S A
M P L E
Internal
Verifiers and Assessors Guide
3850 Certificate in English
Introduction
This
handbook is a guide to what is needed to assess the Certificates in English
(3850) qualifications.
The
City & Guilds 3850 Certificates in English have been designed to recognize
and reward the progress that learners make on their English programme.
The English qualifications cover at the three (3) stages
the ability to:
·
speak, listen and respond
·
read and comprehend
·
write and communicate
The main purpose of these
qualifications is to help learners develop and accredit English skills at a
level necessary to function and progress in life, work or in society in
general. These qualifications have been designed
to allow flexibility as well as clear progression opportunities.
The final assessment of
Reading and Writing units are carried out through an externally set and marked
examination by the awarding body in London.
The final assessment of the
Speaking and Listening is an internal examination marked by teacher (examiner)
and externally quality assured.
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Section
1: Roles and Responsibilities |
1.1 Head of Centre
The Centre Coordinator is the head of the centre. They are responsible for all communications
between the awarding body and the Centre.
The Coordinator has the overall responsibilities for the management of
centre, services and qualifications delivered.
1.2 Internal Verifier (IV)
The Internal Verifier (IV) is responsible for the internal
quality assurance of all the awarding body qualifications being offered within
the centre. Specific roles of the IV:
o
develop, monitor and evaluate the internal
quality assurance processes
o
assist in the development of programs of
learning
o
monitor the quality of tutors/assessor
performance
o
ensure the standardisation of assessment
o
ensuring compliance with awarding body
requirements
o
provide support, give feedback and report on
the performance of tutors/assessors.
o
ensure the completion, filing and safe
storage of evidence.
o
assist in the development of marketing and
promotional materials for training programs.
1.3 Assessor/Tutor
An assessor helps learners to achieve the qualifications
by guiding them on what to do and assessing their work or performance. Their
roles are to:
o ensure learners understand the assessment requirements and
assessment activities
o planning assessments
o carry out assessments according to your plan
o make assessment judgements – apply marks and record evidence
statement using assessment record documents provided
o compare evidence recorded with the standards/syllabus
provided in the qualification handbook
o clearly document assessment decisions (whether the learner
has met the syllabus requirements or not)
o countersign the judgements of others
o provide feedback to learners – positive and constructive
critism for improvement. no decisions
are final until the the decisions have been confirmed by your Internal Verifier
(IV) and your External Verifier (EV).
o recommend further development that a learner will need.
o take part in standardisation activities arranged by your IV. Standardisation provides opportunity to
share decisions with others, share best practices and gain confidence.
1.4
Assessor Roles and Responsibilities
Assessing Speaking & Listening
If you are assessing/examing Speaking
and Listening it is likely that you will be the learners’ teacher too. You will
need to understand the assessment requirements and the assessment activities
really well. The Qualification Handbook
and the marking guides and exemplars will help you.
Assessor/Examiner
Any teacher who assesses Speaking & Listening is
known as an Assessor. However, you may
see the term Examiner used on the recording sheets within the marking guidance
for Speaking and Listening. The
Assessor/Examiner are the same person and conducts the same roles.
1.5 Learner
The learner is required to
demonstrate the knowledge and skills outlined within the unit or qualification
specification. This includes demonstrating performance of tasks and activities,
showing the required level of knowledge and understanding to the required
standard.
This is normally done
through the completion of tasks/activities and/or through successful assessments.
Evidence presented by a learner is assessed by the center’s assessors. Written examinations that form part of the
assessment of this qualification is set and marked by the awarding body.
1.6 External Verifier (EV)
The External Verifier (EV) is
appointed by the awarding body to oversee the internal quality assurance
process at the centre. The EV will visit
the centre to review the systems and procedures in place; interview assessors,
IVs and learners, sample assessments and internal quality assurance decisions
and records.
Section 2: Assessment
2.1 Assessment Defined
According to the Glossary of Education Reform, assessment
refers to the wide variety of methods or tools that educators use to evaluate,
measure and document the academic readiness, learning progress, skill
acquisition or educational needs of learners.
At all levels of the 3850 Certificate in English
qualification, learners must complete assessments demonstrating they have met
the outcomes. These could be paper based
or electronic assessments.
There are three (3) types of assessment:
o
the initial assessment – identifies learner
needs
o
the formative assessment – to track progress
o
the summative assessment – final assessment
of learner achievement at the end of the course
2.2 The Assessment Cycle
Good assessment follows an intentional and reflective
process of design, implementation, evaluation and revision. The following graphic shows how the
Assessment Cycle is built on five (5) distinct but interrelated actions. Results at one stage guide activity at the
following stage. The graphic also demonstrates that assessment is a continuous
process.
2.3 Initial Assessment
There are 5 main methods that assessors may use for
initial assessment:
o
written information provided by the learner
such as completed application forms, CV, questionnaires, previous records of
achievement, a completed assignment from a course already finished, or a skill
scan that they have filled in
o
an interview or formal chat with the learner
to find out more about them.
o
assignment, test or quiz to determine the
learner’s level of literacy or numeracy
o
a diagnostic test to identify specific
learning strengths and needs
o
observe the learner carrying out some
relevant practical skills
2.4 Assessment Planning
The assessor and the learner agree on:
o
what they need to do
o
what part of the qualification is going to be
assessed
o
when will the assessment take place
o
how the assessment will take place
This is recorded on an assessment plan and signed by the
assessor and the learner.
2.5
Key Concepts of Assessment
All
assessments should be:
Validity
The evidence of an
assessment has to be an appropriate way of demonstrating the knowledge or skill
of the learner or learner. For example, it would not be valid to assess a
speaker’s ability asking them to just provide a picture or photograph about
their topic.
Authenticity
When assessing the
work produced by a learner, you should be absolutely sure that the work
supplied is that of their own. There are some assessment methods that are more
robust in ascertaining authenticity, e.g., exams.
Sufficiency
The term
‘sufficiency’ in assessing means that the work produced by the learner is
sufficient enough for the assessor to make a judgement on the learner’s
knowledge/skills against the set criteria.
Learners will need to carry out and complete assignments/written tasks
to meet certain learning outcomes as well as often carrying out a practical
task. In this instance, you, as the assessor will need to ensure that you plan
with the learner and give sufficient amount of time for them to comfortably
demonstrate their skills and abilities.
Reliability
and Fairness
There are three main areas
of reliability and fairness in relation to assessment:
o
consistency
of performance by the learner over a number of different ranges or contexts
o
consistency
of assessors making the same standard of assessment over time of the same
evidence
o
consistency
of numerous assessors making the same decisions and judgements about the
learners
All of
the above contribute to an overall fairness which means that all learners are
treated equally.
Currency
All evidence and work
that is produced should prove that a learner skills and abilities are current,
that means that they are up to date on the knowledge and skills in their
vocational area. This would also mean that even if someone has achieved skills
or qualifications previously, they will need to prove that they have current
knowledge.
2.6 Assessment Decisions and Feedback
At the agreed date and time, the assessor carries out the
assessment as planned and agreed with the learner. The assessor will:
o
look at the evidence recorded and compare it
with the standards/syllabus – use the units in the qualification handbook to
check
o
make a final decision about whether the
learner has met the syllabus requirements or not and document these clearly.
o
be asked to countersign the judgements of
others.
The assessor gives the learner feedback about their
assessment decision and they agree what has to be done next. This feedback is ideally given immediately
after the feedback and is often verbal.
Feedback is important – positive or negative criticism
for improvement. Remember no decisions
are final until the decisions have been confirmed by you Internal Verifier (IV)
and your External Verifier (EV)
2.7 Record-keeping
The assessor
fills in an assessment record which confirms whether or not all requirements
have been met. If not, it will also
include what the learner needs to do next.
Assessment records are required to show:
o
who
assessed who, what, how and when
o
what
assessment decision was made
o
the
assessment method(s) used
o
the
location of the supporting evidence
o
feedback
given and further action/assessment plans negotiated
o
regular
monitoring of the learner’s progress
o
the
achievements of the learner.
It is this Centre’s policy to keep assessment records for
three years.
Portfolio Compilation
Some qualifications rely on a portfolio of evidence. These
evidences will satisfy the requirements for the awarding organisation and
provide assessors, internal verifiers and external verifiers that all criteria
and standards have been met.
Section
3: Internal Quality Assurance
3.1 Internal Quality Assurance Process
Internal quality assurance of the assessment process
ensures that assessment within the centre is valid and consistent. In order to
demonstrate quality assurance of the assessment process, the Internal Verifiers
(IVs) will:
o
advise and support the assessment process
o
monitor and verify the assessment process
o
manage external quality assurance
requirements
3.2 Advise and Support for the Assessment Process
The IV will be in regular contact with assessors to
provide advice and information including:
o
helping with interpretation of guidelines and
policy
o
answering specific questions about assessment
o
advising on the appropriate use of different
types of evidence
o
assisting with any special arrangements that
might be required for individual learners
The IV will ensure that assessors are provided with all
relevant documentation, records and guidance provided by the awarding body and
the centre. The IV will allocate duties and responsibilities according to the
expertise of the assessors and the needs of learners. The IV will also ensure
that both assessors and learners are aware of these responsibilities.
The IV may not necessarily carry out the training of
assessors, however will conduct an induction. The induction programme is to ensure
the assessors’ understanding of:
o
the idea of competence-based assessment (involves
learners being assessed against fixed criteria)
o
the qualification requirements
o
the centre’s quality assurance policy and
procedures
o
the assessment records and documentation to
be used
IVs are required to hold regular team meetings with
assessors to include consideration of the following:
o
access and fair assessment
o
monitoring, review and evaluation
o
updates from the awarding body
o
discussion of any action points identified by
the awarding body External Verifiers
o
agreement of action to be taken by assessment
team members
o
staff roles and responsibilities
Standardisation meetings are essential to ensure the
centre’s assessment practice is standardised and meets the requirements of the
awarding body. Records of these meetings must be maintained for external
quality assurance.
3.3 Monitoring and Verifying the Assessment Process
Internal quality assurance will be ongoing throughout the
assessment process and will include the following activities:
o
observation of assessment activities and
constructive feedback to assessors
o
reviewing the learner’s evidence which has
been judged by the assessor as valid and sufficient
o
observing assessment interviews by an
assessor with a learner
o
carrying out standardisation exercises with
assessors focusing on speaking and listening units, types/sources of evidence
and assessment methods
3.4 Internal Quality Assurance Sampling
Strategy
The IV will sample assessment decisions to ensure that
assessment within the centre consistently complies with the awarding body
requirements. Sampling will include direct observation of assessment practice
and learner interviews. The IV will identify a representative sample of
activity across the centre to cover all assessors, all units, all learner types
(e.g., part time, experienced etc.) and all types of evidence.
3.5 Review and Feedback
The IV will provide constructive feedback to assessors,
identifying areas of good assessment practice and any training and development
needs. Records of this feedback will be made available to the EQA.
3.6 Managing External Verifier Requirements
The IV is the link between the assessment team and the
centre coordinator and is required to manage and maintain the qualification
provision within the centre.
The IV will:
o
ensure accurate records of assessment and
internal quality assurance are kept using appropriate documents
o
liaise with the EV to co-ordinate and manage
centre visits, clarifying requirements, disseminating the awarding body updates
and guidance, agreeing action plans
o
deal with disputes or appeals in line with
procedures agreed with the awarding body
o
advise the awarding body of any significant
changes to centre operations which may affect the quality of assessment and
internal quality assurance (e.g., changes in staff)
3.7 Recording of Internal Verifier Decisions
All internal quality assurance records will be made
available for the EV to see all of the internal quality assurance activities
that have been undertaken by the centre.
Internal quality assurance records must show:
o
induction and training activities undertaken
by assessors
o
assessor and IV competence
o
minutes of standardisation meetings
o
list of assessors’ allocated responsibilities
e.g., learners, qualifications, units
o
an internal quality assurance sampling
strategy
o
who quality assured who, what and when
o
feedback given to assessors and action plans
o
reasonable adjustments and special
considerations provided for specific learners
The IVs records are required for external quality
assurance. They must be securely retained by the centre for a minimum of three
years following learner achievement of the qualification.
3.8 Occupational Competence
In general, IVs and Assessors must:
o
have sufficient occupational expertise in the
areas which they will be internally verifying and assessing
o
maintain their occupational competence in a
way that can be demonstrated through a Continuing Professional Development
(CPD) record that relates to the occupational sector.
3.9 Continuing Professional Development (CPD)
Continuing Professional Development (CPD) is the term
used to describe the learning activities professionals engage in to develop and
enhance their abilities. CPD combines different methodologies to learning, such
as training workshops, conferences and events, e-learning programs, best
practice techniques and ideas sharing, all focused for an individual to
continually ‘up skill’ or ‘re-skill’ themselves.
Continuing Professional Development undertaken is recorded by a CPD Certificate of Attendance, CPD Self-Assessment forms and personal CPD Record. Once a CPD certified activity has been delivered, you can update the CPD record sheet and attach the associated certificate.
Section
4: External Quality Assurance
4.1 External Verifier (EV)
At each centre visit an EV will:
-
monitor the assessment and internal quality
assurance practices for the qualifications the centre is approved to offer
-
sample the assessment and internal quality
assurance decisions to ensure consistency and rigour against the qualification
requirements
-
check the occupational competence of the
assessor and iv team
-
check resource availability and learner
access to appropriate resources
-
check that the needs of the learner are being
met
-
sign off certification claims where all
requirements have been met
-
feedback to the awarding body on the
effectiveness of the quality assurance arrangements within the centre
At the visit, the EV will:
-
review policies and procedures
-
discuss progress with all of the IVs
-
discuss progress with all (or a sample) of
the assessors
-
discuss the programme with a learner/group of
learners to gain feedback on their experiences
-
review assessment and iv records to identify
where learners are in the process and the progress that has been made
-
review a representative sample of learner
work to gain a view on the quality of assessor and iv activity, judgements and
feedback
The EV will complete an EV Report Form to record their
findings and identify any action points for the centre. These action points
will specify a deadline and a responsible officer.
Section
5: Centre Policies and Procedures
5.1 Communication
A sample organisation chart
is below. It shows the line of
communication between all level of staff within a Centre.
5.2 Centre
Policies and Procedures
This Centre is guided by the policies and procedures of the
awarding body.
Data
Protection Notice
The Centre is required to
comply with the Data Protection Act 2003 (the ‘Act’) in relation to how we
handled any personal data which is obtained from you.
Any personal information
gathered will only be used in the context of your learning programme.
We may also collect
Sensitive Personal Data relating to you but only with your explicit consent in
advance. We may process all the
information obtained from you to enable us to fulfil our contractual agreement
to you and may request further information from third parties or disclose your
details to other selected third parties, such as awarding bodies and industry
bodies.
In disclosing your personal
details to us, you agree that we may process and in may disclose your personal
data:
o
as required by law to any third party.
o
to select third parties who may process
personal data on our behalf.
o
to third parties such as awarding bodies who
may use your personal data or sensitive personal data (as appropriate).
o
to enable us to fulfil our contractual
obligations to you e.g., by providing you with an examination certificate.
o
contact you directly about forthcoming
events, courses or programmes
o
carry out statistical analysis
o
pass to their regulator or industry bodies
for the following purposes:
o
to monitor equal opportunities relating to
ethnicity or disability; or for other such monitoring purposes
-
to account for learners where there is a requirement to do so
-
where there is a requirement for such bodies to contact a learner directly and
information is not readily accessible by other means.
You have a right to ask for
a copy of your personal information held by us in our records.
Please contact The Centre if
you wish to obtain a copy of the personal data which is held in relation to
you. There will be and administrative
charge for this service.
Equal Opportunities Policy Statement
It is the aim of this Centre
to ensure that no learner receives less favourable facilities or treatment on
grounds of sex, marital status, race, colour, nationality, ethnic origin,
religion, disability, age, class, political views, dependents or sexual
orientation, are placed at a disadvantage by imposed conditions or requirements
which cannot be shown to be justified.
This policy and the
associated arrangements shall operate in accordance with statutory
requirements. In addition, full account will be taken of any Codes of Practice
issued by the Commission of Racial Equality, The Equal Opportunities Commission
and the Department of Employment, guidance from the Department of Health and
other statutory bodies.
Access
to Assessment
It is this Center’s policy
to give all learners equal opportunity to demonstrate attainment and to give
learners with disabilities and learning difficulties the same access to
assessment as other learners.
The principles of this
policy are that:
-
special assessment arrangements do not give
unfair advantage over other learners
-
arrangements are determined according to the particular
disability or learning difficulty
-
users of certificates are not misled about
learner attainment
Assessment
Arrangements
Assessment arrangements may
be varied, where the standards permit for learners with disabilities and
learning difficulties. The nature of any
special arrangement depends largely upon the qualification followed and the
assessment strategy employed.
Arrangements must be locally agreed between the centre and the EV from
the respective awarding body in accordance with the qualification documents.
Academic Appeal Procedures
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Grounds for appeal |
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Assessment
decisions for all courses are based on criteria published by the awarding
bodies. You should be given a copy of the assessment criteria at the start of
the course as part of your induction.
As a candidate you have the right to appeal against any assessment
decision if you believe that the decision is unfair or unreasonable. |
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Awareness of the Appeals Process |
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Your assessor will
explain the appeals process at the start of your course, and you will be
asked to sign this procedure to confirm your understanding. |
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Stage 1: Informal Appeal |
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1.1 |
If you are unhappy
with an assessment decision you should always discuss it first with you
assessor. You should be prepared to explain why you think you have met the
required assessment criteria, and you should be prepared to listen to your
assessor’s reasons. |
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1.2 |
In exceptional
circumstances, if you feel very unhappy about discussing the issue with your
assessor, you may raise it instead with the course director or with your
personal tutor. |
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1.3 |
If you are still
unhappy with the assessment decision, you may then proceed to stage 2, the
formal written appeal. |
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Stage 2: Formal Written Appeal |
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2.1 |
If you decide to
make a formal appeal, you must fill in an appeal form, within 10 working days
of getting the original assessment decision.
You can get an appeal form from your personal tutor or from the course
director. |
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2.2 |
The written appeal
will be sent to the Internal Verifier responsible for the course. |
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2.3.1 |
The Internal
Verifier will discuss the issue with the assessor concerned, evaluate the
evidence and give a judgement. |
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2.3.2 |
The Internal
Verifier will notify you of the decision, and the reasons for the decision,
in writing and will give a copy to the assessor and the course director. |
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Stage 3: Appeals Panel |
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3.1 |
If you are still
unhappy after the Internal Verifier’s decision, you may make a final appeal
to the Appeals Panel. This panel will be appointed by the awarding body. |
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3.2 |
To make and appeal
you must apply in writing within 10 working days of receiving the Internal
Verifier’s decision. |
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3.3 |
The appeal panel
will consider the evidence and give a judgement. Their decision will be final and binding.
You will be notified inwriting of the decision and reason for the decision. |
