1) The document provides guidance for centers on internal verification, which ensures fair and consistent assessment of candidates according to national standards.
2) Internal verification checks that assessments are valid and assessors make accurate and consistent judgements. It includes supporting assessors, checking assessments, arranging standardization activities, sampling assessments, and maintaining records.
3) Effective internal verification requires centers to have competent internal verifiers, support assessors, ensure valid assessments, arrange for standardization of judgements, sample assessments, and maintain records of verification activities.
Role of-clinical-assessment-technologies-cat-in-developing-new-medicinesZoran M Pavlovic M.D.
Clinical Assessment Technologies (CAT) play an important role in developing new medicines by standardizing subjective outcome assessments through rater training programs. CAT aims to improve rating quality by assessing rater experience, providing training on study scales and indications, and monitoring diagnostic data collection. CAT activities include developing rater training manuals, materials and websites, conducting in-person and online trainings, certifying raters, monitoring early patient assessments, and ensuring consistent scale administration across clinical trial sites. The goal is to align rater understanding and qualifications to improve data quality and interpretability in clinical trials.
This document provides information about the Entry Level Certification program offered by the National Accreditation Board for Hospitals and Healthcare Providers (NABH) in India. It outlines the registration, assessment, and certification process for the program. The key steps include registering on the online portal HOPE, completing documentation requirements, undergoing a desktop assessment, paying certification fees, participating in an on-site assessment if needed, and potentially receiving entry level certification if standards are met. The goal of the program is to help healthcare organizations improve quality and safety standards as an initial step towards full NABH accreditation.
Baish General Hospital implemented several innovative approaches to improve key performance indicators (KPIs) across different departments. In the emergency department, assigning a bed coordinator helped reduce wait times for admission and a dashboard improved monitoring of patient journeys. A centralized bed management department activated hospital-wide helped reduce length of stay and increase weekend discharges in the inpatient department. In outpatient, a calling center project reduced no-show rates by reminding patients before appointments. Data showed these approaches helped sustain steady performance in meeting KPI targets after overcoming initial impacts from the COVID-19 pandemic. Lessons from the projects' success were shared with other regional hospitals.
Priyanka Patel is applying for a position in pharmacovigilance. She has over 7 years of experience in pharmacovigilance and quality assurance. Currently, she works as a Junior Data Analyst/Medical Safety Specialist at Cognizant Technologies Solutions, where she performs case processing, quality checking, medical coding, and ensures regulatory reporting requirements are met. Previously, she worked as a Pharmacovigilance Scientist at Tata Consultancy Services and in quality assurance at Pfizer Production Plant. She has expertise in Good Clinical Practice and skills in communication, problem solving, and training.
This document provides a summary of an individual's experience, education, skills, and objective. It includes the following information:
- Over 15 years of experience in healthcare operations, quality management, and project management.
- Holds a Juris Doctorate and bachelor's degrees in criminal justice and molecular biology.
- Certified in Six Sigma Green Belt, quality improvement, talent management, and project management.
- Seeks an executive leadership position utilizing experience in quality, operations, and business management.
The purpose of the webinar will be to discuss key differences between quality certifications and certificate programs. To do this, presenters will engage in a discussion surrounding the importance of NCCA accreditation, the differences between a quality certification program vs. assessment-based certificate program, the Health Education Specialist Practice Analysis, and other certification related topics.
Tywiana Smallwood has over 20 years of experience in customer service, clinical research, and healthcare. She currently works as a Senior Patient Care Advocate at United BioSource Corporation, where she manages clinical research programs and ensures compliance. Previously, she held roles in patient advocacy, quality assurance, and medical office administration. She has strong communication, organizational, and problem-solving skills.
Joy Hanford has over 25 years of experience in medical coding and compliance. She currently serves as the Director of Coding and Physician Education at Carroll Health Group, where her responsibilities include managing coding staff, providing education to physicians, and acting as a coding liaison. Previously, she held several director roles involving coding, compliance, and reimbursement at organizations such as Practice Dynamics, Erickson Health Medical Group, and LifeBridge Health. She has extensive expertise in ICD-9, ICD-10, CPT coding, documentation audits, and revenue cycle management.
Role of-clinical-assessment-technologies-cat-in-developing-new-medicinesZoran M Pavlovic M.D.
Clinical Assessment Technologies (CAT) play an important role in developing new medicines by standardizing subjective outcome assessments through rater training programs. CAT aims to improve rating quality by assessing rater experience, providing training on study scales and indications, and monitoring diagnostic data collection. CAT activities include developing rater training manuals, materials and websites, conducting in-person and online trainings, certifying raters, monitoring early patient assessments, and ensuring consistent scale administration across clinical trial sites. The goal is to align rater understanding and qualifications to improve data quality and interpretability in clinical trials.
This document provides information about the Entry Level Certification program offered by the National Accreditation Board for Hospitals and Healthcare Providers (NABH) in India. It outlines the registration, assessment, and certification process for the program. The key steps include registering on the online portal HOPE, completing documentation requirements, undergoing a desktop assessment, paying certification fees, participating in an on-site assessment if needed, and potentially receiving entry level certification if standards are met. The goal of the program is to help healthcare organizations improve quality and safety standards as an initial step towards full NABH accreditation.
Baish General Hospital implemented several innovative approaches to improve key performance indicators (KPIs) across different departments. In the emergency department, assigning a bed coordinator helped reduce wait times for admission and a dashboard improved monitoring of patient journeys. A centralized bed management department activated hospital-wide helped reduce length of stay and increase weekend discharges in the inpatient department. In outpatient, a calling center project reduced no-show rates by reminding patients before appointments. Data showed these approaches helped sustain steady performance in meeting KPI targets after overcoming initial impacts from the COVID-19 pandemic. Lessons from the projects' success were shared with other regional hospitals.
Priyanka Patel is applying for a position in pharmacovigilance. She has over 7 years of experience in pharmacovigilance and quality assurance. Currently, she works as a Junior Data Analyst/Medical Safety Specialist at Cognizant Technologies Solutions, where she performs case processing, quality checking, medical coding, and ensures regulatory reporting requirements are met. Previously, she worked as a Pharmacovigilance Scientist at Tata Consultancy Services and in quality assurance at Pfizer Production Plant. She has expertise in Good Clinical Practice and skills in communication, problem solving, and training.
This document provides a summary of an individual's experience, education, skills, and objective. It includes the following information:
- Over 15 years of experience in healthcare operations, quality management, and project management.
- Holds a Juris Doctorate and bachelor's degrees in criminal justice and molecular biology.
- Certified in Six Sigma Green Belt, quality improvement, talent management, and project management.
- Seeks an executive leadership position utilizing experience in quality, operations, and business management.
The purpose of the webinar will be to discuss key differences between quality certifications and certificate programs. To do this, presenters will engage in a discussion surrounding the importance of NCCA accreditation, the differences between a quality certification program vs. assessment-based certificate program, the Health Education Specialist Practice Analysis, and other certification related topics.
Tywiana Smallwood has over 20 years of experience in customer service, clinical research, and healthcare. She currently works as a Senior Patient Care Advocate at United BioSource Corporation, where she manages clinical research programs and ensures compliance. Previously, she held roles in patient advocacy, quality assurance, and medical office administration. She has strong communication, organizational, and problem-solving skills.
Joy Hanford has over 25 years of experience in medical coding and compliance. She currently serves as the Director of Coding and Physician Education at Carroll Health Group, where her responsibilities include managing coding staff, providing education to physicians, and acting as a coding liaison. Previously, she held several director roles involving coding, compliance, and reimbursement at organizations such as Practice Dynamics, Erickson Health Medical Group, and LifeBridge Health. She has extensive expertise in ICD-9, ICD-10, CPT coding, documentation audits, and revenue cycle management.
This document provides guidance on the medical appraisal process. It outlines key steps including scheduling an appraisal meeting, completing forms, submitting documents, and reflecting on topics like scope of work, CPD activities, and personal development objectives. The goal is to capture information on the doctor's practice and ensure high quality patient care through an annual review and feedback process.
This resume is for Srividhya, who has over 10 years of experience in drug safety and pharmacovigilance. She currently works as a Serious Case Processing Quality Control Officer at Accenture Pharmaceutical Services in Bangalore. Prior to this role, she held positions as a Drug Safety Scientist and Senior Drug Safety Associate at Accenture. Srividhya has a Bachelor's degree in Dental Surgery and a post-graduate diploma in Clinical Research and Clinical Data Management. She is proficient in databases such as Argus and Empirica Trace and has experience with medical coding, case processing, quality assurance, and regulatory compliance.
Cbahi hospital accreditation guide october 2016Badheeb
The document provides guidance for hospitals on the Saudi Central Board for Accreditation of Healthcare Institutions (CBAHI) hospital accreditation process. It describes the CBAHI organization and its mission to promote healthcare quality and safety. It also outlines the hospital registration process with CBAHI, the scope and goal of accreditation surveys, how compliance is assessed, accreditation decision rules, and possible accreditation outcomes.
This document summarizes a project report submitted by a team of six individuals on Dutech Clinica, a clinical site management organization, from a sponsor's perspective. It discusses Dutech Clinica's track record of on-time trial delivery, competitive project management team, high quality data with regulatory compliance, and ability to rapidly recruit and retain patients. It also provides an overview of the topics covered in the project report, including introduction to clinical site management, clinical trial planning and management, feasibility analysis, clinical research coordination, quality control management, and clinical trial document management.
This presentation gives a thorough overview of the certified quality auditor (CQA) exam offered by the American Society for Quality (ASQ). The overview covers content of the exam, hints for passing the exam, tips for exam preparation, and a resource for exam preparation.
This document discusses key performance indicators (KPIs) for healthcare. It provides information on developing KPIs, including defining objectives, identifying key result areas and tasks, and determining methods to measure results. The document outlines common mistakes in creating KPIs, such as having too many KPIs not linked to key result areas. It also describes different types of KPIs, such as process, input, output, leading, lagging, outcome, qualitative and quantitative KPIs. Additional resources on KPIs are provided.
National Assessment and Accreditation Council (NAAC)
NAAC primarily focuses on the assessment of the quality of higher education institutions in the country:
1. Quality Initiatives in Internal Institutional processes
2. Quality Sustenance in Internal Institutional processes
3. Quality Enhancement in Internal Institutional processes
Assessment and Accreditation (A&A) Framework:
1. Extensive use of ICT confirming scalability and robustness
2. System Generated Scores (SGS) with combination of:
1. Online evaluation (about 70%) and
2. Peer judgement (about 30%)
3. QUALITY INDICATOR FRAMEWORK (QIF)
4. Quality Assessment (QA) & Self-evaluation process and submission of Self Study Report (SSR) with 137 Metrics in 2 categories:
a. Quantitative metrics (QnM) - 70%
b. Qualitative metrics (QlM). – 30%
5. (7) Criteria based assessment framework with key Indicators (KIs)
a. Curricular Aspects
b. Teaching-Learning and Evaluation
c. Research, Innovations and Extension
d. Infrastructure and Learning Resources
e. Student Support and Progression
f. Governance, Leadership, and Management
g. Institutional Values and Best Practices
This document discusses quality in higher education and outcomes assessment. It notes that higher education is facing challenges like increased demand, shrinking public funding, and problems with access, quality and equity. Assessment is presented as a core process for quality improvement that can help institutions demonstrate accountability, benchmark themselves, and identify areas for improvement through gathering evidence on outcomes. The document provides an overview of different assessment methods and strategies institutions can use to develop an effective assessment program and infrastructure to enhance quality.
The document discusses hospital accreditation and quality standards. It provides an overview of hospital accreditation, outlining that it is a voluntary process where a hospital chooses an accrediting body and set of standards to be assessed against. The benefits of accreditation include promoting business development, assessing performance, and increasing credibility. Key standards discussed for Philippines hospitals are the PhilHealth Benchbook, Joint Commission International, Accreditation Canada, ISO, and Philippine Quality Awards. Recommendations are provided for standards compliance and accreditation.
Youth Career Development, Skill Building, And Credentialinglecriswell
This document outlines a plan to implement WorkKeys testing in local high schools to help students with career research, skill building, and credentialing. It discusses approaches to career development classes using KeyTrain, work skills exams, and job shadowing. Results show high percentages of students achieving required scores on WorkKeys exams at different schools. Tips for stand-alone testing include formulating a plan, identifying target groups, setting the testing environment, and administering the proper control procedures.
Dissertation presentation: Study of the Process of Hospital Accreditation and Its Impact on Healthcare Facilities.
Presented By: Yasser Alsharif, Muwafag Kamash, Nasrat Esmat, Amer Tayeb
Supervised By: Dr. Mohammad Kamal Hussain
ISO certification for small and medium hospitals can help business by ensuring continual improvement, management commitment, proper planning, data collection, validation, prevention of failures, execution of plans, obtaining feedback, and correcting courses. The ISO 9000:2000 quality management system standard specifies requirements including demonstrating ability to consistently provide services that meet customer and regulatory requirements and enhancing customer satisfaction through effective processes and continual improvement. Certification requires establishing documented quality systems, customer focus, monitoring and improvement, and ensuring customer satisfaction.
Certified Quality Professional Specialization in Healthcare QualityVin Williams
Certified Quality Professional with specialization in Healthcare (CQPH)course is an excellent professional program on 'Quality Management' brought out by ‘Quality Professionals Group (QPG)’ through distance learning mode. It provides you with a flexibility to study at your own place, at your own pace and still be able to learn about the subject and acquire additional qualifications.
The successful completion of this program shall result into a certificate issued by QPG under approval and accreditation from The CPD Standards Office, UK as a 'Certified Quality Professional'
This document discusses the findings of a survey conducted by the Association of Specialized and Professional Accreditors (ASPA) regarding outcomes requirements of their member accrediting agencies. The key findings are that all respondent agencies look at student learning and program outcomes, with most requiring competency assessment, bright line indicators like completion rates and exam pass rates, and allowing programs to determine some indicators. Requirements vary depending on whether the agency is recognized by the US Department of Education, the Council for Higher Education Accreditation, or both. Case studies provide examples of specific outcomes requirements from agencies like CEPH, CAATE, and ABET.
Tracy L. Taylor has over 30 years of experience in administrative and credentialing roles within the VA healthcare system. She is currently an Administrative Officer at the Ralph H. Johnson VA Medical Center in Charleston, SC where she oversees the Radiology Service budget, staffing, and reporting. Prior to this role, she served as Medical Staff Coordinator at two other VA facilities, where she managed credentialing and privileging programs for over 400 providers and ensured compliance with VA and Joint Commission standards.
Excellence in Operations For Hospital Operations Group No 4Dr Rahul Deshpande
Rockland Hospitals aim for excellence in operations through quality management. They seek to comply with quality standards, continually improve health and safety, and enhance staff competence. Their vision is to deliver high quality medical services through a team of caring professionals. They measure quality using the five dimensions of service quality: reliability, responsiveness, assurance, empathy, and tangibles. For each dimension, they have identified specific quality standards and targets across different stages of inpatient and outpatient care. This includes standards for patient registration, diagnostics, surgery, post-care, billing, and more. The goal is to achieve excellence by meeting these quality measures.
Quality Management System (Institutional Level)Reynaldo Joson
The document provides information about quality management systems at the institutional and unit levels of a hospital. It discusses how quality management systems at the unit level should be aligned with and integrated into the overarching hospital quality management system. The quality management system establishes the hospital's quality policy, objectives, and processes to achieve quality goals. These systems help ensure that all departments and units are working towards the same quality aims and standards.
This document provides information about the accreditation process for blood storage centers through the National Accreditation Board for Hospitals and Healthcare Providers (NABH) in India. It describes the benefits of accreditation for patients, centers, and staff. The accreditation process involves centers implementing NABH quality standards, undergoing assessment visits, and receiving certification if standards are met. Centers prepare quality manuals, submit applications, respond to feedback, and pay fees to participate. The goal of the program is to improve quality, safety, and management of blood and blood products.
This document provides a summary of Carolyn Isaacson's background and experience. She has over 23 years of experience in healthcare, including leadership roles as Director of Nursing and Manager of Clinical Services. Currently, she is the Director of Quality and Compliance Management at Altus ACE, where she is building the infrastructure for quality and compliance. Previously she held national roles at UnitedHealthcare managing clinical adherence programs. She has extensive experience in quality monitoring, ensuring regulatory compliance, and training and developing staff.
This research sets out Assessment and quality assurance SQA: quality assurance principles, elements and criteria.
How SQA monitors the way a center carries out its responsibilities depends on the type of center and the type of qualification being offered.
The most important objective of SQA’s assessment and quality assurance principles and procedures is to ensure that assessment of SQA
Developing its policy on assessment and quality assurance was one of the first tasks undertaken by all the engineers. They inherited policies and procedures from its predecessor bodies, and these had to be integrated. It also had to take account of decisions already made in relation to the new Higher Still provision.
Assessment and quality assurance SQA works in partnership with centers to ensure that all of its qualifications are subject to rigorous quality assurance and has now drawn up a number of quality assurance principles to maximize the effectiveness of its partnership.
Specific elements of quality assurance are based on these principles, and each element consists of a number of criteria. The elements and criteria are designed to ensure that all SQA qualifications are assessed to national standards.
By reading this publication, staff in centers should develop an understanding of the criteria and of the ways we can work together to ensure that all SQA qualifications continue to meet the requirements of the engineers.
The document outlines the internal quality assurance (IQA) strategy of Pathway Group. It details the roles and responsibilities in the IQA process, including the Quality Improvement Manager who monitors the verification procedure. The strategy involves sampling assessments at interim and summative stages to check the quality of assessors' judgements and ensure national standards are met. Internal verifiers must sample different units and methods of assessment for each assessor according to risk-based sampling plans and rates.
This document provides guidance on the medical appraisal process. It outlines key steps including scheduling an appraisal meeting, completing forms, submitting documents, and reflecting on topics like scope of work, CPD activities, and personal development objectives. The goal is to capture information on the doctor's practice and ensure high quality patient care through an annual review and feedback process.
This resume is for Srividhya, who has over 10 years of experience in drug safety and pharmacovigilance. She currently works as a Serious Case Processing Quality Control Officer at Accenture Pharmaceutical Services in Bangalore. Prior to this role, she held positions as a Drug Safety Scientist and Senior Drug Safety Associate at Accenture. Srividhya has a Bachelor's degree in Dental Surgery and a post-graduate diploma in Clinical Research and Clinical Data Management. She is proficient in databases such as Argus and Empirica Trace and has experience with medical coding, case processing, quality assurance, and regulatory compliance.
Cbahi hospital accreditation guide october 2016Badheeb
The document provides guidance for hospitals on the Saudi Central Board for Accreditation of Healthcare Institutions (CBAHI) hospital accreditation process. It describes the CBAHI organization and its mission to promote healthcare quality and safety. It also outlines the hospital registration process with CBAHI, the scope and goal of accreditation surveys, how compliance is assessed, accreditation decision rules, and possible accreditation outcomes.
This document summarizes a project report submitted by a team of six individuals on Dutech Clinica, a clinical site management organization, from a sponsor's perspective. It discusses Dutech Clinica's track record of on-time trial delivery, competitive project management team, high quality data with regulatory compliance, and ability to rapidly recruit and retain patients. It also provides an overview of the topics covered in the project report, including introduction to clinical site management, clinical trial planning and management, feasibility analysis, clinical research coordination, quality control management, and clinical trial document management.
This presentation gives a thorough overview of the certified quality auditor (CQA) exam offered by the American Society for Quality (ASQ). The overview covers content of the exam, hints for passing the exam, tips for exam preparation, and a resource for exam preparation.
This document discusses key performance indicators (KPIs) for healthcare. It provides information on developing KPIs, including defining objectives, identifying key result areas and tasks, and determining methods to measure results. The document outlines common mistakes in creating KPIs, such as having too many KPIs not linked to key result areas. It also describes different types of KPIs, such as process, input, output, leading, lagging, outcome, qualitative and quantitative KPIs. Additional resources on KPIs are provided.
National Assessment and Accreditation Council (NAAC)
NAAC primarily focuses on the assessment of the quality of higher education institutions in the country:
1. Quality Initiatives in Internal Institutional processes
2. Quality Sustenance in Internal Institutional processes
3. Quality Enhancement in Internal Institutional processes
Assessment and Accreditation (A&A) Framework:
1. Extensive use of ICT confirming scalability and robustness
2. System Generated Scores (SGS) with combination of:
1. Online evaluation (about 70%) and
2. Peer judgement (about 30%)
3. QUALITY INDICATOR FRAMEWORK (QIF)
4. Quality Assessment (QA) & Self-evaluation process and submission of Self Study Report (SSR) with 137 Metrics in 2 categories:
a. Quantitative metrics (QnM) - 70%
b. Qualitative metrics (QlM). – 30%
5. (7) Criteria based assessment framework with key Indicators (KIs)
a. Curricular Aspects
b. Teaching-Learning and Evaluation
c. Research, Innovations and Extension
d. Infrastructure and Learning Resources
e. Student Support and Progression
f. Governance, Leadership, and Management
g. Institutional Values and Best Practices
This document discusses quality in higher education and outcomes assessment. It notes that higher education is facing challenges like increased demand, shrinking public funding, and problems with access, quality and equity. Assessment is presented as a core process for quality improvement that can help institutions demonstrate accountability, benchmark themselves, and identify areas for improvement through gathering evidence on outcomes. The document provides an overview of different assessment methods and strategies institutions can use to develop an effective assessment program and infrastructure to enhance quality.
The document discusses hospital accreditation and quality standards. It provides an overview of hospital accreditation, outlining that it is a voluntary process where a hospital chooses an accrediting body and set of standards to be assessed against. The benefits of accreditation include promoting business development, assessing performance, and increasing credibility. Key standards discussed for Philippines hospitals are the PhilHealth Benchbook, Joint Commission International, Accreditation Canada, ISO, and Philippine Quality Awards. Recommendations are provided for standards compliance and accreditation.
Youth Career Development, Skill Building, And Credentialinglecriswell
This document outlines a plan to implement WorkKeys testing in local high schools to help students with career research, skill building, and credentialing. It discusses approaches to career development classes using KeyTrain, work skills exams, and job shadowing. Results show high percentages of students achieving required scores on WorkKeys exams at different schools. Tips for stand-alone testing include formulating a plan, identifying target groups, setting the testing environment, and administering the proper control procedures.
Dissertation presentation: Study of the Process of Hospital Accreditation and Its Impact on Healthcare Facilities.
Presented By: Yasser Alsharif, Muwafag Kamash, Nasrat Esmat, Amer Tayeb
Supervised By: Dr. Mohammad Kamal Hussain
ISO certification for small and medium hospitals can help business by ensuring continual improvement, management commitment, proper planning, data collection, validation, prevention of failures, execution of plans, obtaining feedback, and correcting courses. The ISO 9000:2000 quality management system standard specifies requirements including demonstrating ability to consistently provide services that meet customer and regulatory requirements and enhancing customer satisfaction through effective processes and continual improvement. Certification requires establishing documented quality systems, customer focus, monitoring and improvement, and ensuring customer satisfaction.
Certified Quality Professional Specialization in Healthcare QualityVin Williams
Certified Quality Professional with specialization in Healthcare (CQPH)course is an excellent professional program on 'Quality Management' brought out by ‘Quality Professionals Group (QPG)’ through distance learning mode. It provides you with a flexibility to study at your own place, at your own pace and still be able to learn about the subject and acquire additional qualifications.
The successful completion of this program shall result into a certificate issued by QPG under approval and accreditation from The CPD Standards Office, UK as a 'Certified Quality Professional'
This document discusses the findings of a survey conducted by the Association of Specialized and Professional Accreditors (ASPA) regarding outcomes requirements of their member accrediting agencies. The key findings are that all respondent agencies look at student learning and program outcomes, with most requiring competency assessment, bright line indicators like completion rates and exam pass rates, and allowing programs to determine some indicators. Requirements vary depending on whether the agency is recognized by the US Department of Education, the Council for Higher Education Accreditation, or both. Case studies provide examples of specific outcomes requirements from agencies like CEPH, CAATE, and ABET.
Tracy L. Taylor has over 30 years of experience in administrative and credentialing roles within the VA healthcare system. She is currently an Administrative Officer at the Ralph H. Johnson VA Medical Center in Charleston, SC where she oversees the Radiology Service budget, staffing, and reporting. Prior to this role, she served as Medical Staff Coordinator at two other VA facilities, where she managed credentialing and privileging programs for over 400 providers and ensured compliance with VA and Joint Commission standards.
Excellence in Operations For Hospital Operations Group No 4Dr Rahul Deshpande
Rockland Hospitals aim for excellence in operations through quality management. They seek to comply with quality standards, continually improve health and safety, and enhance staff competence. Their vision is to deliver high quality medical services through a team of caring professionals. They measure quality using the five dimensions of service quality: reliability, responsiveness, assurance, empathy, and tangibles. For each dimension, they have identified specific quality standards and targets across different stages of inpatient and outpatient care. This includes standards for patient registration, diagnostics, surgery, post-care, billing, and more. The goal is to achieve excellence by meeting these quality measures.
Quality Management System (Institutional Level)Reynaldo Joson
The document provides information about quality management systems at the institutional and unit levels of a hospital. It discusses how quality management systems at the unit level should be aligned with and integrated into the overarching hospital quality management system. The quality management system establishes the hospital's quality policy, objectives, and processes to achieve quality goals. These systems help ensure that all departments and units are working towards the same quality aims and standards.
This document provides information about the accreditation process for blood storage centers through the National Accreditation Board for Hospitals and Healthcare Providers (NABH) in India. It describes the benefits of accreditation for patients, centers, and staff. The accreditation process involves centers implementing NABH quality standards, undergoing assessment visits, and receiving certification if standards are met. Centers prepare quality manuals, submit applications, respond to feedback, and pay fees to participate. The goal of the program is to improve quality, safety, and management of blood and blood products.
This document provides a summary of Carolyn Isaacson's background and experience. She has over 23 years of experience in healthcare, including leadership roles as Director of Nursing and Manager of Clinical Services. Currently, she is the Director of Quality and Compliance Management at Altus ACE, where she is building the infrastructure for quality and compliance. Previously she held national roles at UnitedHealthcare managing clinical adherence programs. She has extensive experience in quality monitoring, ensuring regulatory compliance, and training and developing staff.
This research sets out Assessment and quality assurance SQA: quality assurance principles, elements and criteria.
How SQA monitors the way a center carries out its responsibilities depends on the type of center and the type of qualification being offered.
The most important objective of SQA’s assessment and quality assurance principles and procedures is to ensure that assessment of SQA
Developing its policy on assessment and quality assurance was one of the first tasks undertaken by all the engineers. They inherited policies and procedures from its predecessor bodies, and these had to be integrated. It also had to take account of decisions already made in relation to the new Higher Still provision.
Assessment and quality assurance SQA works in partnership with centers to ensure that all of its qualifications are subject to rigorous quality assurance and has now drawn up a number of quality assurance principles to maximize the effectiveness of its partnership.
Specific elements of quality assurance are based on these principles, and each element consists of a number of criteria. The elements and criteria are designed to ensure that all SQA qualifications are assessed to national standards.
By reading this publication, staff in centers should develop an understanding of the criteria and of the ways we can work together to ensure that all SQA qualifications continue to meet the requirements of the engineers.
The document outlines the internal quality assurance (IQA) strategy of Pathway Group. It details the roles and responsibilities in the IQA process, including the Quality Improvement Manager who monitors the verification procedure. The strategy involves sampling assessments at interim and summative stages to check the quality of assessors' judgements and ensure national standards are met. Internal verifiers must sample different units and methods of assessment for each assessor according to risk-based sampling plans and rates.
This document provides guidance on internal quality assurance processes for qualifications. It outlines the role of the Internal Quality Assurer to monitor delivery and certification, ensure assessor competence, and conduct quality checks. The document describes induction of new assessors and the importance of planning, conducting, and providing feedback for assessments. It also explains that sampling strategies are necessary to check assessment quality and consistency across learners, assessors, sites, and time periods.
Quality assuring assessment guidelines for providers, revised 2013Ibrahim Khleifat
This document provides guidelines for quality assuring assessment processes for awarding bodies. It outlines the key stages in the assessment process, including assessment, authentication of results, approval of results, appeals processes, and requesting certification. The guidelines emphasize principles of validity, reliability, fairness, quality, and transparency. Awarding bodies are responsible for establishing their own assessment policies and procedures in line with these guidelines, and QQI will quality assure providers' assessment processes to ensure standards are applied consistently nationally.
Quality assuring assessment guidelines for providers, revised 2013Ibrahim Khleifat
This document provides guidelines for quality assuring assessment processes for education providers. It outlines the key stages of the assessment process, including assessment, authentication of results, results approval, appeals processes, and requesting certification. The guidelines emphasize principles of validity, reliability, fairness, quality, transparency, and complementarity. Providers are responsible for establishing assessment policies and procedures, while QQI (Quality and Qualifications Ireland) monitors providers to ensure national standards are upheld consistently.
This document provides guidance for Internal Quality Assurers (IQAs) on their responsibilities and processes for quality assuring NVQ assessments within Cheshire Fire and Rescue Service. It outlines the roles of the IQA, assessor, learner and external verifiers in the assessment process. It describes the three strands of quality assuring assessments: sampling assessments, monitoring assessment practice, and standardizing assessment judgements. For sampling, it differentiates between formative sampling during portfolio construction and summative sampling of complete portfolios. Forms to document sampling activities and assessment quality are provided in the appendices.
This document provides guidance for centres on planning and implementing internal verification of BTEC qualifications. It outlines that internal verification ensures assignments are fit for purpose, assessments are accurate and consistent, and learner evidence is judged against assignment criteria. The document provides best practices for internal verification, including having a team of internal verifiers, a verification policy, and standardization meetings. It also gives guidance on verifying assignment briefs, assessment decisions, and maintaining documentation.
Here are the key next steps after validating your pre-assessment tool:
1. Document the validation process and outcomes. Record how the tool was tested, what was evaluated, any issues identified, and actions taken.
2. Make any necessary changes or improvements to the tool based on the validation results. Modify the tool, assessment methods, guidelines, or training as needed.
3. Implement the validated tool for pre-assessing learners. Use the tool consistently as part of the enrolment process to identify learner support requirements.
4. Review learner pre-assessment results on an ongoing basis. Monitor outcomes for continual improvement opportunities. Look for inconsistencies or gaps to address through future validation.
5. Re
Here are the key next steps after validating your pre-assessment tool:
1. Document the validation process and outcomes. Record how the tool was tested, what was evaluated, any issues identified, and actions taken.
2. Make any necessary changes or improvements to the tool based on the validation results. Modify the tool, assessment methods, guidelines, or training as needed.
3. Implement the validated tool for pre-assessing learners. Use the tool consistently as part of the enrolment process to identify learner support requirements.
4. Review learner pre-assessment results on an ongoing basis. Monitor outcomes for continual improvement opportunities. Look for inconsistencies or gaps to address through future validation.
5. Re
Module 7 control systems of distance educationStephen Esber
This document discusses quality assurance systems for distance education. It begins by defining quality assurance and explaining why it is important in the context of growing globalization of distance education. It then describes different types of quality assurance models, including accreditation-based systems, norm-based systems, and maturity enhancement-based systems. The key characteristics of quality assurance systems for distance education are outlined, such as being multifaceted, dynamic, and representative. Different areas of focus for quality assurance in distance education are also identified. Finally, the use of performance indicators to evaluate programs and courses is discussed.
NVQ Quality Assurance and Internal Verification StrategyThe Pathway Group
This document outlines Pathway Group's strategy for internal quality assurance of NVQ assessments. It describes the internal verification framework, which applies to all learners, assessors, assessment methods, qualification elements, levels, and locations. Assessors are categorized under a traffic light system and must meet sampling requirements based on their categorization. Internal verifiers are responsible for sampling learner portfolios, observing assessors, and providing feedback to ensure standardized assessment practices across the organization. The strategy is monitored by the Quality Improvement Manager to maintain consistency.
The document discusses validity audits that will be conducted by an organization on awarding organizations. The audits will be scheduled both randomly and based on risk factors like the organization, qualification type, and stage in the qualification lifecycle. Priorities will be publicly funded qualifications, those taken by many students, and those used in apprenticeships. Audits will review documentation and processes around designing, developing, and delivering qualifications to ensure they are valid and fit for purpose. Key areas that will be examined include the objective and support for the qualification, defining required skills, developing assessments, setting and maintaining standards, and monitoring achievement of objectives. Organizations should ensure all current qualifications are valid and be prepared to demonstrate their approach to setting and maintaining
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What is Validation and why do RTOs need to complete the Process?Skynet Education
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Certificate learners for your bespoke learning programmes, elearning, training courses and much more with custom certification and quality assurance for learning from a recognised awarding organisation, SFJ Awards
Introduction
Purpose
This document provides necessary information to guide learners to undertake the assessment of the following unit.
· BSBMGT617 – Develop and implement a business plan
Unit summary and application
This unit describes the skills and knowledge required to run a business operation and covers the steps required to develop and implement a business plan.
It applies to individuals who are running an organisation or who take a senior role in determining the effective functioning and success of the organisation. As such, they may oversee the work of a number of teams and other managers.
No licensing, legislative or certification requirements apply to this unit at the time of publication.
Sector
Management and Leadership – Management
Pre-requisites
There are no recommended pre-requisite units for this unit.
ASSESSMENT INFORMATION for students
Throughout your training, Kingston Institute of Australia is committed to your learning by providing a training and assessment framework that ensures the knowledge gained through training is translated into practical on the job improvements.
You are going to be assessed for:
· Your skills and knowledge using written and observation activities that apply to the workplace or a simulated environment.
· Your ability to apply your learning.
· Your ability to recognize common principles and actively use these on the job.
All of your assessment and training is provided as a positive learning tool. Your assessor will guide your learning and provide feedback on your responses to the assessment materials until you have been deemed competent in this unit.
Assessment Process
The process we follow is known as competency-based assessment. To achieve competency in this unit, you need to consider the components of the training package and fulfill the assessment requirements. Some of the components are Elements, Performance Criteria, Performance Evidence, Knowledge Evidence and Assessment Conditions. For more details on components, please visit the following links and search for the unit using the unit code;
https://training.gov.au/Training/Details
In competency-based assessment, the evidence of your current skills and knowledge will be measured against national standards of best practice, not against the learning you have undertaken either recently or in the past. Some of the assessment will be concerned with how you apply your skills and knowledge in the workplace, and some in the training room as required by each unit.
The assessment tasks have been designed to enable you to demonstrate the required skills and knowledge and produce the critical evidence to successfully demonstrate competency at the required standard.
Your assessor will explain the assessment process and ensure that you are ready for assessment. Your assessment tasks will outline the evidence to be collected and how it will be collected, for example; a written activity, case study, or demonstration and observation.
If you have a.
The document discusses management assertions that are used by auditors to guide the type of audit evidence gathered. The five main assertions are: transactions, occurrence, authorizations, accuracy, and completeness. It then provides objectives related to classes of transactions and ending balance classes in accounts. The next section discusses the elements of quality control for audit firms, including leadership responsibilities, ethical requirements, acceptance and continuance of clients, human resources, monitoring, and engagement performance.
This document discusses the relationship between quality management systems (QMS) and project management plans in the context of skills training programs. It argues that QMS and project management should be integrated rather than viewed in isolation. It then outlines a 12-step process for implementing a skills program from start to finish. Finally, it examines how to better integrate QMS and project management by dividing the process into 5 crucial steps: pre-training, training, assessment, moderation, and close out/reporting. Policies and procedures are developed for each step to quality assure the implementation of the project plan.
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2. About this guide
All centres offering SQA qualifications must have an effective internal quality
assurance system which ensures that all candidates are assessed accurately,
fairly and consistently to national standards. This system is known as internal
verification.
This guide is designed to provide support for everyone involved in the internal
quality assurance of SQA qualifications. It explains the purpose of internal
verification and specific aspects of internal verification, such as selecting a
sample and standardisation.
We hope that this guide will help you in the development and maintenance of an
effective internal quality assurance system.
This guide complements the SQA Guide to Assessment and Guide to Approval.
3. Introduction
Verification is a crucial element of quality assurance. It ensures that all
candidates entered for the same qualification are assessed fairly and consistently
to the specified standard. SQA maintains national standards within and across
centres using a range of external verification methods, and centres must ensure
that their candidates are assessed accurately and consistently in line with these
standards.
Every SQA centre is responsible for operating an effective and documented
internal quality assurance system. This is a requirement of being an SQA
approved centre.
Just as there is a wide range of SQA qualifications and a great variety of centres,
we recognise that there are many different ways of operating effective internal
quality assurance processes. For example, the internal verification system for a
small training company will be very different from that of a large secondary
school; and a college course team at faculty level will be very different from an
employer operating across multiple sites.
Another aspect to this is partnerships between centres. Cross-sector partnership
arrangements are increasingly being used to deliver qualifications. Any
qualification that is offered in partnership with another organisation will require a
different model for internal quality assurance. It is your responsibility to use a
system that is appropriate for your centre’s organisational structure, the
qualification, and your candidates.
We have no wish to impose a particular quality assurance system on centres,
although all systems must meet our quality requirements and ensure that all
candidates are assessed to national standards.
Note: Where the term ‘internal verifier’ appears in this guide it should be taken as
a form of shorthand for any individual or team process by which the key
objectives of internal verification are met.
The purpose of internal verification
The majority of SQA qualifications are internally assessed by centres, which
means that the centre’s own assessors are responsible for deciding how
candidates have performed in relation to the national standards for the
qualification.
Internal assessment can be done using assessments that centres have
developed, or using assessments provided by SQA. In both cases, though, all
assessments that contribute to an SQA qualification must be valid, reliable,
practicable, equitable and fair — and assessors must apply the standards of
assessment uniformly and consistently. The purpose of internal verification is to
ensure that these principles are met, regardless of the particular system used by
a centre.
1
4. The internal verifier’s role is critical in ensuring that assessments are
appropriately conducted and that any possibility of malpractice is minimised. An
effective internal verification system will ensure that:
♦ valid assessments are used for each qualification
♦ assessments are capable of generating sufficient evidence to allow
candidates to show that they have met the national standard
♦ all assessors are familiar with the national standard
♦ assessors reach accurate and consistent decisions for the same qualification
for all candidates in their centre in line with national standards
Centres’ responsibilities
Centres must ensure that all candidates have equal and fair access to
assessment. This may involve providing assessment arrangements or making
reasonable adjustments in accordance with the Equality Act. (Guidance
documents about candidates with additional support needs are available on the
Assessment Arrangements section of our website.)
Centres are responsible for organising internal verification. This includes
scheduling assessments, ensuring that accurate internal verification records are
kept, and preparing for external verification. The timing of assessment, and your
centre’s policy on re-assessment opportunities, should be agreed in advance of
the actual assessment. These activities may form part of an internal verifier’s role
in some centres, while others may use a different system. The important point is
that these key processes are carried out.
It is your centre’s responsibility to ensure that all internal verifiers are competent
in their role and that they understand and apply the internal quality assurance
system consistently. You 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 SQA’s External Verifier will sample the work of all assessors and
internal verifiers for a particular Unit, and will highlight any issues with internal
verification. You should ensure that these are addressed — shortcomings in
internal verification can prevent candidates getting their certificates. In any case,
reviewing your internal quality assurance systems is always good practice.
It is also good practice to have a written procedure, including schedules and
methodology, so that all assessors and internal verifiers understand your quality
assurance process. External Verifiers also find this very helpful.
You may use a range of internal quality assurance processes for the different
qualifications that you offer, particularly if you have partnership arrangements
with other centres or organisations, such as local authorities or employers. This
can help ensure that assessment decisions are consistent between assessors
who are applying the assessment in different situations and contexts, and with
different candidates. It can also be helpful in developing and sharing good
practice.
2
5. Effective internal verification is an ongoing process. It allows good practice to be
shared, and can help identify problems at an early stage. Leaving internal
verification to the end of the assessment process is poor practice and can
jeopardise candidates’ chances of gaining qualifications because there may not
be sufficient time to carry out remedial action or re-assessment.
The functions of internal verification
The internal verifier or verifier team is responsible for ensuring the validity of
internal assessments and the reliability of assessors’ judgements. This
responsibility has several parts:
♦ supporting assessors
♦ checking assessment instruments to ensure validity
♦ arranging standardisation exercises
♦ sampling assessment decisions
♦ maintaining assessment and verification records
Once internal verifiers are satisfied that these requirements have been met, they
act as ‘guarantors’ that national standards are being met.
Please note that no individual can act as assessor and internal verifier for
the same group of candidates.
Supporting assessors
The internal verifier must have an appropriate qualification and/or expertise in the
subject area, and must be familiar with the national standard.
The internal verifier is responsible for ensuring that the chosen assessment
instrument is valid, fair and practicable. This means they need to have knowledge
of different assessment methods and instruments and must have assessment
expertise.
The internal verifier can have a developmental role for less experienced
assessors by offering advice and guidance. This kind of support should be
ongoing throughout the qualification, and not be left to the point of assessment
for certification purposes.
SQA offers Assessor and Verifier Qualifications. These are designed to improve
the quality and rigour of assessment. They are required by anyone delivering
government-funded training and learning programmes, but can be taken by
anyone who is involved with internal quality assurance. There is more information
on the Learning and Development SVQs/PDAs section of the SQA website.
Once again, it must be stressed that no individual may act as assessor and
internal verifier for the same group of candidates.
Checking assessment instruments to ensure validity
A valid assessment is one that is designed to allow candidates to produce
evidence to show that they have the required knowledge, understanding and
3
6. skills for the qualification they are aiming for. In other words, checking the validity
of an assessment instrument means finding the answer to the question ‘Is the
assessment actually doing what it is supposed to be doing?’ For example, a
practical assessment should be used to assess practical skills. An assessment in
which candidates were asked to write about a practical skill rather than
demonstrate it would have low validity.
All assessment instruments must be checked to ensure their validity before being
taken by candidates. Even when assessments have been drawn from a national
bank, such as the National Assessment Resource (NAR), the internal verifier
must ensure that all assessors have a common understanding of the standards
required. Meetings between assessors to discuss the planned assessment will
help to minimise any differences in interpretation.
Agreeing a scheme for judging the evidence also helps assessors to make
consistent and accurate assessment decisions in line with national standards.
The scheme you use could be a checklist for observing candidate performance, a
set of questions to test underlying knowledge and understanding, protocols for
professional discussion, or agreeing the use of video or multi-media evidence.
Procedures to consider any indirect evidence of candidate achievement, such as
witness testimony, should also be discussed and agreed. The internal verifier is
responsible for ensuring that assessment schemes are clear and correct.
Prior verification
SQA’s prior verification service provides feedback on proposed assessment
instruments and gives a centre confidence that their proposed assessment is fit
for purpose and does not compromise national standards. External verification
reports clearly show that prior verification can prevent problems arising at a later
date. The service is currently offered free of charge. It has a turnaround time of at
least six weeks to allow for the possibility of having to take some corrective action
if prior verification identifies flaws in the assessment materials.
Arranging standardisation exercises
Reliability is a measure of the accuracy and consistency of assessors’
judgements. Standardisation is an important part of ensuring the reliability of
assessment decisions for all candidates in a centre.
Standardisation exercises identify any discrepancies between assessors in their
judgement of candidates’ evidence and allow adjustments to be made to remedy
these. As well as reducing subjectivity among assessors, it helps to improve the
consistency of their judgements and allows internal verifiers to identify and
disseminate good practice.
There are different ways of carrying out standardisation, and the internal verifier
should make sure that the method used is the most appropriate for the nature of
the evidence.
The following examples are standardisation exercises used by centres.
4
7. Agreement trials: Assessors work together to consider examples of candidates’
work based on the assessment scheme. By discussing discrepancies and
coming to a shared understanding based on the assessment criteria, the
assessors reach a common understanding. Involving the internal verifier is very
helpful in achieving consensus.
Dual assessment: Two assessors assess the same candidates. Teaming an
experienced assessor with a new assessor is not uncommon, but there are
benefits for any assessor in checking their judgement, particularly for new
qualifications and awards. It also encourages co-operative working.
Cross assessment: Assessors exchange candidate evidence to check each
other’s interpretation of the standard. This does not mean that different assessors
must follow the same assessment procedure or even use the same assessment
material.
Cross assessment is often presumed to apply mainly to evidence within a centre,
but it can also be used across centres. It is frequently used by multi-site centres
such as large colleges, training providers and employers.
Evidence review: In this process the internal verifier collates assessed
candidate evidence and asks a group of assessors to discuss any discrepancies
between their individual judgements. This allows professional development as
well as ensuring a shared understanding.
Double marking: Generally used with written evidence, double marking is a form
of cross-assessment in which assessors exchange the same candidate evidence
to check each other’s interpretation of the standard.
Blind marking: Again, mostly used with written evidence, blind marking, is
intended to reduce any bias, however unintentional, by an assessor. In one form
of blind marking, evidence is marked by two assessors, but each is unaware of
the other’s mark. Discrepancies between the marks can then be resolved. In
another form, evidence can be made anonymous by removing the candidate’s
details.
Standardisation exercises should take place throughout the assessment process
to improve the consistency of assessors’ judgements. Records of standardisation
exercises, including any feedback to assessors, should be kept as evidence of
internal verification activity.
Procedures should also ensure that standardisation is carried out for centres
operating across multiple sites or with partnership arrangements.
5
8. Sampling assessment decisions
The internal verifier should select a sample of candidate evidence to check that
each assessor is making consistent decisions in line with national standards.
Sampling must be ongoing through the assessment process, not end-loaded.
This allows the internal verifier to review assessment judgements before
summative decisions are made. This identifies problems at an early stage and
will allow support or training to be provided to assessors.
A range of assessment methods should be included in the sample. Different
centres have different sampling regimes and sample sizes — eg the square root
of the number of candidates. The selection of a completely random sample has
strengths, but the critical aspect of any sample is that it must be sufficient to
ensure consistency of assessment decisions across each qualification. Over
time, all assessors and assessment methods should be included in the sample. It
is good practice to document all sampling strategies in a written internal
verification procedure.
There are several key features that should be considered in selecting a sample.
These include:
♦ first time delivery of an SQA qualification or award
♦ new assessor
♦ 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
♦ achieved/not achieved
♦ revised assessment instruments
♦ previous issues or problems identified by internal or external verification
♦ cost and resource effectiveness
The outcomes of internal verification should be given as feedback to the
assessors and used to refine assessment. This is why it is essential that
sampling takes place throughout the assessment process as it ensures fairness
to all candidates.
All assessment that leads to certification must be sampled and ‘signed off’ by the
internal verifier before candidates’ results are sent to SQA. This can be done by
countersigning the assessor’s form, by using an internal verification checklist, or
by some other means devised by the centre.
Maintaining assessment and verification records
All assessment results leading to SQA certification must be signed by the internal
verifier. This is commonly done by countersigning the assessor’s form or using an
internal verification checklist, but it could be done by other means devised by the
centre. The important point is that clear and accurate records of effective internal
verification activity are kept, and that they are available to the External Verifier
and to SQA.
6
9. The records that are kept will include:
♦ validated assessment material
♦ reports of any meetings, including standardisation exercises
♦ records of observation of assessment
♦ checklists/marking schemes
♦ candidate records
♦ records of all sampling activity
♦ feedback to assessors
How this information is held and updated is at the discretion of the centre, but it
must be stored securely and in a retrievable format.
The External Verifier will scrutinise candidates’ evidence across as wide a range
as possible, and will sample the work of all assessors and internal verifiers.
There is more information in our published guidance External Verification: A
Guide for Centres, and SQA Academy has a course on ‘Preparing for a
Verification Visit’.
Please also see our policies on retention of evidence. Evidence must be retained
in accordance with these policies.
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10. Glossary
Agreement trial A process of standardisation where assessors work
in a group with the internal verifier to consider
examples of candidates’ work and to reach a shared
understanding on applying a common standard.
Assessment The process of evaluating how effectively learning
is occurring. For SQA qualifications the process of
generating and collecting evidence of a candidate’s
attainment of knowledge, and skills and judging that
evidence against defined standards for formal
certification. SQA assessment can be internal, or
external, or a combination of both.
Assessor The person designated in a centre to be
responsible for collecting evidence of candidates’
competence, judging it and recording attainment.
Assessor and Verifier Qualifications designed to improve the quality and
Units rigour of assessment. They are required by anyone
delivering government-funded training and learning
programmes.
Awarding body An organisation or consortium which awards
qualifications.
Candidate The individual entered for an SQA qualification.
Centre An organisation or consortium accountable to an
awarding body for the assessment arrangements
leading to a qualification. A centre could, for
instance, be an educational institution, training
provider or employer, and it may operate across
more than one organisation or site.
Certificate The record of attainment in a qualification issued by
an awarding body.
Checklist A means of recording the judgements made about
activities performed by candidates.
Competence The ability to carry out specified activities to
predetermined standards of performance.
Competence based An assessment process where evidence is
assessment collected, which is then used as the basis on which
judgements are made concerning progress towards
satisfaction of fixed Performance Criteria.
(Competence-based assessment of an individual
takes no account of the performance of others in
the wider group being assessed.)
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11. Direct evidence A term used to describe evidence of candidate
performance according to the requirements laid
down on the outcome that assessors have
witnessed themselves. This can be performance or
product evidence but, because the assessor has
seen the evidence directly, it is a very reliable form
of evidence.
Evidence Materials provided by a candidate as proof of his or
her competence against specified criteria.
Evidence Requirements The mandatory evidence requirements for SQA
Units. They state what candidates have to do, to
what standard, and how much evidence they have
to produce to demonstrate that they have achieved
the outcome. The Evidence Requirements detail
the full breadth of achievement of knowledge and/or
skills required, the sampling required, and any
specific conditions in which the evidence is to be
produced.
External verification The process of ensuring that national standards are
maintained consistently across all centres.
External Verifier A person appointed by SQA who is responsible for
the quality assurance of a centre's provision and for
ensuring that standards of assessment are applied
uniformly and consistently across centres. An
External Verifier is often appointed on a subject
area basis or for verification groups of Units.
Indirect evidence Something that someone other than the assessor
has observed or said about the candidate.
Corroboration is required for indirect evidence.
Instrument of assessment A means of generating evidence of a learner’s
knowledge and/or skills.
Internal assessment An assessment marked within the institution
delivering the programme of learning, including by
the person who has delivered the learning.
Internal quality assurance The process of ensuring that the provision at centre
and subject level conforms to the approved
procedures and that consistency is being achieved
within the centre.
Internal verification The process of ensuring that standards of
assessment are applied uniformly and consistently
within a centre in line with national standards.
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12. Internal verifier Person or persons appointed by the centre to
ensure that assessors apply standards of
assessment uniformly and consistently.
Learner Someone who is following a course of study at a
school, college of further education, with a training
provider, or through an employer.
Malpractice Learners using the assistance or work of others and
passing it off as their own for assessment purposes.
Observation A method of assessment in which the candidate is
observed carrying out tasks that reflect the
performance criteria given in outcomes.
Practicability A measure of the feasibility or administrative
efficiency of the assessment process. A valid and
reliable assessment may not be practicable due to
the cost or time required to carry it out.
Quality assurance system Any system at local, regional and national level that
promotes confidence in a qualification by
guaranteeing the maintenance of standards.
Reliability The extent to which an assessment’s results are
accurate and consistent and fair between different
assessors over time.
Standard The criteria for success at a particular level. A pre-
determined national level of attainment for SQA
certification.
Standardisation Process to check, adjust and ensure that
assessment criteria and processes (including both
the administration of the assessment itself, and its
marking) are applied consistently by assessors and
verifiers. Standardisation can be carried out within
centres (internal standardisation) as well as by
Awarding Bodies.
Summative assessment Assessment, generally undertaken at the end of a
learning activity or programme of learning, which is
used to make a judgement on the candidate’s
overall attainment. A key purpose of summative
assessment is to record, and often grade, the
candidate’s performance in relation to the stated
learning objectives of the programme or
qualification.
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13. 11
Validity The degree to which an assessment tests the
actual abilities that it is supposed to test and the
appropriateness of the interpretation and use of the
results for any assessment instrument (eg a driving
test where a candidate is observed driving is highly
valid. A test where a candidate describes how they
would drive is less valid). There are many different
measures of validity.
Verification The process of ensuring that quality assurance
systems are being maintained. Verification can be
either internal, ie within the centre, or external, ie
undertaken by the awarding body
Witness testimony Information supplied by someone other than the
assessor on a candidate’s competence. Weight
given to witness testimony will depend on the
individual’s specialist and assessment knowledge.
The use of witness testimony rests with the
assessor.