Handbook for Levels 3 and 4 Assessor and Quality Assurance Qualifications

Transcription

1 Skillsfirst Awards Handbook for Levels 3 and 4 Assessor and Quality Assurance Qualifications AUA03 ACA03 AVA03 AVC03 QUA04 QAA04 QLC04 Suite 215 Fort Dunlop Fort Parkway Birmingham B24 9FD

2 Contents Page Section 1 Introduction 2 Section 2 Skillsfirst Awards Limited 2.1 Data protection Equality and accessibility Enquiries and information sources Complaints and appeals Malpractice and maladministration 4 Section 3 The sector skills council for lifelong learning 3.1 Lifelong Learning UK Occupational expertise of those who assess performance, and moderate and verify assessments Continuous Professional Development 5 Section 4 Summary of assessment methods 4.1 Recognition of prior learning (RPL) Assessing Performance Simulation 6 Section 5 Qualification information 5.1 What is the qualification and credit framework (QCF) QCF units QCF terminology Availability of qualifications 7 Section 6 Qualification structure 6.1 Number of credits required for each qualification List of available units and their credit value The rules of combination Learner entry requirements Progression opportunities 9 Section 7 The units of learning 7.1 Structure of the units 9 TAQA Level 3 and 4 v

3 1.0 Introduction 1.1 Skillsfirst Awards is an awarding organisation specialising in the provision of vocational qualifications across a range of occupational areas. 1.2 Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff reliably qualified to recognised industry standards. 1.3 The following handbook provides the learning outcomes and assessment strategy for the delivery of the Level 3 and 4 assessor and quality assurance qualifications. The handbook is a live document and will be updated should there be any incremental change made. Centres will be informed electronically when changes are made and it will be the responsibility of any recognised centre to ensure the most up to date version of the handbook is used. The document also provides details of the administrative procedures, requirements and responsibilities that are associated with the delivery of vocational qualifications. The handbook is available on the Skillsfirst Awards website This document is copyright but can be copied by any of our recognised centres for the purpose of assessing learners and may also be copied by learners for their own use. 2.0 Skillsfirst Awards 2.1 Data protection Skillsfirst Awards takes the protection of data seriously and to this end has developed a data protection statement outlining how Skillsfirst and our centres, comply with the current legislation on data protection. It is important for centres to read our statement and ensure that our requirements are put in place. It is particularly important that centres make learners aware that data is shared with Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre handbook on our website Equality and accessibility Equality and accessibility Skillsfirst is committed to giving everyone who wants to gain one of our qualifications an equal opportunity of achieving it in line with current UK legislation and EU directives including the Equality Act (2010) and to ensure this occurs, has in place a policy on equality and accessibility which can be found on our website and within our centre handbook. Skillsfirst will ensure that centres use a equality and accessibility policy that works together with ours and that they maintain an effective appeals procedure which along with the equality and accessibility policy, will be monitored by the external verifier. We expect centres to tell learners how to find and use their own equality and accessibility and appeals procedures. Access to assessment Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to ensure this occurs, has in place a policy on reasonable adjustments and special considerations. This policy states clearly what centres can and in some cases must, put in place to assist learners who may have particular requirements. We expect centres to tell learners how to find and use their own reasonable adjustments and special considerations policy and will monitor implementation through the external verification process. TAQA Level 3 and 4 v

4 This policy can be accessed at and within our centre handbook. Further advice on this policy and its application can be obtained from our customer services team at 2.3 Enquiries and information sources Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised centres are encouraged to make enquiries to the customer services team, or seek clarification from our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality assurance policies and procedures are encouraged, in the first instance, to seek information from the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners are encouraged to seek clarification from our website, or from the Skillsfirst customer services team. As a guide, the majority of frequently requested information is available on our website or on request via the electronic helpline listed below. Website: customerservices@skillsfirst.co.uk Tel: Fax: In writing to: Customer Services Skillsfirst Awards Limited Suite 215 Fort Dunlop Fort Parkway Birmingham B24 9FD 2.4 Complaints and appeals Complaints Skillsfirst Awards will endeavour at all times to satisfy our customer s needs and ensure a quality service. There may be times when our centres do not feel we have met these needs. Should they wish, centres may complain in writing to the Skillsfirst Awards customer services manager. We will attempt to resolve all complaints within the published timescales and will record and review all complaints as part of our ongoing customer service commitment. Appeals Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid judgements. However, it is recognised that there may be occasions when a centre or a learner may wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process which clearly indicates the rights of the centre and the learner to appeal against a range of decisions taken by Skillsfirst. The Skillsfirst Awards appeals policy and process can be accessed on our website and within our centre handbook. Centres are required to have a documented policy and procedure which allows learners to question decisions made by the centre. The final stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy would form part of the original centre recognition process and its implementation will be monitored by the external verifier. TAQA Level 3 and 4 v

5 2.5 Malpractice and maladministration Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed effectively and to publish procedures to centres for dealing with malpractice on the part of learners, centre staff and any others involved in providing the qualification. To meet this requirement, Skillsfirst Awards has a malpractice and maladministration policy and process, the details of which can be accessed on our website The sector skills council for lifelong learning 3.1 Lifelong Learning UK (LLUK) Level 3 and 4 assessor and quality assurance qualifications are based on the units developed by LLUK who are the sector skills council for lifelong learning. Their contact details are: 8th Floor Centurion House 24 Monument Street London EC3R 8AQ Phone: info@lluk.org This handbook provides details from LLUK s assessment strategy, which centres will need to apply in order to assess and quality assure the Level 3 and 4 assessor and quality assurance qualifications and includes the: occupational expertise of those who assess performance, and moderate and verify assessments continuous professional development summary of assessment methods The complete assessment strategy is available for view and to download from the LLUK website Occupational expertise of those who assess and quality assure assessments All those who assess these qualifications must: already hold the qualification (or previous equivalent qualification) they are assessing and have successfully assessed learners for other qualifications; if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors have up-to-date working knowledge and experience of best practice in assessment and quality assurance hold one of the following qualifications or their recognised equivalent: - the Level 3 Award in Assessing Competence in the Work Environment or - the Level 3 Certificate in Assessing Vocational Achievement, or - A1 Assess learner performance using a range of methods, or - D32 Assess learner performance and D33 Assess learner using differing sources of evidence. show current evidence of continuing professional development in assessment and quality assurance. TAQA Level 3 and 4 v

6 All those who quality assure these qualifications internally must: have up-to-date working knowledge and experience of best practice in assessment and quality assurance hold one of the following assessor qualifications or their recognised equivalent: - the Level 3 Award in Assessing Competence in the Work Environment, or - the Level 3 Certificate in Assessing Vocational Achievement, or - A1 Assess learner performance using a range of methods, or - D32 Assess learner performance and D33 Assess learner using differing sources of evidence. hold one of the following internal quality assurance qualifications or their recognised equivalent: - the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or - the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice, or - V1 Conduct internal quality assurance of the assessment process, or - D34 Internally verify the assessment process. show current evidence of continuing professional development in assessment and quality assurance. 3.3 Continuous Professional Development The sector requires all assessors and those carrying out quality assurance to maintain current assessment and quality assurance competence as necessary to deliver these functions. The LLUK recognises this can be achieved in many ways but must be recorded in individual continual professional development (CPD) records that are maintained in Lifelong Learning assessment centres. 4.0 Summary of assessment methods For this qualification, learners will be required to provide a portfolio of evidence for each unit. 4.1 Recognition of prior learning (RPL) RPL recognises how the contribution of a learner s previous experience could contribute to a qualification. Should any opportunities for RPL be identified, it is important that a complete process of recognising prior experience and learning is undertaken, by ensuring that: it covers relevant or appropriate experience for previous activities, as well as accredited learning and qualifications it is incorporated into the assessment planning, with details of how this will take place mapping of prior learning to the National Occupational Standards to identify gaps is documented and auditable assessment methods or processes for recognising prior experience and learning, are documented and made available to the external verifier the audit trail covers the whole process and methodology of RPL the authenticity and currency of presented evidence is established by the assessor where observation or expert witness testimony is a unit assessment method requirement, this activity is undertaken after learner registration for the qualification TAQA Level 3 and 4 v

7 In considering the appropriateness of any single piece of evidence, the following should be considered: Content the degree to which the content of any previous accredited learning meets the requirements of the National Occupational Standards against which it is being presented as evidence. Performance and knowledge the degree to which the previous learning covered both performance and knowledge. Some learning will only have offered and tested the latter, in which case RPL will only recognise the meeting of knowledge requirements. Performance will require further assessment. Although unlikely, the reverse (performance tested but not knowledge) could be true in which case knowledge and understanding would need further assessment. Relevance of Context the degree to which the context of the learning gained and assessed, relates to the current context of learner work roles. If the context was different, assessors will need to satisfy themselves of learners ability to transfer the learning gained into their current setting. Currency how recently the learning was gained. Learners would need to demonstrate current knowledge and understanding of areas such as legislation, policy and practice etc, which may have changes since the previous learning programmes were undertaken. Authenticity how the ownership of the evidence is established to ensure it was generated by the learner. 4.2 Assessing performance Assessment of individual units of the Level 3 and 4 assessor and quality assurance qualifications are detailed within the evidence requirements and assessment guidance for each unit. 4.3 Simulation Simulation may be used for Level 3 and 4 assessor and quality assurance qualifications AUA03 and QUA04. For further details, please see the evidence requirements and assessment guidance for each unit 5.0 Qualification information 5.1 What is the qualification and credit framework? The qualification and credit framework (QCF) is a new way of recognising achievement through the award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications and enable qualifications to be achieved in smaller steps. Units within the framework will have a level (ranging from entry level to level 8) to indicate the level of difficulty. They will also have a credit value to indicate the size of the unit. The QCF will: allow providers to design more flexible programmes, suited to the needs of a wider range of learners describe achievements (credits) to employers, providers and learners in a way that is easy to understand allow learners to accumulate credit, by recognising smaller steps of learning at their own pace allow learners to transfer credits into an electronic learner achievement record, which they will keep for life TAQA Level 3 and 4 v

8 5.2 QCF units Each unit has a credit value based on the total number of hours learning required to achieve it, (notional learning). Each 10 hours of learning equals 1 credit, for example, if a unit takes 30 hours of learning, it will receive a credit value of 3. The units vary in credit value. In addition all units have a level which may be different from the qualification in which they can be used. 5.3 QCF terminology Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use different terminology to the NVQ units. The assessment criteria for NVQ units are listed under what you must do and what you must know whereas the QCF units are all listed under the learner can. 5.4 Availability of qualifications There is a suite of seven different qualification at levels 3 and 4. To complete a qualification, the minimum credit value must be achieved and each type at each level requires more credit to be achieved. The number of units to achieve this is fixed and it is the total credit value that is required. Rules of combination apply to each qualification. Learners can accumulate credit which will allow them to claim award or certificate certification, as the qualification credit values are achieved. 6.0 Qualification structure This next section provides you with the: number of credits required for each qualification list of available units and their credit value rules of combination learner entry requirements progression opportunities 6.1 Number of credits required for each qualification Qual. No. Level Qualification title Number of credits AUA03 3 Award in Understanding the Principles and Practices of Assessment 3 credits ACA03 3 Award in Assessing Competence in the Work Environment AVA03 3 Award in Assessing Vocationally Related Achievement 9 credits 9 credits AVC03 3 Certificate in Assessing Vocational Achievement 15 credits QUA04 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice QAA04 4 Award in the Internal Quality Assurance of Assessment Processes and Practice QLC04 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice 6 credits 12 credits 17 credits TAQA Level 3 and 4 v

9 6.2 List of available units and their credit value The list below gives the unit titles and the credit value of each unit. Level 3 units QCF unit No. Skillsfirst unit No. Unit title D/601/5313 AV01 Understanding the principles and practices of assessment H/601/5314 AV02 Assess occupational competence in the work environment F/601/5319 AV03 Assess vocational skills, knowledge and understanding Credit value Level 4 units QCF unit No. Skillsfirst unit No. Unit title T/601/5320 AV04 Understanding the principles and practices of internally assuring the quality of assessment A/601/5321 AV05 Internally assure the quality of assessment H/600/9674 AV06 Plan, allocate and monitor work in own area of responsibility Credit value Rules of combination Qualification Title Total credits Mandatory unit(s) (must be taken) (AV) Guided Learning Hours (GLH) Level 3 Award in Understanding the Principles and Practices of Assessment Level 3 Award in Assessing Competence in the Work 9 01, Environment Level 3 Award in Assessing Vocationally Related 9 01, Achievement Level 3 Certificate in Assessing Vocational Achievement 15 01, 02, 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 Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice , , 05, TAQA Level 3 and 4 v

10 6.4 Learner entry requirements Formal requirements There are no formal entry requirements for learners undertaking this qualification; however centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. Age restrictions There are no age limits attached to learners undertaking this qualification, unless this is a legal requirement of the process or the environment. Legal considerations There are no formal entry requirements for learners undertaking this qualification however, centres must ensure that learners have the potential and opportunity to gain evidence for the qualification in the work place. 6.5 Progression opportunities Level 3 qualifications On completion of individual qualification(s), learners may develop within the assessor role or progress either into the internal quality assurance of assessment processes and practice or onto direct delivery learning programmes. Level 4 qualifications On completion of individual qualification(s), learners may develop within the internal quality assurance role or progress either into leading a team of the internal quality assurance practitioners or onto teaching or direct delivery higher learning programmes. 7.0 The units of learning 7.1 Structure of the units The units in these qualifications are written in a standard format and comprise the following: Skillsfirst reference number unit title level and credit value unit aim learning outcomes which are comprised of a number of assessment criteria relationship to NOS, other qualifications and frameworks evidence requirements assessment guidance notes TAQA Level 3 and 4 v

11 AV01 Understanding the principles and practices of assessment TAQA Level 3 and 4 v

12 AV01 Understanding the principles and practices of assessment Level: 3 Credit value: 3 Unit aim The aim of this unit is to assess the learning and development practitioner s knowledge and understanding of the principles and practices of assessment. Practitioner means anyone with a learning and development responsibility as the whole or a part of their role. Learning outcomes There are eight learning outcomes to this unit. The learner will: 1. Understand the principles and requirements of assessment 2. Understand different types of assessment method 3. Understand how to plan assessment Assuring the Quality of Assessment by Lifelong 4. Understand how to involve learners and others in assessment 5. Understand how to make assessment decisions 6. Understand quality assurance of the assessment process 7. Understand how to manage information relating to assessment 8. Understand the legal and good practice requirements in relation to assessment Guided learning hours It is recommended that 24 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the National Occupational Standards for Learning and Development Standard 9: Assess learner achievement. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by Lifelong Learning UK (LLUK), the sector skills council for learning and development. Functional skills This unit could contribute towards the Functional Skills in the following areas: English Level 2 Mathematics Level 2 ICT Level 1 Evidence requirements and assessment guidance All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding. There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. TAQA Level 3 and 4 v

13 AV01 Understanding the principles and practices of assessment Learning outcomes and assessment criteria Outcome 1 Understand the principles and requirements of assessment 1 explain the functions of assessment in learning and development 2 define the key concepts and principles of assessment 3 explain the responsibilities of the assessor 4 identify the regulations and requirements relevant to assessment in own area of practice Outcome 2 Understand different types of assessment method 1 compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners Outcome 3 Understand how to plan assessment 1 summarise key factors to consider when planning assessment 2 evaluate the benefits of using a holistic approach to assessment 3 explain how to plan a holistic approach to assessment 4 summarise the types of risks that may be involved in assessment in own area of responsibility 5 explain how to minimise risks through the planning process Assessing and Assuring the Quality of Assessment by Lifelong Learning UK Outcome 4 Understand how to involve learners and others in assessment 1. explain the importance of involving the learner and others in the assessment process 2. summarise types of information that should be made available to learners and others involved in the assessment process 3. explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning 4. explain how assessment arrangements can be adapted to meet the needs of individual learners Outcome 5 Understand how to make assessment decisions 1 explain how to judge whether evidence is: sufficient authentic current 2 explain how to ensure that assessment decisions are: made against specified criteria valid reliable fair TAQA Level 3 and 4 v

14 Outcome 6 Understand quality assurance of the assessment process 1. evaluate the importance of quality assurance in the assessment process 2. summarise quality assurance and standardisation procedures in own area of practice 3. summarise the procedures to follow when there are disputes concerning assessment in own area of practice Outcome 7 Understand how to manage information relating to assessment 1. explain the importance of following procedures for the management of information relating to assessment 2. explain how feedback and questioning contribute to the assessment process Assessing and Assuring the Quality of Assessment by Lifelong Learning UK Outcome 8 Understand the legal and good practice requirements in relation to assessment 1. explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare 2. explain the contribution that technology can make to the assessment process 3. evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment 4. explain the value of reflective practice and continuing professional development in the assessment process TAQA Level 3 and 4 v

15 AV02 Assess occupational competence in the work environment TAQA Level 3 and 4 v

16 AV02 Assess occupational competence in the work environment Level: 3 Credit value: 6 Unit aim The aim of this unit is to assess a learning and development practitioner s performance in carrying out assessments of occupational competence in a work environment. This unit requires evidence of using the following assessment methods: observation of performance in the work environment examining products of work questioning the learner discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning Practitioner means anyone with a learning and development responsibility as the whole or a part of their role. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to plan the assessment of occupational competence 2. Be able to make assessment decisions about occupational competence 3. Be able to provide required information following the assessment of occupational competence 4. Be able to maintain legal and good practice requirements when assessing occupational competence Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the National Occupational Standards for Learning and Development Standard 9: Assess learner achievement. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by Lifelong Learning UK (LLUK), the sector skills council for learning and development. Functional skills This unit could contribute towards the Functional Skills in the following areas: English Level 2 Mathematics Level 2 ICT Level 1 Evidence requirements and assessment guidance The aim of this unit is to assess the learner assessor s performance in assessing occupational competence in an individual s work environment. There must be evidence to cover all of the assessment methods listed in the unit. TAQA Level 3 and 4 v

17 As a minimum, there must be performance evidence for the following assessment methods: observation of performance in the work environment examining products of work questioning the learner. Simulations are not allowed. Other forms of evidence will be acceptable for the remaining assessment methods: discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning. The learner assessor s performance evidence must be assessed by observation, examining the products of work and questioning / discussions. There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. There must be evidence of the learner assessor carrying out at least two assessments of two learners occupational competence (four assessments in total). This occupational competence must not be in assessment itself. In other words, evidence for this unit must not come from assessing another learner assessor who in turn is assessing someone else. TAQA Level 3 and 4 v

18 AV02 Assess occupational competence in the work environment Learning outcomes and assessment criteria Outcome 1 Be able to plan the assessment of occupational competence 1. plan assessment of occupational competence based on the following methods: observation of performance in the work environment examining products of work questioning the learner discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning 2. communicate the purpose, requirements and processes of assessing occupational competence to the learner 3. plan the assessment of occupational competence to address learner needs and current achievements 4. identify opportunities for holistic assessment Outcome 2 Be able to make assessment decisions about occupational competence 1. use valid, fair and reliable assessment methods including: observation of performance examining products of work questioning the learner discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning 2. make assessment decisions of occupational competence against specified criteria 3. follow standardisation procedures 4. provide feedback to learners that affirms achievement and identifies any further implications for learning, assessment and progression Assessing and Assuring the Quality of Assessment by Lifelong Learning UK Outcome 3 Be able to provide required information following the assessment of occupational competence 1. maintain records of the assessment of occupational competence, its outcomes and learner progress 2. make assessment information available to authorised colleagues 3. follow procedures to maintain the confidentiality of assessment information Outcome 4 Be able to maintain legal and good practice requirements when assessing occupational competence 1. follow relevant policies, procedures and legislation for the assessment of occupational competence, including those for health, safety and welfare 2. apply requirements for equality and diversity and, where appropriate, bilingualism, when assessing occupational competence 3. evaluate own work in carrying out assessments of occupational competence 4. maintain the currency of own expertise and competence as relevant to own role in assessing occupational competence TAQA Level 3 and 4 v

19 AV03 Assess vocational skills, knowledge and understanding TAQA Level 3 and 4 v

20 AV03 Assess vocational skills, knowledge and understanding Level: 3 Credit value: 6 Unit aim The aim of this unit is to assess a learning and development practitioner s performance in carrying out the assessment of vocational skills, knowledge and understanding outside of the work environment. Assessment methods include: assessments of the learner in simulated environments skills tests oral and written questions assignments projects case studies recognising prior learning The unit does not require the design of assessments. Practitioner means anyone with a learning and development responsibility as the whole or a part of their role. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to prepare assessments of vocational skills, knowledge and understanding 2. Be able to carry out assessments of vocational skills, knowledge and understanding 3. Be able to provide required information following the assessment of vocational skills, knowledge and understanding 4. Be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding Guided learning hours It is recommended that 30 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the National Occupational Standards for Learning and Development Standard 9: Assess learner achievement. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by Lifelong Learning UK (LLUK), the sector skills council for learning and development. Functional skills This unit could contribute towards the Functional Skills in the following areas: English Level 2 Mathematics Level 2 ICT Level 1 TAQA Level 3 and 4 v

21 Evidence requirements and assessment guidance The aim of this unit is to assess the learner assessor s performance in assessing vocational skills, knowledge and understanding in environments other than the workplace for example, workshops, classrooms or other training environments. There must be evidence to cover all of the assessment methods listed in the unit. As a minimum, there must be performance evidence for at least three of the following assessment methods: assessments of the learner in simulated environments skills tests oral and written questions assignments projects case studies recognising prior learning. Simulations are not allowed. Other forms of evidence will be acceptable for the remaining assessment methods. The learner assessor s performance evidence must be assessed by observation, examining the products of work and questioning / discussions. There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. There must be evidence of the learner assessor carrying out at least two assessments of two learners skills, knowledge and understanding (four assessments in total). TAQA Level 3 and 4 v

22 AV03 Assess vocational skills, knowledge and understanding Learning Outcomes and assessment criteria Outcome 1 Be able to prepare assessments of vocational skills, knowledge and understanding 1. select methods to assess vocational skills, knowledge and understanding which address learner needs and meet assessment requirements, including: assessments of the learner in simulated environments skills tests oral and written questions assignments projects case studies recognising prior learning 2. prepare resources and conditions for the assessment of vocational skills, knowledge and understanding 3. communicate the purpose, requirements and processes of assessment of vocational skills, knowledge and understanding to learners Outcome 2 Be able to carry out assessments of vocational skills, knowledge and understanding 1. manage assessments of vocational skills, knowledge and understanding to meet assessment requirements 2. provide support to learners within agreed limitations 3. analyse evidence of learner achievement 4. make assessment decisions relating to vocational skills, knowledge and understanding against specified criteria 5. follow standardisation procedures 6. provide feedback to the learner that affirms achievement and identifies any further implications for learning, assessment and progression Assessing and Assuring the Quality of Assessment by Lifelong Learning UK Outcome 3 Be able to provide required information following the assessment of vocational skills, knowledge and understanding 1. maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner progress 2. make assessment information available to authorised colleagues as required 3. follow procedures to maintain the confidentiality of assessment information Outcome 4 Be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding 1. follow relevant policies, procedures and legislation relating to the assessment of vocational skills, knowledge and understanding, including those for health, safety and welfare 2. apply requirements for equality and diversity and, where appropriate, bilingualism 3. evaluate own work in carrying out assessments of vocational skills, knowledge and understanding 4. take part in continuing professional development to ensure current expertise and competence in assessing TAQA Level 3 and 4 v

23 AV04 Understanding the principles and practices of internally assuring the quality of assessment TAQA Level 3 and 4 v

24 AV04 Understanding the principles and practices of internally assuring the quality of assessment Level: 4 Credit value: 6 Unit aim The aim of this unit is to assess the knowledge and understanding a learning and development practitioner requires for the internal quality assurance of assessment. Practitioner means anyone with a learning and development responsibility as the whole or a part of their role. Learning outcomes There are six learning outcomes to this unit. The learner will: 1. Understand the context and principles of internal quality assurance 2. Understand how to plan the internal quality assurance of assessment 3. Understand techniques and criteria for monitoring the quality of assessment internally 4. Understand how to internally maintain and improve the quality of assessment 5. Understand how to manage information relevant to the internal quality assurance of assessment 6. Understand the legal and good practice requirements for the internal quality assurance of assessment Guided learning hours It is recommended that 45 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the National Occupational Standards for Learning and Development Standard 11: Internally monitor and maintain the quality of assessment.. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by Lifelong Learning UK (LLUK), the sector skills council for learning and development. Functional skills This unit could contribute towards the Functional Skills in the following areas: English Level 2 Mathematics Level 2 ICT Level 1 Evidence requirements and assessment guidance The aim of this unit is to assess knowledge and understanding of the principles and practices that underpin the internal quality assurance of assessment. All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding. There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. TAQA Level 3 and 4 v

25 AV04 Understanding the principles and practices of internally assuring the quality of assessment Learning outcomes and assessment criteria Outcome 1 Understand the context and principles of internal quality assurance 1. explain the functions of internal quality assurance in learning and development 2. explain the key concepts and principles of the internal quality assurance of assessment 3. explain the roles of practitioners involved in the internal and external quality assurance process 4. explain the regulations and requirements for internal quality assurance in own area of practice Outcome 2 Understand how to plan the internal quality assurance of assessment 1. evaluate the importance of planning and preparing internal quality assurance activities 2. explain what an internal quality assurance plan should contain 3. summarise the preparations that need to be made for internal quality assurance, including: information collection communications administrative arrangements resources Outcome 3 internally Understand techniques and criteria for monitoring the quality of assessment 1. evaluate different techniques for sampling evidence of assessment, including use of technology 2. explain the appropriate criteria to use for judging the quality of the assessment process Outcome 4 Understand how to internally maintain and improve the quality of assessment 1. summarise the types of feedback, support and advice that assessors may need to maintain and improve the quality of assessment 2. explain standardisation requirements in relation to assessment 3. explain relevant procedures regarding disputes about the quality of assessment Assessing and Assuring the Quality of Assessment by Lifelong Learning UK Outcome 5 Understand how to manage information relevant to the internal quality assurance of assessment 1. evaluate requirements for information management, data protection and confidentiality in relation to the internal quality assurance of assessment 6. Understand the legal and good practice requirements for the internal quality assurance of assessment 1. evaluate legal issues, policies and procedures relevant to the internal quality assurance of assessment, including those for health, safety and welfare 2. evaluate different ways in which technology can contribute to the internal quality assurance of assessment 3. explain the value of reflective practice and continuing professional development in relation to internal quality assurance TAQA Level 3 and 4 v

26 4. evaluate requirements for equality and diversity and, where appropriate, bilingualism, in relation to the internal quality assurance of assessment TAQA Level 3 and 4 v

27 AV05 Internally assure the quality of assessment TAQA Level 3 and 4 v

28 AV05 Internally assure the quality of assessment Level: 4 Credit value: 6 Unit aim The aim of this unit is to assess the knowledge and understanding a learning and development practitioner requires for the internal quality assurance of assessment. Practitioner means anyone with a learning and development responsibility as the whole or a part of their role. Learning outcomes There are five learning outcomes to this unit. The learner will: 1. Be able to plan the internal quality assurance of assessment 2. Be able to internally evaluate the quality of assessment 3. Be able to internally maintain and improve the quality of assessment 4. Be able to manage information relevant to the internal quality assurance of assessment 5. Be able to maintain legal and good practice requirements when internally monitoring and maintaining the quality of assessment Guided learning hours It is recommended that 45 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the National Occupational Standards for Learning and Development Standard 11: Internally monitor and maintain the quality of assessment.. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by Lifelong Learning UK (LLUK), the sector skills council for learning and development. Functional skills This unit could contribute towards the Functional Skills in the following areas: English Level 2 Mathematics Level 2 ICT Level 1 Evidence requirements and assessment guidance The aim of this unit is to assess the learner s performance in assuring the quality of assessment from within an organisation or assessment centre. All learning outcomes in this unit must be assessed using methods appropriate to the learner Internal Quality Assurance (IQA) s performance. These must include: observation of performance examining products of work questioning. Direct evidence of this kind may be supplemented, where necessary, by professional discussion, reflective accounts or witness testimony. Simulations are not allowed. TAQA Level 3 and 4 v

29 There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion. Evidence must come from the IQA learner s performance in the work environment. There must be evidence of the IQA learner monitoring a minimum of two assessors, each with a minimum of two learners of their own, through components of a qualification. TAQA Level 3 and 4 v

30 AV05 Internally assure the quality of assessment Learning outcomes and assessment criteria Outcome 1 Be able to plan the internal quality assurance of assessment 1. plan monitoring activities according to the requirements of own role 2. make arrangements for internal monitoring activities to assure quality Outcome 2 Be able to internally evaluate the quality of assessment 1. carry out internal monitoring activities to quality requirements 2. evaluate assessor expertise and competence in relation to the requirements of their role 3. evaluate the planning and preparation of assessment processes 4. determine whether assessment methods are safe, fair, valid and reliable 5. determine whether assessment decisions are made using the specified criteria 6. compare assessor decisions to ensure they are consistent Outcome 3 Be able to internally maintain and improve the quality of assessment 1. provide assessors with feedback, advice and support, including professional development opportunities, which help them to maintain and improve the quality of assessment 2. apply procedures to standardise assessment practices and outcomes Outcome 4 Be able to manage information relevant to the internal quality assurance of assessment 1. apply procedures for recording, storing and reporting information relating to internal quality assurance 2. follow procedures to maintain confidentiality of internal quality assurance information Assessing and Assuring the Quality of Assessment by Lifelong Learning UK Outcome 5 Be able to maintain legal and good practice requirements when internally monitoring and maintaining the quality of assessment 1. apply relevant policies, procedures and legislation in relation to internal quality assurance, including those for health, safety and welfare 2. apply requirements for equality and diversity and, where appropriate, bilingualism, in relation to internal quality assurance 3. critically reflect on own practice in internally assuring the quality of assessment 4. maintain the currency of own expertise and competence in internally assuring the quality of assessment TAQA Level 3 and 4 v

31 AV06 Plan, allocate and monitor work in own area of responsibility TAQA Level 3 and 4 v

32 AV06 Plan, allocate and monitor work in own area of responsibility Level: 4 Credit value: 5 Unit aim The aim of this unit is to help learners to plan, allocate and monitor work in their own area of responsibility, and make any necessary changes to original work plans. Learning outcomes There are four learning outcomes to this unit. The learner will: 1. Be able to produce a work plan for own area of responsibility 2. Be able to allocate and agree responsibilities with team members 3. Be able to monitor the progress and quality of work in own area 4. Be able to review and amend plans of work for own area ofresponsibility and communicate changes. Guided learning hours It is recommended that 25 hours should be allocated for this unit. This may be on a full-time or part-time basis. Details of the relationship between the unit and relevant national occupational standards (if appropriate) This unit is linked to the National Occupational Standards for Management D6: Allocate and monitor the progress and quality of work in your area of responsibility.. Endorsement of the unit by a sector or other appropriate body This unit is endorsed by Lifelong Learning UK (LLUK), the sector skills council for learning and development. Functional skills This unit could contribute towards the Functional Skills in the following areas: English Level 2 Mathematics Level 2 ICT Level 1 Evidence requirements and assessment guidance The aim of this unit is to assess performance in leading the work of a team responsible for the internal quality assurance within an organisation or assessment centre. All learning outcomes in this unit must be assessed using methods appropriate to the candidate IQA s performance. These must include: observation of performance examining products of work questioning. Direct evidence of this kind may be supplemented, where necessary, by discussion, reflective accounts or witness testimony. There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Assessing and Assuring the Quality of Assessment by Lifelong Learning UK Evidence must come from performance in the work environment. TAQA Level 3 and 4 v

33 AV06 Plan, allocate and monitor work in own area of responsibility Learning outcomes and assessment criteria Outcome 1 Be able to produce a work plan for own area of responsibility 1. Explain the context in which work is to be undertaken. 2. Identify the skills base and the resources available. 3. Examine priorities and success criteria needed for the team. 4. Produce a work plan for own area of responsibility. Outcome 2 Be able to allocate and agree responsibilities with team members 1. Identify team members responsibilities for identified work activities. 2. Agree responsibilities and SMART (Specific, Measurable, Achievable, Realistic and Timebound) objectives with team members. Outcome 3 Be able to monitor the progress and quality of work in own area of responsibility and provide feedback 1. Identify ways to monitor progress and quality of work. 2. Monitor and evaluate progress against agreed standards and provide feedback to team members. Outcome 4 Be able to review and amend plans of work for own area of responsibility and communicate changes 1. Review and amend work plan where changes are needed. 2. Communicate changes to team members. TAQA Level 3 and 4 v

34 Published by: Skillsfirst Awards Limited Suite 215 Fort Dunlop Fort Parkway Birmingham B24 9FD Tel Fax Website TAQA Level 3 and 4 v