lqs6 internal verification handbook

SLC POLICIES Internal Verification Handbook

Updated September 2014

LQS6

. 0116 264 3535 2 [email protected] / slcollege.ac.uk

POLICY STATEMENT

The Internal Verification process establishes and maintains the quality of assessment for internally assessed, externally accredited learning programmes. The process provides the link between internal assessment and external verification systems and plays a key role in the Quality Improvement process.

Internal verification ensures that learners receive fair and equal access to assessment, which is free from discrimination and is made by well-informed and well-supported assessors. It also ensures that the standard of assessment remains consistent across time and candidates with respect to individual assessors, and that there is consistency and standardisation between assessors. This form of standardisation is vital in the maintenance of a national standard of assessment.

It should be noted that the terms verification, moderation and auditing are used by awarding bodies and organisations to describe the activities outlined in this document which have been referred to throughout as verification.


INTERNAL VERIFICATION PROCEDURES

Each programme will be verified in accordance with awarding body policies.

ROLES & RESPONSIBILITIES

Director for Learning and Quality with Quality Team

To monitor, review and evaluate the quality policy and internal verification procedures and their implementation.

To ensure verifiers are updated on national developments in

assessments/verification methods and changes to College procedures.

To prepare a report for Corporation sub-committee Learning and Quality

To focus on assessment/verification issues across the organisation and make recommendations for improvements.

Directors of Learning and Skills with Programme Area Leaders

To co-ordinate internal verifiers within the Directorate and maintain a record of verifiers.

To co-ordinate and evaluate feedback from external verifier visits and

reports.

To ensure that appropriate internal verifiers have been allocated to

programme areas as appropriate.

To ensure that internal verifiers within the Directorate share best

practice to ensure consistency of standards and a standardised approach.

To ensure that team meetings are held on a 6 weekly basis or as

appropriate. Analyse retention and attendance rates and solve problems.

Examine changing curriculum requirements and decide on their

implementation. Identified Quality Lead

To act as Quality Nominee for appropriate Awarding Bodies and support the work of other Awarding Body Management contacts in the sharing of best practice including coordination of quality assurance visits.

To co-ordinate, monitor and support External Verification (EV)


Standards Verification (SV) External Moderation (EM) Examiner (EE)


visits and the implementation of developments identified in

EV/SV/EM/EE reports.

To work with the Directorates and the Awarding Body Management contacts to address particular issues and to ensure compliance and appropriate action.

To maintain a list of internal verifiers within the Centre.

To provide support in relation to issues of plagiarism, mitigating

circumstances and dealing with assessment malpractice.

To hear internal College assessment appeals and provides support in

relation to Awarding Body Appeals.

Work with Quality Team to carry out audits of assessment /tracking

records and internal verification documentation

Internal verifier

Planning:

o Monitor that the IV schedule covers all units and all assessors on a programme.

o Advise on the interpretation of national standards. o Co-ordinate assessment arrangements including multi-sites and

consortia as appropriate.

o IV all assignment briefs before issue to learners. Implementation:

o Ensure an effective system of recording learner achievement is in place.

o Advise on opportunities for evidence generation and collection. o Keep records of the verification process for 3 years after

certification.

o Liaise with external verifiers. Assessment / Internal verification:

o Provide advice and support to assessors on a regular basis. o Advise on the appropriateness of assessment evidence with

regard to level, sufficiency, authenticity, validity and

consistency.

o Use subject specialism to sample assessed work to verify assessors judgements.

o Check the quality of assessment to ensure that it is consistent, fair and reliable.

o Ensure own assessment decisions are internally verified by another person.

o Give feedback to assessors and identify action to be taken where appropriate.


Follow up: o Ensure appropriate corrective action is taken when assignment

briefs are not fit for purpose or when assessment decisions are not accurate.

o Take part in the formal stages of any appeal. o Advise programme team on any training needs. o Provide feedback on aspects of the assessment system to the

programme team and senior management.

Teacher/Assessor

Provide assessment processes that are fair and meet the requirements

of students and of the qualification.

Provide students with a schedule of assessment.

Provide accurate, timely and informative assessment feedback to inform

students of their individual progress and tell them what they need to do to improve.

Return marked work within 10 working days

Record assessment decisions regularly, accurately and systematically

using agreed documentation.

Comply with the Awarding Body guidelines regarding work that is submitted after the submission date and work that is re-submitted following appeal.- see appendix 1 -BTEC guidelines from Sept 2014

Familiarise themselves and learners with the College Assessment

Appeals procedure(s).

Be aware of and keep up-to-date with Awarding Body guidance in

respect of assessment, standardisation, moderation and verification.

Ensure that the quality of assessment is assured by carrying out internal standardisation, moderation or verification as required by the College and Awarding Body.

Record internal standardisation, moderation and verification decisions

accurately and systematically using agreed documentation.

Provide special arrangements for learners with learning difficulties and or

disabilities according to the regulations of the awarding body.


BTEC - Lead Internal Verifiers see appendix 1 new BTEC Rules Sept 2014

Register via OSCA, accessed through Edexcel Online

Reconfirm registration each year via OSCA

Undertake induction training, available as a podcast on the Pearson website

Successfully complete the online standardisation process appropriate to your BTEC qualifications.

Support the development of assessors and internal verifiers by using the practice exercises available online

Ensure that there is an agreed assessment and verification strategy, which is fit for purpose and meets current requirements

Ensure the strategy is carried out effectively

Ensure that records of assessment and verification and current learner work are available for scrutiny by Pearson

Liaise with the Standards Verifier, where allocated, to ensure that appropriate samples of assessed and verified learner work are available for sampling

Share information about standards to other internal verifiers and assessors to ensure that assessment across the centre is to current national standards.

Exams Office

meet the deadlines for registering learners with the awarding body.

ensure that awarding body data is kept up to date with timely withdrawal or transfer of learners.

To claim learners' certificates as soon as appropriate.

To claim unit certification when a learner has not been able to complete

the full programme

SAMPLING

During the course of the programme, every assessor, every unit and work from every assignment should be sampled. The sample should be constructed

in a way that assures the entire assessment process rigorously. The IV must


be able to follow an audit trail which clearly demonstrates that tutors and assessors have covered all the requirements and checked that all work presented whatever its format meets the rules of evidence.

There is no algebraic formula to determine sample size but a well-

constructed sample should consider:

o The full range of assessment decisions made meeting distinction

criteria, merit criteria, pass criteria and no criteria should all be included in the sample if possible.

o The experience of the assessor: new or inexperienced assessors should have more work IVd than an experienced assessor.

o Programmes: when a unit or programme is first introduced, should show an increased sample.

o The size of the group of learners. o Issues identified at previous external verification or centre risk

assessment may affect the sample size.

CITY & GUILDS Require use of CAMERA as a sampling tool

Factors IV/IQA needs to select a

representative sample of:

Candidates

A selection of all candidates (gender, age, ethnicity etc.)

Assessors

Experience and qualifications, workload, occupational experience

Methods of assessment

Questioning, observation, testimony, Recognition of Prior Learning (RPL), use of simulation, product evidence, assignments, projects and tests

Evidence

All types of evidence

Records

Plans, reports from tutors, assessors, correct assessment practices, IQA records, learner and assessment records

Assessment Sites Selection of candidates from each site

Interim sampling

In order to enable the IV to evaluate the quality of formative

guidance given to learners it is vital that the IQA/IV participates in the process at different stages in their work. This might include reviewing learner work:

o Early on in the programme

o Sampling evidence when one or two of the units or requirements are completed.


Interim internal quality assurance enables the IV to pick up problems at

an early stage and so avoid the situation of disagreeing with tutor practice or assessment judgements. It can also highlight individual needs for support or development which in turn may be used to develop the team as a whole. Similarly it provides an opportunity to identify and share good practice within the college.

INTERNAL VERIFICATION OF ASSIGNMENT BRIEFS

All centre devised assignment briefs must be internally verified, prior to

issue to the learner. This is to verify the brief is fit for purpose by ensuring:

o The tasks and evidence will allow the learner to address the targeted criteria.

o It is written in a clear and accessible language. o Learners roles and tasks are vocationally relevant and

appropriate to the level of the qualification.

o Equal opportunities are incorporated. Internal verification of the assignment briefs should be carried out ideally by a staff member who is familiar with assessment and has subject knowledge of the programme area.

it is strongly recommended that appropriate awarding body documentation is used but any internally devised form must consider whether the assignment brief:

o Has accurate unit details. o Has accurate programme details. o Has clear deadlines for assessment. o Shows all relevant grading criteria for the unit(s) covered in the

assignment.

Indicates relevant grading criteria targeted against each task- see appendix 1

for specific BTEC Requirements for Levels 2&3 o Clearly states what evidence the learner needs to provide. o Is likely to generate evidence which is appropriate and

sufficient.

o Is set at the appropriate level. o Has a time period of appropriate duration. o Uses suitable vocational language. o Has a clear presentation format.

The outcome of Internal verification should be recorded on the form and if action is identified by the internal verifier, the assessor should complete this and return it to the internal verifier for sign off. Once the assignment is verified as fit for purpose, it may be issued to the learners. The form should be signed and dated for audit purposes by

the external verifier.

Appropriate awarding body documentation should be used for recording the sampling of assessments.

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0 [email protected] / slcollege.ac.uk

METHODS OF INTERNAL VERIFICATION

A combination of the following methods should be used:

Observing assessment practice

o Internal verifiers will need to observe the direct assessment of

students by assessors either at College or in the workplace. Appropriate awarding body documentation is to be used for this purpose.

Checking portfolio evidence

o Portfolio evidence will need to be re-checked. The evidence

may comprise of observations by assessors and/or evidence arising from projects, assignments and case studies, peer assessments, letters of testimony, products produced as a

result of natural/simulated performance. Appropriate awarding body documentation should be used for re- evaluating portfolio evidence.

Sampling the same work from different students

o In this case all assessors check the same units and/or performance criteria.

Student feedback

o Following an assessment, students should be offered the

opportunity to comment on the assessment. Form 6 or appropriate awarding body documentation may be used for this purpose.

COUNTERSIGNING

The assessment decisions of un-certificated assessors must be checked, authenticated and countersigned by an assessor or internal verifier who has the appropriate assessor and/or internal verifier qualification and relevant occupational expertise as specified by the standards-setting body in question.

MEETINGS

Internal verifiers are responsible for organizing meetings with assessors on a regular basis to provide support and feedback on verification.

Standardisation Meetings

o Standardisation of assessment must take place when there is

more than one assessor engaged in delivery and assessment of an assignment or unit.

o Standardisation meetings can be used to develop quality and

consistency of assessment across assessors involved in

different units across a programme or across different programmes.

o Where the internal verifier teaches on the programme there

should be more than one internal verifier. An internal verifier is not permitted to verify their own work.

More than one Internal Verifier

Where there is more than one internal verifier, the internal verifiers should meet to decide the units and performance criteria to be verified and should be consistent across all individuals and groups.

Internal verifiers will place signatures, as appropriate, on recording documentation to indicate that internal verification has taken place

Disagreement between the Internal Verifier and the Assessor

o A disagreement between an internal verifier and the assessor

should be discussed and negotiated initially to resolve any difficulties. If no agreement is reached it should be referred to the relevant Director Learning and Skills or Programme Area Leader.

MODERATORS/EXTERNAL VERIFIERS REPORTS

All moderators and external verifiers, reports will be directed to the Internal Awarding Body Quality Nominee for transmission to the Director for Learning and Quality, Directors Learning and Skills, Programme Area Leaders, Lead IVs where appropriate and Learning Programme Managers.

Linked Policies

Assessment Policy Recognition of Prior Learning Policy Academic Assessment Appeals Policy Plagiarism Policy Learning & Quality Standards Policy

Date of Last 23.10.14 Review:

Location: College Intranet and College Website

Person Deputy Principal and Chief Executive Responsible:

Appendix 1 New BTEC Assessment Guidelines 1.0 Introduction

This document has been produced to assist North Warwickshire and Hinckley College and South

Leicestershire College staff in understanding and carrying out the new rules for internal assessment, for the

delivery of BTEC NQF and QCF at level 2 and 3 from September 2014.

2.0 Why the changes?

Centres have been requesting more guidance and greater clarity around assessment processes.

To maintain high standards of assessment and stretch and challenge learners.

To reduce workloads by restricting the number of times a learner can submit their work for assessment.

3.0 What are the changes?

The main changes relate to the submission of assignment evidence, planning for assessment, assessment

feedback and documentation.

3.1 Preparation

Planning for assessment must ensure that there is no formal assessment and feedback of grades until the

assignment is submitted and formally assessed and internally verified.

Schemes of work should correspond with the assessment plan and reflect that all learning and teaching is

complete before an assignment is issued. There needs to be an overall assessment plan per course which

identifies assessors and IV per unit. The assessment plan should be signed off by the Lead IV and the

External Verifier will use this plan to agree a sample date.

Assignment briefs should be written to ensure that all learners are given the opportunity to achieve the

highest possible grade.

Best practice would be to start with a relevant scenario, followed by the tasks that need to be completed by

the learner.

For NQF and QCF programmes starting September 2014, the criteria referencing should be included in the

assignment brief but not against individual tasks. For QCF programmes in their second year this is not

essential but considered to be good practice.

Assignments can be cross referenced across units; however, the assessment criteria can only be assessed

in one assignment.

If an assignment includes a number of different tasks, the assignment cannot be formally assessed until all

of the tasks are complete. It is not recommended to use one assignment or brief to cover a complete unit,

best practice is to have smaller task based assignments.

All briefs will require internal verification (there will need to be signposting that demonstrates where and

how assessment objectives are being met for the IV).

Internal verification must be planned in advance and assessment decisions verified prior to learner

feedback taking place. The IV must also verify that the feedback follows the new rules and that all the

documentation is correct. Feedback to the learners must be timely and take place as soon as possible after

internal verification. It is expected that assessment and IV sampling happens within two weeks from learner

submission date.

3.2 Delivery

During learning and teaching all the information that a learner requires to complete the assignment

(including how to attain pass, merit and distinction grades) should be provided.

Mock assessments can be used as opportunities for learners to test out their skills and receive generic

feedback on how these can be improved.

When the assessor judges that the learners are ready, the assignment can be formally launched. The

scheme of work and assessment planning documentation should reflect this.

At the point of assignment launch and onwards, support and guidance should be provided but cannot take

the form of providing a list of things to complete to upgrade the work. Guidance can include comment on

the quality of the work but assessors should not confirm that specific assessment criteria has or has not

been met.

Guidance should take the form of developing the learners skills and knowledge through encouraging

learners to self- identify how they will make improvements to their work. This can be achieved in various

ways and could include learner presentations, critiques, coaching and peer evaluation.

3.3 Assessment feedback

Assessors are required to annotate assignment evidence and provide general feedback to the learner,

including comments for example on attendance, timekeeping, attitude and conduct, spelling and grammar.

The assessors feedback should confirm the assessment criteria that the learner has and has not achieved

but cannot give direct advice on how to achieve a higher grade.

Assessors are not allowed to provide the learner with a checklist of evidence that they need to go away and

complete in order to achieve a higher grade if they are allowed an opportunity to resubmit. Full summative

feedback can be provided against specified criteria that has been met.

3.4 Submission of assignments

The submission deadline should be met by each learner. Failure to submit to deadline can lead to the

learner being withdrawn. (See late submissions).

The importance of adhering to deadlines and the implications of failing to do so should be emphasised to all

learners at interview and induction.

The learner must submit their assignment evidence along with a signed and dated declaration confirming

that it is their own work. If the work is submitted electronically there needs to be an electronic signature

attached confirming authenticity.

Without a signed learner declaration of authenticity the assignment evidence cannot be assessed.

All learner work submitted for assessment should include clear referencing in regards to the sources of

information. For level 2 this can be quite basic, however, for level 3, the Harvard style of referencing is

encouraged.

Where assignment work is not referenced sufficiently, or if there is evidence of plagiarism, the work must be

immediately returned to the learner without any assessment taking place. Consequently, when the learner

resubmits this assignment work it will then fall into the category of a late submission (please see below for

rules pertaining to this).

Extensions to the original submission or resubmission date may be granted, however, there needs to be

extenuating circumstances. The duration of the extension must be realistic and recorded on the

assessment record sheet (as an alteration to the original submission deadline). See below for further

details on the rules pertaining to extensions.

In addition to the learner declaration, it is the responsibility of the assessor to confirm the authenticity of the

work and sign the assessment record documentation accordingly. Any false declarations will be considered

a source of assessor malpractice.

3.5 Authorised Extensions

An extension to the agreed deadline can be granted if a learner is unable to submit their work on the

deadline date due to reasonable extenuating circumstances. This extension can only take place if it is

necessary, appropriate and fair (NAF). For example, where a learner has been absent from College

because of ill health. The period of extension should reflect the period of absence and not provide the

learner with an unfair advantage.

Note this extension can only be authorised prior to the original deadline, agreed and documented by the

assessor and the lead internal verifier (LIV). The assignment work should be assessed as normal and not

downgraded because it missed the deadline date. Also, there is an opportunity for this work to be

resubmitted if required. (See rules below relating to resubmissions).

3.6 Late submissions

If a learner fails to submit their work on time, the LIV may agree to a late submission. This date must be

agreed and documented by the assessor and the LIV. The work must be submitted by the new deadline;

however, because it did not meet the original deadline there can be no opportunity for a resubmission or a

retake. The work should be assessed for all assessment criteria (P/M/D) and not downgraded because it

has missed the original deadline date.

3.7 Resubmissions

If the assessor feels that the learner could improve their grade without any further input they may ask the

LIV to agree to this opportunity and the appropriate documentation must be completed. Further information

is available on the assessment record sheet provided by BTEC.

A LIV can authorise a resubmission provided:-

The learner met all the initial deadlines or agreed extensions.

The assessor feels that the learner can improve the evidence without further guidance.

The assessor has confirmed the authenticity of the learners original work.

Any resubmission must be submitted within 10 working college days of receipt of results of assessment.

There can only be one opportunity to resubmit and the work should be assessed as per normal.

All resubmissions require further signed learner and assessor declarations of authenticity.

Assessors cannot accept late resubmissions or agree to an extension, if a learner fails to meet the deadline

for resubmission, the assignment evidence cannot be assessed and the original grade will stand for that

assignment.

Extensions on resubmissions can be authorised by the LIV if there are genuine reasons such as absence

from college due to ill health.

3.8 Retakes (for QCF only)

In exceptional circumstances, the LIV can authorise a retake, but only when they have ensured that all of

the conditions of the original submission and resubmission have been followed. For example a learner must

have met all conditions for the original submission but still not achieved overall pass.

Only the pass criteria can be targeted for a retake. The assessor must write a new task/assignment for the

pass criteria that has been missed.

There must be a clear deadline for submission of the retake before it takes place and it should be recorded

by the LIV and assessor. The deadline can be agreed locally by curriculum teams, for example teams may

decide to conduct all retakes during set times during the academic year. For example during Review week

or an end of term mop up week.

Only one opportunity to submit the retake work is permitted and the assessor cannot award a merit or

distinction grade for a retake.

4.0 Documentation and online resources:-

It is recommended that staff use or adapt the BTEC documentation for their area. This will ensure that the

new assessment rules are being adhered to and will also ensure that there is a robust audit trail.

All of the relevant BTEC assessment and verification forms, templates and assignment writing advice can

be found online at:-

www.edexcel.com/btec/delivering-btec/quality/pages/key-documents.aspx

Because there are slightly different requirements for BTEC (QCF) and BTEC (NQF) there are two folders, therefore, it is important staff access the correct forms for each BTEC type. Each folder contains the following documents:-

BTEC Assessment Plan BTEC Assignment Brief BTEC Internal Verification of Assignment Briefs Observation Record and Witness Statement Summative Assessment Record Sheet BTEC Internal Verification of Assessment Decisions BTEC Learner Assessment Submission Declaration.

Subject Guides to Internal Assessment for BTEC Firsts and Nationals are also available online. These guides provide subject-specific examples of what the internal assessment rules framework for BTEC Firsts and Nationals looks like in practice. There are a number of good practice examples of the new documentation contained in the subject guides that are available for: - these can be found on the college H Drive -H: \Best Practice Tool-Kit\Pearsons - BTEC TEAM

Applied Science

10

Art and Design & Media

Business

Childcare

Construction and Engineering

Health and Social Care

Information and Creative Technology

Land-based and Environment

Music and Dance

Performing and Production Arts

Public Services

Sport

Travel and Tourism Additional resources for vocational areas can be found at: - www.pearsonportfolio.co.uk and

www.pearsonschoolsandfecolleges.co.uk

It is important to note that these rules are evolving all the time and may be subject to change. The most up-

to-date information can be found on the BTEC website in the key documents section of the Quality

Assurance pages, however, if you are unable to find the answer to your question on the BTEC website,

please contact your Quality Lead.

. 0116 264 3535

[email protected] / slcollege.ac.uk

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