Macmillan Academy BTEC Centre Course File. Contents

Transcription

1 Macmillan Academy BTEC Centre Course File 1. Assessment Policy 2014 Contents 2. Guidance Documents 3. Edexcel Online 4. Internal Verification 5. Assessment Malpractice 6. Appeals Policy 7. Recognition of prior learning 8. Health and Safety Policy 1

2 1. Assessment Policy 2014 Update on Assessment policy for September 2014 Discussed with the Applied Learning Team and adapted as follows to use for 2014 to Following this one year period, we should all be using a single assessment policy as regulated by the awarding body. The main issue we need to consider is the statement, issued by Pearson (Edexcel) which suggests it is unfair to change the assessment rules completely for students mid-way through their studies. With this in mind, and considering that we are not going to insist that all departments follow the new rules, the following is suggested, and is workable. Years 10 and 12 would start the new course following the new rules. As part of this a thorough induction period is necessary to get them ready to meet the course requirements. Year 11 would have to follow the NQF procedures, with formative and summative feedback, as indicated on the delivery plan. Any resubmissions must follow the rules set out in the current NQF process. This should not be a problem as the students should be familiar with the process. Year 13 would follow a stricter approach than has been used with regards to assignment hand in, however we would not fully adopt the new rules. This would mean the following: Students would have a defined teaching & learning phase, research phase and an assessment phase. Resubmissions would require students to attend at least 1 subject support. If a further submission was needed it would be allowed, however tutors, parents or Post 16 may be informed to emphasise the importance of the matter. Feedback will still be given following the previous framework with no restrictions. Assignments will continue to show assessment criteria linked to the required outcome, and students will be able to gain feedback with regards to the criteria. Department Heads and TL s have the final say on how best their department will run for the next year. Following that, we will all be on the same assessment policy across all BTEC courses. 2

3 2. Guidance Documents As BTEC programmes rely solely upon internal assessment, it is important that all centres have systems for assuring that assessment is carried out accurately and records are maintained. The BTEC web site link is below The documents below contain all the information you need about Edexcel s quality assurance procedures for BTEC NQF 2 and 3 qualifications and the NG BTEC First Awards. The BTEC Quality Model The BTEC Quality Model ensures the standard of centres quality systems. Approval All centres are required to have approval to run BTEC programmes. For most BTEC programmes, approval applications can be made easily via Edexcel Online. Centre Risk Assessment This is a centre-level check of quality systems and procedures based on identified risk areas. This 3

4 process assures an ongoing adherence to the approval criteria and is undertaken by all BTEC centres between November and February. Each year, approximately 700 centres are selected for a visit from a Centre Risk Assessor. Other centres are required to complete a Self Assessment CRA Report via Edexcel Online. Actions and recommendations may be identified, in order to support the centre and promote ongoing development and good practice. National Standards Sampling This is an external quality assurance process at programme level that focuses on the accuracy of assessment decisions made by centre assessors. Each year, Edexcel allocates sector-specialist External Verifiers to programme areas. The External Verifiers negotiate NSS with the programme teams and undertake sampling between January and May. Successful completion of NSS is required before certificates can be claimed. BTEC Pages The following link takes you to the delivering BTEC page This holds all detail on the new procedures for standards verification, internal verification etc, plus a range of quality guidance documents and all specifications. 4

5 Next Generation BTEC The following link takes you to the NG BTEC section for BTEC Firsts from 2012 and Key Documents for all BTECs These can be found at: BTEC/quality/Documents/BTEC_Assessment_Key_Documents_QuickFinder.pdf The link to the web site for all documents is: 5

6 3. Edexcel Online Edexcel Online is an invaluable service for administrators providing support at every stage of the qualification cycle, from approval through to registration and entry, reporting of achievement and results and post results services. In addition, you can now access support services for teaching staff, including Results Analysis (see below) and Online Support for Centre Assessors (OSCA). You can log in to the service at If you are new to Edexcel Online, or have any queries, call our Edexcel Online support team on or why not try our online customer enquiry service, Ask Edexcel at Edexcel Results Analysis Service - view question-by-question mark information for your students. Click on the link for more information. If you do not have an Edexcelonline account, see Lou Collier ( Exams Officer) who will create one for you. After logging in switch to the BTEC view. Here you can see the approved programmes, candidate records and EV details etc. 6

7 4. Internal Verification From September 2010 the Applied Learning Team will follow the guidelines for Internal Verification in the BTEC 2010 model. This will introduce the role of Lead Internal Verifier to the teams. A Lead Internal Verifier (Lead IV) is the person designated by a centre to act as the point of sign-off for the assessment and internal verification of programmes in a Principal Subject Area (for example, Edexcel BTEC Firsts and Nationals in Business, or Edexcel BTEC Firsts and Level 1 in Hospitality). The Lead IV has access to accreditation and should register through the online standardisation system, OSCA2. The Lead IV should be: Someone with the authority to oversee assessment outcomes. Ideally this would be the Programme Leader, as this would normally be a key part of their role. Directly involved in the assessment and delivery of a programme, so that they understand the units Able to coordinate across assessors and other internal verifiers for a Principal Subject Area. Responsibilities of the Lead Internal Verifier Register with Edexcel through OSCA2 and confirm registration every year Undertake induction training through booking on to an event (you'll only need to do this once) Complete the accreditation process: practice exercise and assessment exercise (normally only once every three years) Make other assessors and verifiers aware of the practice exercise, for example through a team development event Ensure that there is an assessment and verification plan for the programmes in the sector which is fit for purpose and meets Edexcel s requirements Sign off the plan and check that it is being followed at suitable points Undertake some internal verification and/or assessment for individual units within at least one of the programmes Ensure that records of assessment and samples of learner work are being retained for use with Standards Verification if necessary. Plan to set aside examples of work that has been verified to different levels and grades Liaise with the Standards Verifier to ensure that appropriate sampling takes place, if and when sampling is required Make arrangements for handover to a deputy or replacement if unable to carry out the role. 7

8 Assignment and internal verification documents The following pages show the documents teams will use when creating assignments, assessing learner work and for internal verification of the brief and assessment decisions. Assignment front sheet Feedback sheet Internal verification form- assignment brief Internal verification form- assessment decisions Electronic copies of the latest recording and planning documents have been issued to each team and are stored on the T Drive in the BTEC 2014 Updates Folder The BTEC assessment plan must be used to plan unit assessment across the course. These vary depending on the programme. Below is the copy currently in use with Year 11. Copies of Y10 and Y12 assessment plans are in the T Drive as highlighted above. IV forms for NG BTECs are as follows: 8

9 NQF Edexcel BTECs from 2012 INTERNAL VERIFICATION ASSIGNMENT BRIEF Programme title Assessor Unit Internal Verifier Learning Aim(s) Assignment title Is this assignment an authorised assignment brief published by Edexcel? If so, has it been amended by the centre in any way? Give details. INTERNAL VERIFIER CHECKLIST Comments Is this assignment for whole or part of a unit? Are accurate programme details shown? Are accurate unit details shown? Are clear deadlines for assessment given? Are the learning aim(s) and assessment criteria to be addressed listed? Does each task show which learning aim is being addressed? Do the task(s) provide full coverage of the targeted learning aim(s)? Is it clear what evidence the learner needs to generate? Are the activities appropriate? Is there a scenario or vocational context? Is the language and presentation appropriate? Is the timescale for the assignment appropriate? W/P Overall, is the assignment fit for purpose? *If No is recorded and the Internal Verifier recommends remedial action before the brief is issued, the Assessor and the Internal Verifier should confirm that the action has been undertaken on Page 2. Assessor signature Internal Verifier signature Lead Internal Verifier signature (if required) Action required: 9

10 Action taken: Assessor signature Internal Verifier signature Lead Internal Verifier signature (if required) 10

11 NQF Edexcel BTECs from 2012 INTERNAL VERIFICATION ASSESSMENT DECISIONS Programme title Assessor Unit(s) Internal Verifier Learning Aim(s) Assignment title Learner s name First submission / resubmission? (Only one resubmission allowed, authorised by Lead Internal Verifier) List which assessment criteria the assessor has awarded. Level 1 (NQF Level 1-2 BTEC Firsts only) Pass Merit Distinction INTERNAL VERIFIER CHECKLIST Comments Do the assessment criteria awarded match those targeted by the brief? Has the work been assessed accurately? Is there documented FORMATIVE feedback to the learner that: Identifies opportunities for improved performance? Links to relevant learning aim / assessment criteria? Identifies actions? Is the SUMMATIVE feedback to the learner: Constructive? Linked to relevant learning aim / assessment criteria? Justifying each assessment criterion awarded? Does the assessment decision need amending?* Y/N Y/N Y/N Y/N Y/N Assessor signature Internal Verifier signature Lead Internal Verifier signature (if required) *Confirm action completed Remedial action taken Assessor signature Internal Verifier signature Lead Internal Verifier signature (if required) 11

12 Interim Feedback is recorded on the following document: Summative assessment is recorded on the following document: 12

13 Learners should complete the following document with their work: NQF Edexcel BTECs from 2012 LEARNER ASSESSMENT SUBMISSION AND DECLARATION When submitting evidence for assessment, each learner must sign a declaration confirming that the work is their own. Learner name: Assessor name: Issue date: Submission date: Submitted on: Programme: Unit: Assignment reference and title: Please list the evidence submitted for each task. Indicate the page numbers where the evidence can be found or describe the nature of the evidence (e.g. video, illustration). Task ref. Evidence submitted Page numbers or description Additional comments to the Assessor: Learner declaration I certify that the work submitted for this assignment is my own. I have clearly referenced any sources used in the work. I understand that false declaration is a form of malpractice. Learner signature: : 13

14 Assignment front sheet Learner name: Assessor name: issued: Completion date: Submitted on: Qualification: Unit number and title: Assignment title: In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found. Criteria reference P1 To achieve the criteria the evidence must show that the student is able to: Task no. Page numbers P2 P3 P4 P5 P6 P7 P8 P9 M1 M2 M3 M4 D1 D2 Learner declaration I certify that the work submitted for this assignment is my own and research sources are fully acknowledged. Learner signature: : This assignment has been verified as fit for purpose Internal verifier Signature 14

15 Assessor's comments Qualification Unit number and title Assessor name Learner name Grading criteria Achieved? P1 P2 P3 P4 P5 P6 P7 P8 P9 P10 M1 M2 M3 M4 D1 D2 Assessor feedback Action plan Learner feedback Assessor Signature Internal Verifier to complete this section if the assignment has been selected for internal verification Internal Verifier 15

16 Internal verification of assignment brief Complete this form for each assignment brief. Identify actions to take on page 2 and complete the action taken if required. Return a copy to the assignment writer and save the other in the course file as an electronic copy. Qualification Unit number and title Assessor/writer Internal verifier checklist Comments Are accurate programme details shown? Are accurate unit details shown? Are clear deadlines for assessment given? Is this assignment for whole or part of a unit? W/P Are the grading and assessment criteria to be addressed listed? Does each task show which criteria are being addressed? Are these criteria actually addressed by the tasks? Is it clear what evidence the learner needs to generate? Are the activities appropriate? Is there a scenario or vocational context? Are the language and presentation appropriate? Is the timescale for the assignment appropriate? Overall is the assignment fit for purpose? * If No is recorded and the internal verifier recommends remedial action before the brief is issued, the assessor and the internal verifier should confirm that the action has been undertaken. Internal verifier Signature 16

17 Action required: Action taken: Assessor Signature Internal verifier Signature 17

18 Internal verification of assessment decisions Complete this form for each internal verification sample. Identify actions to take and complete the remedial action taken section if required. Return a copy to the assignment writer and save the other in the course file as an electronic copy. Qualification Unit number and title Assessor Assignment title Learner s name Which criteria has the assessor awarded? Do the criteria awarded match those targeted by the assignment brief? Pass Merit Distinction Y/N Details Has the work been assessed accurately? Y/N Details Is the feedback to the learner: Constructive? Linked to relevant assessment and grading criteria? Identifying opportunities for improved performance? Does the grading decision need amending? Y/N Details Y/N Details Remedial action taken Confirm action completed Assessor name Assessor signature Internal verifier name Internal verifier signature 18

19 5. Assessment Malpractice Macmillan Academy Assessment Malpractice Scope of Policy This policy applies to all vocational courses taught in Macmillan Academy Adoption of Policy This policy was adopted by the Vocational Management Group on 17 th May Audience Senior Leadership Vocational Teachers Examinations Officer Person Responsible Ian Robley (Assistant Principal) Definition of Malpractice Malpractice consists of those acts which undermine the integrity and validity of assessment, the certification of qualifications and/or damage the authority of those responsible for conducting the assessment and certification. Authentification of Assignments Assessors will ensure that work submitted to BTEC is the work of the candidate For BTEC internally assessed units, assessors are responsible for checking the validity of the learner s work. For BTEC externally verified units, the learner must sign the statement of authenticity that is provided by Edexcel. Steps to prevent the occurrence of learner malpractice Macmillan Academy will use the induction period and the BTEC student handbook to inform learners of the centre s policy on malpractice and the penalties for attempted and actual incidents of malpractice showing learners the appropriate formats to record cited texts and other materials or information sources including websites. Learners should not be discouraged from conducting research; indeed evidence of relevant research often contributes to the achievement of higher grades. However, the submitted work must show evidence that the learner has interpreted and synthesised appropriate information and has acknowledged any sources used. introducing procedures for assessing work in a way that reduces or identifies malpractice, eg plagiarism, collusion, cheating, etc. These procedures may include: o periods of supervised sessions during which evidence for assignments/tasks/coursework is produced by the learner o altering assessment assignments/tasks/tools on a regular basis o the assessor assessing work for a single assignment/task in a single session for the complete cohort of learners o using oral questions with learners to ascertain their understanding of the concepts, application, etc within their work o assessors getting to know their learners styles and abilities, etc. 19

20 o ensuring access controls are installed to prevent learners from accessing and using other people s work when using networked computers. o Learner Malpractice Attempting to or actually carrying out any malpractice activity is not permitted by Macmillan Academy. The following are examples of malpractice by learners; this list is not exhaustive plagiarism by copying and passing off, as the learner s own, the whole or part(s) of another person s work, including artwork, images, words, computer generated work, thoughts, inventions and/or discoveries whether published or not, with or without the originator s permission and without appropriately acknowledging the source collusion by working collaboratively with other learners to produce work that is submitted as individual learner work. Learners should not be discouraged from teamwork, as this is an essential key skill for many sectors and subject areas, but the use of minutes, allocating tasks, agreeing outcomes, etc are an essential part of team work and this must be made clear to the learners impersonation by pretending to be someone else in order to produce the work for another or arranging for another to take one s place in an assessment/examination/test fabrication of results and/or evidence failing to abide by the instructions or advice of an assessor, a supervisor, an invigilator, or Edexcel conditions in relation to the assessment/examination/test rules, regulations and security misuse of assessment/examination material introduction and/or use of unauthorised material contra to the requirements of supervised assessment/examination/test conditions, for example: notes, study guides, personal organisers, calculators, dictionaries (when prohibited), personal stereos, mobile phones or other similar electronic devices obtaining, receiving, exchanging or passing on information which could be assessment/examination/test related (or the attempt to) by means of talking or written papers/notes during supervised assessment/examination/test conditions behaving in such a way as to undermine the integrity of the assessment/examination/test the alteration of any results document, including certificates cheating to gain an unfair advantage. Centre Staff Malpractice The following are examples of malpractice by centre staff. The list is not Exhaustive: failing to keep Edexcel s mark schemes secure alteration of Edexcel s mark scheme alteration of Edexcel s assessment and grading criteria assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner producing falsified witness statements, for example for evidence the learner has not generated allowing evidence, which is known by the staff member not to be the learner s own, to be included in a learner s assignment/task/portfolio/ coursework misusing the conditions for special learner requirements, for example where learners are permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment failing to keep learner computer files secure falsifying records/certificates, for example by alteration, substitution, or by fraud fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment failing to keep assessment/examination/test papers secure prior to the assessment/examination/test 20

21 obtaining unauthorised access to assessment/examination/test material prior to an assessment/examination/test. altering coursework marks after marks sent to moderator/assessor/verifier. Investigating alleged malpractice If a member of Macmillan staff suspects malpractice they should immediately communicate any concerns to the Examination Officer. If the Examination Officer believes that the concern could effect the integrity of the examination process, (s)/he will immediately contact the Assistant Principal dealing with vocational matters or the Deputy Principal (Curriculum) The Senior Leader involved will instigate an investigation. As part of the investigation Macmillan Academy retains the right to: involve the learner and others in the investigation process involve members of staff deal with the learner (if aged 19 or above) and/or the learner s representative. If Macmillan Academy discovers or suspects anyone of malpractice, it will make the accused fully aware (preferably in writing) at the earliest opportunity of the nature of the alleged malpractice and of the possible consequences should malpractice be proven. If a learner is under 19 years of age, the learner s guardian must also be informed. If Macmillan Academy is accusing anyone of malpractice, it will give the accused the opportunity to respond (preferably in writing) to the allegations made. Macmillan Academy will also inform anyone accused of malpractice of the avenues for appealing should a judgment be made against them. All students will be informed of these avenues during Induction. The Senior Leader will report back on the investigation to the Principal within two weeks of the incident being reported. The Principal (or his representative) will report the matter to Edexcel. Penalties and Sanctions applied by Macmillan Academy When an internal inquiry proves that malpractice has taken place, Macmillan Academy may take action against the individual student or member of staff In the case of a member of staff the disciplinary procedure may be invoked In the case of a student, the student may be asked to withdraw from a programme or the Academy. The Academy may refuse to accept exam entries from the candidate in the future Edexcel Malpractice Policy If a malpractice incident is reported to Edexcel, the Academy will expect the incident to be dealt with under the Excel Malpractice Policy and the Edexcel Appeals Procedure

22 6. Appeals Policy APPEALS BY CANDIDATES Macmillan Academy should provide fair assessments. If you think an assessment is unfair you can appeal. We have a special appeals procedure which includes: A formal system of recording appeals Prompt responses within clearly stated times Stages that give all parties the opportunity to put their case Clear outcomes at each stage Constructive feedback to you, the candidate The Appeals Procedure has three stages Stage 1 Assessor and Candidate If you disagree with an assessment you must discuss your reasons with the assessor concerned as soon as possible. Normally this will be immediately after you receive the assessment decision. If this is not convenient, you should arrange an appointment with the assessor. The assessor will consider your reasons and look again at what you did for your assessment. He or she must then give you an immediate response, which must be a) a clear explanation backed up in writing of the assessment decision and b) a new decision or confirmation of the original decision If you agree with the assessor s response then the appeal stops at that point. You must tell the assessor if you are still unhappy with the decision, and your appeal will go to Stage 2. Stage 2 Internal Verifier If you are still dissatisfied after Stage 1, the assessor will give the Internal Verifier the following information within 24 hours of the appeal reaching Stage 2: a) the original assessment record and candidate s evidence where appropriate b) the written explanation and confirmation of the assessment decision The Internal Verifier will reconsider the assessment decision taking into account the following:- a) The candidate s reason for appeal b) The candidate s evidence and associated records c) The assessor s reason for the decision d) The opinion of another assessor from the centre The Internal Verifier will then give you the reconsidered decision in writing within 5 working days of receiving the appeal. 22

23 You must tell the Internal Verifier if you are still unhappy with the reconsidered assessment decision. The appeal will then go to Stage 3. Stage 3 Senior Management If you are still dissatisfied with the decision after Stage 2 you have the right to appeal to Lou Collier (Examinations Officer at Macmillan Academy) The Internal Verifier who acted at Stage 2 will pass the following details to P Smith within 24hours of reaching Stage 3: a) the written explanation and confirmation of the assessment decision b) assessment record sheet(s) c) any written comments of the Internal Verifier You will be asked if you wish to speak to the Senior Manager, or you may be represented or accompanied by a parent, guardian or friend or make a written submission. The assessor who made the original decision will be asked to meet the Senior Manager to answer any questions. The matter will be discussed in private at Senior Management level and the decision will be given to you in writing within 5 working days of the meeting. At the same time the decision will also be given to the assessor, recorded and kept with all documents relating to the appeal. These records should be retained and made available to Edexcel if necessary. The decision made at Stage 3 is FINAL. Candidate s Signature Programme Leader s Signature: 23

24 INTERNAL APPEALS PROCEDURES GUIDANCE Must be written Students must be informed about the appeals procedure and have access to a copy of the written procedure A member of the Senior Management Team should be responsible for the management of internal appeals The Head of the Centre must be provided with any appeals and their outcome Appeals should be considered by at least 3 people (at least one of whom should not have been involved with the assessment decision) It is recommended that there is a clear timescale in terms of the student getting a response to the appeal Students should be allowed representation by a parent/guardian/friend if requested Written records of all appeals must be kept by the centre including the outcome of the appeal and reasons for the outcome A copy of the appeals record must be given to the student Edexcel must be informed by the centre if any outcome of an appeal has implications for the conduct of assessments of the issue of results at the centre Full details of any appeal must be made available to Edexcel on request 24

25 INTERNAL APPEAL RECORD FORM BTEC Qualification:. Unit Number:. Student: Assessor:... Internal Verifier: Senior Manager:... Stage One (Unit Assessor) Reason for Appeal (please give full details): Response within 5 working days Outcome: : : Assessor Signature: I agree/disagree with the outcome of Stage One of the appeal. Student Signature: Stage Two (Internal Verifier) Please enter here the reason for disagreement with outcome of first stage of appeal: Response within 5 working days Outcome: : : IV Signature: I agree/disagree with the outcome of Stage Two of the Appeal: Student Signature: Stage Three (Senior Manager) Please enter here the reason for Response within 5 working days Outcome: 25

26 disagreement with outcome of second stage of appeal: : Senior Manager Signature: : Name of Head of Centre:. I confirm that I have received and read a copy of this internal appeal record form. Signature of Head of Centre: : 26

27 7 Recognition of prior learning The main intake of students is either from the academy, or an external centre. These do not normally carry any qualifications that could be counted toward the course they are starting. For example, Level 3 learners in Y12 would not have completed a Level 3 course outside of the academy. However, the team needs to be aware of Accreditation of Prior learning if any student does join the academy with some units or experience that can be credited for their chosen course. The policy adopted for this is the Recognition of Prior. Learning Policy and. Process. For internal and external use. September Issue 1.1 A copy of the policy is in the Applied Learning Directory. It can also be found at the following link: rocess.pdf 27

28 8. Health and Safety Policy Declaration of Intent Macmillan Academy recognises and accepts its responsibilities as an employer and as an institution for education for securing the health, safety and welfare of its employees whilst at work and for the health and safety of students and members of the public who use its premises or may be affected by its activities. Macmillan Academy s policies and procedures will be reviewed as circumstances require to reflect best practice in all aspects of health and safety. Macmillan Academy and its Board of Governors recognise and accept these responsibilities and will ensure they remain a priority and an integral part of all the Academy activities. Macmillan Academy s Health and Safety Policy will be reviewed annually and updated as often as is necessary to ensure compliance with all relevant legislation, codes of practice, guidance and best practice. The Health and Safety Policy can be accessed from the following link: \\academy_data6\staff$\apps\handbooks\hsafety.html 28