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Qualifi Level 4 Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice Specification March 2020
Business Communication [CS/ENGG] (eng1202)
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Level 4 Award in the Internal
Quality Assurance of
Assessment Processes and
Practice
Specification (For Centres)
March 2020
All course materials, including lecture notes and other additional materials related to your course
and provided to you, whether electronically or in hard copy, as part of your study, are the property
of (or licensed to) QUALIFI Ltd and MUST not be distributed, sold, published, made available to
others or copied other than for your personal study use unless you have gained written permission
to do so from QUALIFI Ltd. This applies to the materials in their entirety and to any part of the
materials.
Qualifi Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice 2
About QUALIFI
QUALIFI provides academic and vocational qualifications that are globally recognised. QUALIFI’s commitment to the creation and awarding of respected qualifications has a rigorous focus on high standards and consistency, beginning with recognition as an Awarding Organisation (AO) in the UK. QUALIFI is approved and regulated by Ofqual (in full). Our Ofqual reference number is RN5160. Ofqual is responsible for maintaining standards and confidence in a wide range of vocational qualifications.
As an Ofqual recognised Awarding Organisation, QUALIFI has a duty of care to implement quality assurance processes. This is to ensure that centres approved for the delivery and assessment of QUALIFI’s qualifications and awards meet the required standards. This also safeguards the outcome of assessments and meets national regulatory requirements.
QUALIFI’s qualifications are developed to be accessible to all learners in that they are available to anyone who is capable of attaining the required standard. QUALIFI promotes equality and diversity across aspects of the qualification process and centres are required to implement the same standards of equal opportunities and ensure learners are free from any barriers that may restrict access and progression.
QUALIFI’s policy document for learners with specific requirements or who need special consideration is available for centre reference. Centres are responsible for reviewing the applicant’s ability to complete the training programme successfully and ultimately achieve a qualification. The initial assessment by the centre will need to take into account the support that is readily available or can be made available to meet individual needs as appropriate. The centre must also consider prior learning and qualifications and they must be in a position to make a judgement on the learner’s entry requirements.
Supporting Diversity
QUALIFI and its partners recognise and value individual difference and have a public duty to promote equality and remove discrimination in relation to race, gender, disability, religion or belief, sexual orientation and age.
Learner Voice
Learners can play an important part in improving the quality of this course through the feedback they give. In addition to the ongoing discussion with the course team throughout the year, there are a range of mechanisms for learners to feed back about their experience of teaching and learning. This can include questionnaires and surveys to allow both centres and QUALIFI to understand how we can improve the learner experience.
Qualifi Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice 4
1 Introduction
1 Why Choose QUALIFI Qualifications?
QUALIFI qualifications look to provide a realistic and broad opportunity for learners seeking career and professional development. They will support learners in realising their potential and provide clear objectives.
These objectives are to:
provide career path support to learners who wish to develop their management skills, enterprise capabilities and opportunities in their chosen sector improve learner understanding of any given business environments and organisations and how they are managed and developed develop skills and abilities in learners to support their professional development.
Our qualifications provide a rich mix of disciplines and skills development opportunities. Learners will gain insight into the functioning, objectives and processes of organisations, appreciating their diversity and the influences and the impact of external forces on them. The fast-changing and complex business environment and different organisational abilities to stay resilient and respond positively to change and opportunities will be explored.
Our qualifications will develop learner ability to:
apply analytical and evaluative techniques and to enhance those skills investigate issues and opportunities develop their awareness and appreciation of managerial, organisational and environmental issues use management techniques and practices in imaginative ways make use of relevant information from different sources develop and encourage problem-solving and creativity to tackle problems and challenges exercise judgement and take responsibility for decisions and actions develop the ability to recognise and reflect on personal learning and improve their personal, social and other transferable skills.
1 Employer Support for the Qualification Development
The development of this qualification has been initiated and guided by discussions and ideas-sharing with a range of employers, providers and existing centres thus demonstrating the rigour, validity and demand for the qualifications.
Discussions have been held and feedback used throughout the development of the qualification on its content, the potential learner audience for the qualification and its assessment methods, ensuring that a valuable experience and a recognised set of skills, knowledge and understanding is realised.
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1 Qualification Titles and Codes
This qualification has been accredited to the Regulated Qualification Framework (RQF) and has its own unique Qualification Accreditation Number (QAN). This number will appear on the learner’s final certification document. Each unit with the qualification has its own RQF code. The QAN for this qualification is:
Qualifi Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice 603/5651/
1 Awarding Organisation
QUALIFI LTD
2 Qualification Purpose, Rational, Aims Outcomes
2 Qualification Purpose
The purpose of this qualification is to confirm competence and expertise of professionals who maintain and improve the quality of assessment from within an organisation or assessment centre.
2. 2 Rationale for the Certificate
The rationale of the Certificate is to provide recognition for those who wish to develop their own abilities in the maintaining and improving the quality of assessment in a regulated environment. It is envisaged that all Qualifi centres will enable learners to further their knowledge of quality assurance to provide consistent, standardised assessment reports and appropriate feedback to learners.
The qualification will enable learners to become independent, self-directed learners with the tools and motivation necessary to continue learning, developing and reflecting on practice throughout their careers.
2. 3 Overall Aims of the Certificate
The Award in the Internal Quality Assurance of Assessment Processes and Practice provides the opportunity for individuals to develop and extend the knowledge and understanding they already have and apply this in another vocational area. The Award aims for the learner to be able to:
assess knowledge and understanding of the principles and practices that underpin the internal
quality assurance of assessment;
assess the trainee IQA’s performance in assuring the quality of assessment from within an organisation or assessment centre.
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When learners are recruited, centres need to give them accurate information on the title and focus of the qualification for which they are studying.
All learners must be registered with QUALIFI within 30 days of centre registration.
3 Entry Criteria
This qualification is designed for learners aged 19 and above. There are no specific recommended prior learning requirements for these qualifications.
However, learners may find it helpful if they have already achieved a Level 3 qualification. Centres are responsible for ensuring that this qualification is appropriate for the age and ability of learners.
In certain circumstances, individuals with considerable experience but no formal qualifications may be considered, subject to interview and being able to demonstrate their ability to cope with the demands of the programme.
4 Structure of the Qualification
4 Units, Credits and Total Qualification Time (TQT)
The Qualifi Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice is a Level 4 qualification containing 2 credit-bearing units with a total of 12 credits.
These units have been designed from a learning time perspective and are expressed in terms of Total Qualification Time (TQT). TQT is an estimate of the total amount of time that could reasonably be expected to be required for a learner to achieve and demonstrate the achievement of the level of attainment necessary for the award of a Qualification. TQT includes undertaking each of the activities of Guided Learning, Directed Learning and Invigilated Assessment.
Examples of activities which can contribute to Total Qualification Time include:
guided learning; independent and unsupervised research/learning; unsupervised compilation of a portfolio of work experience; unsupervised e-learning; unsupervised e-assessment; unsupervised coursework; watching a pre-recorded podcast or webinar; unsupervised work-based learning.
Guided Learning Hours (GLH) are defined as the time when a tutor is present to give specific guidance towards the learning aim being studied on a programme. This definition includes lectures, tutorials and supervised
Qualifi Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice 8
study in, for example, open learning centres and learning workshops. Guided Learning includes any supervised assessment activity; this includes invigilated examination and observed assessment and observed work-based practice.
Some examples of activities which can contribute to Guided Learning include:
classroom-based learning supervised by a tutor; work-based learning supervised by a tutor; live webinar or telephone tutorial with a tutor in real time; e-learning supervised by a tutor in real time; all forms of assessment which take place under the immediate guidance or supervision of a tutor or other appropriate provider of education or training, including where the assessment is competence- based and may be turned into a learning opportunity.
4 Qualification Structure
This qualification is divided into 2 units. Both units are mandatory.
Qualifi Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice
Unit Reference Mandatory Units Level TQT Credits GLH
A/618/0284 Understanding the Principles and Practices of Internally Assuring the Quality of Assessment
4 60 6 45
F/618/
Internally Assure the Quality of Assessment 4 60 6 45
4 Progression and Links to other QUALIFI Programmes
Learners completing the Qualifi Level 4 Award in the Internal Quality Assurance of Assessment Processes and
Practice can progress to:
a Qualifi Level 5 qualification; directly into employment in an associated profession.
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6 Data Protection
All personal information obtained from learners and other sources in connection with studies will be held securely and will be used during the course and after they leave the course for a variety of purposes. These should be all explained during the enrolment process at the commencement of learner studies. If learners or centres would like a more detailed explanation of the partner and QUALIFI policies on the use and disclosure of personal information, please contact QUALIFI via email support@QUALIFI-international
7. Assessment
These qualifications are vocational as they can support a learner's career progression. To meet QUALIFI’s aim to provide an appropriate assessment method each unit will be assessed through tasks that will be written in a way to make them realistic work-related tasks wherever possible. Learners will need to demonstrate the knowledge, and critical understanding of theories to practise, which reveal original thought and demonstrates problem-solving skills. Recommendations on actions will also be asked for from learners where appropriate for the unit. Intellectual rigour will be expected appropriate to the level of the qualification.
Assignments will contain a question strand for each of the given unit’s learning outcomes. The assignment tasks will address the LO (learning outcome) and AC (assessment criteria) requirements. Within assignments there will always be requirements for learners to engage with important and relevant theory that underpins the subject area.
The assignment questions will require learners to draw on real organisations to illustrate their answers. To support this activity during the programme of learning, centres are required to make sure that they include case studies of relevant organisations and, wherever possible, facilitate in-company opportunities for learners to undertake research and investigation projects and/or support the organisation with various tasks. Mature and part-time learners will ideally be able to draw on their personal work experience too.
Sample assessments and marking scheme are available on request as part of the Qualification Specification supplied to centres.
QUALIFI has an assessment policy and procedure documents that are available to all centres delivering this qualification. QUALIFI’s ‘Handbook on Guidance and Requirements for Assessment and Marking’ covers the following:
assessment strategy; assessment arrangements for learners with a disability; verification; marking scheme/pass mark; deferral after valid mitigating circumstances; referral after failure; dealing with difficulties in meeting assessment deadlines; late submissions; assessment boards/ appeals; cheating and plagiarism/referencing; confidential material; submission.
For further information, please contact Qualifi.
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8. Course Regulations
8 Course Requirements
Learners must complete all units and pass the appropriate mark to receive the full Award.
QUALIFI will issue certificates to all successful learners through the registered centres.
8 Classification of Awards
All qualifications are pass/fail.
Decisions about the overall classification of awards are made by QUALIFI through the application of the academic and relevant course regulations. It is based on the Average Percentage Mark (APM) or, at the discretion of QUALIFI, on the basis of your overall profile and performance subject to the minimum requirements.
8. Learner Voice
Learners can play an important part in improving the quality of this course through the feedback they give. In addition to the ongoing discussion with the course team throughout the year, there is a range of mechanisms for learners to feed back about their experience of teaching and learning.
8 Complaints
QUALIFI recognises that there may be occasions when learners and centres have cause for complaint about the service received. When this happens, the complaints procedure is intended to provide an accessible, fair and straightforward system that ensures as an effective, prompt and appropriate response as possible.
For more information on our formal complaints procedure please contact in the first instance or email: support@QUALIFI-international
9 Equality and Diversity
QUALIFI recognises that discrimination and victimisation are unacceptable and that it is in the interests of QUALIFI employees to utilise the skills of the total workforce. It is our aim to ensure that no employee or other representative of QUALIFI receives less favourable facilities or treatment (either directly or indirectly) in recruitment or employment on grounds of age, disability, gender/gender reassignment, marriage/civil partnership, pregnancy/maternity, race, religion or belief, sex, or sexual orientation (protected characteristics). Our aim is that our workforce will be truly representative of all sections of society and each employee feels respected and able to give their best. We oppose all forms of unlawful and unfair discrimination or victimisation. To that end the purpose of this policy is to provide equality and fairness for all.
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Appendix 1: Unit Descriptors
QUALIFI Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice
Unit 1: Understanding the Principles and Practices of Internally Assuring the Quality of Assessment
Unit code: A/618/ RQF level: 4
Unit Aim
The aim of this unit is to develop the learner’s knowledge and understanding that underpins the internal quality assurance of assessment.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome To achieve this unit a learner must:
Assessment Criteria (Practical/Knowledge) Assessment of these outcomes demonstrates the learner can:
Indicative Content
- Understand the context and principles of internal quality assurance.
1 Explain the functions of internal quality assurance in learning and development.
How to meet awarding organisation, regulatory requirements and National Occupational Standards, ensuring quality in all learning delivery and assessment, assess achievement, advise on progression and development, maintain consistent practices, standardisation and consistency of assessment processes, paperwork, occupational practice, collaboration/agreement of decisions, identify good practice, assess and manage risk, provide guidance/support for assessors, identify assessor development needs, ensuring the continuing professional development of assessors, provide regulatory/awarding organisation directives and updates, provide constructive feedback that recognises improvement opportunities, action planning, recommendations for quality assurance. 1 Explain the key concepts and principles of the internal quality assurance of assessment.
Planning internal verification, sampling strategies, rational for sampling, timing, incomplete unit/ qualification, complete unit/qualification, quality assurance
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processes, methods of assessment including observation of performance, written evidence (i. projects, assignments, independent papers and journals), questioning, discussion with learner, witness testimony, and recognition of prior learning, standardisation of internal assurance such as remote sampling, use of technology, work-based assessment, opportunities for quality improvement via development plans, continuing professional development, supporting and developing assessors, requirements of the external verification process. 1 Explain the roles of practitioners involved in the internal and external quality assurance process.
Assessors, trainers, expert witness, internal verifiers, mentors and peers; assessor role to plan, evaluate, deliver, judge, document and communicate assessment decisions, internal verifier role to allocate, plan, monitor, review, validate or adjust decisions and standardise processes; external verifier role is plan, monitor, review, support, develop, advise, check validity of decisions and provide link between awarding organisation and centre, decision reporting. 1 Explain the regulations and requirements for internal quality assurance in own area of practice.
Regulatory bodies and their directives including Ofqual, SQA, DfES, CCEA, Regulatory Arrangements for the Qualifications and Credit Framework (RQF), sector skills councils and awarding organisations, centre requirements, NVQ / VRQ Code of Practice that apply to the assessment and quality assurance of qualifications, internal and external verification processes and strategies, assessment processes, self-assessment reviews and self-improvement plans, legislation including equality and diversity, health, safety and welfare, risk assessment, accident reporting procedures, standardisation and moderation.
- Understand how to plan the internal quality assurance of
2 Evaluate the importance of planning and preparing internal quality assurance activities.
Make arrangements for internal verification to take place, risks to accuracy, validity, fairness and consistency in
Qualifi Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice 16
mode of learning affecting evidence, negotiation of arrangements and plan considering assessors, learners, mentors, employers, administrative arrangements, timing, venue, schedule, resources such as assessment records and documentation, assessment plan, range of evidence, sampling activities, resources, including use of technology, internal quality assurance documentation, reporting processes.
- Understand techniques and criteria for monitoring the quality of assessment internally.
3 Evaluate different techniques for sampling evidence of assessment, including use of technology.
Types of assessment methods and evidence available, experience, workload and location of assessors involved, levels of complexity, level of experience and maturity of centre, authenticity and reliability of evidence, observation, portfolios of evidence, oral and written questioning, assignments, discussions with learners, discussions with witnesses, sampling products, sampling assessor records, paper records, technology such as online testing, electronic projects/assignments/portfolios, audio and visual evidence, electronic feedback and discussion forums, distance learning, record keeping and storage, appropriate systems and software, electronic safeguarding and security. 3 Explain the appropriate criteria to use for judging the quality of the assessment process.
Judge against specified criteria, rationale and justification provided for assessment decisions, credibility and compatibility with required standards, evidence to be, valid, authentic, sufficient, currency of evidence, accuracy of assessment decisions, assessor record keeping, coherent, realistic, accessible and relevant, standardisation and consistency of assessment decisions
- Understand how to internally maintain and improve the quality of assessment.
4 Summarise the types of feedback, support and advice that assessors may need to maintain and improve the quality of assessment.
Coverage including affirmation of achievement and the identification of further work required, assessment and progression, use of communication and interpersonal skills including sensitive and empathetic approach (as required), identifying both the strengths and weaknesses of the assessor’s practice,
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effective use of body language and voice, positive, constructive and supportive feedback, appropriateness of feedback in terms of level related to criteria and standards, achievements and opportunities for improvement highlighted with development plans outlined seeking to improve the assessor’s performance over the long term. 4 Explain standardisation requirements in relation to assessment.
In accordance with centre and awarding organisation policies and National Occupational Standards, procedures for standardisation and how the internal quality assurance process should manage this: standardisation of assessment method, paperwork, recording, collaboration/agreement of feedback, standardisation meetings, sharing good practice, internal and external verification procedures, shadowing, evaluation procedures. 4 Explain relevant procedures regarding disputes about the quality of assessment.
Centre policies and procedures, regulatory and awarding organisation requirements and processes, documented evidence of procedures available to learner and relevant parties, clear process in place for the appeals procedure and the role of the IQA in the appeals procedure, investigating dispute, investigation outcomes and conclusions, confidentiality of information, ensure no discrimination, transparent audit trail.
- Understand how to manage information relevant to the internal quality assurance of assessment.
5 Evaluate requirements for information management, data protection and confidentiality in relation to the internal quality assurance of assessment.
Accurate reflection of activities/occurrences, range of assessment methods documented, action plans/ personal development plans completed record of assessment book/pro-formas, records of oral and written questioning, to be aligned with centre and awarding organisation policies, legislative requirements for the safe and secure storage of electronic and paper-based records, data protection.
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flexibility in planning, implementation and quality assurance, provision of additional resources and support.
Delivery and Assessment Guidance
The knowledge in this may be delivered by lectures and/or E-learning through a Learning Management System (LMS) with online support features.
All assessment competences will be assessed using methods appropriate for the assessment of knowledge and understanding.
All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding.
The assessment of knowledge outcomes 1, 1, 1, 1, 2, 2, 2, 3, 3, 4, 4, 4, 5, 6, 6, 6. and 6. will be assessed by Assignment, oral and written questions.
The assignments and oral and written questions will be internally set, internally marked, against a mark scheme, verified internally and externally quality assured by Qualifi.
Suggested Reading
Principles and Practices of Quality Assurance: A guide for internal and external quality assurers in the FE and Skills Sector - Ann Gravells Achieving your Assessment and Quality Assurance Units (Taqa) (Further Education and Skills) - Ann Gravells The Vocational Assessor Handbook: Including a Guide to the QCF Units for Assessment and Internal Quality Assurance (IQA) Ian Greer May 2019
Qualifi Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice 20
Unit 2: Internally Assure the Quality of Assessment
Unit code: F/618/ RQF level: 4
Unit Aim
The aim of this unit is to develop the learner’s performance as a learning and development practitioner with responsibility for the internal quality assurance of assessment.
Learning Outcomes, Assessment Criteria and Indicative Content
Learning Outcome To achieve this unit a learner must:
Assessment Criteria (Practical/Knowledge) Assessment of these outcomes demonstrates the learner can:
Indicative Content
- Be able to plan the internal quality assurance of assessment.
1 Plan monitoring activities according to the requirements of own role.
Identify internal quality assessment opportunities, agree quality assurance plan with relevant parties (i. assessor /learner) using a variety of internal quality methods including: monitoring of documentation, information and other resources provided to the assessors and learners, observation of performance, written evidence (i. projects, assignments, independent papers and journals), questioning and discussion, witness testimony, learner statements and recognised prior learning, range opportunities, agree process of quality assessment, evaluating the occupational and assessment competence of assessors, checking the continuing professional development of assessors, taking part in standardisation processes and activities. 1 Make arrangements for internal monitoring activities to assure quality.
Communication with assessor/learner, plan time, venue and, opportunities to feedback to assessors, identify requirements and process, assessment method, assessment units or qualification, learners, assessors, timing and coverage, sampling, assessment methods, document outcomes, standardisation, review,
Qualifi Level 4 Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice Specification March 2020
Course: Business Communication [CS/ENGG] (eng1202)
University: American International University-Bangladesh
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