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WorkbookLearner Name

Assessor NameTamzie Hollands & Christine Ely

Centre NameOCN London Training

Course NameDeveloping Your Assessment Skills

Unit NameDeveloping Assessment Skills

Unit codeGB8/3/LR/004

Course run id (RAC No.)

Course DatesCourse deliveryAll assessed work to be submitted byLearner DeclarationThrough the completion of this workbook, I acknowledge that this is my own independent work/investigation, except where specified otherwise. All other sources are referenced and detailed in a bibliography. The work submitted has not been previously accepted in substance for any other award and has been submitted in accordance to the specified requirements. I confirm that I have not/will not share my work with other learners.

OCN London Workbook – Unit – Developing Assessment Skills 1

Contents Page

Introduction 3The Course 3Accreditation 3Assessment tasks and assessment process 4Feedback complaints and appeals 4Plagiarism 5Tutor contact details 5

Course Outline 6Contract 7Unit 8Tasks

Assessment Task A (AT A) 10Assessment Task B (AT B) 12Assessment Task C (AT C) 16Assessment Task D (AT D) 21Assessment Task E (AT E) 24Assessment Task F (AT F) 25Assessment Task G (AT G) 26

Glossary of Terms 27About this Publication 29Accreditation 30


IntroductionThis course is designed to develop your skills as a practicing assessor. Devising and delivering appropriate assessments is a key activity in ensuring standards are maintained and learners get the awards they deserve. Your job is to ensure the assessment of unit based credit is fair, accurate and consistent. We hope the course will enable you to achieve this.

This is an accredited course and consists of two day of course work and a set of assessments. On the course you will meet and work with colleagues from other OCN London centres; and also people outside the OCN London network. The course work provide you with learning opportunities designed around the learning outcomes set out in the unit standard for this course. These are in Appendix 1.

The assessments are designed to enable you to reinforce your learning and to demonstrate that you have achieved the learning outcomes.

The courseThis is a practical and theoretical course. It aims to teach you practical skills and to give you opportunities to practice such skills in class. It is based on active learning principles through which ideas and information within the group can be shared, and learners are encouraged to learn by doing practical activities.

AccreditationA learner is able to achieve 3 credits at level 3 from undertaking the assessments successfully. Accreditation recognises and rewards learning, and provides you and future employers with sound evidence of your skills. OCN London requires its centres to use assessors that are suitably trained. Successful completion of this course provides evidence of such training.


Assessment tasks and assessment processWe have devised a set of assessment tasks to test your learning. The tasks contain guidance from us about what you need to do. They cover all the assessment criteria (AC) described in Appendix 1. A learner must achieve against all AC to obtain the three credits. The tasks are set out in Appendix 3.

We aim to keep paper to a minimum. You should produce all evidence electronically and submit to the OCN London e Portfolio system.

All emails should have as their subject ‘DYAS May 2017 Assessment’.

Evidence will take the form of documents uploaded to an e Portfolio system (these are the same as the contexts of this workbook; you are required simply to login and complete the tasks at your convenience).

Please name your documents according to the Task numbers eg for assessment task A i it should be named ATA i followed by your name.

Tutors will provide feedback to learners via email on the e Portfolio site Learners will receive an email advising them that their work has been assessed and whether these are now complete or require further work. The latter will only occur if it is felt the AC have not been fully met. Pass grades are subject to confirmation by verifiers.

Learners’ evidence and assessor feedback will be stored in your personal e portfolio, created by OCN London. There is one portfolio per learner. You will be given access to your e-portfolio prior to submitting your first task. You can access it at any point after that.

Deadline for final assessment submission is July 5h 2017- unless an extension is required.

OCN London has appointed Ed Craven as internal verifier for this course.

The plan is to have assessment decisions internally and externally verified by the end of August 2017.

Feedback complaints and appealsThere will be a formal evaluation at the end of the course to obtain feedback from you about the course. However, we welcome feedback, so please feel free to voice your thoughts at any time.

If you have complaints about how the course is being delivered, please speak to one of the tutors in the first instance. If this does not resolve the issue, OCN London has a clear complaints procedure which will be explained to you at this point.

If you feel that assessment decisions are inadequate, please speak to the tutor who has assessed your work. If this does not resolve the matter, OCN London has a clear appeals process which will be explained to you at this point.


Plagiarism

If you submit an assignment that contains work that is not your own, without indicating this to the OCN London assessor (i.e. acknowledging the sources used), you are committing ‘plagiarism’ and this is an offence. This might occur in an assignment when:

• when you choose to use a phrase or sentence that you have come across• word-for-word copying direct from a text• paraphrasing words contained in a text very closely• simply using text downloaded from the internet• borrowing statistics or factual information from another person or source• copying or downloading figures, photographs, pictures or citing or acknowledging your sources• copying from the notes of a fellow or previous course student• copying from your own notes or a text that contains direct quotations.

Although you are encouraged to show the results of your reading by referring to and quoting from relevant sources of information, copying from such sources without acknowledgement is deemed to be plagiarism and will not be accepted by OCN London. This means that you must make it clear which words and ideas are yours and which have come from elsewhere, through the use of quotation marks as well as in-text citations (as applicable).

As part of this course, you will be encouraged to collaborate with but submitted work copied from or written jointly with others is not acceptable. Therefore you will be asked to acknowledge a statement to confirm that all assessment work you have submitted is your own and that you have not colluded.

Tutor contact detailsChristine Ely: [email protected]

Tamzie Hollands: [email protected]


mailto:[email protected]


COURSE OUTLINE

20 Jan 2017 One Day fast track 10.00 INTRODUCTION

Welcome/Ice Breaker

Course overview /personal aims

Course Assessment strategy

Devising assessment strategies Practical application -

Using the sample units

Designing effective ASSESSMENT TASKS Issues in assessment design –level and credit

Designing assessment tasks (group work)

Pre-verification of tasks (individual exercise)

Making ASSESSMENT DECISIONS Common issues in poor assessment.

Judging assessed portfolios (group work)

Preparing an action plan and assessment briefing

FEEDBACK TO learners How to give good feedback

malpractice

Conflicts – Assessors /IV

Standardisation

Preparing portfolios

Review of course/Evaluation of course: oral and written

4.00 CLOSE


ContractYour progress and achievement on the course will be continually assessed. You will be required to produce evidence that demonstrates you have achieved the requirements of the unit’s assessment criteria (AC). Your tutors will assess your work and provide you with feedback in the ‘feedback’ section of this workbook.

Following assessment by your tutor, your portfolio may then be submitted for internal verification, to check the tutor’s assessment decisions. These are provisional assessment decisions and may be changed at this time. You will only receive confirmation that you have achieved the AC and awarded the unit after an External Verifier, has verified samples of assessed work towards the end of, or following the end of, the course.

If the tutor assesses your work and decides you have not met the assessment criteria you should be given the opportunity to re-submit your work, time permitting. Your tutor should provide detailed guidance relating to any work you need to re-submit.

You have the right to be assessed fairly and the right to appeal against your assessment decision. ‘OCN London Training’ has a policy on this issue that can be requested from your tutor.

OCN London Training’ also implements a policy on assessment malpractice. Assessment malpractice is deemed to be any actions or any practice that threatens the integrity of assessment and certification. This includes cheating and copying. It is important you click the button below to confirm that you are the learner named on the front of this portfolio and that you declare that all the assessed work submitted as your for this course is your own work. Deliberately cheating at assessment is fraud and could have serious consequences.

Learner Declaration Click on the check box to confirm these two statements when you have completed the work;

I am the person named as the ‘learner’ on the cover of this workbook

I declare that the work presented by me is all my own work.


Unit Title: Developing Assessment Skills

Level: Three

Credit Value: 3

Unit Code: GB8/3/LR

This unit has 6 learning outcomes

LEARNING OUTCOMES ASSESSMENT CRITERIA

The learner will: The learner can:1. Understand the purpose of

assessment.1.1. Define the terms ‘assessment’ and ‘the

internal verification of assessment’.1.2. Explain the purpose of assessment for

a) the learnerb) the organisation delivering the accredited trainingc) society as a whole

2. Understand how to plan assessment to meet requirements of the assessment system and learner needs.

2.1. Devise appropriate assessment strategies for three different scenarios.

2.2. Create effective assessment tasks for four assessment criteria which are valid, fair and at an appropriate level.

2.3. Explain the strengths and weaknesses of assessment tasks in relation to four difference scenarios.

3. Understand how to make sound assessment decisions based on learner evidence.

3.1. Assess three examples of learner evidence for its validity, authenticity and sufficiency.

3.2. Explain activity which could constitute malpractice in relation to evidencea) by learners (two examples) andb) by tutors (two examples)

4. Be able to ensure that learners are fully aware of the process and outcomes of assessment.

4.1. Demonstrate how to brief learners effectively about the requirements of the assessment process.

4.2. Give effective feedback to learners about submitted evidence in a constructive and accurate manner.

5. Be able to develop and maintain effective records of assessment.

5.1. Develop a system for recording and storing assessment decisions using either paper-based or electronic methods.

5.2. Design a suitable structure for a learner’s evidence portfolio.


6. Be able to work effectively with others to improve the quality of assessment.

6.1. Explain the role of the internal verifier in assessment.

6.2. Explain how two potential areas of conflict between assessor and internal verifier might best be managed.

6.3. Explain the purpose of standardisation and the role of the assessor in it.

Assessment Information Grid Guidance:The grid below gives details of the assessment activities to be used with the unit attached.Please refer to the OCN London Assessment Definitions document for definitions of each activity and the expectations for assessment practice and evidence for verification.

P = Prescribed

R = Recommended

This assessment method must be used to assess all or part of the unit.

This assessment method would be suitable to assess all or part of the unit.

O = Optional

N/S = Not suitable

This assessment method could be used to assess all or part of the unit.

This assessment method would not be suitable for this unit.

A.C = Assessment Criteria These are the criteria that must be assessed through this prescribed method.

P/O A.C P/O A.CCase Study R Project N/S

Written question & answer/test/exam

O Role play/simulation P 4.1

Essay O Practical demonstration O

Report O Group discussion O

Oral question and answer O Performance/exhibition N/S

Written description R Production of artefact N/S

Reflective log/diary N/S Practice file O


LEARNING OUTCOMES ASSESSMENT CRITERIA Task &AC

The learner will: The learner can: Task1. Understand the

purpose of assessment.

1.1. Define the terms ‘assessment’ and ‘the internal verification of assessment’.

1.2. Explain the purpose of assessment fora) the learnerb) the organisation delivering the accredited trainingc) society as a whole

A for 1.1, &1.2

2. Understand how to plan assessment to meet requirements of the assessment system and learner needs.

2.1. Devise appropriate assessment strategies for three different scenarios.

2.2. Create effective assessment tasks for four assessment criteria which are valid, fair and at an appropriate level.

2.3. Explain the strengths and weaknesses of assessment tasks in relation to four difference scenarios.

B for 2.1, 2.2, &2.3

3. Understand how to make sound assessment decisions based on learner evidence.

3.1. Assess three examples of learner evidence for its validity, authenticity and sufficiency.

3.2. Explain activity which could constitute malpractice in relation to evidencea) by learners (two examples) andb) by tutors (two examples)

C for 3.1

E for 3.2 a&b

4. Be able to ensure that learners are fully aware of the process and outcomes of assessment.

4.1. Demonstrate how to brief learners effectively about the requirements of the assessment process.

4.2. Give effective feedback to learners about submitted evidence in a constructive and accurate manner.

F for 4.1

D for 4.2

5. Be able to develop and maintain effective records of assessment.

5.1. Develop a system for recording and storing assessment decisions using both paper-based and electronic methods.

5.2. Design a suitable structure for a learner’s evidence portfolio.

C for 5.1

D for 5.2

6. Be able to work effectively with others to improve the quality of assessment.

6.1. Explain the role of the internal verifier in assessment.

6.2. Explain how two potential areas of conflict between assessor and internal verifier might best be managed.

6.3. Explain the purpose of standardisation and the role of the assessor in it.

A for 6.1

G for 6.2 &6.3


Assessment Task A (AT A)Concepts

Assessment Related CONCEPTSThis task is to help you show what you have learnt in earlier activities and will be assessed against AC 1.1 & AC 1.2.

Task A: You are asked to provide information for a new manager of operations in your (imaginary) organisation, who is not a teacher and though will not be involved in teaching however needs information regarding the training programme which you deliver. For this provide the following three items;

i) Written definitions of the terms assessment and internal verification /moderation and these should be one to two sentences each. (AC1.1)

ii) A written explanation of the role of the internal verifier/moderator - 100 words approx. (AC6.1).

iii) A written explanation of the value of your training programme to the learners – what they will gain, how you see the short and long term gains to your organisation and how the training programme will have wider social values – 100 -200 words approx. (AC1.2).

You may use your organisation but please use a pseudonym.Your evidence should take the form of a structured word processed document of one or two A4 pages.

Useful sources:

OCN London website - section on quality assurance; http://www.ocnlondon.org.uk/centres/centre-area/quality-assurance.aspx


Assessment Task B (AT B)Planning Assessments

Assessment Strategies and tasks This task assesses what you have learnt about choosing appropriate assessment strategies and developing tasks and recognizing their strengths and weaknesses. It will assess AC 2.1, 2.2, &2.3.

i) Complete Task B table (2.1) by selecting 3 units from the samples units 1-8 and for each create an assessment strategy in column 3 and provide rationale in column 4 (AC 2.1).

ii) Select a total of four units, each of a different level, from the sample units 1- 8. Use each unit to create at least one assessment task by completing an assessment briefing and feedback sheet (a separate one for each of the four units). Each task must cover a minimum of one assessment criteria though you may cover more if you wish. (If you wish you may negotiate the use of units which you use or would like to use in your practice (AC 2.2).

iii) Complete Task B table (2.3) for each of the four scenarios you are asked to critique the tasks by identifying the strengths and weakness and suggesting amendments. To review the tasks it is suggested you use the points from the IV 1 form IM/IV1

Internal Moderation/verification of a task/assignmenthttp://www.ocnlondon.org.uk/centres/centre-area/quality-assurance/internal-verification.aspx


http://www.ocnlondon.org.uk/centres/centre-area/quality-assurance/internal-verification.aspx

http://www.ocnlondon.org.uk/centres/centre-area/quality-assurance/internal-verification.aspx

http://www.ocnlondon.org.uk/Portals/0/Documents/Quality%20Assurance/Internal%20Verification/IV1%20-%20Internal%20Verification%20of%20a%20Task-Assignment.docx

Your Name

Unit title and code Your suggested Assessment strategy Your rationale

OCN London Workbook – Unit – Developing Assessment Skills

Task B table 2– Assessment tasks Strengths and Weaknesses for AC 2.3

Task B table 1– Assessment strategies for AC 2.1

13

Your Name

Scenario Strengths Weaknesses

Unit title Customer Service

AC 1.7. List the types ofinformation needed to communicate effectively with customers (level 1)

Task – make a list of the communication problemswhich occur with customers

Unit title Speaking and ListeningAssessment criteria2.1. Present information in a logical manner.2.2. Present ideas in a logical manner.2.3. Speak clearly and coherently using appropriate pace and volume.(Level 2)

Task – make a power-point presentation on Equality and Diversity.

Unit Equality and Diversity in Activity Provision


4.1. Assess own strengths and areas for development in promoting equality and valuing diversity, using reflective practice. (level 3)

Task – keep a reflective diary and submit with your portfolio

Using the Internet for Shopping

2.1. Identify and select at least two purchases.2.2. Follow payment and delivery processes to complete purchases. (Level E3)

Create screen shots to show you have done the above.


Assessment Task C (AT C)Assessing Learners Work

This task will assess what you have learnt about assessing learners work. It will assess AC 3.1 & AC 5.1

i) Complete Task C table 3.1 which requires you to examine examples 1, 2 & 3 which are learners’ submissions and write comments about their work in terms of any points in relation to validity, authenticity and sufficiency (AC 3.1).

ii) Produce a chart for recording the progress of a group of learners who are undertaking a course with more than 1 unit, which shows the achievement of each assessment criteriathis may be a spreadsheet or a word document table (AC 5.1).

NB For the charts you will need to incorporate IV activity and resubmissions.

If you have any questions relating to this task, please email Tamzie Hollands: [email protected]



Your Name

Cohort

Sample no. Validity Authenticity Sufficiency Comments and Result – pass or fail

1

2

3

OCN London Workbook – Unit – Developing Assessment Skills

Table 3 – Assess Learners work for AC 3.1

17

Sample 1

Assessment criteria 4.1: Discuss the need for confidentiality and show how this works in practice (level 3 unit)

Task –Discuss why is confidentiality necessary give at least 3 examples of how confidentiality works in your area of practice.

Learner’s response…

No- disclosure of personal information Keep notes safe Tell client it’s confidential Don’t discuss with others in the clinic Only share with supervisor


Sample 2

Assessment criteria 1.1: Explain the structure of the human digestive system (level 2 unit)Task Hand draw and label a diagram of the human digestive system



http://www.google.co.uk/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&ved=0ahUKEwiQ9cXzzu3KAhXGNxQKHV4_AYgQjRwIBw&url=http://www.enchantedlearning.com/subjects/anatomy/digestive/&psig=AFQjCNHkkpz7I7ybnzTXlDrvzV4WRH0_kg&ust=1455208125058731

Sample 3

Assessment criteria 3.2: Evaluate own emotional and intellectual reactions to experiential classroom exercises(level 3)

Task – Consider which were helpful and non-productive reactions or responses to the role plays.


In the exercises I had the opportunity to both learn from participating and observing others during the role plays. At first I was happy to co-operate with the tutor or thought I was as at some points I certainly became anxious – just like my inner child crying out to be careful! At one point I became so anxious, almost anticipating pain from childhood memories, that I found myself not listening while there was another role play going on and afterwards had to ask my colleague for some more information as I felt I had missed something as I was so wrapped up waiting for my turn. Looking at this now I should never underestimate the effects of anxiety which a client may feel and that they may agree to activities just to please you. At the time I felt inadequate but now I feel I have gained more confidence especially about my coping mechanisms. From my reactions I can see need to be more careful when asking a client to undertake exercises as it is easy to underestimate how much time a client may need before being comfortable with making disclosures.


Assessment Task D (AT D)Feedback and Organising Portfoilios

This task is to assess what you have learnt about giving learners feedback and helping them to organise their portfolios. It will assess AC 4.2 & 5.2.

Task D: i) A learner – Ali phones you because the tutor who marked the assignment now off sick and you have been asked to cover that group of learners. Ali does not understand from the feedback she has been given what was wrong with the work submitted (see below page 2). Ali becomes upset and says that she thinks she has the problem of dyslexia which Ali chose not to disclose not wanting to be seen as different. Re-write the feedback section at the bottom of page 2 to provide Ali with advice on how to resubmit her work. This feedback should not be more than 100 words (AC 4.2).

ii) Ali subsequently comes to see you as she needs advice on arranging her portfolio. She arrives at the meeting with a carrier bag full of all the course work for 10 units, including handouts and class notes. She does have with her an empty arch file and file dividers. She is anxious as she knows she has to produce an organised portfolio but has never done this before. Produce a contents sheet for her portfolio which indicates the items required for a portfolio that will be suitable for an external verifier’s visit (AC 5.2). NB there are some items she will not need to include.


Task D i,In the boxes below are the assessment criteria & tasks, Ali’s answer, the expected answer and assessor’s feedback from the workbook Ali was required to complete…

AC and Tasks

Assessment Criteria – State what an equal opportunities policy sets out to achieve.

Task – In one or two sentences say what is the aim of an equal opportunities policy?

Ali’s has provided the answer to the task in the box below…

‘Equal opportunities means people are equally’

The expected answer which Ali should have given is…

An equal opportunities policy simply sets down strategies as to how an organisation is

makes sure that all people involved are able to access its services without unfair

discrimination and meets the requirements of the Equality Act 2010.

The assessor has given Ali the following feedback…

Wrong – more is needed


Assessment Task E (AT E)Marking and Malpractice

This task is to help you understand requirements for marking assessments and be alert for possible malpractice. This will assess AC 3.2 a and b.

i) When marking learner’s assessments an assessor should be alert to issues on authenticity Explain two forms of behaviour which would be considered malpractice and how these may be prevented and detected - approx. 100 words, for each behaviour = 200 words in total (AC 3.2a).

ii) Explain two behaviours which would be considered as tutor malpractice by Ofqual. You might find these useful resources – approx. 100 words, for each behaviour = 200 words in total (AC 3.2b).

http://www.slideshare.net/ofqual/ofqual-ethicssymposiumardeshirpresentationhttps://www.gov.uk/.../report- malpractice -or-wrongdoing-to- ofqual


https://www.gov.uk/.../report-malpractice-or-wrongdoing-to-ofqual

http://www.slideshare.net/ofqual/ofqual-ethicssymposiumardeshirpresentation

Assessment Task F (AT F)Assessment briefing

Completed in class This task is to assess what you have learnt about briefing learners and will be assessed by a role play for which you will be given feedback. This will assess AC 4.1.

Task F. Write an assignment/assessment brief for a task covering at least 2 assessment criteria from any of the sample units or a unit of your choice. Write your brief on a flip chart. You should then role play briefing your colleagues who will act as learners. Explain the brief and answering their questions. Your presentation should be about 3- 5 minutes (AC 4.1). When listening to the other participants brief think of questions a learner may ask.


Assessment Task G (AT G)Standardisation and dealing with conflicts

This task is to assess what you have learnt about standardisation and dealing with conflicts. This will assess AC 6.2 &6.3.

i) You are asked to mentor a new assessor Bill who has been invited to a standardisation event at your organisation. You arrange to meet beforehand to discuss, informally in a café, his role and what the standardisation event will involve. Write short notes covering at least 5 points which would explain the purpose of standardisation events for assessors and internal verifiers -up to 200 words (AC 6.3) which you would use in your conversation with Bill.

ii) During the above meeting the new assessor Bill discloses to you a number of anxieties about working with the internal verifier Beth who is also Bill’s manager. He does not seem to want to be explicit about what his problems are and you run out of time. After the meeting you decided to tell Bill in an email without naming members of staff, about two of the conflicts you have had in the past with internal verifiers and how they have been resolved. Provide this simulated email which should be up to 300 words (AC 6.2).


Glossary of terms

AppealA learner may challenge the outcome of an assessment decision.

Assessment methodThe assessment activities used to gather appropriate evidence to show that a learner has met the assessment criteria of a unit.

Assessment criteriaThis term explicitly states what the learner must do in order to show that the learning outcomes have been met.

Assessment evidenceThe observable proof that a learner has achieved the requirements of an assessment task.

AssessorA centre staff member who assesses a learner's evidence.

Awarding organisation (AO)An organisation that is recognised and licenced by the UK regulatory authorities such as Ofqual, to award regulated qualifications to learners.

CentreAn organisation such as a further education college or private or local authority run training provider who has been through an approval process by the awarding organisation to deliver and assess qualifications to learners on their behalf.

Credit valueThe credit value of a unit or qualification gives an indication of the size of the unit. One credit represents ten guided learning hours and therefore for example, a unit with a credit value of three credits is broadly estimated to take a learner on average 30 hours to complete.

External Verifier/ ModeratorA person, who on behalf of an awarding organisation, assesses the quality procedures, administration, delivery and assessment decisions within an approved centre.

Internal Verifier / Moderator A person appointed in a centre to undertake the verification of assessor’s decisions and to meet the requirements of the internal quality assurance systems.

LevelAn indication of the difficulty of a unit or qualification. The higher the level, the more complex.


Learning outcomesThe knowledge, skills and understanding learners are expected to acquire when undertaking a qualification.

MalpracticeThis is any deliberate activity, falsification, neglect or default that compromises the integrity of the assessment process, and therefore the validity of certificates.

Qualification specificationA document that contains the requirements to achieve a qualification, including the qualification content, structure and units – it may also contain benchmarked assessments.

Reasonable adjustments to assessment activities These are any authorised changes, alterations or accommodations that can be made for learners who have an additional learning need or disability and these must be sanctioned by the awarding body prior to assessment.

Recognition of Prior Learning (RPL)A process by which learning, wherever and however it has taken place, can be assessed and recognised as part of the assessment evidence for a qualification. This might occur before or as part of a formal process of learning.

Rules of combinationThe specification of the credits required for the achievement of a qualification- these may also specify mandatory units, optional units and barred combinations of units.

StandardisationThe process to ensure that assessment criteria for a qualification are applied in the same way by all assessors and internal verifiers.

UnitA set of learning outcomes and assessment criteria, that make up a qualification. Individual units can be certificated, as well as the whole qualification.


About this publication and OCN London Accreditation


About this PublicationThis workbook of assessment materials is published by OCN London, a national qualification awarding organisation regulated by Ofqual and the Quality Assurance Agency for Higher Education (QAA). With 25 years’ experience of accrediting courses for a wide range of centres, we are a market leader in the recognition of learner achievement through credit-based units and qualifications.

This publication is based on a template that has evolved from best practice developed by both OCN London and member centres over the years, but is particularly the result of work carried out by Aileen Shrimpton of The Skills Collective and Martin Compton, from Ealing Hammersmith & WLC, and the OCN London Workbook development team.

AccreditationIn order for learners to receive OCN London certificates, they need to be ‘accredited’. To be accredited, the organisation delivering the course (the centre) must be a member of OCN London, and have the course registered with OCN London. Learners also need to be registered with OCN London as soon as possible after the start of the course run. OCN London cannot accredit learners if they have not been registered within a limited time after the start of the course, or if the course has not been registered, or if the centre is not a member of OCN London.

In order to enquire about becoming a member, centres should go to the OCN London website or call the switchboard for more information.

If tutors or Internal Verifiers have any concerns or questions regarding this publication, please contact OCN London;

OCN London15 Angel GateCity RoadLondon,EC1V 2SF

Tel : 020 7278 5511

Email : [email protected]

Web : http://www.ocnlondon.org.uk


http://www.ocnlondon.org.uk/
