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FTA Qualification Centre Assessment Guidance CVFMQ Certificate and Diploma

Page Section 1 Introduction and current standardsSection 2 Learner Journey DocumentationSection 3 Guided Learning Section 4 Planning Assessments Section 5 Developing and Delivering AssessmentsSection 6 Assessment EvidenceSection 7 Assessment Methods Section 8 FeedbackSection 9 Closing PortfoliosSection 10 IQA Submissions and Learner CertificationSection 11 Learner/ Assessor/ IQA requirements Section 12Section 13

Glossary of Terms Forms and Templates

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Section 1 Introduction and current standards

The QC Assessment Guidance outlines the expectations for the delivery of CV FMQ qualifications.The QC will quality assure all qualifications in line with the guidelines set out in this document.This document should be issued to and followed by assessors and quality assurers delivering CV FMQ qualifications.

The overall objectives of the QC Assessment Strategy is to:

1. To provide guidance on the delivery of CV FMQ guided learning and assessments2. To provide guidance on the use of assessment methods to ensure the principles of validity, authenticity, reliability, currency and sufficiently are underpinning the

delivery of CV FMQ3. To provide guidance on the delivery of feedback through the Mark Schemes which explain assessment decisions and highlights positive practices indicating where

development may be required4. To provide guidance on the Audit Trail required by the QC and City & Guilds 5. To provide guidance on Internal Quality Assurance

Registering ALL learners:

Learners should be registered with the QC before any training or assessments commence.

To register learners complete QC07 Enrolment form and email to [email protected].

Training and assessments can commence of receipt of confirmation from the QC.

Qualification aim and purpose

There is a widespread consensus that the commercial vehicle fleet industry’s continued success will rely on improving the skills of its people. Government commissioned Lord Leitch to undertake an independent review of the UK’s long term skills needs resulting in the implementation plan, World Class Skills, which states that “In the 21st century, our future prosperity will depend on building a Britain where people are given the opportunity and encouragement to develop their skills and abilities to the maximum”.

The main motivation for a nationally recognised qualification is the need for evidence of transferable skills to move across sectors and opportunity for professional development. Key perceived benefits of FMQ from the individual managers’ perspective are that the qualification is portable, improves management skills and provides evidence of abilities.

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mailto:[email protected]


The benefits of this framework allow for candidates to develop their chosen sector specialisms as well as enhance career development, ensuring greater portability and the transfer of learning to the workplace. This new framework also offers transferability of learning between vocational routes and higher education.

It is intended that FMQ will be delivered through a variety of methods, be it in the workplace, through home study or on-line, via a further or higher education institution or through a private training provider.

The level 2 will be the entry level qualification to guide candidates towards the next step of achieving Level 3 Transport Manager CPC to progress to Fleet Manager. FMQ level 3 framework incorporates the Transport Manager Certificate of Professional Competence syllabus contained in Regulation 1071/2009. The framework is also designed to develop management skills.

The role of the Fleet Transport Manager

Over the last decade the role of a fleet manager has expanded exponentially. Today someone in this role will increasingly need a wide range of knowledge, skills and experience to effectively manage complex supply chain networks and operations.

Areas of expertise include improving operational efficiencies, managing suppliers, maintenance, procurement and freight movements across the globe. The continual need to improve operational efficiency sees logistics firms recruiting ‘Continuous or Process Improvement Managers’, to review current workflows and technologies. They need to be able to measure, analyse and improve key processes; therefore skills in techniques like Six Sigma are increasingly sought after. This requires skills, knowledge and understanding of managing different aspects of the fleet as well as getting to grips with working practices to ensure compliance.

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Previously such a role may have required a traditional operational background with the ability to ensure all legal requirements were met, however the role has evolved requiring a much higher level and wider range of skills. The Fleet Managers of today need to be multi-skilled in a variety of functions. For example, business acumen, budget controls, knowledge of transport regulations, operating systems, commercial negotiation, excellent communication skills and the ability to deal with people at all levels, IT skills and organisational skills are necessary to perform the role at the highest levels.

Benefits for individuals

Acquire a range of key management skills to put into practice Build capabilities – motivate and engage teams and manage relationships confidently Develop management skills – develop own and team performance Expanded knowledge and skill set

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Employer confidence and career development opportunities Effective and confident first-line managers Professional skills – to achieve this industry recognised qualification, managers will need to demonstrate the transfer of new skills to the organisation Provide the tools to develop personal skills and abilities Demonstrate strategies to make the business operation more complaint

Benefits for employers

Increased standards of achievement within the industry Nationally recognised qualifications Includes and evolves the TMCPC qualification Recognised stairway of development Integrates on the job and off the job achievements Offers a wide range of specific skills and sector specialisms to meet the needs of fleet operations Provides appropriate skills to effectively and continuously manage transport operations Increased Industry knowledge and compliance standards

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The assessment strategy will cover:

Assessor Roles and Responsibilities:

The current standards for the Assessor state that the role and responsibilities of the assessor are as followsPlanning Conducting assessments Providing feedback Ensuring quality & compliance Ensuring own competence and

reflective practices Plan guided learning and

assessments using a range of methods

Communicate plans effectively to learners

Identify holistic learning

Use current, valid, sufficient, fair and reliable assessment methods

Make assessment decisions against specific criteria

Follow appropriate standardisation procedures

Provide feedback that affirms achievement

Provide feedback that identifies implications for further learning and development

Maintain records of the assessment process

Make records available to authorised colleagues

Follow relevant procedures for health and safety, confidentiality and equality

Evaluate own work in assessing competence of learners

Maintain and evidence currency of own expertise as an assessor and occupational competence in relevant areas

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Assessment Process (Audit Trail)

PlanningEvidenced by...

Quality ExpectationsVisibility

Assessment Principles

Quality ExpectationsMethodsVisibility

FeedbackEvidenced by.....

Quality ExpectationsVisibility


Section 2 Learner Journey - ensure to update all document titles and add any additional learner documents.

All documentation will be checked as part of the Quality Assurance Process.

Document Evidences…. Document Evidences….QC07 Enrolment Form - Learner details

- Qualification details- Unit details- Exam details- Recognised Prior Learning details- Additional support details- Overall planning across the units- Target dates for achievement- Actual achievement dates

AD2 Assessment Mark Scheme - Mapping of evidence in learners portfolio to the assessment criteria

- Detail of evidence types included

AD1 Assessment Template - Details of learners assessment, scenarios and tasks

- Mapping of tasks to assessment criteria

QC10 Exit Review Form - Assessor conformation qualification is complete

- Learner confirmation qualification is complete

QC09 Contact Record - Summary of visit activities- Action planning for the learner, assessor

and others- Assessment and guided learning

planning

GF5 Assessment Feedback Form - Detailed feedback to learner on assessment

- Detailed feedback to the learner on development opportunities

GF3 Assessment Task Document - Detail of assessment completed- Detail of evidence included- Authentication of evidence from

assessor and learner

QC08 Additional Learning Support Plan

- Support needs- Requirements in place- Resources needed- AQ support requirements

QC21 Assessment Record - For assessors to detail any observations, discussion or digital timeline breakdowns for recording

QC22 Witness List - To record witness details for learner evidence

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Section 3 Guided Learning CV FMQ Certificates and Diplomas

Quality Requirements(What we expect to be covered)

Evidenced By(What document will cover this)

Visibility(Where it should be)

3.1 Planning of guided learning throughout units. Plans must demonstrate how guided learning is being covered but do not need to outline each specific assessment criteria covered.

Plan should include:WHAT evidence of ‘Guided Learning’ there is (this can be sign posted, the evidence does not need to be included)WHICH units this provides learning forHOW the ‘Guided Learning’ has been completed and HOW many hours it tookWHO was involved with the learningWHEN the learning took placeANY preparation for the end of unit summative assessment

Each Guided Learning Plan should be title with the date it was completed to ensure that guided learning reflects chronological order in the learner’s portfolio.For example-Guided Learning Plan 200715*If no evidence of guided learning is shown throughout the portfolio then the portfolio WILL BE refused for certification. Audit Trail of learning MUST be visible.

Contact report after each support visit.ILP should be updated when learning has been completed.Clear chronological flow of guided learning plan within the learner’s portfolio.

Learning Assistant- details contact records and ILP tbc where and how (document or in systems)

3.2 Guided Learning Workbooks are available from the QC. These workbooks can be used to guide the learner through the requirements of all units.Learners using the workbooks DO NOT need to upload these workbooks as evidence of the learning BUT they must be stored and made available to the IQA or EQA on request.

Guided Learning Workbooks. Stored by the Assessor centrally.

3.3 For colleges or centres who have developed a ‘Structured’ courses to deliver guided learning for Certificates and Diplomas for groups of learners in a classroom or blended style delivery must attached a copy of the course plan, lesson plans and timetable to the learners portfolio. A guided learning plan DOES NOT needed to be uploaded after every visit.*If no evidence of guided learning is shown throughout the portfolio then the portfolio WILL BE refused for certification. Audit Trail of learning MUST be visible.

Course plan.Lesson plans.Timetable.

Uploaded to learning assistant- tbc where

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Section 4 Planning Assessments

Quality Requirements (What we expect to be covered)



4.1 Assessment plans for end of unit summative assessments must provide a clear and comprehensive record of the planned assessment for the learner, assessor and other parties involved. The plan must detail:

WHAT evidence is to be collectedWHAT assessment criteria must be coveredHOW the evidence will be presented WHEN the assessment will take place or time frame for the assessmentWHO will be involved in the assessment and what their role will beANY preparation the learner may need to complete before starting the assessment

AD1- assessment task templateGF3- assessment task front sheet

Learning Assistant- where tbc

4.2 Each Assessment plan uploaded should be given a date in the subject line to ensure assessments reflect chronological order in portfolios.For example- Assessment Plan 20072015The Learner assessment must be updated with the assessment details:

Unit Assessment- Start date and end date Assessment template set

Clear chronological flow of assessments within the learner’s portfolio.

Learning assistant

4.3 Setting timeframes. ALL end of unit summative assessments should be given a fixed start and end date. There is no specific set ‘periods’ of time that should be allocated to assessments. You can give the learner a couple of hours or a couple of months. The only requirement is that the time frames are documented.The dates should be set in Learning Assistant on the day the assessment begins.ALL end unit summative assessments should be completed, uploaded and sent to the QC IQA for quality assurance within 5 working days of the end date set on the assessment.If assessment targets dates are changed within 10 days of the assessment end date, Assessors must inform their IQA directly that the end date for the assessment has changed by email through the learning assistant system. IQA’s plan their samples 1 month in advance so must be kept up to date on any such changes.

Clear chronological order of assessments being set and completed.AD1 Assessment templateGF3 Task Front Sheet

Update documents and attach to LA- tbcSet timeframes for assessment within the system. When allocating the work. Learning assistant.

Section 5 Developing and Delivering Assessments (CV FMQ Certificates and Diplomas)

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Section 6 Assessment Evidence

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Developing centre devised assessments

Read through CITY & GUILDS guidance documents: Developing centre devised assessments and Sign off guidance

Develop new centre devised assessment template AD1

Develop Mark scheme AD2

Complete AD4 as the IQA and submit all 3 documents to [email protected] at the QC to review.

FTA QC will accept or refer the assessment documents and return AD4 to the SC.

FTA QC will work with SC's to ensure all referred assessments get approved.

On reciept of approval start delivering assessment to learners.

Delivering centre devised assessments

Release AD1 assessment to task to the learner and complete GF3 planning the assessment (through?)

Set assessment timescales. Upload all documentation to Learning Assistant.

On completion of the assessment sign off GF3 assessment task front sheet and complete AD2 Mark Scheme with the learner.

Once the assessment is mapped and documentation completed. Give the learner feedback (document on GF5 Feedback form)

Upload assessment evidence, AD2, GF3 and GF5 to the learners portfolio.

Set the unit to completed, this automatically notifys the IQA the assessment is ready for sampling.

QC IQA to sample assessment.

FTA QC will accept or refer the assessment documents.FTA QC will work with SC's to ensure all referred assessments

get approved

QC IQA will confirm assessment has been accepted.Once all unit assessments are complete submit leaver

documentation.





6.1 Learner Assessments when submitted as complete should contain: Evidence from the learner AD1 Assessment template AD2 Mark Scheme GF3 Assessment Front Sheet GF5 Assessment Feedback Form QC22 Witness list (if required)

All documents must be completed in full, signed and dated as required. Any missing dates or signature will instigate a referral of the assessment.Each completed assessment uploaded should be given a reference number in the subject line to ensure assessments reflect chronological order in portfolios.For example- Evidence O1 Unit 004 Completed Assessment 20072015

Where the learner is unable to complete real work activities simulation is acceptable. When simulation is used the assessor should be confident that the simulation replicates the learner’s real working environment. Simulation should only take place under the following circumstances:o The work does not occur on a regular basis and therefore opportunities to complete a particular work activity does not easily arise.o The learner is required to respond to an emergency situation that rarely occurs.o The safety of the learner or resources would be put at risk.

Clear chronological flow of assessments within the learners’ portfolio.Evidence from the learnerAD1 Assessment templateAD2 Mark SchemeGF3 Assessment Front SheetGF5 Assessment Feedback FormQC22 Witness List

Learning Assistant- where tbc

6.2 Evidence within completed assessments (recordings, documents, work product, witness statements) should be labelled clearly and mapped to the assessment criteria in document AD2.The evidence should be title with the overall evidence number it is part of, the part is.. A, B, C (chronological order), the type of evidence and the date it was completed.For example-Evidence 01 Part A Written Statement 10062015Evidence 01 Part B Witness Statement 18062015Evidence 01 Part C Work Product 30062015Evidence should be uploaded in one zip folder for each completed end of unit summative assessment.

Clear chronological flow of evidence within summative assessments.Clear mapping of evidence included within completed summative assessments.AD2 Mark Scheme

AD2 attached to learning assistant- where tbc

6.3 Assessors must demonstrate application of the principles of assessing work based competence.VALID- An appropriate method for the assessmentAUTHENTIC- A true reflection of the learners own work

Clear guidance to the learner of how the evidence submitted cover the requirements of the

Learning assistant- within completed documentation tbc

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RELIABLE- Allows for consistent assessment decisions across learnersCURRENT- Recent enough to be a reflection of the learners current competenceSUFFICENT- Enough to make a sound judgement of the learners competenceThese are fundamental principles of assessment and are therefore NOT negotiable.

unit standards.GF5 Assessment Feedback FormQC10 Exit Review Form

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Section 7 Assessment Methods




7.1 Observation

Should clearly reflect the assessor creating an unobtrusive report of the learners activities- should not be combined with a discussion, although questions may be asked at appropriate points where relevant. If this assessment method is being used within end unit summative assessments then this should be clearly documented in the assessment plan 5.1.

Acceptable evidence:

Audio recordings. This must be in an mp3, mp4, WAV file format. The learner MUST state their name and date at the beginning of the recording. The assessor MUST state their name, the type of assessment they are completing and the date

at the beginning of the recording. Any witnesses or other participants MUST state their name and date when entering the

recording. Must be accompanied by a timeline if over 20 minutes in length. The timeline must include what

assessment criteria was covered at what time during the recording- this should be documented in QC21.

Real time written summaries. This must include a real time description of what the learner is doing. Must be signed by the learner at the end of the observation- this should be documented in

QC21. Must be signed and dated by any witnesses.

Typed observation reports should be avoided due to lack of authenticity, if this method is used the report MUST be signed and dated by the learner before it can be included in the end unit assessment as evidence.

Assessment Planning- AD1- assessment task template

QC21 Assessment planQC09 Contact record

Within assessment on LA- tbc

7.2 Professional Discussion. Assessment Planning- AD1- assessment task template


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Should be planned in both the use of the assessment method and in the content the learner will be covering within the set discussion.Where any ‘performance’ or ‘doing’ assessment criteria are being claimed, the discussion should be underpinned by product evidence supporting the discussions content or is validated by the appropriate person who witness the evidence.In the context of a level 3 qualification the discussion should be led by the learner and should not be a question and answer session. Discussion should be a clear description of an event or task.If this assessment method is being used within end unit summative assessments then this should be clearly documented in the assessment plan 5.1.



at the beginning of the recording. Any witnesses or other participants MUST state their name and date when entering the

recording. Audio Recordings MUST be accompanied by a timeline if over 20 minutes in length. The timeline

must include what assessment criteria was covered at what time during the recording- this should be documented in QC21

Real time written summaries. This must include a real time description of the learner’s responses Must be signed by the learner and assessor at the end of the discussion Must be signed and dated by any witnesses

QC21 Assessment planQC09 Contact record Support witness statement and or product evidence

7.3 QuestioningShould be planned in both the use of the assessment method and in the content the learner will be covering within the set Question and Answer session. Learner responses must detail the level of the qualification and the requirements of the assessment criteria being questioned. ‘Performance’ or ‘doing’ assessment criteria should not be claimed using a Q&A.If this assessment method is being used within end unit summative assessments then this should be

Assessment Planning- AD1- assessment task templateQC21 Assessment planQC09 Contact record Audio Support witness statement and


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clearly documented in the assessment plan 5.1.



at the beginning of the recording. Must be accompanied by a timeline if over 20 minutes in length. The timeline must include what assessment criteria was covered at what time during the recording- this should be documented in QC21.

Real time written summaries. This must include a full description of the learners responses to the questions set. Must be signed by the learner at the end of the discussion

or product evidence

7.4 Product Evidence

Should only be used to support other assessment methods and should never be submitted as stand-alone evidence without annotation or supporting notes.Where ever possible product evidence should be uploaded with the end unit summative assessment evidence. Where this is not possible product evidence can be ‘sign posted’ within the end unit summative assessment AD2 Mark Scheme if the assessor deems it is too large to attach or would breach data protection laws.If evidence is sign posted this should be clearly labelled within AD2 Mark Scheme so that IQA’s and EQA’s can obtain a copy of the evidence if required.Sign posting should include the contact information for the relevant person who holds access to that evidence. If this assessment method is being used within end unit summative assessments then this should be clearly documented in the assessment plan 5.1.

Supporting assessment method should be upload to support more primary assessment methods.Should be clearly mapped and/ or signposted on AD2 Mark Scheme


7.5 Witness Statement Assessment Planning- AD1- assessment task template


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Should be planned in both the use of the assessment method and in the content the witness will be covering within their statement.The statement should include details of what the witness has seen the learner doing/complete and been given in context of the task the learner has completed.Witness statements must NOT be mapped to knowledge assessment criteria.If this assessment method is being used within end unit summative assessments then this should be clearly documented in the assessment plan 5.1.

QC22 must be completed where witnesses are used.

Acceptable evidence:Audio recordings.

This must be in an mp3, mp4, WAV file format. The assessor MUST state their name, the type of assessment they are completing and the date

at the beginning of the recording. They must also state the learners name and what assessment criteria the statement will be aimed at.

Witnesses MUST state their name and date at the beginning of the recording. Audio Recordings MUST be accompanied by a timeline if over 20 minutes in length. The timeline

must include what assessment criteria was covered at what time during the recording- this should be documented in QC21.

Real time written summaries. This can be a statement scribed by either the witness or the assessor. Must be signed by the witness and assessor

QC21 Assessment planQC09 Contact record QC22 Witness list

7.6 Written Statement/ Report/ Project/ Case Study/ Reflective Accounts

Should be planned in both the use of the assessment method and in the content the learner will be covering within the statement.Where any ‘performance’ or ‘doing’ assessment criteria are being claimed, the statement should be underpinned by product evidence supporting the content or is validated by the appropriate person who witness the evidence.Statements should be a clear description of an event or task.Must show ‘Authenticity’ that it is the learners own work.

Assessment Planning- AD1- assessment task templateQC21 Assessment planQC09 Contact record


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If this assessment method is being used within end unit summative assessments then this should be clearly documented in the assessment plan 5.1.

Acceptable evidence:.

Must include a full and clear description of events. Must be signed by the learner and assessor Must be signed and dated by any witnesses. Contact details should be added if no description is

given from witnesses- this should be documented in QC21

Word documents should not be upload without an authentication recording or signatures. Any word documents uploaded without the above will instigate an assessment referral.

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Section 8 Feedback




8.1 Feedback MUST:

- Be provided for all assessments- Be recorded on GF5 Assessment Feedback Form- Make clear assessment decisions- Justify assessment decisions- Be related to the evidence within the assessment - Be clear, supportive and constructive- Be mapped to the standards within the unit- Acknowledge how evidence has been authenticated and validated- Be proportionate to the size of the assessment- one line for a full end of unit

assignment just isn’t going to cut it

End of unit summative assessments submitted without a completed GF5 will instigate an instant referral from the QC IQA.

Separate GF5 Assessment Feedback Form submitted with each completed end of unit assessment.


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Section 9 Closing Portfolios




9.1 Claiming the portfolio

Once all end of unit assessments have been completed the learner’s portfolio will need to be claimed.To claim the learners portfolio submit QC10 Exit Review Form with the final end of unit summative assessment to designated QC IQA to confirm the file is ready for final sample and to be certificated.On successful completion of the final end of unit summative assessment, the QC IQA will check the QC10 Exit Review Form and certificate the file with CITY & GUILDS .

QC10 Exit Review Forms should outline:

- Learner statement- what they have done for each of their end of unit assessments, what they have learned and what they will use in their roles going forward.

- Assessor statement- claiming the learners competence and completion of each of the registered units

- Should reference each unit separately and reference the principles of Valid, Authentic, Reliable, Current and Sufficient (VARCS)

- Review all aspects of the portfolio and ensure all elements are completed and ready for quality assurance

- Should include progression opportunities discussed- Should be signed and dated by all parties (learner and assessor) on the last date of

training- Should state the qualification being claimed and ensure the learners details are fully

correct for certification

QC10 Exit Review Form Learning assistant- tbc whereAnd email to IQA.IQA to email to QC for certification.

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Section 10 IQA Submissions and Learner Certification




10.1 IQA Submissions

The QC are nationally responsible for quality assuring all CV FMQ qualifications. IQA samples will be planned by the assessment dates set by the assessors for the end if unit summative assessments. Any changes to these dates once set in Learning Assistant should be communicated to the allocated QC IQA.Unplanned samples will only happen when QC IQA’s identify either slow or no progress within learner portfolios.Outlined in this documents are the requirements the QC IQA’s will use to quality sample all end of unit summative assessments and guided learning.Please ensure when submitting learner portfolios to the FTA QC for quality sampling that you have checked the submission against the requirements within this document. Please ensure all documents are mapped, labelled, signed, dated and presented as per the requirements within this document.Guided learning, Audit trails, Assessment plans, Learner Journey Paperwork, Learner and Assessor CV, Certificates etc. will be checked when end of unit assessments are submitted for sampling.The FTA QC IQA’s will reference this document when making referrals.FTA QC IQA’s will make referrals based on noncompliance with this document.This document underpins the requirements of the awarding organisation for the administration, management and delivery of CV FMQ qualifications.

Evidence from the learnerAD1 Assessment templateAD2 Mark SchemeGF3 Assessment Front SheetGF5 Assessment Feedback FormGuided Learning PlansAssessment PlansLearner CV’s, Job Descriptions and CertificatesAssessor CPD logs, CV’s and CertificatesIQA documents

Learning assistant- tbc whereAnd email to IQA.IQA to email to QC for certification.

10.2 Verification of planning and evidence

To ensure authenticity of work FTA QC have some set requirements for the authentication of learner evidence.

1. Evidence MUST be signed and dated by the learner if being uploaded by their assessor

2. Evidence uploaded by the learner using their OWN secure online portfolio does NOT require the learners signature

Compliant completion of all assessment documentation and a clear auditable trail of learning in the learner’s portfolio.

LA- tbc

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3. ALL AD and GF documents listed must be signed and dated by the learner and the assessor as required by City and Guilds

4. Word documents uploaded without signatures and by the learners assessor will be checked for author and creation dates to ensure no fraudulent evidence is uploaded

5. Electronic signatures are acceptable on ALL documents- for guidance go to http://www.productivity501.com/how-to-create-a-scanned-signature/357/

6. Voice recorded signatures and dates are acceptable as verification for all evidence and planning as long as attached with the completed documentation when uploaded to the learners portfolio

7. Witnesses signing evidence for learners must include their contact details- written or verbal confirmation is acceptable

8. Witness should be made aware the FTA QC IQA may contact them to verify the evidence within the learners portfolio

10.2 Learner Certification

QC will certificate all CV FMQ Certificates and Diplomas.

CV FMQ Certificates and Diplomas- when submitting the final assessment within a learner’s portfolio the QC10 Exit Review Form should be attached. On successful completion of the QC IQA sample, the QC IQA will certificate the qualification with City & Guilds.

QC10 Exit Review Form Learning assistant- tbc whereAnd email to IQA.IQA to email to QC for certification.

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http://www.productivity501.com/how-to-create-a-scanned-signature/357/


Section 11 Learner/ Assessor/ IQA requirements




11.1 Learners

Must have within their portfolio’s:

- Up to date CV- Job Description reflecting current role - Any relevant previous certification - Qualification enrolment form including learning plan

CVJob DescriptionCopies of certificatesEnrolment form and learning plan

On Learning Assistant- tbc where

11.2 Assessors

Must have within their portfolios:

- Up to date CV showing occupational competence- Any relevant certification- teaching qualification etc.- Updated CPD records (updated within last 3 months)

CVCopies of certificatesUpdated CPD records


11.3 IQA (Internal Quality Assurers)

Must have within their portfolios:

- Up to date CV showing occupational competence- Any relevant certification- IQA certificate, teaching qualification etc.- Updated CPD records (updated within last 3 months)

CVCopies of certificatesUpdated CPD records


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Section 12 Glossary of Terms

ILP Individual Learning Plan PE Product Evidence LNA Leaver Non Achiever

AR Assessment Record PD Professional Discussion QC Qualification Centre

WS Witness Statement QA Questioning SC Satellite Centre

AP Achiever Paperwork PS Personal Statement VRQ Vocationally related qualifications

FB Feedback CS Case Study IQA Internal Quality Assurer

EV Evidence PR Project EQA External Quality Assurer

DVR Digital Voice Recording RA Reflective Accounts GLH Guided Learning Hours

OBS Observation MS Mark Schemes WBL Work based learning

CITY & GUILDS / AO

City & Guilds/ Awarding Organisation

CVFMQ Commercial Vehicle Fleet Management Qualification

CDA Centre devised Assessments (end of unit summative assessments)

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Section 13 Forms and Templates

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web viewword documents uploaded without signatures and by the learners assessor will be checked for...

Documents