level 4 award in the internal quality assurance … 4 award...5.1 evaluate the requirements for...

Assessors in Devcelopment Guidance Document – Version 1

Level 4 Award in the Internal Quality Assurance (IQA) of Assessment

Processes and Practice

Guidance Document for IQA Practitioners in Development

Level 4 Award in IQA of Assessment Processes and Practice Guidance Document – Version 2

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Contents

3. Contents 4. Introduction 5. Unit 1; Understanding the Principles and Practices of Internally Assuring the Quality of

Assessment 6. Rep053: IQA Responsibilities Report Guidance 7. Rep053: IQA Responsibilities Report Assessment Form 8. Professional Discussion Example 11. Unit 2; Internally Assure the Quality of Assessment 13. Formative Sampling Plan Example 14. Assessor Performance Record 15. Internal Quality Assurance Commentary Example 16. Summative Sampling Plan 17. Development to Competence Sign Off Form 19. Standardisation Activity Form 20. Standardisation Activity Minutes Example


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Introduction

Level 4 Award in the Internal Quality Assurance (IQA) of Assessment Processes and Practice This guidance document has been produced to assist you in developing your skills and knowledge as a person with responsibility for the quality assurance of Assessor and assessment processes, and thereby achieve the Level 4 Award in the Internal Quality Assurance (IQA) of Assessment Processes and Practice. The award is appropriate for you if your role involves:

Supporting those involved in the assessment process;

Monitoring internal assessments;

Evaluating internal assessment processes;

Managing the standardisation of internal assessment processes;

Auditing internal assessment quality assurance systems; and

Meeting Eternal Quality Assurers from awarding bodies. Therefore, the award is suitable for personnel who have responsibilities for supporting Assessors (for operational personnel, this is usually a minimum role of Station Managers). The award will develop your skills and knowledge in the following areas:

Meeting with, and monitoring the performance of, assessors;

Providing support to assessors to enhance their performance and develop their skills;

Ensuring the standardisation of assessments;

Ensuring appropriate health and safety arrangements are adhered to throughout the assessment process, and that environmental protection procedures are applied;

Applying, monitoring and promoting equality of opportunity (including access arrangements) throughout all assessment sites, policies and procedures;

Monitoring, reviewing and auditing the assessment process, and the necessary resources required to do so;

ensuring an appropriate balance of candidates to assessors

Monitoring, supporting and reporting on the satisfaction and achievement rates of learners;

Ensuring that the requirements of the Centre, the Service and the awarding body are adhered to; and

Ensuring that the Service‟s Assessment Strategy and its supporting pillars are delivered objectively.

For further assistance refer to “A Guide to Internal Quality Assurance” document.


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Unit 1: Understanding the Principles and Practices of Internally Assuring

the Quality of Assessment

Unit Aim

The 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 Introduction

The 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 for meeting the regulations and requirements in individual practice.

Learners will gain knowledge in the planning of administrative arrangements, resources required and

collection of information before an assessment and for the need for clear communication with

students 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 the 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 and maintain and improve the quality of assessment. This unit will give

learners the opportunity to address the requirements of Cheshire Fire and Rescue Service 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, health, safety and welfare and

equality and diversity (including bilingualism where appropriate). This unit requires learners to use

reflective practice to identify possible continuing professional development needs in relation to IQA.

Evidence Requirements

Complete the e-learning module, and aligned assessment; „Internal Quality Assurance in

Practice‟ (this is for knowledge acquisition; it may be of assistance to make notes whilst

undertaking this module to assist in the report writing task);

Research and draft a minimum 1000 word report that considers internal quality assurance in

practice, ensuring fairness and external influences (as per Rep053: IQA Responsibilities

Report guidance);

Take part in a professional discussion with a competent Internal Quality Assurer.

An e-learning certificate demonstrating the successful completion of the e-learning module will be deemed sufficient evidence for the first task. On the next pages you will find guidance on completing the second task, the form that will be used to mark the report in the second task, and the agenda for the professional discussion with the competent Internal Quality Assurer.


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Rep053: IQA Responsibilities Report Guidance

Introduction This section should identify the scope of the report and describe the role that Internal Quality Assurance (IQA) has in relation to the assessment process. It should describe

Who is likely to be undertaking the role of IQA

Provide a general overview of the functions of IQA in learning and development

Identify key responsibilities of all practioners including IQAs in the internal and external quality assurance process

IQA in Practice (including regulations and requirements) The report will need to describe the means by which an IQA can support an individual assessor. This will include identifying suitable personnel for the role of assessor in line with Service policy, when and how support can be provided chronologically and in a logical sequence, and must include:

Induction and declaration

Countersigning

Formative sampling

Summative sampling

Standardisation activities

Maintaining Continuous Professional Development in the IQA process The report will then seek to expand on standardisation practices and detail how the Service manages to ensure that

The quality and practices of assessment across the organisation remain consistent

Ensuring Fairness This area will need to consider how to ensure fairness is achieved in assessment processes when it is identified that learners either require:

Reasonable adjustments and special arrangements

Special considerations

Feel that an assessment decision has been reached unjustly

External Influences In this section the report will need to consider external influences on the assessment process. In particular, the report should focus on the potential outcomes of standard verification visits by an External Standards Verifier and the legal aspects of quality assurance practices, including:

Potential for litigation (considering both indemnity and capability)

The procedures in place to ensure equality and fairness

Procedures for ensuring data protection and confidentiality

Health and safety practice in assessments (HSE)

Sanctions – what they are and how they can be incurred

Technology In this section you need to identify and evaluate the different ways in which technology can contribute to the IQA process


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Reflective Practice You need to consider how reflective practice and continuing professional development will add value to Internal quality assurance and demonstrate this with examples as applicable

Summary This area of the report should provide a final paragraph(s) which pulls together all areas of the report and demonstrates the learner‟s appreciation of IQA methods, practices and policies, and:

Provides a bibliography of resources and sources of information used for the report


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Report Assessment Form

Rep053: IQA Responsibilities Report

IQA in Development:………………….…….……… Competent IQA:…………..……….………..……..

Standards Achieved? ()

1.1 Does the report explain the functions of internal quality assurance in

learning and development

1.2 Does the report define the key concepts and principles of the internal

quality assurance of assessment?

1.3 Does the report clearly explain the roles of practitioners involved in the

internal and external quality assurance process?

1.4 Does the report identify regulations and requirements for internal

quality assurance in own area of practice?

2.1 Does the report evaluate the importance of planning and preparing

internal quality assurance activities?

4.2 Does the report explain standardisation requirements in relation to

assessment?

4.3 Does the report explain relevant procedures regarding disputes about the

quality of assessment?

6.1 Does the report evaluate legal issues, policies and procedures relevant to

the internal quality assurance of assessment, including those for health,

safety and welfare?

6.2 Does the report evaluate different ways in which technology can

contribute to the internal quality assurance of assessment?

6.3 Does the report explain the value of reflective practice and continuing

professional development in relation to internal quality assurance?

Feedback

Competent IQA sign:……..…………………………………… Date:…………………………………...


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Professional Discussion

Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice.

Date of Professional Discussion ………………….. Location …………Cheshire Fire and Rescue HQ Winsford………………….. Leading Professional Discussion: Internal Quality Assurer ………………….. IQA in Development …………………………………….. Key Areas of Discussion to be captured: Unit 1: Understanding the Principles and Practices of Internally Assuring the Quality of Assessment First Part of the Professional Discussion: 2.2 Explain what an internal quality assurance plan should contain Notes.... 2.3 Summarise the preparations that need to be made for internal quality assurance,

including: information collection, communications, administrative arrangements, resources

Notes.... 3.1 Evaluate different techniques for sampling evidence of assessment, including use of

technology Notes.... 3.2 Explain the appropriate criteria to use for judging the quality of the assessment

process Notes.... Second Part of the Professional Discussion: 4.1 Summarise the types of feedback, support and advice that assessors may need to

maintain and improve the quality of assessment Notes....


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

Notes....

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

Notes.... Unit 2; Internally Assure the Quality of Assessment (confirmation of understanding) 5.3 Critically reflect on own practice in internally assuring the quality of assessment Notes.... 5.4 Maintain the currency of own expertise and competence in internally assuring the quality of assessment Notes.... Summary of Discussion (to include feedback to IQA in Development): Internal Quality Assurer Comments


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Unit 2: Internally Assure the Quality of Assessment

Unit Aim

The aim of this unit is to assess the performance of a learner with responsibility for the internal quality

assurance of assessment.

Unit Introduction

This unit will give learners 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 their practice.

Learners will identify their role in the quality assurance process and demonstrate their 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. They 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, learners will need to be able to demonstrate their

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 learners

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. Learners will also need to meet the standards of the organisation, awarding

organisations and vocational/occupational bodies.

Evidence Requirements

Provide a formative sampling plan that encompasses a minimum of two assessors, each with

a minimum of two learners. To achieve this communication with all aligned assessor is

essential; how can internal quality assurance take place if the IQA is not aware of when the

assessment will take place? See page 13 for an example. A sampling plan, in line with the

Sampling Strategy, will need to encompass all the assessors that the IQA has responsibility

for, and encompass all assessment methods (with the exception of APL, as this may

infrequently occur).

Conduct two formative sampling activities and complete Assessor Performance Records (see

page 14) for each assessor, and provide Internal Quality Assurance Commentaries (see page

15) for the learners to place in their Personal Development Handbooks. A minimum of one of

these activities will be observed by the assessing IQA. A range of assessment methods will

need to be sampled, including:

i. Direct observation

ii. Witness testimony

iii. Product evidence

iv. Question and answer session (this could be a Question Bank session)

Provide a summative sampling plan (see page 16) that encompasses a minimum of two

learners. It may be the case that the aligned assessors do not have learners that have


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progressed to a stage where summative quality assurance can take place; where this is the

case summative quality assurance of individuals in maintenance of competence is allowed

(subject to approval of the aligned assessing IQA).

Conduct two summative sampling activities. A minimum of one of these activities will be

observed by your assessing IQA. Where summative quality assurance of individuals in

maintenance of competence has been approved by the assessing IQA, Development to

Competence Sign Off Forms (see pages 17-18) can be completed without being forwarded to

the Area Manager for Policy, Planning and Resilience or Human Resources. The assessing

IQA will provide guidance on this. Development to Competence Sign Off Forms have space

for four units to have summative quality assurance conducted; it may be that only three units

are required to be sampled, dependant on the role map (for instance, the role map of a

Firefighter only requires three units to be sampled, whereas a Station Manager‟s role map

requires four units to be sampled. Summative Sampling Plans for each role are available on

the intranet).

Lead a standardisation activity and oversee the completion of Standardisation Activity Forms

by aligned assessors (see page 19). This will involve each aligned assessor providing a unit

of evidence to be sampled by another assessor to review and provide an assessment

decision. Therefore, the assessor must provide the following for the unit they submit:

i. The assessment plan (with assessment decision and feedback)

ii. Any supporting evidence mentioned in the plan or the feedback (if Direct Observation

is mentioned in the plan, an Observation Record must be provided; if Q&A is

mentioned in the plan a Question and Answer Record musty be submitted as

supporting evidence).

The reviewing assessor will consider the evidence provided and make an assessment

decision based on that which is submitted. The IQA will need to take minutes of the activity

(see page 20).

Contribute to a standardisation meeting; the minutes of which will then be distributed and can

be used as evidence.

Level 4 Award in IQA of Assessment Processes and Practice Guidance Document – Version 2 14

Formative Sampling Plan

Assessor Learner Unit

Date

Sampling

Activity

Planned For

Assessment Method ()

Assessment

Decision

Correct?

Y/N

Comments

DO P/R Q&A WT PE APL

WM Blue

FF Black FF2 2/4/12 Y

Well planned

assessment. This will be

a good piece of

evidence towards WM

Blue’s Level 3 Assessor

Award

CM White

FF Grey FF7 15/5/12 Y

CM White is an

experienced assessor

and continues to

perform well.

WM Blue

FF Yellow FF1 19/5/12 Y

Activity took place on

20/5/12 due to

operational incident

WM Blue

FF Black FF6 3/6/12

WM Red

FF Orange FF2 5/7/12

WM Green

FF Purple

FF8 9/9/12


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Assessor Performance Record (Witnessing actual assessment)

Learner ________________________________ NVQ Level _________________________ Assessor _______________________________ Units _____________________________ Internal Quality Assurer __________________________

Checklist Y/N Examples

1. Learner put at ease

2. Assessment procedure explained

and agreed

3. Learner understands how evidence

relates to standards

4. Relevant questions asked

5. Evidence requirements met

6. Clear, evaluative feedback provided

7. All possible sources of evidence

have been considered

8. Further action agreed with Learner

where appropriate

9.

Necessary assessment documentation completed (including Learning and Development advised if learner deemed „competent‟ or „not yet competent‟ for unit assessment)

Assessment activity observed

Internal Quality Assurer _____________________________________ Date ___________


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Internal Quality Assurance Commentary

IQA:______________________________ Assessor:_________________________

Learner:____________________________ Date:____________________________

Unit(s):______________________________________________________________

Commentary:

1. The evidence of incidents recorded on the Evidence Signpost and Witness Testimony is

sufficient to meet the standard as set at induction as the incidents have not been cross-mapped to

underpin the process. To provide more relevance to the system and inform future practice the manner

in which this evidence is recorded is to be reviewed and amended.

No action points for Assessor

2. Assessors may wish to advise putting Evidence Signposts at the front of each unit to direct

Assessors and IQAs to the location of evidence more effectively and efficiently.

Assessor to review practice with future Learners

3. Evidence required by the suite of guidance documents should be listed on Evidence Signposts

whether the evidence is included in the Personal Development Handbook (PDH) or not, or in other

units within the PDH.


4. The outcome of an assessment is recorded as the assessment decision; there are only two

possible outcomes following an assessment – competent, or not yet competent.


Immediate Action Points:

No immediate action points.

Future Practice:

There are three points for the Assessor to consider for future practice.

IQA Sign:______________________________________ Date:________________


Summative Sampling Plan - FF

Name FF1 FF2 FF3 FF4 FF5 FF6 FF7 FF8 FF9

X X X

WH

EN

EV

ER

SU

BM

ITT

ED

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X

X X X


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DEVELOPMENT TO COMPETENCE SIGN OFF FORM

(On receipt of this form at Human Resources the named individual will progress from development rate of pay to competent rate of pay)

Learner:________________________________ Number:_________ Role:_____

Assessor:_________________________________ Date Started Role:_________

YES NO

Is the evidence Valid – Authentic – Current – Sufficient - Reliable?

Does the evidence demonstrate that all performance criteria have been met?

Does the evidence demonstrate that all knowledge requirements have been met?

Has the learner been observed in the workplace?

Assessor Feedback (Usually line manager)

Assessor Name:______________________________________________________ Assessor Signature:____________________________ Date:_________________


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Internal Quality Assurer Feedback

Unit Assessment Method

(Circle)

Valid

(

)

Au

the

nti

c

()

Cu

rren

t (

)

Su

ffic

ien

t

()

Reli

ab

le (

)

Assesso

r D

ecis

ion

s

Co

rrect?

Y/N

Comments

DO P/R Q&A

WT PE APL

DO P/R Q&A

WT PE APL

DO P/R Q&A

WT PE APL

DO P/R Q&A

WT PE APL

DO: Direct Observation P/R: Project or Report Q&A: Question and Answer WT: Witness Testimony PE: Product Evidence APL: Accredited Prior Learning

Comments: Internal Quality Assurer Name:_________________________________________ Internal Quality Assurer Signature:___________________ Date:______________

Head of Policy, Planning and Resilience Feedback

Signature:_______________________________________ Date:_____________

Employee Services:

Date actioned:____________________

Name:_____________________________ Signature:________________________ Date of effective competent rate of pay:_____________________________________


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Standardisation Activity Form Assessment Reviewer: _____________________________________________________ Learner Name: _____________________________________________________ Assessor Name: ___________________________________________________________ IQA Name: ___________________________________________________________ Date: _______________________ Unit: ___________________________

Direct Observation Project or Report Question & Answer Witness Testimony Product Evidence Accredited Prior Learning

Y/N

Was a suitable and sufficient plan agreed between the learner and assessor?

Was the supporting evidence sufficient? (Product Evidence and APL may be captured in the feedback section of the plan)

Were the most appropriate assessment methods utilised and accompanied by sufficient supporting evidence?

Are all plans (and Witness Testimonies if appropriate) signed and dated by relevant people? (ie, assessor and learner, or witness where appropriate)

Has the assessor confirmed validity, authenticity, currency, sufficiency and reliability of the evidence?

Has a suitable and sufficient review of the learner‟s next steps been provided by the assessor?

Has suitable and sufficient feedback been provided?

I confirm that all criteria on which to base a judgment of the learner’s competency has/has not been met and all evidence requirements are

satisfied/not satisfied for the units sampled.

Comments:

Assessment Reviewer Sign:___________________________________________________ IQA Sign:__________________________________________________________________


Standardisation Activity

Date: 5th

May 2012

Time: 1400 hrs

Present: SM Pete Wright (PW)

WM Jon Black (JB)

WM Sally Red (SR)

Agenda:

1. Introduction

2. The FF standards

3. Evidence review – JB

4. Evidence review – SR

1. Introduction

PW advised that the purpose of the meeting was to aid the achievement of

standardisation of assessment practices. PW confirmed that the two assessors present

were sector competent in the FF units.

2. The FF standards

PW explained how the outcomes of the standardisation exercise would inform and

advise future practice by feeding an information stream to standardisation meetings

conducted with other IQAs.

3. Evidence review – JB

JB provided evidence of a FF2 ‘end of unit’ assessment. The evidence consisted of a

comprehensive plan, witness testimonies, product evidence, reports (complimented by

appropriate forms) and a Q&A record. Standardisation Activity Record completed by

SR; same assessment decision reached – competent.

4. Evidence review – SR

SR provided evidence of a FF1 ‘end of unit’ assessment. The evidence consisted of a

comprehensive plan, direct observations (complimented by appropriate forms),

product evidence, reports (complimented by appropriate forms) and a Q&A record.

Standardisation Activity Record completed by SR; same assessment decision reached

– competent.

There being no other business, the meeting was closed at 1515 hrs.

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