NOCN Approved Internal Verifier Status Presentation Presentation by: Date: File submission date deadline:

Housekeeping toilets fire alarm fire exits mobile phones lunch

Formalities attendance register & addresses Introductions anyone attending needs to have been internally verifying for at least 1 year to a standard approved by an awarding body EV

Aim to identify how internal verification fits with the Agored Cymru quality assurance system

Regulation / quality assurance GVET Pillar HE Pillar QALL Pillar Joint regulation for regulated qualifications Access is reviewed & monitored The Quality Assurance Agency for Higher Education Welsh Assembly Government

Structure of the course taught element: – (4.5 hours plus lunch) In addition you are expected to gather existing evidence and produce a report within 6 months of attending the course

Agored/OCN definition of IV: ‘a system implemented by a centre to confirm the quality assurance of all aspects of the provision including –preparation, –delivery, –assessment, –documentation and –certification’.

I nternal Verification is NOT a process of second marking ensures the learner exists at the centre of the learning process, with a high quality experience comprehensive quality assurance process involving all aspects of the provision a means of promoting good practice a cyclical review process from course development to certification ensures consistency and standardisation in delivery and assessment promotes an improving quality profile within all areas. provides a system that ensures every learner is worthy of every qualification The IV is responsible for proving to the EV and AO the quality

Credit based learning (CBL) what is a unit? bite-sized ‘chunks’ of learning, clearly identifiable and assessable –clarity defined by learning outcomes and assessment criteria –time and level clearly defined

Credit & level credit – a european currency 1 credit = 10 hours of learning time level – learning scale from Entry to level 8 in CQFW credit + level = credit value

W hat are the levels? Examples level three: for acquiring a more complex range of competencies, knowledge and understanding. level two: for acquiring a broader range of abilities and knowledge and independent learning techniques. level one: for acquiring abilities and knowledge in a particular area. entry level: for developing basic skills. QCF level descriptors

Unit Level Illustration of broad equivalencies between CQFW, QCF (and thus OCN) levels (not size) and other forms of measuring achievement. level three: ‘A’ Level, NVQ 3, Vocation ‘A’ Level, Access to HE level two: GCSE A-C, NVQ2, GNVQ Intermediate. level one: GCSE D-G, NVQ1, GNVQ Foundation. entry level: Preparation for Foundation Level. Basic Literacy and Numeracy. Preparation for vocational programmes.

Remember – Within credit based learning ALL criteria must be met.

Quality process for centre recognition 1. the centre must have in place a robust IV process as part of the quality assurance system 2.the annual quality review will monitor the implementation of the IV system

Quality cycles for recognition starting point / new member: apply, meet development officer, ensure systems and policies in place quality reviewer visit to confirm all OK, accepted as member by Board acceptance applies to agreed sectors and levels agree units and start to offer courses Quality Assurance cycle Handbook

Quality cycles - annually thereafter... internal verification throughout programme – not end of unit process external verification at intervals with reports – once/twice per year quality reviewer visits annually to confirm policies still appropriate and to follow up on strengths and weaknesses identified from verifier reports and from Estyn reviews. Report to centre. (report to head of centre) centre develops an action plan for continuous improvement and/or to meet issues identified by quality reviewer. Benchmarks - handbook

Centre quality cycle IV processes & documentation should include: review of assessments before they are issued confirm human and physical resources still fit for purpose confirm units still fit for purpose and only those registered are being delivered review assessment methods and evidence sample from all centres, tutors and assessment methods with IV planning documentation IV template - checklist & Form 1 feedback to assessors IV template – Form 2

Centre quality cycle (cont..) review of course documentation documentation of all IV activities and outcomes IV template - flowchart assisting and advising assessors – team meeting minutes confirming accurate claims for credit – sampling Good Practice Guide ensuring that standardisation takes place in house and / or between providers Standardisation flowchart

Exercise 1 AC 1.1 & 1.2 discuss you centre’s quality assurance system and examine the strengths & weaknesses against the IV template booklet

The principles of all assessment are: – validity – authenticity – fitness for purpose – inclusiveness – reliability and consistency what is the role of the IV in relation to these principles?

Validity the method of assessment and the evidence provided must be capable of demonstrating both achievement of the learning outcomes and related assessment criteria. if the evidence does not meet the assessment criteria, the learner does not achieve the learning outcomes. ensure that the method of assessment is fit for purpose and the evidence matches the assessment criteria – exactly!

Authenticity the evidence must be the learner’s own work. assessment practice must include processes for ensuring that the evidence produced for assessment is the learner’s own work. IV and EV should be capable of scrutinising the circumstances in which evidence is produced. clear guidance should be given to learners on plagiarism.

Fitness for Purpose the assessment strategy and methods used must be appropriate for the achievement of –the learning outcomes, –the target group(s) of learners –intended progression. assessment methods should be relevant to –the unit title –learning outcomes –assessment criteria. assessment should engage learners, e.g: –have appropriate pace and challenge –be relevant –integrated with learning processes.

Inclusiveness assessment should be –based on learners’ needs and not exclude individuals –must be equitable –designed to allow all learners to achieve regardless of their individual, social or economic circumstances. assessment should be consistent with best practice in equal opportunities. alternative methods of assessment should be available for learners who might otherwise be excluded from a fair assessment.

Reliability and Consistency processes should ensure that valid and consistent judgments can be made by –different assessors and verifiers –on different occasions –over time. assessment strategies and their practical applications should be clear and capable of assuring consistent results. exemplars of learner work should be kept as examples of good practice of a reliable assessment model

Assessments must: Be reliable/consistent (ie repeatable under similar conditions). Enable learners to meet assessment criteria if properly completed. Be appropriate to the needs of the learner Be evidenced appropriately Only assess what is in the assessment criteria Be followed by appropriate feedback Have their outcomes appropriately recorded

knowing that the principles of all assessment are: – validity – authenticity – fitness for purpose – inclusiveness – reliability and consistency what is the role of the IV in relation to these principles? Exercise 2 AC 1.3

Exercise 3 AC 2.1 what do tutors new to credit-based learning need to know? as a group, discuss the requirements of a credit based learning induction programme review your own organisation’s credit based learning induction programme against the example provided and highlight any improvements you could make how does your organisation deliver its induction programme? How does it monitor and evaluate its effectiveness? Handbook

Sampling the purpose of sampling: to ensure that assessment criteria at different levels are applied consistently and appropriately; to ensure that different methods of assessment are applied consistently and appropriately; to ensure that all borderline cases are sampled

sampling cont… to ensure that there is sufficient and appropriate evidence to demonstrate that the learning outcomes have been achieved to confirm for the centre and the learner that standards are being applied.

Sampling process normally a sample of approximately the square root of the number of learners within a group will be selected. Good Practice Guide the sample may be reduced for an experienced tutor with a good ‘track record’ of assessment decisions. for tutors new to credit based assessment, or with those where there have been problems in the past, a larger sample may be taken

The actual sample should include: work of learners that are borderline in their achievement work of learners who are average for the group work of learners who are clearly above average work from any learners who have been assessed using different methods than the majority of the group work from all tutors should be reviewed work of learners from all centres work from all levels covered

Internal standardisation this may include: meetings to review samples of assessed material comparison of material with evidence from previous courses, previous assessors, different centres & different assessment methods comparison of evidence with exemplar evidence

External standardisation process enables the sharing of best-practice and provides benchmarks for centres Agored Cymru has a calendar of standardisation events events have a ‘topic’ (e.g. maths); centres representatives delivering units in the topic area have to attend. developmental process where comments are summarised and circulated at the end of the event

Guidelines for portfolio completion when compiling your portfolio……… within 6 months whilst colleagues from the same organisation are encouraged to work together on the benchmark assessments, it is not acceptable for identical portfolios to be submitted as individual work. peer review forms should be submitted outlining individual contributions within the collaborative work AC 2.3 requires the Quality Improvement Plan to apply to own practice as well as the system within their own organisation.

Discussion points & definitions refer to the handbook page 14 with reference to the IV process complete…….

Conclusion improved knowledge & understanding of the process within Agored Cymru quality assurance system.

Any questions? Lead contact for standardisation Laura Upton Lead contact for verification Helen McInerney / Chris Blewitt

Evaluation sheet Please complete these before you leave Registration form

Website