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Unit 1: Understanding the Principles andPractices of Internally Assuring the Quality of Assessment

Unit aimThe aim of this unit is to assess the knowledge and understanding a learning development practitioner requires for the internal quality assurance of assessment. Practitioner means anyone with a learning and development responsibility as the whole or a part of their role.

Unit introductionThe purpose of this knowledge unit is to establish an understanding of the principles and practices of internally assuring the quality of assessment. By establishing the function of internal quality assurance in relation to learning and development, it is possible to identify individual roles and responsibilities within this process.

You will gain knowledge in the planning of administrative arrangements, resources required and collection of information before an assessment, as well as the need for clear communication about these arrangements. As part of the quality assurance process it is necessary to consider different forms of sampling and standardisation, including the use of technology, in judging quality against appropriate criteria.

As part of internal quality assurance it is necessary to understand how different types of feedback, support and advice can be used with assessors to share standardisation requirements, settle assessment disputes, maintain and improve the quality of assessment. This unit gives you the opportunity to address the requirements of your organisation for information management, data protection and confidentiality in relation to the internal quality assurance of assessment. As part of the evaluation of the quality assurance process it is necessary to address any rules and regulations that have an impact on procedures, eg legal issues,CAA, health, safety and welfare and equality and diversity (including bilingualism where appropriate). This unit requires you to use reflective practice to identify possible continuing professional development needs in relation to internal quality assurance.

Learning outcomes and assessment criteriaIn order to pass this unit, the evidence that the you present for assessment needs to demonstrate that you can meet all the learning outcomes for the unit. The assessment criteria determine the standard required to achieve the unit. You must reference the type of evidence and where it is available, for quality assurance purposes. For the purposes of the award the personal statements will provide the primary source of evidence.

On completion of this unit a learner should:Learning outcomes with the Assessment criteria

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1 Understand the context and principles of internal quality assurance1.1 Explain the functions of internal quality assurance in learning and development1.2 Explain the key concepts and principles of the internal quality assurance of assessment1.3 Explain the roles of practitioners involved in the internal and external quality assurance process1.4 Explain the regulations and requirements for internal quality assurance in own area of practice

Supporting evidence for this unit can include any of the following:

your written statements which should include examples of standardisation, sampling techniques, roles and responsibilities in the quality assurance procedures relevant to the assessment processes within a specific programme

summaries of key documentation eg awarding or regulatory organisation documentation, quality assurance policy, documents, data protection, organisation procedures and legal requirements eg review, SAR policies, documentation

organisation management structure – indicating roles/responsibilities for internal quality assurance and planning, eg annual planner, visits of external quality assurance bodies

samples of assessment tracking/ logging pro forma, evaluation pro forma quality assurance plan including timing, information required,

administrative arrangements etc records of formal or informal assessment according to organisational

and/or awarding body requirements for standardisation minutes of team meetings associated with standardisation/quality

assurance

Unit 1: Understanding the Principles and Practices of Internally Assuring the Quality of Assessment

Summative learning journal

As a part of your CPD self-assessment and professional development, you should produce a reflective journal entry, in which you review the policies and procedures in your organisation and explain the function of internal quality assurance. Included in the review should be:

the organisation’s policies, procedures and responsibilities for internal quality assurance

regulations and requirements of external bodies, e.g. awarding organisations, sector skills councils, occupational/vocational bodies, employers

legal issues that have to be addressed, e.g. health, safety and welfare, management of information, confidentiality and data protection

specific equality and diversity policies and procedures that have to be followed e.g. disability regulations, bilingualism/English as a second/other language, deaf awareness, appeals/disputes procedures.

You are not required to include direct copies of other documentation, simply to refer to them and where they can be found. However quotes can be used where appropriate.


(Assessment criteria: 1.1; 1.2; 1.3; 5.1; 6.1; 6.2)

You should explain role and responsibilities, and relationships to other practitioners, in deciding the content for planning, preparing and judging the quality of the assessment process. This should include:

arrangements for information collection sampling and standardisation across at least two assessors, each with a

minimum of two candidates/students, with different needs or in different contexts administrative arrangements requirements for resources (including using technology) arrangements for communicating with others how disputes would be handled.

(Assessment criteria 1.4; 2.1; 2.2; 2.3; 3.1; 3.2; 4.2; 4.3; 6.2)

The reflective journal should also include an explanation of how different types of feedback could be used to share the outcomes of a quality assurance activity. Explain what support and advice could be offered to, a minimum of two, assessors to maintain and improve assessment and verification practice within the organisation as well as identify opportunities to improve practice for them and yourself.(Assessment criteria: 4.1; 6.3)2 Understand how to plan the internal quality assurance of assessment2.1 Evaluate the importance of planning and preparing internal quality assurance activities2.2 Explain what an internal quality assurance plan should contain2.3 Summarise the preparations that need to be made for internal quality assurance, including:information collection, communications, administrative arrangements, resources

3 Understand techniques and criteria for monitoring the quality of assessment internally3.1 Evaluate different techniques for sampling evidence of assessment, including use of technology3.2 Explain the appropriate criteria to use for judging the quality of the assessment process

4 Understand how to internally maintain and improve the quality of assessment4.1 Summarise the types of feedback, support and advice that assessors may need to maintain and improve the quality of assessment4.2 Explain standardisation requirements in relation to assessment4.3 Explain relevant procedures regarding disputes about the quality of assessment

5 Understand how to manage information relevant to the internal quality assurance of assessment5.1 Evaluate requirements for information management, data protection and confidentiality in


relation to the internal quality assurance of assessment

6 Understand the legal and good practice requirements for the internal quality assurance of assessment6.1 Evaluate legal issues, policies and procedures relevant to the internal quality assurance of assessment, including those for health, safety and welfare6.2 Evaluate different ways in which technology can contribute to the internal quality assurance of assessment6.3 Explain the value of reflective practice and continuing professional development inrelation to internal quality assurance6.4 Evaluate requirements for equality and diversity and, where appropriate, bilingualism, inrelation to the internal quality assurance of assessment

Areas that you should consider during your study will include existing policies and procedures, of your service, company and of external regulatory bodies. Copies of any minutes of training and, or, assessment teams should be included, or referenced as appropriate. The quality control procedures of your recording systems can also provide excellent evidence to support your work. There is further evidence guidance below.

In addition you should note the following contexts, which are designed to further explain the assessment criteria. You DO NOT need to have covered every item shown, nor are they exclusive of any other you may consider. They are simply guidance for you and your assessor.


UNIT ONE

Understanding the Principles and Practices of Internally Assuring the Quality of

Assessment


1 Understand the context and principles of internal quality assuranceFunctions of internal quality assurance: assurance in assessment of product and process eg linking assessment to the learning cycle, standardisation, moderation of assessment to assessment criteria and standards, between learners, between assessors, between programmes, between qualifications, between employers; checking organisation standards and national standards eg requirement of awarding organisation, occupational, vocational standards, integrity of programmes, accountability, measure of achievement, benchmarking, identifying Continuing Professional Development (CPD) needs.

Explain the functions of internal quality assurance in learning and development.


Key concepts and principles of internal quality assurance of assessment:planning cycle eg timing of quality assurance at different stages - at planning stage, ongoing/interim or final, per module, term, annual; quality assurance of process and product eg standardisation between assessment methods, assessors, use of diverse evidence, standardisation across, desk-based, online or live, work-based; quality improvement eg INSET, CPD, professional, occupational updating.

Explain the key concepts and principles of the internal quality assurance of assessment

Roles of practitioners: role allocation eg assessors, tutors, mentors, peers, employers, quality assurance team, quality assurance manager; roles of practitioners eg assessor tasks are plan, deliver, judge, record, communicate assessment outcomes;


internal quality assurance tasks eg plan, monitor, review, intervene, organise meetings and develop standards; external quality assurance tasks eg plan, monitor, review, advise, report decisions; quality manager tasks are overseeing processes rather than products.

Explain the roles of practitioners involved in the internal and external quality assurance process

Regulations and requirements in own area of practice: organisation policies and procedures eg health and safety, equal opportunities, recording and reporting, quality assurance strategy, contribution to internal reviewing processes/self assessment review (SAR); regulatory bodies eg standards, levels, performance/assessment criteria, skills, knowledge,


understanding, awarding organisation, SSC, Ofqual, Ofsted, employer, measure of accountability, benchmarking

Explain the regulations and requirements for internal quality assurance in own area of practice

2 Understand how to plan the internal quality assurance of assessmentPlanning and preparing activities: identifying what and for whom eg qualification, module, unit, assignment, performance, assessment criteria, standards, product versus process, involvement of learners, assessors, trainers, teachers, tutors, employers, others; timing frequency and context eg planning, formative, summative, intervention;


quality assurance of process and product, recording and sharing outcomes; feedback, support, advice Internal quality assurance plans: should include coverage of a range of aspects of assessment eg every learner, assessor, location, unit of assessment, assessment method, examination of products of work; standardisation meetings eg current and new standards, completing documentation, standardising approaches; require flexibility to take account of emerging needs, timings, frequency, intervention (traffic light system flags up those at risk), monitoring of practice, observation of practice, interviews, feedback from learners, peers, employers, sharing good practice, work shadowing; product and process checks

Evaluate the importance of planning and preparing internal quality assurance activities?

Explain what an internal quality assurance plan should contain?

Preparations for internal quality assurance: planning appropriate approaches to information collection; analysis of data collected; communicate and negotiate with learners, assessors, colleagues, employers; administrative arrangements eg timing, venue, agenda, CPD activities to prepare participants; resources egassessors’ records, assessment plans, sampling, organisation documentation, templates for recording outcomes, technology

Summarise the preparation that needs to be made for internal quality assurance


3 Understand techniques and criteria for monitoring the quality of assessment internallyTechniques for sampling evidence: sampling of product and process eg on-site, desktop, remotely using technology, online sampling portfolio evidence (hard copy or electronic), sampling across learners in workplace; methods of sampling product evidence e.g. random, banded, targeted, representational, percentage coverage, across units for single unit, observation, questioning, professional discussion, witness testimony

Evaluate different techniques for sampling evidence of assessment including the use of technology


Criteria to use for judging the quality of the assessment process: organisation standards e.g. health and safety, equality and diversity, evidence trail, meeting targets learner satisfaction, improvement, progression; awarding organisation standards e.g. performance criteria, levels, performance indicators, checklists, logging and tracking documents, portfolios; SSC, occupational, vocational standards, National Occupational Standards (NOS); government regulatory body standards e.g. Ofqual/Ofsted

Explain the appropriate criteria to use for judging the quality of the assessment process


4 Understand how to internally maintain and improve the quality of assessmentTypes of feedback, support and advice: range of feedback e.g. one to one, written and verbal, formal and informal, online, team meetings, SAR (Self-Assessment Review); forms of support e.g. from colleagues, mentor, line-manager, quality manager, specific subject or additional needs support (functional skills), staff development team to provide CPD, INSET; awarding organisation/SSC help lines

Summarise the types of feedback, support and advice that assessors may need to maintain and improve the quality of assessment


Standardisation requirements: addressing quality standards e.g. awarding organisation, SSC, regulatory bodies, employers, standards to meet external bodies; standardisation of assessment practice e.g. assessment is against specific and current criteria, standards, reliable, fair, safe, consistent across assessors and learners, uniformly applied and judged without bias, robust and can be replicated, shared with learners

Explain standardisation requirements in relation to assessment


Procedures regarding disputes: organisation policies and procedures – shared with learners in keeping with external requirements e.g. awarding organisation policies and procedures, SSC, Ofqual; clear procedures and chain for addressing disputes e.g. made accessible to all learners, assessor, tutor, arbitrator, peer support

Explain relevant procedures regarding dispute the quality of assessment


5 Understand how to manage information relevant to the internal quality assurance of assessmentInternal quality assurance: information management e.g. recording, logging, tracking documentation, outcomes shared with learners, safeguarding recording and storage of information e.g. organisational procedures, data protection, security and safety of paper-based records, electronic formats for recording and storage and electronic safeguards; secure environment for providing feedback to learner; identifying those with legitimate access and limiting access e.g. recording evidence in a way that can be shared with appropriate access, team meetings, assessment or standardisation meetings

Evaluate requirements for information management, data protection and confidentiality in relation to the internal quality assurance of assessment


6 Understand the legal and good practice requirements for the internal quality assurance of assessmentEvaluate legal issues, policies and procedures: regulatory bodies of standards e.g. Ofqual, SSCs, awarding organisations, Institute for Learning (IfL); other regulations eg health and safety, equality and diversity (including bilingualism where appropriate), data protection; organisational policies and procedures for quality assurance eg safeguarding learners during assessment, standardisation, moderation and verification of assessment; qualifications and occupational competence of assessors, professional updating, CPD requirements

Evaluate legal issues, policies and procedures relevant to the internal quality assurance of assessment, including those for health, safety and welfare


Technology’s contribution: use of technology eg storage, retrieval of evidence from initial assessments, online testing, recording of evidence including audio or visual, assignments submitted electronically, electronic feedback to learners, emailing feedback; technology for recording and storing assessment evidence eg software, awarding organisation online provision, learners managing ownelectronic records, security, issues of authenticity

Evaluate different ways in which technology can contribute to the internal quality assurance of assessment


Value of reflective practice and CPD: reflective practice eg self-assessment, evaluation, SWOT analysis (strengths, weaknesses, opportunities, threats), realistic goals and targets for own development in relation to quality assurance, use of feedback from learners, colleagues, managers, external evaluators, otherindividuals and professionals, self and quality assurance team reviews, formal and informal evaluation procedures, observation reports, outcome from appraisal, milestones, monitoring and modifications, updating knowledge, occupational expertise, modifications to assessment plans, developing technologies to extend and enhance assessment process, contributing to curriculum development

Explain the value of reflective practice and continuing professional development in relation to internal quality assurance


Requirements for equality and diversity: range eg inequality, discrimination and impact on individuals, relevant legislation, employment regulations, policies, codes of practice relevant to the promotion of equality and valuing of diversity eg visual auditory impairment, physical disability, bilingualism; flexibility in approach to planning of assessment and quality assurance eg negotiating timing, context, providing additional resources where appropriate, recognising additional support needs, alternative approaches, evidence

Evaluate requirements for equality and diversity and, where appropriate, bilingualism, in relation to the internal quality assurance of assessment


Unit 2Internally Assure the Quality of Assessment


Unit 2: Internally Assure the Quality of Assessment

The aim of this unit is to assess the performance of a learning and development practitioner with responsibility for the internal quality assurance of assessment.

Unit introductionThis unit will give you the opportunity to apply the principles and requirements of internal quality assurance to a real working context and identify ways in which to develop and improve your practice. The unit will identify your role in the quality assurance process and demonstrate your practical ability to plan, monitor and evaluate the quality of assessment against the range of relevant organisation policies and procedures, as well as awarding organisations and sector skills requirements. You will need to be able to judge whether assessment methods are appropriate and assessors consistent in making decisions, against specified criteria, and that the management and reporting of information meets the required standards. In practical terms, you need to be able to demonstrate your role in internally maintaining and improving the quality of assessment – including being able to provide assessors with feedback, advice and support when applying the standardisation measures to assessment processes and outcomes.

To maintain good practice in quality assurance and improvement in the assessment process you will need to be able to demonstrate the ability to follow and apply relevant policies, procedures and legislation in relation to the internal quality assurance process – including health, safety and welfare, equality and diversity. You will also need to meet the standards of the organisation, awarding organisations and vocational/occupational bodies.

Learning outcomes and assessment criteria

In order to pass this unit, the evidence that you present for assessment needs to demonstrate that you can meet all the learning outcomes for the unit.The assessment criteria determine the standard required to achieve the unit.You must reference the type of evidence you have and where it is available,for quality assurance purposes.


On completion of this unit a learner should:

Learning outcomes Assessment criteria

1 Be able to plan the internal quality assurance of assessment1.1 Plan monitoring activities according to the requirements of own role1.2 Make arrangements for internal monitoring activities to assure quality2 Be able to internally evaluate the quality of assessment2.1 Carry out internal monitoring activities to quality requirements2.2 Evaluate assessor expertise and competence in relation to requirements of their role2.3 Evaluate the planning and preparation of assessment processes2.4 Determine whether assessment methods are safe, fair, valid and reliable2.5 Determine whether assessment decisions are made using the specified criteria2.6 Compare assessor decisions to ensure they are consistent3 Be able to internally maintain and improve the quality of assessment3.1 Provide assessors with feedback, advice and support, including professional development opportunities, which help them to maintain and improve the qualityof assessment3.2 Apply procedures to standardise assessment practices and outcomes4 Be able to manage information relevant to the internal quality assurance of assessment4.1 Apply procedures for recording, storing and reporting information relating to internal quality assurance4.2 Follow procedures to maintain confidentiality of internal quality assurance information5 Be able to maintain legal and good practice requirements when internally monitoring and maintaining the quality of assessment5.1 Apply relevant policies, procedures and legislation in relation to internal quality assurance, including those for health, safety and welfare5.2 Apply requirements for equality and diversity and, where appropriate, bilingualism, in relation to internal quality assurance5.3 Critically reflect on own practice in internally assuring the quality of assessment5.4 Maintain the currency of own expertise and competence in internally assuring the quality of assessment


What you need to do:LO1You will use the IQA sample plan that is placed in your Dropbox folder to plan for - ONE monitoring session for each of TWO assessors, to cover their assessment of either of TWO learners. The assessment will be of a function from the Firefighter's set of competence assessments, for example Pump/Monitor. It is advisable that each assessor should use a different function with each learner, as this will better enable you to identify their strengths and development needs across a range of assessments.

So the plan is for ONE observation monitoring session, each should be from the point at which the assessor tells the learner what is to happen and conclude with their feedback and the records. In other words you observe them from start to finish and will include their Redkite Tracker entry, the observation being recorded on the assessor monitoring form. Once you have completed the observation you will use the Redkite Tracker Quality Control module to record the meeting you will have to give the assessor feedback. You should use the right hand box to make the entry and attach the assessor monitoring form. You will select the assessment undertaken and click 'Verify', then make you notes of the meeting in the box. You should include notes of questions (brief not verbatim) you asked the assessor, which demonstrated their knowledge of their role.

Once completed clear down activities, so that there are none left showing, and save the verification. So you will have TWO of these quality control entries, one each for the two assessors. You may wish to observe each assessor with each learner, in which case the result will be FOUR entries.

You will also plan to carry out ONE quality control of each of the assessors' records without observing their assessment. This is just as above, but you will be examining ONLY their Tracker entries, which must be for the same learners and functions, though you do not need to do more than one such record monitoring for each. You will record your comments in the left hand box, alongside the number of the assessment you have selected. This must include feedback and you should record evidence of how you informed the assessor, such as an email to tell them that you have carried out the sample.

LO2Your examination of the assessor's work should take account of the consistency of their decisions, both across different occasions and situations as well as across the learners, and reference to this must be noted within your reports. You must also refer to the remainder of the Learning Outcome 2 for areas that must be identified.

LO3You will demonstrate standardisation across your assessors, minutes of a meeting(s) between you and the two assessors, where their records and your observations are discussed. Recommendations for improvement or identification of good practice are expected.

LO4The evidence created for LO1, 2 and 3 mostly already covers this, though a short statement as to how you ensure confidentiality should be included in the reflective account for LO5.

LO5A reflective account of how you have used relevant policies, procedures and legislation in your internal quality assurance, including those for health, safety and welfare. How you


applied any requirements for equality and diversity and, where appropriate, bilingualism, in relation to internal quality assurance – or how you would (you can refer to Unit 1 answers for this area, rather than rewrite the same response)You must, however, reflect on your own practice in internally assuring the quality of assessment and what you might do to improve, or would repeat and why.Lastly describe how you will maintain the currency of your expertise and competence in the role.


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