aim awards level 2 award in customer service (qcf) - aim … · mapped to ofqual general conditions...
TRANSCRIPT
Version 1.1 – August 2013
AIM Awards Level 2 Award in
Customer Service (QCF)
2 AIM Awards Level 2 Award In Customer Service (QCF) Specification V1.1
© AIM Awards 2013
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AIM Awards Level 2 Award in Customer Service (QCF) 600/7646/X
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Section One – Qualification Overview 5
Section Two - Structure and Content 9
Section Three – Quality Assurance 11
Section Four – Operational Guidance 15
Section Five – Appendices 17
Appendix 1 – AIM Awards Qualification Approval Form 19
Appendix 2 – Qualification Description (Summary) 22
Appendix 3 – AIM Awards Assessment Definitions 24
Appendix 4 – AIM Awards Glossary of Assessment Terms 39
Appendix 5 – Level Descriptors 42
Contents Page
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Section 1
Qualification Overview
AIM Awards Level 2 Award in Customer
Service (QCF)
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Section One
Introduction
Welcome to the AIM Awards Qualification Specification Pack. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards are an Ofqual approved National Awarding Organisation able to submit a wide range of qualifications to the Qualifications Credit Framework. Our qualifications are learner focused, flexible and promote both progression and employability. We aim to provide outstanding customer service and have invested in our systems to bring you cutting edge services. Our values and ethos support our belief in rewarding learning and promoting progression, with success as the focus of what we know makes a difference. The qualification specification pack contains everything you need to know about this qualification and should be used by everyone involved with planning, delivery and assessment. A qualification description (summary) is available in Appendix 2, which gives an overview of the qualification including the rules of combination and unit titles. This pack is a live document and as such will be updated when required. Centres will be informed via email when changes are made. It is the responsibility of the approved Centre to ensure the most up-to-date version of the specification pack is in use. This document is protected by copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. Our qualification specifications are mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate. The whole specification maps to Ofqual General Conditions of Recognition C2.5 and E3.1.
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About the Qualification
Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3a The AIM Awards Level 2 Award in Customer Service has been designed for people working in, or wishing to work in, customer service related roles. It provides the underpinning knowledge and understanding required for learners to be able to start to perform in a customer service role effectively.
Qualification
AIM Awards Level 2 Award in Customer Service (QCF)
Assessment Internally assessed and externally moderated portfolio of evidence
Grading Assessment is achieved / not achieved. There is no grading
Progression Opportunities
Learners can progress onto a range of other training programmes and/or employment in customer focused vocational areas.
Operational start date 01-Jan-2013
Review date 30-Nov-2017
Sector 15.4 Marketing and Sales
Qualification Accreditation Number
600/7646/X
Learning Aim Reference 6007646X
Credits 10
Guided Learning Hours 80
Age Range Pre-16; 16-18; 19+
Rules of Combination Learners must achieve 10 credits from the 2 mandatory units to achieve this qualification.
Entry Guidance Mapped to Ofqual General Conditions of Recognition: E3.2b/c
There are no specific entry requirements for this qualification.
The end of the accreditation period
We review qualifications that are near the end of their accreditation period, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. We will post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated.
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Certification End Date The final date that certificates can be issued for these qualifications is three years from the Review Date.
AIM Awards Level 2 Award in Customer Service (QCF)
30-Nov-2020
Resource Requirements
There are no specific resource requirements for these qualifications. Centres must ensure that they have the appropriate resources in place to deliver the unit in this qualification.
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Section 2 Structure and Content
AIM Awards Level 2 Award in Customer
Service (QCF)
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Section Two
Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b
Qualification Structure, Unit List & Content Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j
Rules of Combination for: AIM Awards Level 2 Award in Customer Service (QCF)
Learners must achieve 10 credits from the 2 mandatory units (M) to achieve this qualification.
AIM Awards Unit Code
Unit Reference Number
Unit Title M/O Level Credit Value
GLH
BA3/2/EA/008 H/504/6147 Delivering Effective Customer Service
M Two 4 32
BA3/2/EA/009 K/504/6148 Understanding Good Customer Service
M Two 6 48
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Section 3 Quality Assurance
AIM Awards Level 2 Award in Customer
Service (QCF)
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Section 3 Assessment and Quality Assurance
How the qualification is assessed Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2
The qualification requires achievement of the specified unit with no further requirements for additional/summative assessment. Achievement is therefore determined by successful completion of unit assessment. The assessment process is as follows:
Assessments are internally set at the Centre by assessors, against the requirements detailed in the assessment criteria of the unit, and approved by the Internal Verifier
The learners are assessed internally at the Centre, using the assessments set
The resulting portfolios of assessed evidence are internally verified by an internal verifier at the Centre
The portfolios of assessed evidence are externally verified by an external verifier appointed by AIM Awards
Appendix 5 contains the QCF Level Descriptors which provide a general shared understanding of learning and achievement at each level and are concerned with the outcomes of learning, not the process of learning or the method of assessment. For a more detailed overview of Assessment view our Assessment Documents at www.aimawards.org.uk
Unit Assessment Mapped to Ofqual General Conditions of Recognition H1.2/H1.3/H5.2
Achievement of the unit is through internally set, internally marked, internally verified and externally verified tasks, as detailed above. Centres devise assessment activities to meet the specified assessment criteria detailed in each unit using the AIM Awards Assessment Definitions Document. See Appendix 3.
Appendix 4 contains a Glossary of Assessment Terms to help Centres understand the Assessment Terminology used in each assessment criteria. The activity or activities set must enable the learners to meet the standards detailed in the assessment criteria. Centre devised assessments should be scrutinised by the Internal Verifier before use to ensure that they are fit for purpose. Once completed, Centre approved assessments will be scrutinised by the external verifier to ensure reliability and validity of assessment.
Methods of Assessment Mapped to Ofqual General Conditions of Recognition:H1.2/H1.3/H5.2
All assessment tasks must be approved by the Internal Verifier before they are delivered. AIM Awards also provides Assessment Definitions (Appendix 3) for a wide range of assessment activities. This document includes a general description of the activity and, for each level (Entry to Level 3), details on how that method can be applied and what evidence
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is appropriate. Further guidance can be obtained from AIM Awards by contacting the named Quality or Curriculum contact for the centre.
Assessment Practice Mapped to Ofqual General Conditions of Recognition H5.2
Assessment practices must reflect the AIM Awards Equality and Diversity and Access to Fair Assessment Policies. Reasonable Adjustments may be required for individual learners to enable them to undertake assessments fairly. Please see our guidance and the procedures for using and applying for Reasonable Adjustments at www.aimawards.org.uk.
Nominated Tutor/Assessor Requirements
As an Awarding Organisation we require that tutors / assessors have relevant teaching experience and hold a qualification in the relevant subject area. Assessors should have an Assessor qualification or evidence of recent relevant experience. Internal Verifiers should have an Internal Verification qualification or evidence of recent relevant experience. Suitable qualifications include:
Teaching
Level 3 or 4 PTLLS or above
Diploma or Certificate in Education
Bachelors or Masters Degree in Education
Level 3 Award in Understanding the Principles and Practices of Assessment
Level 3 Award in Assessing Vocationally Related Achievement Internal Verification
Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice
Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice
Training and Support
We offer a full and comprehensive package of training events that range from Basic Assessor Training through to PTLLS/CTLLS qualifications. This training can take place in our own Training Room at AIM Awards or delivered at your centre. Please note that training can be tailored to meet the specific needs of a centre and bespoke course arranged by negotiation. View our Training/Events information and an up-to-date Calendar at www.aimawards.org.uk
Marking Tasks Mapped to Ofqual General Conditions of Recognition: H1.2/H1.3/H5.2/H5.4
Each task must be marked against the identified assessment criteria in the unit and judged to be either achieved or not achieved. Learners should be given written feedback on their work with guidance on how they can improve their performance. Where a series of tasks is set, learners must demonstrate the achievement of the required standard identified in the assessment criteria in all tasks in order to achieve the unit credit. All of the assessment
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criteria in a unit must be met before the unit is deemed achieved. The unit achievement is not banded or graded.
Recording Achievement
You must record each learner’s achievement of each unit on an appropriate tracking form or forms. The form/s should record the learner’s achievement of the unit assessment criteria evidenced by the task, identifying where the evidence can be found.
Functional Skills
The units of this qualification may provide opportunities for the development of Functional Skills in Mathematics, ICT and English: Reading, Writing and Speaking, Listening and Communication.
Moderation
Moderation is the process by which we confirm that assessment decisions in centres are
Made by competent and qualified assessors
The product of sound and fair assessment practice
Recorded accurately and appropriately We do this by:
Internal verification
External verification – which we carry out through our External Verifiers who, by supporting you, will make sure that assessments meet nationally, agreed standards and that quality assurance systems continue to meet our centre approval criteria.
National Standardisation
Centres will be required to provide samples of assessment tasks for AIM Awards and national standardisation activity. National standardisation is a process that promotes consistency in the understanding and application of standards, it:
Establishes statements on the standard of evidence required to meet the assessment criteria for the units in AIM Awards qualifications
Makes recommendations on assessment practice
Produces advice and guidance for the assessment of units
Identifies good practice in assessment.
It is a requirement of the Centre Recognition Process that each Centre offering the units from the qualification must contribute assessment materials and learners’ evidence for National Standardisation if requested. AIM Awards will notify Centres of the required sample for National Standardisation purposes. Assessment materials, learners’ evidence and tutor feedback will either be collected by an AIM Awards representative or a copy requested by post. Outcomes from National Standardisation will be made available to Centres.
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Section 4 Operational Guidance
AIM Awards Level 2 Award in Customer
Service (QCF)
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Section 4 Operational Guidance
Offering the qualification
To offer this qualification Centres must be a recognised AIM Awards centre and be able to meet the criteria for the safe and secure award of credit. All procedures for the use of this qualification, including approval, registration of learners, verification and certification will be completed through AIM Awards and Centres will have an identified administration officer to support their Centre. Centres who wish to offer this qualification must complete and submit the Qualification Approval Form - see Appendix 1. This form is also available on the AIM Awards website at www.aimawards.org.uk AIM Awards can advise Centres on the best and most efficient methods for offering this qualification to learners. There is an experienced customer service team ready to offer advice at any time.
Approval to Offer AIM Awards Qualifications or Units of AIM Awards Qualifications
New Centres need to contact the AIM Awards office for details of the Centre Recognition Application process and the process for delivering qualifications. View information on becoming a recognised centre at www.aimawards.org.uk
Quality Assurance and Internal/National Standardisation
All Centres wishing to deliver the qualification will need to demonstrate the ability to manage and deliver the units and/or the qualification, including adherence to quality assurance and assessment regulations. AIM Awards will provide guidance and give support in enabling you to use the qualification.
The standard quality assurance arrangements and requirements include:
Internal verification
External verification
Standardisation Details and guidance are provided by your AIM Awards contacts.
Fees and Charges Mapped to Ofqual General Conditions of Recognition: F1.1
As an Awarding Organisation we publish an annual list of fees and charges as well as the charges for each qualification. Download our fees and charges leaflet.
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Charges
Section 5 Appendices
AIM Awards Level 2 Award in Customer
Service (QCF)
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Appendix 1 – AIM Awards Qualification Approval Form....................................19
Appendix 2 – Qualification Description (Summary)……………………………………….22
Appendix 3 – AIM Awards Assessment Definitions............................................24
Appendix 4 – AIM Awards Glossary of Assessment Terms.................................39
Appendix 5 – Level Descriptors...........................................................................42
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APPENDIX 1
QUALIFICATION APPROVAL
FORM
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Qualification Approval Form
3 RULES OF COMBINATION
Please refer to the AIM Awards Level 2 Award in Customer Service (QCF) Specification
1 CENTRE DETAILS
Centre name: Centre Number:
Curriculum Manager Responsible for Qualification(s) Requested:
Position:
Contact Details:
Centre has Direct Claims Status (DCS)
Yes / No Application for DCS to be extended to this qualification Yes / No
If you are applying for DCS to be extended to this qualification, enter name of the allocated Approved Internal Verifier below. If not, leave this box blank:
2 QUALIFICATION APPROVAL DETAILS
The centre requests approval to run the following qualification(s): Pathway (if appropriate)
Please select qualifications you wish to deliver
AIM Awards Level 2 Award in Customer Service (QCF) N/A Yes/No
Intended target learner group/age: Intended number of learners:
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4 CONFIRMATION & APPROVAL
I confirm that the course has been internally approved and will be delivered in accordance with the information contained within this document, the qualification specification and in accordance with the terms and conditions agreed in the centre agreement.
Centre Curriculum Contact Signature Date
Admin confirmation of AIM Awards QR and CDM approval
Date
Confirmation of extension of DCS to this qualification: Yes/No
4 SPECIALIST REQUIREMENTS
Specialist resources required (taken from qualification specification):
Centre confirmation of required resources:
N/A N/A
Specialist staffing qualifications required (taken from qualification specification):
Centre confirmation of required staff qualifications:
I have attached proof of qualifications:
N/A N/A N/A
N/A N/A N/A
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APPENDIX 2
QUALIFICATION DESCRIPTION (SUMMARY)
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Qualification Title AIM Awards Level 2 Award in Customer Service (QCF)
Ofqual Qualification Number
600/7646/X
Guided Learning Hours 80
Total Credits required 10
Mandatory Credits required 10
Minimum Age N/A
Qualification Start Date: 01-Jan-2013
Charge per learner: £28
Unit Reference Number
Unit Title M/O Level Credit Value
GLH
H/504/6147 Delivering Effective Customer Service M Two 4 32
K/504/6148 Understanding Good Customer Service M Two 6 48
AIM Awards Level 2 Award in Customer
Service (QCF)
Description of the Qualification
The AIM Awards Level 2 Award in Customer Service has been designed for people working in, or
wishing to work in, customer service related roles. It provides the underpinning knowledge and
understanding required for learners to be able to start to perform in a customer service role
effectively.
How to Achieve the Qualification
Learners must achieve 10 credits from the 2 mandatory units (M) to achieve this
qualification.
Approval Details
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APPENDIX 3
AIM AWARDS ASSESSMENT
DEFINITIONS
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AIM Awards: Qualifications and Credit Framework
Assessment Definitions
1. Case Study
Consideration of a particular, relevant situation or example, selected by the tutor or by learners, which enables learners to apply knowledge to specific situations. May be used as a collective / group activity and discussed in a group of learners or by an individual learner. It may also be used with individual learners as a written activity through case study materials and learner responses.
Activity: Assessed by: Evidence could include:
Entry
Level
Case studies should be simple, immediate and familiar to the learner. Discussion should be short, structured and supervised (group or one-to-one). Written work should be short structured and supervised.
Tutor observation and discussion Tutor assessment of written work.
Tutor record of observation Summary of discussion
Audio / video / photographic
record
Written work
Level
One
Case studies should be limited in range, familiar and require a narrow range of knowledge. Discussion should be structured and involve a limited degree of judgement (group or one-to-one). Written work should be structured and involve a limited degree of judgement.
Tutor observation, discussion Tutor assessment of
written work.
Tutor record of observation Summary of discussion Learner notes Audio /video / photographic record Written work
Level
Two
Case studies should allow the application of knowledge in a number of areas and contexts. Discussion should be directed but should allow for a degree of autonomy (group). Written work should be directed but allow for a degree of autonomy (GL1 = 500 words).
Peer assessment Self-assessment, Tutor observation Assessment of written work.
Tutor record Learner record Peer checklist Summary of discussion
Audio /video / photographic record Written work
Level
Three
Case studies should allow the application of knowledge in a range of complex areas, in a variety of familiar and unfamiliar contexts. Discussion should be guided but self-
directed (group).
Written work should allow for autonomy,
evaluation and reasoned judgements to be
made (GL = 1000 words).
Peer assessment Self-assessment, Tutor observation Assessment of written work
Tutor record Learner record Peer checklist Summary of discussion Audio /video / photographic record Written work
1 GL = guidance on length of activity.
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2. Oral Question and Answer
This is the use of specific, open or closed questions for immediate response. They can range from quite formal questions, e.g. an oral test, to a quick, fun way of finding out where learners are up to e.g. a quiz. This allows response and questioning from learners and immediate feedback from tutor.
Activity: Assessed by: Evidence could include:
Entry
Level
Process should be informal and non-threatening and questions should cover a narrow range of areas. Learners should be supported in answering and given a number of opportunities to respond.
Tutor Tutor record/notes Audio/video log
Level
One
Process should be informal and should
include both open and closed questions
covering a narrow range of knowledge.
Learners should be encouraged by the use
of supplementary questions.
Tutor Tutor record/notes Audio/video log
Level
Two
Open and closed questions should be
included, covering a number of topics.
Learners should be encouraged to expand
on their answers.
Tutor, with a degree of self-assessment
Tutor record/notes Audio/video log Learner notes or log
Level
Three
Questions should cover a wide range of
knowledge and contexts.
They should allow responses to unfamiliar
and unpredictable problems.
The process may be time limited and
formal, or may be a structured two-way
discussion.
Tutor, with a degree of self-assessment and evaluation of own learning
Tutor record/notes Audio/video log Learner notes or log
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3. Written Question and Answer / Test / Exam
This is the use of specific, open and closed questions for immediate response. They can range from formal exams and tests, to a quick, fun way of finding out where learners are up to, e.g. a quiz. It allows response and questioning from individual learners and feedback from tutor. On-line assessment may be used.
Activity: Assessed by: Evidence could include:
Entry
Level
Process should be informal and non-threatening and questions should cover a narrow range of areas. Possible use of multi-choice questions.
Tutor Written responses Learner responses and tutor feedback
Level
One
Process should be informal and non-threatening. Questions should encourage learners to make use of knowledge rather than just testing recall.
Tutor or external marker (for exams/tests)
Written responses Learner responses and tutor feedback
Level
Two
Open and closed questions should be included, covering a number of areas. Learners should be encouraged to make use of / interpret knowledge rather than just testing recall. May be time limited.
Tutor or external marker (for exams/tests)
Written responses Learner responses and tutor feedback
Level
Three
Questions should cover a wide range of knowledge and contexts, and allow responses to unfamiliar and unpredictable problems. Learners should be encouraged to make use of / interpret knowledge rather than just testing recall. The process may be time limited.
Tutor or external marker (for exams/tests)
Written responses Learner responses and tutor feedback
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4. Essay
A discursive, written response to a question or statement which involves the learner in finding and presenting information and opinion in a structured way, which normally includes an introduction, the information / opinions / evaluation / analysis and a conclusion.
Activity: Assessed by: Evidence could include:
Entry
Level
It would be unlikely that an essay would be used as an assessment activity at Entry Level as it would not be appropriate for the learner. It could be used in a very simple form to allow learners to demonstrate recall and comprehension in a narrow range of ideas.
Tutor through discussion
The marked essay Tutor feedback
Level
One
The essay subject should be simple and the response should be descriptive and not analytical or evaluative. A narrow range of applied knowledge and demonstration of basic comprehension would be expected. Learners should be given detailed information on how to structure the essay and on the criteria for achievement.
Tutor The marked essay Tutor feedback
Level
Two
The essay subject should be familiar and the response should demonstrate the ability to interpret information, make comparisons and apply knowledge and demonstrate comprehension in a number of different areas. Learners should be given information on the expected structure of the essay and criteria for achievement. GL = 500 words
Tutor The marked essay
Tutor feedback.
Level
Three
The essay subject should allow the learner to access and evaluate information independently, to analyse information and to make reasoned judgements and demonstrate comprehension of relevant theories. Learners should be given information on possible structures for an essay and for the criteria for achievement. GL = 1000 words
Tutor The marked essay
Tutor feedback
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5. Report A report is a record of an activity and/or a summary of research which presents information in a structured way; this does not include opinion, but may include analysis or evaluation. It may be presented in written or oral form.
Activity: Assessed by: Evidence could include:
Entry
Level
Report should be oral and informal. The information or activity being reported on should be simple and familiar. Learners should be supported in preparing and giving a report and given a number of opportunities to respond.
Tutor (for written report)
Tutor record.
Level
One
Report could be presented orally or in written format. Oral presentation should be informal. Information used in the report should be readily available and activities should be in familiar contexts. Learners should be clear on the expected structure and criteria for the report and given support on planning and presentation.
Tutor (for written report)
Written report with tutor feedback Learner notes of oral presentation with tutor feedback.
Level
Two
Report could be presented in orally or in written format. Oral presentation should be to a familiar audience. Information should be from a range of sources and activities, and from familiar or unfamiliar but predictable contexts. Learners should be clear on possible structures for the report and the criteria for achievement. GL = 4 minutes for oral / 500 words for written. Learners should be given guidance on planning and presentation.
Tutor (for written report) and/or peers for an oral presentation.
Written report with tutor feedback Learner plan for oral presentation with peer and/or tutor feedback
Level
Three
Report could be presented orally or in written format. Oral presentation should be formal and could include a range of methods. Information should be from a wide range of sources and should be evaluated. Activities should be well defined but could be unfamiliar or unpredictable. Learners should be clear on the criteria for achievement but would be expected to decide on the format and structure of the report. GL = 8 minutes for oral / 1000 words for written
Tutor (for written report) and or peers for an oral presentation.
Written report with tutor feedback Learner plan for oral presentation with peer and/or tutor feedback
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6. Project
This is a specific task involving private study and research for individuals or groups. It normally involves selection of a topic, planning, finding information and presenting results orally or in writing.
The learning may be assessed by the tutor, learner or peers, during and at the end of the process.
Activity: Assessed by: Evidence could include:
Entry
Level
Task should be simple, familiar, informal and supervised. It should involve repetitive and predictable processes.
Tutor observation and questioning during and at the end of process.
Tutor record Learner notes/logs/ plans/reports Audio/video/photographic record
Level
One
Task should be selected with support from tutor to allow the demonstration of knowledge and skills in a range of predictable, structured and familiar contexts.
Tutor observation and questioning during and at the end of process.
Tutor record Learner notes/logs/ plans/reports Audio/video/photographic record
Level
Two
Task should be selected with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas and contexts, and the interpretation of information. The project should be completed within an agreed timescale.
Tutor/learner discussion during and at the end of the process, and through self-assessment.
Tutor record Learner notes/logs/ plans/reports Audio/video/photographic record
Level
Three
Task should be selected with tutor guidance to allow the demonstration of knowledge and skills in a range of areas and contexts, and to show the use of reasoned judgements. The project should be planned and completed within an agreed timescale.
Tutor/learner discussion during and at the end of the process, and through self-assessment.
Tutor record Learner notes/logs/ plans/reports Audio/video/photographic record
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7. Production of artefact
This is the production of a relevant artefact selected by the tutor or by learners, which enables learners to demonstrate skills and to apply knowledge. Evidence must include completed artefact
Activity: Assessed by: Evidence could include:
Entry
Level
Artefact should be simple, familiar and informal. Its production should be supervised and involve repetitive and predictable processes.
Tutor/peer observation, one to one tutorial, discussion, self-assessment and questioning during and at end of process
Tutor record Learner notes/plans, reports/learner log Audio/video/photographic record
Level
One
Artefact should be selected with support from tutor to allow the demonstration of skills and apply knowledge in a range of predictable, structured and familiar contexts.
Tutor/peer observation, one to one tutorial, discussion, self-assessment and questioning during and at end of process
Tutor record Learner notes/plans, reports/learner log Audio/video/photographic record
Level
Two
Artefact should be selected with tutor guidance to allow the demonstration of skills and the application of knowledge in a range of areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration. The artefact should be completed within an agreed timescale.
Tutor/peer observation, one to one tutorial, discussion, self-assessment and questioning during and at end of process
Tutor record Learner notes/plans, reports/learner log Audio/video/photographic record
Level
Three
Artefact should be selected with tutor guidance to allow the demonstration of skills and application of knowledge in a range of areas and contexts. Production of the artefact should be guided but self-directed. Production of the artefact should be planned and completed within an agreed timescale.
Tutor/peer observation, one to one tutorial, discussion, self-assessment and questioning during and at end of process
Tutor record Learner notes/plans, reports/learner log Audio/video/photographic record
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8. Role Play/Simulation
This is the use of a situation selected by the tutor or by learners, to enable learners to practice and apply skills and to explore attitudes
Activity: Assessed by: Evidence could include:
Entry
Level
Role-plays should be simple with scenarios that are familiar to the learner. Role-plays should be short, structured and supervised.
Tutor/peer observation One to one tutorial, discussion Self-assessment
Tutor record of observation Learner notes, Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log
Level
One
Role-plays should be limited in range, be familiar and require a narrow range of skills. Role-plays should be structured and involve limited degree of learner choice.
Tutor/peer observation One to one tutorial, discussion Self-assessment
Tutor record of observation Learner notes, Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log
Level
Two
Role-plays should allow the application of skills in several areas and contexts. Role-plays should be directed, but allow for a degree of learner autonomy.
Tutor/peer observation One to one tutorial, discussion Self-assessment.
Tutor record of observation Learner notes, Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log
Level
Three
Role-plays should allow the application of skills in a range of complex areas and in a variety of familiar and unfamiliar contexts.
Tutor/peer observation One to one tutorial, discussion Self-assessment.
Tutor record of observation Learner notes, Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log
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9. Written Description
This is the consideration of a particular subject, situation or example selected by the tutor or by learners, which enables learners to apply knowledge to specific situations and to present them in written format.
Activity: Assessed by: Evidence could include:
Entry
Level
Subjects should be simple and familiar to learner. Written work should be short, structured and supervised.
Tutor assessment Discussion
Tutor record of observation and feedback Summary of discussion Completed work.
Level
One
Subjects should be limited in range, be familiar and require a narrow range of knowledge. Written work should be structured and involve limited degree of judgement.
Tutor assessment Discussion.
Tutor record of observation and feedback Summary of discussion Completed work.
Level
Two
Subjects should allow the application of knowledge in a number of areas and contexts. Written work should be directed but should allow for a degree of autonomy. GL = 500 words.
Self-assessment Tutor assessment.
Tutor record of observation and feedback Summary of discussion Completed work.
Level
Three
Subjects should allow the application of knowledge in a range of complex areas, in a variety of familiar and unfamiliar context. GL = 1000 words.
Self-assessment Tutor assessment
Tutor record of observation and feedback Summary of discussion Completed work.
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10. Practical Demonstration
This is a practical demonstration of a skill/situation selected by the tutor or by learners, to enable learners to practise and apply skills and knowledge.
Activity: Assessed by: Evidence could include:
Entry
Level
Practical demonstrations should be simple with situations that the learner is familiar with. They should be short, structured and supervised.
Tutor/peer observation One to one tutorial Discussion Self-assessment
Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log
Level
One
Practical demonstrations should be limited in range, be familiar and require a narrow range of skills and knowledge.
Tutor/peer observation One to one tutorial Discussion Self-assessment
Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log
Level
Two
Practical demonstrations should allow the application of skills and knowledge in several areas and contexts. A degree of learner autonomy should be encouraged within the scope of the demonstration.
Tutor/peer observation One to one tutorial Discussion Self-assessment.
Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log
Level
Three
Practical demonstrations should allow for the application of skills and knowledge in a range of complex areas and in a variety of familiar and unfamiliar contexts.
Tutor/peer observation One to one tutorial Discussion Self-assessment
Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video/photographic record Learner log
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11. Group Discussion
This is a discussion of a topic or situation selected by the tutor or by learners, to enable learners to share knowledge and thoughts and to assess their learning.
Activity: Assessed by: Evidence could include:
Entry
Level
Discussions should be simple with subjects that are familiar to the learner. The discussion should be short, structured and supervised.
Tutor One to one tutorial discussion Self-assessment
Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log
Level
One
Discussions should be limited in range, cover topics that are familiar to the learner. These should require a narrow range of skills. The discussion should be structured and involve a limited degree of learner choice.
Tutor Peer observation, One to one tutorial discussion Self-assessment
Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log
Level
Two
Discussions should allow for consideration of several topics covering a number of contexts. The discussion should be directed, but allow for a degree of learner autonomy.
Tutor Peer observation, One to one tutorial discussion Self-assessment
Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log.
Level
Three
Discussion should allow for
consideration of a range of complex
topics and in a variety of familiar and
unfamiliar contexts.
Tutor Peer observation, One to one tutorial discussion Self-assessment
Tutor record of observation, Learner notes Tutor lesson plan Tutorial notes Audio/video record Learner log
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12. Performance / Exhibition
This is a performance or exhibition of music or drama with an audience, or a rehearsal or learner demonstration for individuals or groups. The evidence should include a summary of the feedback
Activity: Assessed by: Evidence could include:
Entry
Level
The performance/exhibition should be simple, informal and supervised.
Peer assessment Self-assessment Tutor observation (at end of performance through discussion and observation)
Tutor record/notes/plans, Audio/video/photographic record of performance/exhibition Peer records Learner log
Level
One
The performance/exhibition should be limited in range, familiar and require a narrow range of knowledge.
Peer assessment Self-assessment Tutor observation (at end of performance through discussion and observation)
Tutor record/notes/plans, Audio/video/photographic record of performance/exhibition Peer records Learner log
Level
Two
The performance/exhibition should be chosen with tutor guidance to allow the demonstration of knowledge and understanding in a range of areas. The performance/exhibition should provide the opportunity for interpretation of the chosen piece.
Peer assessment Self-assessment Tutor observation (at end of performance through discussion and observation)
Tutor record/notes/plans, Audio/video/photographic record of performance/exhibition Peer records Learner log
Level
Three
The performance/exhibition should be chosen with the tutor to allow for the application of knowledge in a range of complex areas, in a variety of contexts. Performance should be guided but self-directed.
Peer assessment Self-assessment Tutor observation (at end of performance through discussion and observation)
Tutor record/notes/plans, Audio/video/photographic record of performance/exhibition Peer records Learner log
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13. Reflective log or diary
This is a description. It is normally in writing but may be oral, given by the learner reflecting on how and what they have learned. It should be completed at regular intervals during the learning process thus allowing discussion on individual progress and how further learning could be supported. The learning can be supported through tutorial discussions.
Activity: Assessed by: Evidence could include:
Entry
Level
The reflection process should normally be oral and supported. It may be supplemented by the use of drawings or diagrams. Learners should be asked to describe simply what they have learned with direction from the tutor.
Learner with tutor support
Drawings Diagrams Tutor records
Level
One
The reflection process should be written and may be in the form of brief, structured notes. Learner should be asked to record what they have learner at regular intervals and advised on what information to include. Learners should make limited judgements on what has been learned in terms of, for example, usefulness or interest.
Learner supported by tutor through tutorials
Learner log/diary Tutorial notes Tutor record
Level
Two
The reflection process should be written in a structured format that allows some autonomy in recording. Learners should be asked to record regularly what they have learned and to make judgements on the learning in terms of, for example, usefulness, interest, how it has extended their knowledge/skills, what else they need to learn.
Learner supported by tutor through tutorials
Learner log/diary Tutorial notes Tutor record
Level
Three
The reflection process should be written and learners given guidance on appropriate methods. Learners should be asked to record regularly what they have learned and to make judgements on how effective the learning process has been in terms of, for example, usefulness, interest, extension of knowledge/skills, their own learning style and what else they need to learn.
Learner, discussed with the tutor.
Learner log/diary Tutorial notes Tutor record
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14. Practice File
This is a structured collection of documents from real situations such as work or voluntary activity, which evidence the application of knowledge and/or skills. The documents should be mapped to specific learning outcome/s in a unit of assessment. It may need a short explanation of how the particular document evidences achievement of a specific learning outcome. Discussion with the tutor could support the file.
Activity: Assessed by: Evidence could include:
Entry
Level
Practice evidence should be simple and specific. Learners should be directed on what to include. The tutor should map the evidence to specific learning outcome/s.
Discussion with the tutor
Document/s and tutor notes.
Level
One
Practice evidence should demonstrate the application of a narrow range of skills and/or knowledge. Learners should be given detailed guidance on what documents would be appropriate, how the evidence should be presented, and on mapping to learning outcomes.
Discussion with the tutor
Documents Learner notes Tutor comments.
Level
Two
Practice evidence should be chosen from a number of possible contexts to demonstrate application of a range of skills and/or knowledge. Learners should receive guidance on the type of document which could be appropriate, e.g. a list, and advice on how to ensure the documents evidence specific learning outcomes, e.g., highlighting sections, notes and on how the file should be presented.
Discussion with the tutor
Structured file with tutor feedback.
Level
Three
Practice evidence should be chosen to demonstrate the application of knowledge and skills in a range of complex activities. Learners should be expected to select appropriate and relevant evidence with minimal guidance, and to present the evidence in a structured format with sufficient information to demonstrate achievement.
Discussion with the tutor
Structured file with tutor feedback.
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APPENDIX 4
AIM AWARDS GLOSSARY OF ASSESSMENT TERMS
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Glossary of Assessment Terms
There are two main types of assessment: summative and formative. The key to good
assessment practice is for assessors to understand what each method contributes and to
build their practice to maximise the effectiveness of each.
Assessment Criteria: descriptions by which the assessor determines whether a learner has
demonstrated achievement of the intended learning outcomes for a particular level.
Formative assessment: designed to provide learners with feedback on progress and inform
development.
Summative Assessment: provides a measure of achievement in respect of a learner’s
performance in relation to the intended learning outcomes. It contributes to the overall
result of achieved/not achieved.
Assessment Terms
Analyse Identify separate factors, show how they are related and
how each one contributes to the whole
Appraise Consider the positive and negative points and give a
reasoned judgement
Assess Give consideration to all the factors or events that apply
and then make a careful and valued judgement as to
which are the most important or relevant
Comment critically Give a view after consideration of all the evidence. In
particular decide the importance of all the relevant
positive and negative aspects
Compare/Contrast Using the main factors that apply in two or more
situations unpick the similarities and differences or
advantages and disadvantages
Define Make clear what a particular term means and give an
example, if appropriate, to show what is meant
Demonstrate Show by example
Describe Give a clear overview that includes all the relevant
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features – ‘painting a picture with words’
Design Create a plan, proposal or brief to illustrate a concept or
idea
Discuss Take part in a conversation about a topic
Draw conclusions Use the evidence provided to reach a reasoned
judgement
Evaluate Decide the degree to which a statement is true or the
importance or value of something by reviewing the
information.
Explain Set out in detail the meaning of something, with reasons.
More complex than describe or list, so it can help to give
an example to show what is meant. Introduce the topic
then give the ‘how’ or ‘why’
Identify Pin point or choose the right one or give a list of the main
features
Illustrate Include examples, a diagram, pictures or photographs to
show what is meant
Interpret Give the meaning of something
List Provide the information in a list, rather than in
continuous writing
Outline Give a brief overview
Plan Work out and decide how to carry out a task or activity
Select Choose from a given range
State Give a clear but brief account
Summarise Write or articulate briefly the main points or essential
features
APPENDIX 5
LEVEL DESCRIPTORS
Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework
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Qualifications and Credit Framework: Level Descriptors
Summary Knowledge and Understanding Application and action Autonomy and accountability
Level 1 Achievement at level 1 reflects
the ability to use relevant
knowledge, skills and procedures
to complete routine tasks. It
includes responsibility for
completing tasks and procedures
subject to direction or guidance.
Use knowledge of facts, procedures
and ideas to complete well-defined,
routine tasks.
Be aware of information relevant to the area of study or work
Complete well-defined routine
tasks.
Use relevant skills and procedures
Select and use relevant information
Identify whether actions have been
effective.
Take responsibility for completing
tasks and procedures subject to
direction or guidance as needed
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Summary Knowledge and Understanding Application and action Autonomy and accountability
Level 2 Achievement at level 2 reflects
the ability to select and use
relevant knowledge, ideas, skills
and procedures to complete well-
defined tasks and address
straight- forward problems. It
includes taking responsibility for
completing tasks and procedures
and exercising autonomy and
judgement subject to overall
direction or guidance.
Use understanding of facts,
procedures and ideas to complete
well-defined tasks and address
straightforward problems
Interpret relevant information and
ideas.
Be aware of the types of
information that are relevant to the
area of study or work
Complete well-defined, generally
routine tasks and address
straightforward problems.
Select and use relevant skills and
procedures.
Identify, gather and use relevant information to inform actions.
Identify how effective actions have been.
Take responsibility for completing tasks and procedures
Exercise autonomy and judgement subject to overall direction or guidance
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Summary Knowledge and Understanding Application and action Autonomy and accountability
Level 3 Achievement at level 3 reflects
the ability to identify and use
relevant understanding, methods
and skills to complete tasks and
address problems that, while well
defined, have a measure of
complexity. It includes taking
responsibility for initiating and
completing tasks and procedures
as well as exercising autonomy
and judgement within limited
parameters. It also reflects
awareness of different
perspectives or approaches within
an area of study or work.
Use factual, procedural and
theoretical understanding to
complete tasks and address
problems that, while well defined,
may be complex and non- routine
Interpret and evaluate relevant
information and ideas
Be aware of the nature of the area
of study or work
Have awareness of different
perspectives or approaches within
the area of study or work
Address problems that, while well
defined, may be complex and non-
routine
Identify, select and use appropriate
skills, methods and procedures
Use appropriate investigation to
inform actions
Review how effective methods and
actions have been
Take responsibility for initiating and
completing tasks and procedures,
including, where relevant,
responsibility for supervising or
guiding others
Exercise autonomy and judgement
within limited parameters
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AIM Awards
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