This is for the brand NEW Unit 14 Service Delivery, which is not covered in the BTEC study guide, making this paper easy to revise. The paper includes examples of student work that demonstrate and analyse the level of detail required to achieve each of the three grading standards - P, M, and D. Y...
Pearson BTEC Nationals
In Information Technology (20161K)
Unit 14: IT Service Delivery
, BTEC LE Report 2201
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Grade Boundaries
What is a grade boundary?
A grade boundary is where we set the level of achievement required to obtain a
certain grade for the externally assessed unit. We set grade boundaries for each
grade, at Distinction, Merit and Pass.
Setting grade boundaries
When we set grade boundaries, we look at the performance of every learner who took
the external assessment. When we can see the full picture of performance, our
experts are then able to decide where best to place the grade boundaries – this
means that they decide what the lowest possible mark is for a particular grade.
When our experts set the grade boundaries, they make sure that learners receive
grades which reflect their ability. Awarding grade boundaries is conducted to ensure
learners achieve the grade they deserve to achieve, irrespective of variation in the
external assessment.
Variations in external assessments
Each external assessment we set asks different questions and may assess different
parts of the unit content outlined in the specification. It would be unfair to learners if
we set the same grade boundaries for each assessment, because then it would not
take accessibility into account.
Grade boundaries for this, and all other papers, are on the website via this link:
http://qualifications.pearson.com/en/support/support-topics/results-
certification/grade-boundaries.html
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, BTEC LE Report 2201
Awarding BTEC qualifications in 2022
Ofqual has set out their plans for awarding qualifications in 2022 and intend to return
to a normal, pre-pandemic, approach to grading standards over by 2023. They have
confirmed that 2022 will be a transition year, to reflect that we are in a pandemic
recovery period and students’ education has been disrupted.
Our guiding principle and approach to awarding BTEC qualification results in
2022 will be to ensure parity in relation to the approach being taken for GCSE
and A level learners. BTEC courses have a different structure and design to academic
qualifications - BTECs are modular qualifications (with assessments taking place
throughout the course) compared to GCSEs and A levels which are linear (assessed
and awarded at the same time at the end of the year), and therefore our approach
needs to be different.
In 2022 we will return to the usual method of calculating BTEC qualification results,
however adaptations including, U-TAGs and reduced internal assessment, are in place
to provide a comprehensive package of support for students.
The basis of our awarding approach to BTECs this year is to ensure it is as fair as
possible for all learners. We will use a range of evidence to set grade boundaries for
the external units. Part of this evidence will be to closely monitor learner performance
in all assessments that contribute to learners’ final qualification grade, to ensure
parity with A level and GCSEs.
Further information can be found on our website and via our Social Media channels.
20161K: Unit 14 IT Service Delivery
Level 3
Grade Unclassified
N P M D
Boundary Mark 0 8 16 27 39
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Introduction
A number of previous assessment windows have taken place for Unit 14:
IT Service Delivery. This unit is only available to learners on the BTEC Level
3 National Extended Diploma in Information Technology and the unit is a
mandatory part of the qualification. In the assessment for this unit,
learners have to consider the IT service requirements for a given scenario
and plan a solution for IT service delivery.
The unit is a paper-based examination and is broken down into a two-part
task. Part A contains material for the completion of the preparatory work
for Part B and is taken over a maximum of 3 hours across a period of 2
weeks. No marks are awarded for Part A. Part B contains materials for the
completion of the set task under supervised conditions over a maximum
of 8 hours across a period of 3 weeks. A maximum two A4 sides of hard
copy research notes from Part A may be taken into the assessment. Part B
is broken down into five activities that cover different areas of the
specification where learners are expected to apply knowledge and
understanding of the IT service delivery requirements for the hospitality
sector provided in the scenario.
The mark scheme for this unit is fixed with the same grading criteria used
for each assessment window.
Templates are provided to learners for three of the five activities in the set
task in Part B. The templates are for activities 1, 2 and 5. These templates
are provided to help the learners provide a structure to their response and
support them in producing relevant evidence.
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Introduction to the Overall Performance of the Unit
The number of learners taking the assessment was fewer than in previous
sessions. The quality of learner responses was similar to previous sessions.
The Set Task scenario was based on Fullwick Comprehensive School, a
school moving to a new building with new equipment, in phases. Details
were provided regarding staff number and pupil numbers. The school has
not purchased any IT equipment. Candidates had to recommend an
efficient IT system to store and manage its information and data
requirements. Future developments were specified in Part A. Further
details relating to the Set Task were provided in Part B of the assessment.
Activity 1, outline IT service strategy, saw evidence presented that met the
requirements of all three mark bands. The majority of responses were
Band 1 and Band 2 responses. In some learner work, the evidence
presented was generic in nature and the strategy had limited links to the
school outlined in the scenario provided.
Activity 2, IT service catalogue, saw evidence presented that met the
requirements of all three mark bands. The majority of responses were
Band 1 and Band 2 responses. Many learners produced evidence that was
limited in terms of the function and service name in relation to the school
outlined in the scenario provided.
Activity 3, IT service delivery solution, saw evidence presented that met the
requirements of all four mark bands. The majority of responses were Band
1 and Band 2 responses. The main area of weakness in the evidence
presented for this activity related to the data and information required to
meet the IT requirements of the school.
Activity 4, management report evaluating the solution, saw evidence
presented that met the requirements of all four mark bands. The majority
of responses were Band 1 and Band 2 responses. Evidence relating to
alternative solutions that could be used was weak in the work of many
learners.
Activity 5, IT service management implications report, saw evidence
presented that met the requirements of all four mark bands. The majority
of responses were Band 1 and Band 2 responses. Evidence demonstrating
the solution’s capacity to respond to change was weak in the work of many
learners.
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