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.
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.