Iqaprocess

1.2 – planning It is imperative that you plan, when the internal verification takes place. This will ensure that you are meeting the needs of the awarding bodies, Planning should be based around the principles of ‘CAMERA’ FactorsYou need to consider Candidates -Ethnic origin, age, gender, other factors, special needs etc Assessors -Experience and qualifications, workload, occupational experience Methods of assessment -Questioning, observation, testimony, APL, use of simulation, product evidence, assignments, projects and tests Elements within the NVQ-Problem areas, special requirements RecordsReports - from assessors, correct assessment practices, IV records, candidate portfolios and files Assessment locations -Workplace assessments, college and off-the-job training, other assessment locations It is important that at the start of the academic year that you have all plans in place, so you can plan exactly when the external verifier should visit. This would be especially important if you are running a new qualification or you have a new assessor as a guide line you should be sampling at least 50% this will ensure that it meets the required standards. Long running course that are deemed at low risk should have about 15% of their work sampled. Sampling strategies There are a number of things that you need to take into account when planning your sampling strategy; you would need to look at: first time delivery new assessors range of levels of qualifications range of candidate groups mode of delivery (full/part time, online, multiple sites, partnership arrangement) age and gender of candidates previous issues or problems with internal or external verification cost and resource effectiveness Your sampling plan should be agreed with your external verifier. There should be a range of assessment methods that are sampled. The IQA should sample candidate evidence to check that each assessor is making the correct decision and that it is in line with the awarding bodies’ criteria. Sampling should be done at different stages of the programme and not be end loaded, as this will not check that the criteria is being meet, and that all students are being treated fairly with the assessors decision. It will also not identify if there are any issues with certain units in the early stages which will intern not allow for support or training to be provided to all involved. Rationales for sampling: Witness testimonies are not often used for hairdressing as they cannot always be reliable and authentic; much of the evidence for hairdressing is done through direct observation. Sometimes it maybe be necessary to back up evidence, this can be done when contingency performance criteria is not met through observation. This is more likely to be used if a candidate is an apprentice’s as there is more opportunity of this arising. A witness testimony can only be used if the witness is: Occupationally competent and familiar with the requirements i.e line manager Someone who is occupationally competent and have knowledge of the standards will be able to will be able give greater detail and a more detailed version of the account. It will then be the assessor’s decision to check that the written evidence is authentic and reliable, it will not cut down on the amount of observations the candidate has to do. The internal verifier may question the decision of the assessor as to why that piece of evidence was used as they may feel that it doesn’t meet the criteria. The rationales behind the sampling plan, is to make sure that every students is being treated fairly. Every student should be given the opportunity to gain there qualification. By having the rationales for sampling you are ensuring that every student’s piece of work is: •Valid •Authentic •Reliable •Sufficient Supporting and developing the Assessor: New assessors should receive an appropriate level of induction. This will depend on whether the assessor has their A1 award and how long they have had it for, or if the assessor is working towards their A1. All new assessors should be given an induction and a mentor, they should have access to: Copies of all national standards there are to access NVQ code of practice All assessment tools – observation records/underpinning knowledge questions Copy of the centre appeals system/equal opportunities policy and other relevant policies that are available i.e. emergency evacuation policy. Information about the candidate, so they can support that student some information will be found on the group profile. Support needs to be given if the standards change on any program that the college is running, this would be done through a standardisation meeting. All assessors should carry out Continual Professional Development, this will help them with keeping up with the latest fashion trend or they may wish to upgrade their own knowledge with in a unit of hairdressing log book. Internal verifiers should have meetings with all assessors within their department, where you can both discuss any issues that the assessor may have, this should all be recorded, you would discuss the below: Last IV observation date Next IV observation date Dates of standardisation meeting(s) attended since the last review If the assessor/internal verifier does not hold the A and V units, on what date were they registered with the awarding body' Details of any CPD activities undertaken and their relevance Training needs and/or identified CPD opportunities Action plan for meeting training needs and CPD opportunities. Identify date for review and/or Achievement and ensure that the what, when and who of the target action required is recorded. Evidence of achievement From this type of meeting you will be able to support and develop the needs of the assessors. Consistency: It is the responsibility of the centre to ensure that all internal verifiers are competent in their role and they understand and apply the internal quality assurance system consistently. All centres should have an effective selection and induction process for internal verifiers and any training or development needs for internal verifiers should be identified. Over time, the External Verifier will sample the work of all assessors and internal verifiers for a particular Unit and so will highlight any issues with internal verification. The centre should ensure that these are addressed as any short comings in internal verification can prevent candidate certification. A process of reviewing the internal quality assurance system is good practice for all centres. Consistency is also for the student, as you need to make sure that every assessment taken, the assessor is consistent with their judgments and they are meeting the criteria set by the Awarding Bodies. The roles and responsibilities of each of the following in the quality assurance process: The main role of an assessor; Is to carry out assessments this should be planning assessments with your students. Assessment activity either through observation or assignment. Giving feedback on the decision they have made. Also included in the role of the assessor is to: Attend meetings Checked the authenticity of the students work Completing and maintaining as safe and secure records Following organisational and regulatory awarding bodies criteria giving constructive and developmental feedback to learners Liaising with others involve the assessment process Making judgements based on the assessment requirement Cpd The role of the internal verifier: That IQA is normally and experienced assessor in the chosen profession. Their role will include supporting and providing feedback to assessors Document quality assurance strategy Identifying issues and trends Leading standardisation meetings to ensure the accuracy of assessment decisions between assessors Planning and carrying out sampling Taking part in CPD The role of the external verifier: Their role is to make sure that the assessments taken place meets the needs of the awarding body, they will come in to the centre and carryout sampling to check that the IQA has made the right decision, they are checking that the work is: Valid Authentic Current Sufficient Reliable The external verifier will also observe an IQA carrying out an observation on an assessor to make sure once again that there judgement are correct. They will also inform the centre of any new changes to a qualification. The external verifier will also liaise with the lead IQA regarding any changes that need to be made and will look at the centres sampling strategies. when the external verifier leave she will leave a report of her findings for the IQA. The role of the witness/expert The role of the witness provides a written statement, where the assessor couldn't be present at a particular time, and the witness provides a statement to say that the student dealt with it in the correct manner. The role of the expert witness is very similar to the witness the only difference being is that the expert witness is familiar with the awarding bodies criteria and standards and will be able to make it better judgements against the students behaviour. These are only normally use when a situation has occurred and the assessor has not been present to observe the student. The role of the trainer The trainer will deliver practical, to students who are just starting their qualification. The trainer will meet the needs of the student; they will give demonstration, and give one to one where necessary. They will also feedback to team members. Their role is very similar to the role of the assessor. The independent assessor Independent assessors are normally used when a candidate undertakes there A1 or IQA award, they bring in external quality-control. They will normally assess a candidate through a whole unit.