2014 - 2015 - 2015 Preparing for external quality assurance visits Standardise assessment practice...

Manager Quality Compliance 6/11/2014

INTERNAL QUALITY ASSURANCE GUIDE

2014 - 2015

Preparing for external quality

assurance visits

Standardise assessment

practice

Trainee assessors

Monitor assessment

practice

Quality assure

assignment briefs

Forward plan IQA

Establish clear internal quality

assurance procedures

Internal Quality

Assurance Procedures &

Processes

Appendix - D


SECTION 1 SECTION 2 SECTION 3 SECTION 4 SECTION 5 SECTION 6 SECTION 7

Purpose of Internal Verification Objectives of Internal Verification Internal Verification Process Sampling strategy Internal Verification of NVQ’s Internal Quality Assurance of Non-NVQ (BTEC etc.) Internal Quality Assurance Awarding Organisation Risk Supporting forms:

VM1a - New Assessor induction plan ALL

VM1b -New Assessor Induction Agreement ALL

VM2A - Internal Quality Assurance report on assessment

decisions

VM2B Internal Quality Assurance – Assignment Briefs

NVQ, BTEC, VRQ

VM2C Internal Quality Assurance – Assessment

decisions of BTEC/VRQ

VM3 - Internal Quality Assurance of Direct Observation

NVQ

VM4 - Internal Quality Assurance concerns form (applies

to all)

VM5 - NVQ internal Quality Assurance final portfolio/

qualification report form (applies to all)

VM6 - Internal Quality Assurance self-assessment check

list (applies to all)

VM7 - Training needs analysis for assessors (applies to all)

AV8 - Quality Assurance sampling plan (applies to all)

AV9 – CPD tracking/action plan

VM8a BTEC Assessment plan

VM10 BTEC – VRQ Observation record

VM11 BTEC- VRQ Witness statement

2 - 4 4 - 7 8 - 9 10 11 - 12 13


VM12 IQA form Student Opportunity for Resubmission and

Declaration

VM13 IQA form Student Re-take – New Assignment (QCF)

and Declaration


The purpose of Internal Quality Assurance The Redbridge College internal quality assurance process will provide a check on the students experience, achievement and attainment, along with all aspects of assessment practice. It will act as a support to the awarding organisation requirements of the College The provision of appropriate and timely assessments, feedback and internally quality assurance coursework is essential to enable the student to achieve his/her agreed learning goals. Redbridge College is committed to working towards creating an inclusive learning college within which all students will have access to appropriate levels of effective assessment and feedback to enable them to monitor their own progress and improve their achievement. The internal quality assurance process will ensure and demonstrate that assessments are valid, authentic, reliable, and sufficient to meet the required learning outcomes. This guide describes the Internal Quality Assurance processes and procedures for internal quality assurance for all awarding organisations. It should be used to assist Internal quality assurers in their duties and includes examples of Internal Quality Assurance documentation. Objectives of Quality Assurance The objectives of the Colleges’ internal quality assurance process can be summarised as follows:

To ensure fairness and reliability of assessment procedures

To establish and maintain quality control mechanisms for assessment through a system of Internal Quality Assurance

To provide a student-centred approach to assessment, that provides adequate opportunities for students to present evidence of achievement

To identify the staff development issues concerned with the assessment process. Internal Quality Assurers will be responsible for:

Maintaining polices and procedures to enable delivery and assessments

Ensuring that assessors are appropriately qualified, experienced and have sufficient

occupational competence to ensure an up-to-date working knowledge of the standards

they are assessing.

Ensuring that all new assessors and internal quality assurers have an appropriate

induction.

Supporting all new assessors and internal quality assurers and obtaining a specimen

signature.

Observing assessor’s performance over a period of time

Providing advice and guidance on issues that relate to assessment quality, sample

assessment decisions and provide feedback to assessors

Identifying assessor training needs taking into account other factors such as disability

Ensuring any special arrangements and reasonable adjustments have been made.

Ensuring that assessment decisions are evidence based and satisfies the requirements

of the Awarding Organisation.

Verifying the assessment practice by sampling the work of assessors and students

Conducting formative (interim) and summative (end) internal internal quality assurance.

Internally quality assure all assignment briefs prior to issue to students.

Ensuring assessments are accurately and consistently assessed and that assessors

provide adequate, accurate and up-to-date support, advice and feedback to students.


Establishing, (if appropriate to the course) an annual sampling plan based on the

assessment schedule and the requirements of the awarding organisation.

Maintaining and checking that appropriate records and documentation are current and

kept up-to-date.

Conducting regular standardisation meetings with the assessors

Informing assessors promptly of any changes in the awarding organisation

requirements.

Participating in meetings/training and embedding cross college procedures within their

vocational area

Liaising with the Standards Verifiers and participate in External Standards Verification

meetings as necessary.

Monitoring student’s progress, reports and achievement.

Monitoring appeals by students and the outcome of those appeals.

Ensuring that the certification process for the students has been completed.

Evaluating the effectiveness of assessment practice and procedures

Liaising with the Manager Quality Compliance (MQC) to implement and adhere to the

college internal quality assurance and relevant policies.

IMPORTANT NOTE FOR NVQ INTERNAL QUALITY ASSURERS

Top Tip There is no requirement by LSIS to undertake the new IQA units if you have previously achieved A and V units or D32, D33 and/or D34. However, LSIS does state that assessors holding D or A or V units should now be working to the new IQA standards. Note: The D, A or V unit holder can prove this by undertaking a Continuous Professional Development activity (CPD). This can be achieved by the attendance at an organised internal training event. Note: Standard Verifiers and External Quality Assurers will be checking that assessors and IQAs have undertaken CPD activities and are working to the new standards.

SAMPLING

It is not always possible to check every assessment, every student and every assessor. The sample size will vary depending on the number of students, assessors, the maturity of the program and the experience of the assessors. In some cases, the awarding organisation will specify its detailed requirements.

Sampling will ensure that methods of assessment and assessment judgements are consistent. It should also serve as an adequate check that sufficient evidence is being submitted across all areas and that National Standards are being met.

In all cases, the samples seen should be specified by the internal quality assurer and Lead IQA, NOT by the Director or assessor. Sampling should cover as a minimum and include:

A range of levels and groups

Any borderline cases

Different methods of assessment

Work assessed by different tutors


Points to remember!

Poor practice of internal quality assurance includes sampling that is:

“End loaded”sampling

fixed date sampling (regardless of throughput)

flat rate (%) sampling regardless of circumstances

no sampling strategy or rationale in place

second assessing

unsatisfactory/inadequate records/reports Monitoring assessment practice:

lack of feedback to assessors

unsatisfactory records/reports

no monitoring of assessors in action

not used as a development tool

Standardising assessment judgements

no standardisation between assessors

no standardisation between programs

Formative Sampling:

Interim/formative sampling: It is important that the IQA “dips into” the assessment process undertaken with the student at different stages in that process. This includes reviewing student’s work perhaps (a) before decisions have been made on any unit and (b) looking at portfolios with one or two completed units. It will entail checking the progress review report given to students by the assessors; this will enable the IQA to evaluate the formative guidance on assessment and the effectiveness of assessment planning.

Interim/ formative sampling will enable the IQA to pick up problems at an early stage and so avoid the situation of turning down final decisions. It will also highlight individual assessor needs for support or training which may be used to develop the assessment team as a whole. This can also serve as an opportunity to share good practice particularly where there are assessors in the team that have wider experience.”

Summative sampling:

Good practice in summative sampling should entail reviewing the quality of assessment decisions by evaluating HOW the Assessor has reached that decision. The IQA must be able to follow an audit trail which clearly demonstrates that the assessor has checked that the evidence presented – whatever its format – meets the “rules of evidence” This includes diverse evidence that may have been collated via a portfolio, digital video/audio, mobile phone or evidence identified via alternative assessment tools. Evidence must have been judged by the assessor as:

VALID – relevant to the standards for which the competence is claimed

AUTHENTIC – produced by the student

RELIABLE– sufficiently consistant to ensure the same level of skills/understanding/knowledge exists at the time of claim

SUFFICIENT – meets in full ALL the requirements of the standards.


Developing your sampling strategy It is not good use of IQA resources to maintain 100% checks as this implies a lack of confidence in the assessor/practice/expertise and IQA strategy. Implementing this method is simply adding a “second signature” to portfolios at the summative stage, does not suggest effective IQA and the overall management of quality suffers.

The sampling strategy will be different for each department/course depending on the needs of the area. However, in defining the strategy all of the following in the CAMERA model should be considered as good practice:-

FACTORS YOU NEED TO CONSIDER

Students Ethnic origin. Race, age, gender, full-time/part- time, different start dates, special needs etc.

Assessors Experience and qualifications, workload, occupational experience

Methods of assessment Q&A, observation, witness testimony, RPL, use of simulation, written tests, etc.

Elements/evidence within the programme

Range, problem areas, assignments, special requirements etc.

Records Reports from assessors, correct assessment practices, student portfolios and files

Assessment locations Workplace assessment, college and off the job training, peripatetic sites

In addition the IQA must ensure the department is working within the awarding organisation quality assurance documents, to avoid “non – compliance” issues. Areas that use City and Guilds as their awarding organisation must also comply with the latest Ensuring Quality. The EDEXCEL Quality Review and Development requirements should be considered when IQAing BTEC programs.


INTERNAL QUALITY ASSURANCE – NVQ ASSESSMENT

The internal quality assurance (IQA) report form must be completed for every IQA activity. A copy of the report should be given to each assessor and a copy placed in the IQA file. Students should not be given copies of IQA report forms as they are written to address assessor practice and may therefore contain comments that might undermine student confidence in assessors.

The IQA must ensure that their written feedback to assessors is recorded on the appropriate IQA report form. The feedback must be directed to each assessor and should address their assessment practice. The IQA should avoid generalised statements such as ‘Well done to both of you. Lots of hard work undertaken’

The IQA is required to check some part of the unit(s) identified in the sampling plan. The IQA should indicate the actual items of evidence sampled within the student portfolios by initialling and dating the work reviewed.

The IQA must ensure that students are assessed only after they have been registered with the awarding organisation if registration is required for the qualification.

The IQA must record the unit, and elements sampled, on the report form to ensure that an auditable system exists in the centre records.

Depending on the experience and qualifications of assessors, the IQA may be reviewing more than one unit during a verification session, and should indicate all the units considered on the report form.

In addition to the sampling of evidence the IQAs will also record (by ticking as appropriate) the method of assessment used, the assessment focus and whether the evidence is valid, authentic, reliable and sufficient, and that there is evidence of consistent practice.

The IQA will also note whether the performance evidence records have been signed and dated by assessors and authenticated by students.

The IQA must ensure that Assessors and students provide a written declaration that student evidence is authentic and that assessment took place under the conditions or context set out in the National Standards..

Where necessary the IQA will check that assessments are countersigned and that the appropriate records are being made on the countersigning report form.

If a standardisation issue is identified, the IQA will need to record and discuss this at the next IQA meeting with assessors.

On action plans for assessors, the IQA will record what action is required by when and, at a later date, whether the action was completed.

The IQA must ensure that assessor QCF NVQ continuing professional development record (VM9) is completed regularly, and that it complies with relevant Sector Skills Council (SSC) requirements.

When observation of assessor practice is undertaken during the IQA, the outcomes should be recorded on the QCF NVQ IQA observation and questioning checklist (VM3).

On completion of the portfolio/qualification, the NVQ IQA final portfolio/qualification report form (VM5) should be completed.


Occasionally the IQA may have, or have been acquainted with, serious concerns which need to be brought to the attention of the MQC e.g. unsafe or incompetent practice in the workplace. The IQA concerns form (VM4) should be completed and passed on to the MQC for action.

Unit and/or qualification achievement should be recorded on e-Tracker promptly after completion.

Once the qualification is complete only the Director can claim certification by declaring that all standards are met, the exams staff can make the relevant claims for certification.

On completion of qualifications all original IQA and student assessment records must be securely stored for the period required by the regulator, usually three years.

Students who leave or withdraw from assessment, prior to the achievement of their full qualification, are entitled to have achieved units certificated. The IQA must ensure that the same process identified for unit and qualification completion is followed, to ensure certification takes place and the necessary records are retained by the college.

Students may have their completed portfolios returned after the EQA/SV visit but must be advised to keep them intact and safe for a period of three years.

INTERNAL QUALITY ASSURANCE – Vocational Qualifications (BTEC, Access, VRQs etc.)

The procedure for non-NVQ programs will operate in the same format as the IQAn for QCF NVQ Courses and applies to ALL vocational non NVQ Courses e.g. BTEC, across the College except where a particular accredited awarding organisation specifically excludes its use. (Exclusions are only applicable if written as part of the awarding organisation’s remit)

All Assessors and IQAs on the program must meet the qualification criteria set by the awarding organisation.

Each course will have appropriately qualified assessors and IQAs identified at the start of the course. Assessors cannot verify their own assessment decisions or assignment briefs.

The assessor shall provide a written brief of all the assessment tasks/assignments to the designated IQA of the course, module, unit or program of study.

Where a course of study has an externally set assignment such as AAT, examination, or Controlled Assignment, the role of the IQA will be solely to IQA decisions not the briefs.

In the event of disagreement between an Assessor and an IQA the matter will be referred to the MQC for consideration.

IMPORTANT NOTE:

All assignment briefs must be internally verified BEFORE being issued to the student. The LIQA must sign the brief to confirm the brief meets the specifications for the award.


SECTION 5: QUALITY ASSURANCE

Standardisation meetings The LIQA will arrange IQA and assessor standardisation meetings at which the IQAs and assessors are expected to attend. These will be held 5 times per year and require mandatory attendance. NB if any of these events include updating of assessor or IQA skills and knowledge they may contribute to evidence of continuing professional development (CPD). These meetings are an essential tool for ensuring everyone is interpreting assessment criteria in the same way and requiring the same level and quantity of work from students. Holding standardisation meetings provides IQAs and the assessment team the opportunity to share experiences. Standardisation meetings should focus on specific areas such as: problem or new units, assignment marking, practical performance etc. Assessors should bring examples of students work, especially any considered borderline, to these meetings. Examining units in portfolios as a team to determine whether the evidence is valid, authentic, reliable and sufficient as well as examining the different assessment methods used and the decisions made. Assessors can mark the same piece of work in order to test the reliability of marking procedures. They can then discuss the variations in the results and discuss whether there are ways in which assessment processes might be changed to minimise the differences. Standardisation meetings allow Assessors and inexperienced team members to learn from each other and it offers an opportunity for continuous professional development. Records of the meeting must be minuted and feedback given to the assessors and IQA as soon as possible after the meeting. Where attendance at a meeting is impossible the LIQA must ensure that a copy of minutes are cascaded where necessary. ALL assessors and IQAs must at least attend one meeting to comply with awarding organisation requirements for QA.


IQA & ASSESSORS MEETING FORMAT

Suggested format and agenda items for IQA and Assessor Meetings:- The following is a list of agenda items that may be considered when setting a meeting agenda. The following points are MANDATORY on any business meeting agenda.

Date, time and location of meeting

Members present

Apologies

Minutes of previous meetings (confirmed as a true record)

Matters arising from the minutes

Any other business (last item on the agenda) see AOB points THE FOLLOWING POINTS WILL APPEAR ON MOST AGENDAS

Standards Verifiers/ EQA reports (action points discussed)

Dates of next occupational EQA/SV visit

Students

progress and review

Review of the quality of assessment practice

Forward planning/future assessment/training development

Assessment planning

IQA sampling plan, update and review

Feedback on progress

Student registration/certification

Assessor/student ratio workloads

Equal opportunities (procedure and monitoring)

Appeals Procedure THE FOLLOWING MAY BE INCLUDED AS APPROPRIATE

Student Induction

Diagnostic/Initial Assessment

Any reasonable adjustments made for students with disabilities

Health and Safety procedures

Awarding organisation update information

Changing staff roles and responsibilities

Changing assessment locations/on site assessment

Staff development/training needs analysis

Assessment/IQA documentation records

Physical resources (tools, equipment, materials)

Assessment target dates (impact on funding)

Items for next meeting

Administrative requirements

Date, time of next meeting.


NON - COMPLIANCE TARIFF OF SANCTIONS

Non-compliance issue

Approved centre criteria that currently applies

Sanction/Risk Rationale

1.1 Centre’s aims, policies and assessment practices, and responsibilities of personnel are not clear or well understood by assessment team

1.0–1.2

Level 1 Entry in action plan

Non-compliance with centre approval criteria but no threat to the integrity of assessment decisions

1.2 IQA procedures and activities not clearly documented

4.0

1.3 Communication within the assessment team and with the awarding organisation is ineffective

1.3

1.4 Equipment and accommodation do not comply with health and safety acts

2.3

1.5 Insufficient qualified assessors

2.0

1.6 Assessors/IQAs do not have adequate development plans

2.1

1.7 Students are not aware of their rights and responsibilities, eg no appeals procedure for students

3.0, 3.1, 3.2, 3.4, 3.5

1.8 There is inadequate assessment planning with students

3.1, 3.2

1.9 Queries are not resolved or recorded 1.7

1.10 Range of assessment methods is insufficient to encourage access

3.3

1.11 Changes to personnel of the assessment and IQA team are not notified to the awarding organisation

1.4

1.12 Unit certification is not made available to students

3.6

1.13 There is inadequate monitoring or review of procedures

4.3, 5.0, 5.1, 5.2

2.1 Assessors have insufficient time, resources or authority to perform their role

1.5

Level 2 Removal of direct claims, ie claims for certification must be authorised by the EQA

Close scrutiny of the integrity of assessment decisions required

2.2 Decisions of unqualified assessors have not been countersigned by qualified assessor

4.4

2.3 Assessment decisions are not consistent

4.1

2.4 Insufficient qualified IQAs 2.0

2.5 Decisions of unqualified IQAs have not been countersigned by qualified IQA

4.5


2.6 Records are insufficient to allow audit of assessment

4.2

2.7 Previously agreed corrective measures relating to level 1 are not implemented

5.2

Non-compliance issue

Approved centre criteria that currently applies

Sanction Rationale

3A.1 Assessment process disadvantages students

3.0, 3.1, 3.2, 3.4, 3.5

Level 3A/3B

3.A threat to students


- Suspension of registration-certification. –

3B – loss of the integrity of assessment decisions – danger of invalid claims for certification

3A.2 Assessment decisions are unfair 1.1, 3.0, 3.1, 3.2, 3.3, 3.4,3.5, 4.1

3B.1 No qualified internal verifier 2.0

3B.2 Assessment does not meet national standards

1.7, 3.3, 4.1, 4.4

3B.3 The centre fails to provide access to requested records, information, students and staff

1.9

3B.4 Assessed evidence is not the authentic work of students

1.8

3B.5 Records of assessment show serious anomalies

1.6, 1.8, 4.2, 5.3

3B.6 Certification claims made before all the requirements of assessment are satisfied

1.6

3B.7 Previously agreed corrective measures relating to level 2 non-compliance are not implemented

5.2

4.1 Significant faults in the management and quality assurance of the NVQ program which result in an ongoing failure to meet the core requirements for the conduct of assessment.

Level 4 Withdrawal of centre approval for specific NVQs

Irretrievable breakdown in management and quality assurance of specific NVQs 4.2 Previously agreed corrective measures

relating to a level 3 non-compliance have not been implemented Level 4

5.1 Significant faults in the management and quality assurance of all NVQ programs

Level 5 Withdrawal of centre approval for all NVQs

Irretrievable breakdown in management and quality Irretrievable breakdown in management and quality

5.2 Previously agreed corrective measures relating to a level 4 non-compliance have not been implemented

VM1a /form INTERNAL QUALITY ASSURANCE New Assessor induction plan

Assessor: …………………………………………. Date started: ………………………

Signed by Assessor

Date completed

1. Initial contact made by IQA

2. Production of sample signature and certificates

3. Received centre procedures and assessment guidance; including pro-formas

4. Received centre assessment and IQA documentation

5. Internal quality assurance procedures explained

6. Received the centre organisation chart

7. RC equal opportunities policy and monitoring procedures explained and understood

8. Received RC appeals procedure which was explained and understood

9. Aware of the qualification support resources available

10. Received personal copy of the qualification standards

11. Received (Sector skills council) SSC guidance on occupational competence and CPD

Assessor’s signature …………………………………………. Date ………………… IQA’s signature ………………………………… Date …………………

VM1b/form INTERNAL QUALITY ASSURANCE New Assessor Induction Agreement

Assessor name

Telephone number

E-mail

The qualification title and level that I will be assessing is

Centre name and contact details

Address Telephone

E-mail

Centre number

My countersigning assessor/IQA is Telephone

E-mail

My IQA is Telephone

E-mail

The centre quality assurance manager is

Telephone

E-mail

The centre standards IQA is

I have completed the full induction program and am now fully familiar with my responsibilities as assessor. I understand the procedures for checking the standard of my assessment practice and for seeking immediate help, should either I or my student experience difficulty. _____________________________________________________________________________ Please indicate below CPD required: Assessor’s signature Date

IQA’s signature ………………………………… Date …………………

VM2A/form - INTERNAL QUALITY ASSURANCE report on assessment decisions

Student name: Course/Subject:

Assessor/lecturer IQA: Date:

IQA checklist Yes/no

Have the student and assessor agreed an assessment plan?

Has the assessor carried out relevant workplace assessments or observations?

Has the student received written feedback that is sufficient to give clear information on achievement?

Does the written feedback give guidance on how to improve and, if applicable, how to achieve high grades?

Has FS evidence been appropriately integrated?

Are the student’s records being completed on an ongoing basis?

Has the assessor ensured that the work

is:

Valid?

Authentic?

Reliable?

Sufficient?

Do you agree with the assessment decision(s)?

Is the student ready for certification?

Supportive feedback from IQA to Assessor: Action points identified:

Assessor signature Date

Internal Verifier signature Date

Lead Internal Verifier signature (if required)

Date

Confirm action completed

Remedial action taken




Date

VM2B/form INTERNAL QUALITY ASSURANCE of Assignment Briefs NVQ, BTEC, VRQ

Course/Subject:

Unit No/Title:

Assessor/Lecturer:

IQA:

IQA CHECKLIST

Yes/ no

Comments

Are accurate program and unit details shown?

Is the front sheet in the correct format and fully completed?

Are clear final/interim deadlines for assessment stated on the front sheet? Is the timescale for the assignment appropriate?

Does the assignment indicate all the P/M/D assessment criteria? Are the grading criteria aligned against each task?

Are assessment criteria actually addressed by the tasks and are they related to the unit content?

Is it clear what evidence the student needs to generate? Does the assignment utilise valid assessment methods?

Are illustration/images clear and relevant?

Is it clear what evidence the student needs to generate? (e.g. ICT, learning resources, referencing, work individually or in pairs/or in a team. Are key words such as describe, analyse, explain, evaluate and justify in bold?

Are the task activities appropriate to the level of the learning (L1,L2,L3)?

Is there a scenario or vocational context that is linked to the tasks?

Is the language and presentation appropriate and unambiguous? Has it been spell checked and does it avoid racial and sexual stereotyping?

Overall is the assignment fit for purpose?

* If “No” is recorded and the IQA recommends remedial action before the brief is issued, the Assessor and the IQA should confirm that the action has been undertaken

Additional feedback from IQA(including arrangements for checking any remedial action)

Any comments by assessor/lecturer? (including, where applicable confirmation that remedial action has been taken)

Internal Verifier signature

Date


Date

Confirm action completed



Internal Verifier signature

Date

Lead Internal Verifier

signature (if required) Date

VM2C/form Internal Quality Assurance of – ASSESSMENT DECISIONS

Programme title

Assessor Internal Verifier

Unit(s) Learning Aim(s)

Assignment title

Student’s name

First submission / resubmission? (Only one resubmission allowed, authorised by Lead Internal Verifier)

List which assessment criteria the assessor has awarded.

Level 1 (NQF Level 1-2

BTEC Firsts only)

Pass Merit Distinction

INTERNAL VERIFIER CHECKLIST Comments

Do the assessment criteria awarded match those targeted by the brief?

Y/N

Has the work been assessed accurately? Y/N

Is there documented FORMATIVE feedback to the student that: Identifies opportunities for improved

performance?

Links to relevant learning aim / assessment criteria?

Identifies actions?

Y/N

Is the SUMMATIVE feedback to the student: Constructive?

Linked to relevant learning aim / assessment criteria?

Justifying each assessment criterion awarded?

Y/N

Does the assessment decision need amending?*

Y/N



Lead Internal Verifier signature

(if required) Date

*Confirm action completed





Date

IQA signature Date

LeadIQA signature (if required) Date

VM3a /form – INTERNAL QUALITY ASSURANCE of Direct Observation of NVQ Award Title/Level: _________________________Student:________________________

Assessor: _______________________________IQA: __________________________

Location: _________________________________Date:__________Time:_______

Assessment task:

Did the assessor: Yes/No Evidence:

Remain as unobtrusive as practicable?

Give clear information on the assessment process to the student?

Base assessment decisions on all relevant evidence?

Use questions which were clear, justifiable and did not lead the student?

Use sufficient questions to provide evidence to infer competent performance?

Involve the student in their own assessment by encouraging them to ask questions?

Confirm success to the individual when the evidence is sufficient

Give student feedback at an appropriate time place

Give student feedback in a constructive and encouraging way and was appropriate to the student level of experience and confidence?

Make a prompt and accurate record of the assessment decisions?

Review and agree the next steps in the assessment process and how the student can achieve these?

Follow the agreed complaints and appeals procedures if the student disagreed with the assessment decisions. (if appropriate)

Additional feedback from IQA:

Any comments by assessor?

Assessor’s signature: ……………………………………………... Date: ………………. IQA’s signature: …………………………………..…. Date: ….……………..

VM3b/form – INTERNAL QUALITY ASSURANCE Student Interview Name of Assessor___________________Name of IQA: _________

Name of student:

When did you begin the programme?

Yes/No

Evidence:

How were you introduced to the programme?

What topics were covered in your induction?

Was any of your prior experience considered/used towards the qualification?

Did anyone find out about any training you needed?

Was equal opportunity and fair assessment policy explained to you? Did you understand it?

Was the process of getting you qualification explained to you? If so, what do you understand this process to be?

Did you draw up a plan to achieve your qualification with your assessor?

Does your assessor involve you in planning assessments in advance?

When, where and how does assessment take place?

Do you understand what units of the qualification the evidence covers?

How soon after you started was your first assessment?

Does your assessor give you feedback after assessment? Is this feedback in written form?

What units have you completed so far? Have you signed any documentation to confirm completion?

What kind of help and guidance have you received to put your portfolio together?

Do you think the qualification will help you in your work now and in the future?

Student Signature ……………………………………………………………..Date………………….. IQA’s signature …………………………………………………………………Date…………………..

VM4/form INTERNAL QUALITY ASSURANCE CONCERNS FORM

The areas of concern should be completed by the IQA and copies given to the LIQA and Manager Quality Compliance

What is the area of concern?

What action has been taken previously?

IQA signature Date MQC/DMQC signature Date

Ref no.

ACTION Target date

By whom

Completion date

All actions completed: MQC/DMQC signature Date

VM5/form NVQ INTERNAL QUALITY ASSURANCE final portfolio/ qualification report form Student name:

Title of qualification:

Full qualification verified Yes No

Assessor: IQA: Date

Yes/no

The portfolio is clearly sectioned and easily accessed. An effective referencing system is in place?

For assessors without D/A/V/IQA units the assessment decisions have been countersigned by a qualified assessor?

Evidence of access to appeals and equal opportunity of assessment present?

There is complete evidence of the assessor being active in the full assessment cycle (from planning to review and feedback)?

The assessor records of assessment decisions are complete, accurate and provide a clear audit trail?

Key documentation – such as declaration of authenticity is dated and signed?

Assessment process documents are complete and available for storage in centre records?

Action for assessor (if any) Plan achieved

Released for certification? YES NO IQA’s signature: Date

All actions completed: IQA’s signature: Date

VM/7 INTERNAL QUALITY ASSURANCE Training needs analysis for assessors

Assessor

List the Skills, Knowledge, Abilities, experience necessary to do your job effectively

IQA

What in your opinion are your present teaching / assessing needs?

How long have you worked with the organisation? Can you identify any area of training for the future?

How many students have you assessed/or are you assessing? What levels?

Have you attended any training on anti-discriminatory practice?

Describe briefly the main purpose of your job?

Any other comments?

List in order of importance the main tasks of your job.

I certify this is a true record of the discussion and do not object if this information is discussed with. A) Manager – Professional Development & Training B) Awarding Organisation, Standards Verifier/ External Quality Assurance. Assessor’s signature: ………………………….. Date …………………… IQA’s signature:…………………………… ….. Date ……………………

Give brief details of any qualifications you have

VM8/form COURSE A/B Award No INTERNAL QUALITY ASSURANCE SAMPLING PLAN 2014/15

Group:

Co

llege

ID

Sta

rt date

Aw

ard

/B

Re

g D

ate

Aw

ard

/B

Re

g n

o

Co

mp

letio

n D

ate

Asse

ssor

IV

Da

te

Un

it

Un

it

Un

it

Un

it

Un

it

Un

it

Assessment Process Method of Assessment source checked

P - Planning DO - Direct Observation. WT - Witness testimony. A - Assignment. CS - Case study. CRA - Student reflective account. PD - Professional discussion APL - Accreditation of prior learning. Q & A - Oral questions WP - Work product EWT - Expert witness testimony. S - Simulation CI - Student interview.

R - Review

F - Feedback

FC - Final check portfolio

Agree, sign & date IQA Authorise, sign & date MQC

VM8a/form

BTEC Assessment Plan

Programme Number & Title

Unit No & Title Assignment No & Title

Learning Objective

Assessment Criteria

Hand Out Date

Hand In Date

Assessment Date

IV Sampling Date

Resubmission Assessment

Date*

Resubmission IV Sampling

Date

Assessor Name

IV Name

Year 1

Year 2

Lead Internal Verifier Signature

Name Date

* Lead Internal Verifier must authorise any resubmissions. The learner must have met the initial deadline (or an agreed extension deadline) and authenticated their work. The resubmission date must be within 10 working days of the learner receiving the results of assessment.

VM9 INTERNAL QUALITY ASSURANCE Continuous Professional Development Action Plan 2014/2015 Name: Curriculum area:

Title of CPD Activity Location of Evidence

Appraisal Ref.

Duration Target Date

What skills have you developed

How will this be applied

Date Completed

What actions you still need to take

Reflective Analysis

Assessor’s signature: ……………………………………………... Date: ………………. IQA’s signature: …………………………………..…Date: ….……………..

VM10 BTEC- VRQ Observation records

Observation record An observation record is used to provide a formal record of an assessor’s judgement of student performance (process evidence e.g. during presentations, practical activities) against the target grading criteria. The record will:

relate directly to the evidence requirements in the grading grid of the unit specification

may confirm achievement or provide specific feedback of performance against national standards for the student

provide primary evidence of performance

is sufficiently detailed to enable others to make a judgement as to quality and whether there is sufficient evidence of performance

confirm that national standards have been achieved. Observation records should:

be accompanied by supporting/additional evidence. This may take the form of visual aids, video/audio tapes, CDs, photographs, handouts, preparation notes, cue cards, diary record or log book and/or peer assessments records, etc.

note how effectively these were used to meet the grading criteria

record the assessor’s comments

be evidenced in student’s portfolios when assessment is carried out through observation along with relevant supporting evidence

be completed by the assessor who must have direct knowledge of the specification to enable an assessment decision to be made

be signed and dated by the assessor and the student

also include students’ comments. An observation record can have greater validity than a Witness Statement since it is capable of directly recording an assessment decision without reference to others.

VM10 BTEC – VRQ OBSERVATION RECORD

Student name:

Qualification:

Unit number & title:

Description of activity undertaken

Assessment & grading criteria

How the activity meets the requirements of the assessment and grading criteria

Student name:

Student signature: Date:

Assessor name:

Assessor signature: Date:

VM11 BTEC- VRQ Witness statement A witness statement is used to provide a written record of student performance (process evidence) against grading criteria. Someone other than the assessor of the qualification/unit may complete it. This may be an assessor of a different qualification or unit, a work placement supervisor, a technician, learning resources manager or anyone else who has witnessed the performance of the student against given grading criteria. It can be someone who does not have direct knowledge of the qualification, unit or evidence requirements as a whole but who is able to make a professional judgement about the performance of the student in the given situation. The quality of witness statement is greatly improved and enables the assessor to judge the standard and validity of performance against the grading criteria if:

the witness is provided with clear guidance on the desirable characteristics required for successful performance

the evidence requirements are present on the witness testimony but this may need further amplification for a non-assessor

the student or witness also provides a statement of the context within which the evidence is set.

The witness statement does not confer an assessment decision. The assessor must:

consider all the information in the witness statement

note the relevant professional skills of the witness to make a judgement of performance

review supporting evidence when making an assessment decision

review the statement with the student to enable a greater degree of confidence in the evidence

be convinced that the evidence presented by the witness statement is valid, sufficient and authentic

When a number of witnesses are providing testimonies:

it may be helpful to collect specimen signatures

all witness testimonies should be signed and dated by the witness

information of their job role/relationship with the student should also be available. These details add to the validity and authenticity of the testimony and the statements made in it. Centres should note that witness testimonies can form a vital part of the evidence for a unit(s) but they should not form the main or majority assessment of the unit(s).

VM11 BTEC- VRQ Witness statement

Student name:

Qualification:

Unit number & title:

Description of activity undertaken (please be as specific as possible)

Assessment & grading criteria (for which the activity provides evidence)

How the activity meets the requirements of the assessment and grading criteria, including how and where the activity took place

Witness name: Job role:

Witness signature: Date:

Student name:

Student signature: Date:

Assessor name:

Assessor signature: Date:

VM12 Internal Quality Assurance form

STUDENT OPPORTUNITY FOR RESUBMISSION AND DECLARATION

Student name:

Assessor name:

The student must now be given a deadline for resubmission within 10 working

days (these must be within term time, in the same academic year as the

original submission)

Resubmission Issue date:

Resubmission due date:

Actual Resubmitted date:

Programme:

Unit:

Assignment reference and title:

Rationale for requesting resubmission:

The Lead Internal Verifier can only

authorise a resubmission if all of the

following conditions have been met:

YES

(please

tick)

NO

(please

tick)

Signature of

Teacher/tutor

The student has met the initial deadline set in

the assignment or, has met an agreed

deadline extension

The teacher/tutor judges that the student will

be able to provide improved evidence without

further guidance

The teacher/tutor has authenticated the

evidence submitted for assessment and the

evidence is accompanied by a signed and

dated declaration of authenticity by the

student

The student must sign a declaration of authenticity for their resubmitted work

The teacher/tutor must show confirmation that the resubmitted evidence is

authentic and is the student’s own work

Lead Internal Verifier authorisation:

I authorise a resubmission of evidence

for the above named student :

Signature of Lead Internal Verifier

Date:

VM13 Internal Quality Assurance form

STUDENT RE-TAKE – NEW ASSIGNMENT (QCF) AND DECLARATION

The Lead Internal Verifier must only authorise a retake in exceptional

circumstances where they believe it is necessary, appropriate and fair to do so

If a student has met all the conditions listed in Opportunities for resubmission but

still not achieved the targeted pass criteria following resubmission of an assignment, the

Lead Internal Verifier may authorise one retake opportunity to meet the pass

criteria

Student name:

Assessor name:

Re-take issue date:

Re-take submission due

date:

Actual Re-take submitted

date:

Programme:

Unit:

Original Assignment reference and title:

Re-take New - Assignment reference and

title:

Rationale for requesting Re-take:

The Lead Internal Verifier can only authorise a re-take if all of the following

conditions have been met:

The re-take must be a new task or assignment targeted only to the pass criteria

which were not achieved in the original assignment

The teacher/tutor cannot award a merit or distinction grade for a re-take

The teacher/tutor must agree and record a clear deadline before the student starts a

retake

The Student will not be allowed any further resubmissions or re-takes

The student must sign a declaration of authenticity for their re-take work

The teacher/tutor must show confirmation that the re-take evidence is

authentic and is the student’s own work

Lead Internal Verifier authorisation:

I authorise a re-take New Assignment of

evidence for the above named student :

Signature of Lead Internal Verifier

Date:

2014 - 2015 - 2015 Preparing for external quality assurance visits Standardise assessment practice...

Documents

Transcript of 2014 - 2015 - 2015 Preparing for external quality assurance visits Standardise assessment practice...