Access to HE Diploma grades translate into UCAS points, a tariff calculator is available on the UCAS website.

The table below illustrates various grade combinations within the Access to HE Diploma and their corresponding UCAS points:

A full table detailing all possible qualifications and their UCAS points can be found on the UCAS website.

Keep Connected

Join the CAVA alumni groups on LinkedIn and Facebook to stay in touch with peers and network with fellow Access to HE Diploma graduates. These platforms are excellent for sharing your higher education journey and career goals.

We’re eager to feature your success stories and experiences in case studies to inspire future students. If you’re interested in sharing your journey, please contact g.green@cava.ac.uk.

FAQs

What should I do if I haven’t got my results?

You will receive your results directly from your college. If by 1 August you haven’t received them, contact your college directly for further information.

What should I do if I didn’t get the grades I wanted?

If you didn’t achieve the grades you were hoping for, contact your chosen university directly. From 5 July- 24 October universities and colleges use the clearing system. If courses have available places, they will offer them to students who didn’t meet the requirements.

Find out more on the UCAS clearing page.

How can I explain what an Access to HE Diploma is to a university?

The Access to HE Diploma is a full level 3 qualification, equivalent to A Levels, which prepares students for studying at university. It is designed for people who would like to study in higher education but who left school without sufficient qualifications.

If your university would like more information, please direct them to our website.

Members area

Posted on by cava_admin

Recently, we detected a small cyber incident targeting our members area on the CAVA website. Our team responded immediately and has taken all necessary steps to secure our systems. As a precautionary measure, we have decided to close down the members area to reduce any further risk. All documentation within the members area has been moved to either your private college sites, the Diploma sites or elsewhere on the public-facing website.
While most documents were already available in multiple locations, you can now find everything you need using the detailed list below.

  • The colour books: within the ‘CAVA Documentation’ tab on your private college site
  • Promotional Resource Library (testimonies): within the ‘Publicity’ dropdown on each subject specific Diploma sites
  • Access to the Diploma sites: Links to each Diploma site has been added within the ‘CAVA Documentation’ tab on your private college site
  • Database user guide: within the ‘CAVA Documentation’ tab on your private college site
  • CAVA key statistics: within each Diploma-specific promotional pack, which can be found on each Diploma site.
  • Forms and templates: within the ‘CAVA Documentation’ tab on your private college site
  • Validation forms: within the ‘CAVA Documentation’ tab on your private college site
  • Publicity protocol: within the ‘CAVA Documentation’ tab on your private college site
  • QAA guidance: within the ‘CAVA Documentation’ tab on your private college site
  • ESFA guidance: within the ‘CAVA Documentation’ tab on your private college site
  • Standardisation guidance: within the ‘CAVA Documentation’ tab on your private college site
  • UCAS information: Certification page on the CAVA website
  • Recordings of previous events: CAVA’s Youtube channel
  • Exemplar science exams: within the Science Diploma site’s assignment library
  • Newsletter registration: within the ‘CAVA Support’ tab on your private college site

Please let us know if you have any questions about these changes or need support in locating resources by emailing admin@cava.ac.uk.

Promotion and Recruitment Working Group: 2023-24 findings

Posted on by cava_admin

Over the 2023-24 academic year, CAVA’s Promotion and Recruitment Working Group (PRWG) has met four times to discuss how different providers are promoting and recruiting for the Access to HE Diploma. Over the year, 13 providers have attended the meetings.

Engagement and Collaborations

PRWG have discussed the different ways to enhance promotional strategies for the Access to HE Diploma. This has included sharing case studies, digital assets and alumni stories to enrich marketing materials. Each session encouraged sharing of best practices and networking opportunities with members from higher education institutions and local colleges, especially in the fields of sustainability, AI, and adult learning.

Marketing Innovations and Events

This year CAVA has highlighted a range of promotional material including Diploma sites, Diploma packs and the Retention and Recruitment handbook. Within these materials, there is crucial information on sustainability and using artificial intelligence (AI). We have actively promoted all of our Diplomas through various channels, including social media, where our spotlight posts highlighted individual Diplomas across the year.

Providers have prioritised events in their outreach efforts. From open evenings to webinars and special events like mock trials, our colleges utilised every opportunity to engage with potential students and the broader community. These events not only raised awareness but also provided a platform for direct engagement with the Access to HE Diploma.

Challenges and Solutions

Recruitment remains a challenge within the evolving educational landscape and broader economic pressures. PRWG members discussed the impacts of the cost of living crisis and mental health issues on student retention. Because of this, CAVA has created the Recruitment and Retention handbook, which contains a range of case studies, to support providers facing these issues. This will be updated with more recent case studies from the 2023-24 academic year.

Looking Ahead

As we move forward, our focus will remain on supporting providers to increase their marketing opportunities, enhancing the visibility and appeal of the Access to HE Diploma. We will also continue to focus on topics such as AI and sustainability within marketing and share good practice across our different platforms.

If you are interested in joining CAVA’s PRWG, please email Georgia Green, our communication and events officer, at g.green@cava.ac.uk.

The Impact of Demographics on AI Usage in Education: Insights from Recent Research

Posted on by cava_admin

In recent years, artificial intelligence (AI) has rapidly grown in various sectors, including education. Understanding how different demographic factors influence the adoption of AI among teachers is crucial for developing strategies to maximise its benefits. Georgia Green, CAVA’s Communication and Events officer, recently focused on this very topic, examining how age, gender, teaching experience, and academic stream impact teachers’ use of AI in the classroom. The findings provide valuable insights that can help educational institutions tailor their approaches to integrate AI more effectively.

Research approach

This research was undertaken as part of Georgia’s dissertation for her Masters in Psychology. She produced a survey to gain information about educator’s demographics and how it correlated to their use of AI. She shared it with various schools and colleges around the country, as well as sharing on social media. Overall, data was collected from 98 participants from a range of ages, gender and academic stream. 

Key Findings

Gender Differences in AI Adoption

One of the most striking findings was the disparity between teachers identifying as male and female in using AI. The data revealed that men are significantly more likely to incorporate AI tools into their teaching practices than women. This gender gap suggests a potential area for intervention, perhaps through targeted training and support programs aimed at encouraging female teachers to engage with AI technology.

 

Age as a Determinant Factor

Age emerged as a critical factor in AI adoption, with younger teachers being more inclined to use AI than their older counterparts. The analysis indicated that age 34 appears to be a pivotal point, after which AI usage begins to drop. This lines up with the digital native generation, aligning with the broader pattern of technology adoption, where younger individuals are often more tech-savvy and quicker to embrace new technologies.

 

Experience Level and AI Usage

Experience in teaching also plays a significant role in the use of AI, with less experienced teachers more likely to utilise these tools. However, it’s important to note that age and experience are closely correlated. This near-perfect correlation makes it challenging to determine if the willingness to use AI is driven more by age or by teaching experience. Nonetheless, the data clearly shows that those newer to the profession are more open to integrating AI into their classrooms.

 

Academic Stream and Student Age Group

Interestingly, the academic stream did not show a clear impact on AI usage. However, there were patterns indicating that teachers instructing older students were more likely to use AI, with primary school teachers significantly less engaged with AI tools than their colleagues teaching FE or HE. This could be due to the perceived appropriateness or utility of AI in different educational contexts, where AI tools might be seen as more beneficial or easier to implement in FE and HE compared to primary education.

 

Implementations for CAVA

These findings can support CAVA and our members, by highlighting the importance of understanding and assisting staff who are not currently utilising AI. Many educators are unaware of the available AI tools or what they can do. Last year we released a blog post highlighting 5 useful AI tools for educators. These tools are still some of our favourite ones, and a useful starting point for anyone exploring AI.

Support moving forward may require practical demonstrations and time to experiment with these technologies. The research emphasises that colleges should focus their efforts on supporting their older and female staff members. By providing targeted training, showcasing AI applications, and allocating time for exploration and experimentation, institutions can foster a more inclusive and effective adoption of AI across all teaching demographics. 

 

Insights from Georgia Green.

Celebrating International Women in Engineering Day

Posted on by cava_admin

International Women in Engineering Day is celebrated on June 23rd each year to recognise the achievements of women in engineering and to encourage more girls and young women to consider engineering as a career. This day serves as a reminder of the incredible contributions women have made to the engineering field and the potential for future advancements as more women join the profession.

Spotlight on a rising engineer

This year, we are proud to feature a remarkable female student from Warwickshire College Group who is currently studying for the Access to HE Diploma (Engineering). She has shared her advice to women and suggests several steps we can take to support them.

Advice to women

  1. Follow Your Passion: If you have a genuine interest in engineering, pursue it wholeheartedly. Passion and curiosity will drive you to overcome challenges and excel.
  2. Seek Mentorship: Find mentors who can provide guidance, support, and insight. Learning from those who have walked the path can be invaluable.
  3. Build a Support Network: Connect with peers and professionals in the field. A strong support network can provide encouragement and open doors to opportunities.
  4. Stay Resilient: Engineering can be challenging, but perseverance is key. Don’t be discouraged by setbacks; view them as learning experiences.

Steps to be taken

Encouraging more women to pursue engineering requires concerted efforts from various sectors. Here are some steps that can be taken:

  1. Introduce girls to STEM subjects and engineering concepts at a young age through interactive and engaging programmes.
  2. Highlight the achievements of women in engineering to provide visible role models.
  3. Establish mentorship programs that connect aspiring female engineers with experienced professionals.
  4. Create inclusive and supportive environments in educational institutions and workplaces to ensure women feel welcomed and valued.
  5. Provide financial support specifically for women pursuing engineering degrees to reduce economic barriers.

Join us in celebrating

International Women in Engineering Day is not just a celebration but a call to action. Let’s work together to support and encourage the next generation of women engineers. The Access to HE Diploma (Engineering) is a fantastic course. If you’d like to find out more about it, please email admin@cava.ac.uk.

The CAVA Teaching and Learning Resource Library

Posted on by cava_admin

To support our aim in offering a full package of support for our Access to HE providers, CAVA is pleased to share that we are creating a Resource Library in 2024-25. The library aims to support the creation of content for Access to HE Diplomas, and the use of resources for online delivery.

The library will house resources used by our providers to support teaching and learning. Resources include but are not limited to:

  • formative assessments (handouts, workbooks, quizzes, interactive activities)
  • lecture notes/presentations; instructional materials
  • signposts to textbooks and reference materials
  • signposts to journal articles; podcasts; videos
  • signposts to workshops; online courses
  • case studies
  • surveys and feedback forms
  • enrichment activity ideas
  • interaction / engagement activities.

From May 2024, providers will be encouraged to share their delivery and assessment resources.

We aim to populate the Library by the end of the Summer term and launch the Library for use at the beginning of the 2024-25 academic year. We hope it will become a useful resource for those involved in programme delivery and design.

We will share more information about the Teaching and Learning Resource Library at our upcoming events and in future newsletters. In the meantime, if you would like to share your resources, or if you have any questions about this new resource, please get in touch.

Insights from the Cambridge Assessment Network conference 2024

Posted on by cava_admin

The Cambridge Assessment Network conference delved into the dynamic landscape of digital assessment, exploring its opportunities and challenges while prompting attendees to envision its future trajectory. Sarah Hughes, Research and Thought Leadership Lead at Cambridge University Press & Assessment, alongside Imogen Casebourne, Innovation Research Lead at DEFI Innovation Lab, University of Cambridge, shared their research, forecasting potential directions for assessment. They outlined four key drivers propelling change: climate change, AI-driven personalised learning, immersive assessment experiences, and the promotion of human flourishing and well-being.

The implications for assessment professionals are profound, necessitating the fusion of learning and assessment with digital technologies while upholding the integrity and quality of future assessments. By projecting forward from the envisioned landscape of 2050 to the present day, participants were encouraged to identify actionable steps to steer assessment towards a positive future.

Artificial Intelligence (AI) is revolutionising assessment methodologies, from personalised feedback mechanisms to innovative automated grading systems. In her keynote address, Morgan Dee, Director of AI & Data Science at EDUCATE Ventures Research, dissected the practical implications and ethical considerations surrounding AI’s integration into assessment practices, both presently and in the future.

Exploration of AI’s role in assessment design and delivery shed light on its impact on assessment’s objectives, as well as its implications for understanding and managing plagiarism. Insights were shared on leveraging Large Language Models for item development, particularly in crafting questions for multiple-choice examinations. The indispensable role of human expertise was highlighted in refining AI outputs to ensure the validity and effectiveness of assessments.

The conference also delved into themes of equality, equity, and diversity, challenging participants to consider whether the evolving landscape of assessment is truly fair and just. The future prioritisation of skills were discussed, with practical strategies for fostering graduate development being presented. Proposals such as ePortfolios and diverse assessment formats were put forth as means to bolster a holistic co-curricular approach to assessment.

The conference provided an excellent opportunity to stay up to date on assessment trends, explore practical solutions, and network with other members of the assessment community.

Reflections by Emily Ross and Barbara Hughes.

CAVA appoints Emily Ross as next CEO

Posted on by cava_admin

The CAVA Board is pleased to announce that Emily Ross has been appointed as the next CEO of CAVA, following an extensive recruitment process.

Emily has been an integral part of CAVA’s journey over the past 16 years, since she joined the team as an Administrative Officer in June 2008. She moved through the ranks in the organisation, progressing to Office Manager, then Quality Manager, and more recently as Deputy CEO. Her focus on continuous improvement and high-quality service for members has continually pushed the organisation to grow and develop over the years. Emily holds a Postgraduate Certificate in Education Studies from the University of Cambridge and a Masters in English from Anglia Ruskin University.

CAVA’s Chair, Gavin Tash, shared: “The CAVA Board and I are delighted to appoint Emily. Following a rigorous recruitment process, we felt Emily has the right blend of experience and knowledge of CAVA, as well as an innovative approach to take CAVA forward. Emily has been a huge asset to CAVA for many years in a number of roles and we are sure she will continue to excel in the CEO position.”

CAVA’s outgoing CEO, Flóra Raffai, said: “Over the past five years, I have consistently been impressed by Emily’s deep expertise in Access to HE, her passion for our members and students, and her strategic acumen. It is with great pleasure that I pass the leadership reins to her, confident that CAVA will thrive under her capable guidance.”

CAVA’s incoming CEO, Emily Ross, shared: “I am thrilled and deeply honoured to be appointed as the next CEO at CAVA. I want to express my sincere appreciation to Flóra for her dedicated service and leadership. Alongside our exceptional team and committed membership community, I am excited to lead CAVA into its next chapter of growth and impact. We remain committed to our mission to enable adults to achieve their aspirations through education and to adapt to the challenges of a rapidly changing education sector.”

Emily will officially start in post as CEO on 1 August 2024. Our outgoing CEO, Flóra Raffai, will remain at CAVA until 31 July 2024, with a planned handover over the coming two months.