Tag Archives: UNIT 1

6/ 6.3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice

6 Understand quality assurance of the assessment process

6.3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice

During Induction at our annual Summer School we make clear to our learners the procedures that they can follow if there were to be any disputes concerning assessment.

BCoT’s organisation policies and procedures state that the Lecturer in question is available for a discussion first of all before any formal appeal is put in to place.

If the Learner and Lecturer are unable to come to an agreement and the Learner is adamant that the work has been assessed incorrectly there is a chance for clearly written appeals that allow the Learner to explain/ argue their grievance.

Making the appeals procedure accessible on our Virtual Learning Environment provides a clear way for appealing assessment decision in a professional manner once conversational approaches have been exhausted.

The Co-ordinating Lecturer and/ or Programme Manager would then manage the appeal with the utmost confidentiality and review the evidence in a nondiscriminatory policy that will result in a verdict as to whether or not to overturn the Lecturers decision. Here the prior assessment decisions and evidence of tracking by the Assessor may be useful as it demonstrates a clear standardised method of the recording of outcomes in a clear paper-trail for the Co-ordinating Lecturer and/ or Programme Manager to refer to.

Evidence of previous internal and external procedures can also be used here as evidence of the academic rigour used by the Assessor to inform their decision.

6/ 6.2 Summarise quality assurance and standardisation procedures in own area of practice

6 Understand quality assurance of the assessment process

6.2 Summarise quality assurance and standardisation procedures in own area of practice

The quality assurance and standardisation procedures at BCoT include the following organisation assessment policies and procedures:

Complying with our Sector Skills Council: Creative Skillset

Creative Skillset is the industry body which supports Creative Media students, and the businesses they will progress in to..

For our students the site is an invaluable resource with information and advice to help students take their career forward whilst also helping me build projects that train learners for the sector the project relates to using up to date examples and tasks.

National Occupational Standards (SSC/NOS) requirements

Although these standards are not mandatory they provide us with nationally recognised standards developed by employers. In a vocational course these help provide an important benchmark of best practice that can be used to ensure that we are meeting the standards set by the industry the Assignment relates to.

NOS templates of job descriptions for example can help inform the content of Assignment definitions of professional standards in our vocational and professional qualifications.

Observations of practice

Observations help me ensure that I am performing as a Lecturer in delivering quality teaching, learning, and assessment to my students.

Feedback from the observer is an invaluable way to improve my approach to the Ofsted levels of Grade 1 ‘Outstanding’.

Regular observations keeps me in sync with changing standardised approaches and ready to focus attention on areas such as ‘Equality and Diversity’ and ‘Employability’ to improve my practice in keeping with the manner education evolves in the FE sector.

Standardisation meetings

Regular meetings help us see one another’s marking and receive informed, professional formative feedback on our assessment decisions.

I find these enormously important as a way to reflect on my own assessment choices and as ma refresher on the standards expected by our QCF and Awarding Institute guidelines.

Sharing good practice

Team meeting and Staff training in which a peer can showcase their own methods (eg use of technology/ social media) can be inspirational and help the department improve after a discussion as to the validity/ universality of the approach.

Observation of peers/ Work shadowing

Watching one another and being able to give/ receive feedback in a less formal way than traditional observations can be useful in terms of picking up new tips and learning new ways of managing student work.

Working alongside peers and asking questions about the techniques/ approaches they use has benefited me as I have obtained feedback/ comparisons of how I go about evidencing the process and product from my learners. 

Seeing others provides an objective/ fresh way of viewing my own work. Constantly questioning and reflecting on my methods as to their suitability and strength is essential so peer reviewing through collaborative reflection is a tool I find useful.

Internal/external quality assurance reviews

The checking of consistency in approach/ application of Edexcel criteria can help re-calibrate focus. By being asked to reflect on methods of marking and justifying assessment decisions the Internal and External Verification procedures can provide a chance to review and reflect on process.

BCoT has an Edexcel form that is used to check the Assessment decisions against a standardised list of questions eg fair? using criteria? is feedback given? etc.

By using these questions the Assessor has a template to guide all feedback and shape all future assessments. This clarity of direction in a ‘how-to’ form has really helped me improve as an Assessor as the standards remain the same so I have clear instructions every time I mark my learners work.

Additionally, by following procedures such as the Qualifications and Credit framework the college has a system for recognising skills and qualifications by awarding credit values to them eg 1 credit value equates to 10 learning hours. This further helps us standardise the approach of fair, equal, quality assurance in our contact time with learners.

6/ 6.1 Evaluate the importance of quality assurance in the assessment process

6 Understand quality assurance of the assessment process

6/ 6.1 Evaluate the importance of quality assurance in the assessment process

Quality assurance is used rigorously in education so as to keep expectations at the appropriate levels and to provide clear and measurable standards for both Assessors and Learners.

The quality assurance assessment process is set in place to ensure an organised approach to assessment that is fair and transparent to the learner whilst providing Educators with guidelines and a best practice method to aspire to.

By having set occupational standards within an awarding organisation that abide by the government requirements I have a clear idea as to the needs and expectations I am to produce. At BCoT we use a variety of different methods to ensure that we are all producing measurable methods of tracking our learners progress.

For example, Holly is a learner on the LV3 in Creative Media course who uses her Tracking Grid to see how close she is to achieving the grade she wants for each and every Unit we do on the course.

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Each Lecturer must regularly update the Tracking Grid so the learners can see their progress. All Assignments are marked and returned to learners after a maximum of 10 days and a sample of at least four learners’ work from each Unit is taken and internally verified to ensure that the marking abides by Edexcel’s criteria. Work is then externally verified to reconfirm/ challenge the reading of the work which can serve to realign/ focus the standards for the Assessor/s.

The consistency of approach and quality of feedback is assessed and then fed back to the Assessor to serve as a constant reminder of the standards that are the foundation to the course.

The standardisation this provides us brings about a quality assurance of practice and a consistency across our learners that ensures they are assessed against the same barometer as any other students in any other variation on the course.

Different assessors teach on the course so it is useful to Internally Verify one another’s work and review the methods, style, and rigor they apply to their marking. This in turn leads to reflection and discussion as to how we can better assess our learners work. Seeing learners excel in other Units and struggle in others helps us better understand the best differentiated methods for each learner.

As we have 18 Units to cover on our 2 year Level 3 Extended Diploma in Creative Media Production we cover a wide range of different project and contexts. It is therefore crucial that we maintain a clear approach to assessment regardless of the setting for the assignment.

For example, while one Lecturer may be leading a Film project, another an analytical Research Paper, and a third a Radio show – it is important for the learners that the comprehensive approach to assessment is consistent in ALL their projects so as to teach them about the importance of preparation, planning (process) to assessment outcomes (product) and to help Assessors standardise.

Therefore the bench-marking and measures of achievement, opportunities for learner development and summative feedback needs to be present in all projects. The organisations approach needs to be strong and professional so as to set a level of expectation.

The quality assurance process needs to be used as a reflective tool for an Assessor as part of their on-going Continuing Professional Development as an essential part of the perpetual need for quality improvement in Assessment standards.

5/ 5.2 Explain how to ensure that assessment decisions are: made against specified criteria, valid, reliable, and/ or fair

5. Understand how to make assessment decisions

5.2 Explain how to ensure that assessment decisions are: made against specified criteria, valid, reliable, and fair

It is crucial to ensure that all Assignments and/ or exam criteria relate directly to the relevant awarding body’s specifiction requirements.

Regular meeting in teams/ department’s to internally verify the decisions made by Assessors is a good way to test that reference to the specifications throughout the assessment decision are present consistently.

Once this is achieved a similar method is used to test whether or not the Assessor has accurately measured the performance of a learner using the methods agreed within the assessment that it was agreed within the Internal Verification process suited the situation/ context.

To gain validity the Assessor must work to make sure that the same result will occur regardless of who is assessing. To this end the criteria an instructions as to how to achieve it must be clear and achievable when the assessment decision takes place

Equality and diversity and individual requirements need to also have been considered eg allowing extra time, alternate methods (vlog or podcast) for the learner in accordance with their needs identified in the group profile.

5/ 5.1 Explain how to judge whether evidence is: sufficient, authentic, and/ or current

5. Understand how to make assessment decisions

5.1 Explain how to judge whether evidence is:
 sufficient
 authentic
 current

When assessing I work with my peers to ensure that the requirements are met by cross-referencing to the exemplars in the Edexcel specification and comparing to previously Internally and Externally Verified work.

I know that the work is sufficient when I compare it against previous Pass/ Merit/ Distinction work and talk it through with other Lecturers who have delivered/ assessed the work from other learners.

The authenticity of the work is checked using Plagiarism Checker software and ensuring that all learners sign a form to verify that all work is their own prior to submission. The work must be signed to verify that it is that of the candidate before any assessment decision is made. The learners are informed at the beginning of the Assignment and within the Brief itself the procedures they will have to go through should they be caught using others work without correct Harvard referencing. It is crucial that the learners use the methods taught to them in induction so as to prevent plagiarism and best prepare them for Higher Education.

Work is adjudged to be current when it is submitted from my own competence within the subject area.

If I am unable to ascertain the relevance, suitability, and/ or currency of the work I would speak to my peers for their opinions before proceeding with my assessment decisions.

If the working practices around the activity of the assessment have changed since the evidence was produced I am sure to provide feedback to the learner explaining the need to use contemporary/ industry-relevant examples.