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Internal Quality Assurance (IQA)
Handbook
Process and Procedure
V3 – updated March 18
2
Contents
P3 Introduction
P3 Role of Internal Quality Assurer (IQA)
P4 Workplace Assessment Responsibilities
P5 Quality Assuring Assessments
P5 Sampling Assessments
 Interim/Formative Sampling
 Summative Sampling
P7 Monitoring Assessment Practice
P8 Standardising Assessment Judgements
P8 Developing and Supporting Assessors
P9 Common issues with the Assessment Process
P11 Appendices
1. Formative Sampling Plan
2. Formative Sampling Activity
3. Internal Quality Assurance Commentary
4. Summative Sampling Plan
5. Development to Competence Sign off Sheet
6. Portfolio Evidence Record Sheets
7. Candidate Interview Review
8. Assessor Induction and Declaration Form
9. Assessor/IQA – CPD/Reflective Learning Log
3
Internal Verification of NVQs
Introduction
This guidance has been produced to ensure that all the Internal Quality Assurers (IQA’s)
for Cheshire Fire and Rescue Service understand the procedures, processes and their
responsibilities required for internal quality assurance of assessment decisions.
There are tracking and auditing requirements at each stage of the process and in this
handbook you are provided with examples of pro formas that can be used within the
system. The appendices include these forms and it is important that IQA’s are familiar
with all the paperwork. It is important that up to date records are kept of both formative
and summative assessments that the IQA is involved in. Each IQA has a folder on the G
drive to keep their paperwork in which will be monitored by both the Accredited Centre
and visiting Standards Verifiers. Each IQA can password protect their folder if they wish
but they must advise the Accredited Centre Manager of the password.
The Role of the Internal Quality Assurer
The IQA needs to be at the heart of the Quality Assurance process at Cheshire Fire and
Rescue Service‘s Accredited Centre, working in conjunction with the lead Internal Quality
Assurer.
The main aspects of the IQA role are:
 Develop and support Assessors by monitoring the activities of the Assessors,
ensuring they have time, resources and experience to carry out assessment duties
and taking appropriate action when they do not. In order to properly monitor each
Assessor an IQA has responsibility for they need to ensure that on an annual basis
they monitor the Assessor in all assessment methods and update the sampling plan
on the G drive.
 Maintain communication with the Accredited Centre and act in strict accordance
with the Centre’s guidelines, policies and procedures in order to manage the quality
of the NVQ process
 Meet with Assessors on a regular basis
 Undertake risk assessment of Assessors, develop action plans and ensure these
are agreed and supported by Managers
 Quality assure assessments by undertaking sampling and quality assurance of
Learner’s portfolios as stipulated in the Accredited Centre Sampling Strategy
It is important to understand that the role of the IQA is not to second assess a Learners
work but is to monitor activities of the Assessors that they have responsibility for. Brief
details showing the responsibilities of everyone involved in the assessment process can
be found on the following page.
Workplace Assessment Responsibilities
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Standards Verifier (Pearsons/EDEXCEL or Skills for Justice)
Monitor the standards of the Accredited Centre
Central IQA
Monitor the standard of IQA’s and the assessment process
IQA
Monitor the standard of Assessors
 Monitor the activities of the Assessors, ensuring they have time, resources and
experience to carry out assessment duties and taking appropriate action when they do
not;
 Maintain communication with the Accredited Centre and act in strict accordance with the
centre’s guidelines, policies and procedures;
 Meet with Assessors on a regular basis as stipulated in the Internal Quality Assurers
process;
 Undertake risk assessment of Assessors, develop action plans and ensure these are
agreed and supported by Managers; and
 Undertake sampling and quality assurance of Learner’s portfolios as stipulated in the
Sampling Policy (section 8, Workplace Assessment Policy).
Assessor
Monitor the standard of the Learner
 Support, encourage and motivate the Learners for whom they have responsibility;
 Work with their Learners as stipulated in the Assessment Strategy and associated
guidance documents;
 Undertake assessment activities as stipulated in the Assessment Strategy and other
relevant documents;
 Ensure Learners’ work is submitted for sampling and quality assurance as stipulated in
the Sampling Policy (section 8, Workplace Assessment Policy);
 Attend, as necessary, Assessor standardisation meetings/activities;
 Maintain effective communication with their Internal Quality Assurers; and
 Alert Internal Quality Assurers and the relevant Line Managers when problems in
assessment occur.
Learner
Produce evidence to satisfy the learning outcomes of their award
 Attend relevant training and development as identified in any assessment plan which is
aligned to them;
 Complete any training and development within any agreed time scale which has been
stipulated in their development plan;
 Work with their assigned Assessor;
 Complete any written work as stipulated for their accredited award;
 Keep both their Manager and their Assessor updated with the progress made towards
their accredited award; and
 Inform their Assessor and/or Internal Quality Assurers of any problems with completing
their accredited award.
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Quality Assuring Assessments
The aim of quality assurance is to ensure consistent and reliable assessment and to
monitor the quality of assessment and highlight any problems and development needs of
Assessors.
There are three strands to verifying assessment
 Sampling Assessments
 Monitoring Assessment Practice
 Standardising Assessment Judgements
The next sections will explain how these areas should be carried out.
Sampling Assessments
Sampling assessments should involve reviewing the quality of the Assessors’
judgements at both formative and summative stages. It is imperative to
ensure that the Internal Quality Assurance is not “end loaded” and that accurate records
are maintained throughout the process with the Accredited Centre Manager being kept
up to date with the progress of Learners through Assessment/Development Plans which
need to be saved onto the G drive (as detailed above).
Verification must not be end loaded and sampling must occur throughout
the process.
 Interim/Formative Sampling (during the construction of a portfolio)
The IQA must “dip in to” the assessment process undertaken with the
candidate at different stages in the process. This could include:
I. Observation of an assessment taking place or reviewing the candidate’s
work either before decisions have been made or after an assessment
has taken place. This will entail checking the Assessment Development
Plans given to the learner by their assessor and will allow the IQA to
evaluate the quality of formative guidance on assessment and how
effective the assessment planning has been.
II. Each IQA must have a formative sampling plan for all assessors that
they have responsibility for and must monitor each Assessor in each
assessment method at least once per year. Newly qualified Assessors
should be monitored more frequently than experienced Assessors. This
should be kept on the G drive/OPA/NVQ & Workplace Assessments
and populated each time an assessment takes place. Your formative
sampling plan will be monitored by the Accredited Centre Manager as
part of the Centre’s Quality Assurance processes and will be made
available to visiting Standards Verifiers.
III. Each IQA must make sure they have evidence of reviewing the
assessments and process which must not be end loaded.
Examples of forms to use:
APPENDIX ONE – Formative Sampling Plan (found on the G drive as detailed above)
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APPENDIX TWO - Formative Sampling Activity (Assessor Performance Record))
APPENDIX THREE – Internal Quality Assurance Commentary
 Summative Sampling (complete portfolio)
Summative Sampling will involve the IQA reviewing the quality of the
assessment decision by evaluating how the Assessor has reached that
decision. The IQA must be able to provide an audit trail which demonstrates
that the Assessor has checked all the evidence and it meets the rules of
evidence. The rules of evidence are listed below.
Evidence must have been confirmed by the Assessor as being:
I. Valid – relevant to the standards for which competence is claimed
II. Authentic – produced by the candidate
III. Reliable – accurately reflects the level of performance which has been
consistently demonstrated by the candidate
IV. Current – sufficiently recent
V. Sufficient – meets in full All the requirements of the standards
With regards to the rules of evidence the process must be transparent and anyone who
looks at the evidence and/or assessment methods must be able to identify that the
evidence complies with all the rules. If witness testimony or work products are used, as
an IQA you must be clear that the assessor has taken steps to satisfy themselves of
authenticity.
In order to ensure transparency when Summative Sampling takes place the IQA must
access the Summative Sampling Plan which can be found on the G drive/OPA/NVQ &
Workplace Assessments, where the next line must be populated and the relevant units
selected for sampling.
Once the summative sampling has taken place and the IQA is satisfied that a portfolio is
complete and the Assessor has deemed the Learner ‘competent’ the portfolio should be
forwarded to the Accredited Centre for final sign off and certification. Where the portfolio
relates to a FF becoming competent, the Development to Competence Sign-Off Form
must also be completed and forwarded to the Accredited Centre together with the
portfolio for accreditation.
Once the portfolio has been submitted to the IQA, the IQA has no longer than 14 days to
submit it to the Accredited Centre.
Examples of forms to use:
APPENDIX FOUR – Summative Sampling Plan (as found on the G drive as detailed
above)
APPENDIX FIVE - Development to Competence Sign Off Form
 Evidence Referencing
It is important that the learner has used a relevant and understandable
referencing procedure. EDEXCEL’s standard Portfolio Evidence Record
Sheets must be used for this purpose so that the IQA (and then Awarding
Bodies Standards Verifier) should not have to search extensively to find
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evidence which supports the Assessors decisions. Portfolio Evidence Record
Sheets are available for all NVQ’s/BTEC’s including FF, FS, Education &
Training, Business & Admin, Assessor and IQA awards. These must be
completed in conjunction with the relevant EDEXCEL specification paperwork
covering Learning outcomes, assessment criteria and unit amplification.
Copies of EDEXCEL’s Award Specifications can be found on the intranet.
Examples of form to use:
APPENDIX SIX – Portfolio Evidence Record Sheet
 Sampling Strategy
It is not best use of the IQA resource to maintain 100% checks on assessment
decisions, so checks should be made in line with the Service’s sampling strategy
using the forms on the G drive which are shared with other IQA’s.
It is imperative that the review of the portfolio is not “end loaded” and that quality
assurance occurs throughout the process.
Monitoring Assessment Practice
Monitoring assessment includes the IQA observing the Assessors and how they conduct
an assessment and then giving feedback on their performance. It also includes reviewing
the internal quality assurance records completed with each Assessor and evaluating all
aspects of their performance (which can be used as CPD).
To carry out monitoring the IQA must know the standards set out in the Assessor units.
As an IQA you must monitor all Assessors allocated to you and ensure that on an annual
basis they cover the complete range of assessment methods which includes Direct
Observation, Product Report, Questions and Answers, Witness Testimony, Product
Evidence and Accredited Prior Learning. The IQA should look at the Assessor’s
assessing and interpersonal skills and give feedback directly to the Assessor. Any
development areas for the Assessor should be noted on a development plan and
forwarded to the Accredited Centre Manager for monitoring.
Where possible it is good practice for the IQA to meet with a learner of each Assessor they
have responsibility for and check that the candidate understands about the NVQ/BTEC
process by completing a Candidate Interview Record. Alternatively the IQA can be present
at the learner’s induction meeting.
Example of form to be used:
APPENDIX SEVEN – CANDIDATE INTERVIEW RECORD
Standardising Assessment Judgements
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It is important that as an IQA you make sure that each Assessor consistently makes valid
decisions and candidates are treated fairly as detailed in the Accredited Centre Policy
and the Service’s Equal Opportunities Policy.
Standardisation exercises with Assessors must be undertaken on a regular basis by the
IQA with records kept on the G drive.
Standardisation meetings will also be held once a quarter by the Accredited Centre to
update both Assessors and IQAs and provide a platform to undertake a standardisation
activity.
Whilst it is important to relay information and track candidates at standardisation reviews
it is imperative that assessment decisions are checked as being consistent and fair.
Developing and Supporting Assessors
As an IQA it is your duty to guide and support the Assessors aligned to you.
New Assessors must have an induction and as an IQA you must ensure that the
Assessors have access to all the policies and procedures. A checklist forms part of the
Learner Induction & Declaration Form and should be used to ensure all component parts
of the induction are included.
As an IQA you must check that a personal profile or C.V. demonstrating occupational
competence at the appropriate level and relevant certificates have been sent to the
Accredited Centre Manager.
All Assessors and IQAs should maintain a CPD/Reflective Learning Log in order to
document all learning and continuous personal development in their Assessor/IQA role.
Common issues with the assessment process
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 Templates are there to be used, but ensure if you cut and paste information into a
template that you check the whole document is relevant to what you are doing.
 An Assessment/development plan needs to be produced by the Assessor for
every assessment carried out detailing the Assessors expectations of the Learner.
 The IQA needs to be informed of every planned assessment to enable them to
attend if they feel they need to sample check the Assessor they are responsible
for, and to show EDEXCEL that there has been formative IQA within a portfolio.
 During an assessment, the Assessor is assessing the Learner and any IQA
involvement is to check that the Assessor is following the assessment process
correctly, not to check the Learners work. This would be classed as double
assessing and is against the rules.
 Be specific and constructive with your feedback. Your feedback will help
Assessors and Learners to improve and help them not to make the same mistakes
over and over again.
 Follow the counter-signature policy, remember whilst in development as an
Assessor or IQA your signature is not valid unless it has been counter-signed by a
competent person in that role.
 When marking reports ensure the Learner has actually answered the question and
provided evidence for the learning outcome. Take note of the verbs used in
questions.
 Remember not to hold on to a portfolio for longer than 14 days before passing it
on or passing it back.
 Remember to keep your Learning Log up to date.
 Remember to re-do the e-learning package relevant to your role/s each year for
CPD.
 Remember to refer to your Assessor or IQA handbook from time to time as a
refresher.
 IQA’s - Remember to populate the G drive with any IQA activity.
 Remember - you cant act as both an Assessor and IQA at the same time, you cant
wear two hats as they are completely different roles.
Example of forms to be used:
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APPENDIX EIGHT - Assessor Induction Form
APPENDIX NINE – Assessor/IQA CPD/Reflective Learning Log
ALL FORMS CAN BE FOUND ON THE INTRANET UNDER WORKPLACE
ASSESSMENT
Useful Reading
Accredited Centre Policy
Accredited Centre Sampling Strategy
Accredited Centre Appeals Procedure
CFRS Equal Opportunities Policy
CRFS Level 3 Award – Guidance Document
EDEXCEL (Pearson) Level 3 Award Specification Issue 2
CFRS Level 4 Award – Guidance Document
EDEXCEL (Pearson) Level 4 Award Specification Issue 3
UK Vocational Quality Assurance Handbook 2013-14 Chapter 10 –
Standards Verification for NVQ, SVQ and competence-based q2ualifications
Pearson EDEXCEL NVQ’s, SVQ’s and competence based qualifications –
Delivery Requirements and Quality Assurance Guidance
JAB Guidance on Internal Verification of NVQ’s
All documents can be found on the Intranet
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APPENDIX ONE – FORMATIVE SAMPLING PLAN
Assessor Learner Unit Date sampling Assessment method Assessment Comments
activity DO P/R Q&A WT PE APL decision
planned correct (Y/N)
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APPENDIX TWO- FORMATIVE SAMPLING ACTIVITY
Assessor Performance Record
(Witnessing actual assessment)
Learner ________________________________ NVQ Level _________________________
Assessor _______________________________ Units _____________________________
Internal Quality Assurer __________________________
Checklist Y/N Examples
1.
Learner put at ease
2.
Assessment procedure explained
and agreed
3.
Learner understands how evidence
relates to standards
4.
Relevant questions asked
5.
Evidence requirements met
6.
Clear, evaluative feedback provided
7.
All possible sources of evidence
have been considered
8.
Further action agreed with Learner
where appropriate
9.
Necessary assessment
documentation completed (including
Learning and Development advised
if learner deemed ‘competent’ or ‘not
yet competent’ for unit assessment)
Assessment activity observed
Internal Quality Assurer _____________________________________ Date ___________
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APPENDIX THREE- INTERNAL QUALITY ASSURANCE COMMENTARY
Internal Quality Assurance Commentary
IQA:______________________________ Assessor:_________________________
Learner:____________________________ Date:____________________________
Unit(s):______________________________________________________________
Commentary:
Once the portfolio is submitted to the IQA, the IQA needs to populate the summative
sampling plan on the G drive in order to ascertain which units to sample.
This section should give an overview of the portfolio and relate to the Assessors
performance in carrying out and following the assessment process. This area should
also make reference to the Assessors decision of ‘competent’ or ‘not yet competent’. If
the IQA feels that there are areas that need addressing before the portfolio can be
forwarded to the Accredited Centre for certificate, the action points need to be listed in
the next section and the portfolio returned to the Assessor to discuss with the Learner.
The Assessor has 14 days in which to address any issues with the Learner and return
the portfolio to the IQA. Once a portfolio is returned to the IQA they need to again
populate the summative sampling plan in order to ascertain which units to sample.
Immediate Action Points:
These action points should relate to areas that need to be addressed prior to certification.
Immediate Action Points Carried out:
This section needs to be completed with the actions carried out and dated and signed by
the Assessor and IQA to show that the portfolio is now ready for certification.
Future Practice:
This section can include areas of best practice to help the Assessor in future
assessments.
IQA Sign:______________________________________ Date:________________
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APPENDIX
FOUR
Summative Sampling Plan - OCFF
IQA Assessor Learner Date FF1 FF2 FF3 FF4 FF5 FF6 FF7 FF8 FF9
X X X
NOTREQUIREDFORONCALLFF'S
WHENEVERSUBMITTED
X X X
X X X
X X X
X X X X
X X X
X X X
X X X
X X
X X
X X X
X X X
X X X
X X X
X X
X X X
X X X
X X X
X X X
X X
X X
X X X
X X X
X X X
X X X
X X
X X
X X X
X X X
X X X
X X X
X X
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APPENDIX FOUR – SUMMATIVE SAMPLING PLAN ASSESSOR
Summative Sampling Plan - ASSESSOR
Unit one Unit two
ASSESSMENT CRITERIA
Assessor Learner 1 2 3 4 5 6 7 8 1 2 3 4
X X X X X
X X X X X
X X X
X
X X X X
X X X X
X X X X
X
X X X X
X X X X X
X X X X X
X X X X X
X X X X X
X X X
X X
X X X X
X
X X X X
X
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APPENDIX FOUR – SUMMATIVE SAMPLING PLAN IQA
Summative Sampling Plan - IQA
Unit one Unit two
ASSESSMENT CRITERIA
1 2 3 4 5 6 1 2 3 4 5
Name
X X X X
X X X X
X X X X
X X X
X X X X
X X X X
X X X X
X X X X
X X X X
X X X X
X X X X
X X X
X X X X
X X X X
APPENDIX FIVE –DEVELOPMENT TO COMPETENCE SIGN OFF
DEVELOPMENT TO COMPETENCE SIGN OFF FORM
(On receipt of this form at Human Resources the named individual will progress from development rate of pay
to competent rate of pay)
Learner:________________________________ Number:_________ Role:_____
Assessor:_________________________________ Date Started Role:_________
YES NO
Is the evidence Valid – Authentic – Current – Sufficient - Reliable?
Does the evidence demonstrate that all performance criteria have been met?
Does the evidence demonstrate that all knowledge requirements have been met?
Has the learner been observed in the workplace?
Assessor Feedback (Usually line manager)
Assessor Name:______________________________________________________
Assessor Signature:____________________________ Date:_________________
Internal Quality Assurer Feedback
Unit
Assessment Method
(Circle)
Valid()
Authentic
()
Current()
Sufficient
()
Reliable()
Assessor
Decisions
Correct?
Y/N
Comments
DO P/R Q&A
WT PE APL
DO P/R Q&A
WT PE APL
DO P/R Q&A
WT PE APL
DO P/R Q&A
WT PE APL
DO: Direct Observation P/R: Project or Report Q&A: Question and Answer
WT: Witness Testimony PE: Product Evidence APL: Accredited Prior Learning
Comments:
Internal Quality Assurer Name:_________________________________________
Internal Quality Assurer Signature:___________________ Date:______________
Head of OPA
Signature:_______________________________________ Date:_____________
HR Business Support:
Date actioned:____________________
Name:_____________________________ Signature:________________________
Date of effective competent rate of pay:__________________________________
APPENDIX SIX
Portfolio Evidence Record Sheets
Unit 1: Understanding the Principles and Practices of Internally Assuring the Quality of
Assessment (Level 4)
Learning outcomes Assessment criteria Portfolio reference Date
1 Understand the
context and
principles of
internal quality
assurance
1.1 Explain the functions of internal quality
assurance in learning and development
1.2 Explain the key concepts and principles
of the internal quality assurance of
assessment
1.3 Explain the roles of practitioners
involved in the internal and external
quality assurance process
1.4 Explain the regulations and
requirements for internal quality
assurance in own area of practice
2 Understand how to
plan the internal
quality assurance
of assessment
2.1 Evaluate the importance of planning and
preparing internal quality assurance
activities
2.2 Explain what an internal quality
assurance plan should contain
Learning outcomes Assessment criteria Portfolio reference Date
2.3 Summarise the preparations that need
to be made for internal quality
assurance, including:
 information collection
 communications
 administrative arrangements
 resources
3 Understand
techniques and
criteria for
monitoring the
quality of
assessment
internally
3.1 Evaluate different techniques for
sampling evidence of assessment,
including use of technology
3.2 Explain the appropriate criteria to use
for judging the quality of the
assessment process
4 Understand how to
internally maintain
and improve the
quality of
assessment
4.1 Summarise the types of feedback,
support and advice that assessors may
need to maintain and improve the
quality of assessment
4.2 Explain standardisation requirements in
relation to assessment
4.3 Explain relevant procedures regarding
disputes about the quality of assessment
Learning outcomes Assessment criteria Portfolio reference Date
5 Understand how to
manage
information
relevant to the
internal quality
assurance of
assessment
5.1 Evaluate requirements for information
management, data protection and
confidentiality in relation to the internal
quality assurance of assessment
6 Understand the
legal and good
practice
requirements for
the internal quality
assurance of
assessment
6.1 Evaluate legal issues, policies and
procedures relevant to the internal
quality assurance of assessment,
including those for health, safety and
welfare
6.2 Evaluate different ways in which
technology can contribute to the internal
quality assurance of assessment
6.3 Explain the value of reflective practice
and continuing professional development
in relation to internal quality assurance
6.4 Evaluate requirements for equality and
diversity and, where appropriate,
bilingualism, in relation to the internal
quality assurance of assessment
Learner name: Date:
Learner signature: Date:
Assessor signature: Date:
IQA signature
(if verified)
Date:
Unit 2: Internally Assure the Quality of Assessment (Level 4)
Learning outcomes Assessment criteria Portfolio reference Date
1 Be able to plan the
internal quality
assurance of
assessment
1.1 Plan monitoring activities according to
the requirements of own role
1.2 Make arrangements for internal
monitoring activities to assure quality
2 Be able to
internally evaluate
the quality of
assessment
2.1 Carry out internal monitoring activities
to quality requirements
2.2 Evaluate assessor expertise and
competence in relation to the
requirements of their role
2.3 Evaluate the planning and preparation
of assessment processes
2.4 Determine whether assessment
methods are safe, fair, valid and reliable
2.5 Determine whether assessment
decisions are made using the specified
criteria
2.6 Compare assessor decisions to ensure
they are consistent
3 Be able to
internally maintain
and improve the
quality of
assessment
3.1 Provide assessors with feedback, advice
and support, including professional
development opportunities, which help
them to maintain and improve the
quality of assessment
3.2 Apply procedures to standardise
assessment practices and outcomes.
Learning outcomes Assessment criteria Portfolio reference Date
4 Be able to manage
information
relevant to the
internal quality
assurance of
assessment
4.1 Apply procedures for recording, storing
and reporting information relating to
internal quality assurance
4.2 Follow procedures to maintain
confidentiality of internal quality
assurance information
5 Be able to
maintain legal and
good practice
requirements
when internally
monitoring and
maintaining the
quality of
assessment
5.1 Apply relevant policies, procedures and
legislation in relation to internal quality
assurance, including those for health,
safety and welfare
5.2 Apply requirements for equality and
diversity and, where appropriate,
bilingualism, in relation to internal
quality assurance
5.3 Critically reflect on own practice in
internally assuring the quality of
assessment
5.4 Maintain the currency of own expertise
and competence in internally assuring
the quality of assessment.
Learner name: Date:
Learner signature: Date:
Assessor signature: Date:
IQA signature
(if verified)
Date:
APPENDIX SEVEN - CANDIDATE INTERVIEW RECORD
Candidate: NVQ/Level
Assessor: IQA
When did you start the programme?
How were you introduced to the programme?
What topics were covered in your induction?
Was any of your prior experience considered?
Did anyone find out about the training you
needed?
Did you undertake training whilst working
towards award?
Who gave you the training? Where was it
carried out?
Was the equal opportunities policy explained
to you?
Was the process of getting your qualification
explained to you?
Did you have a development plan for your
achievement of the award?
Did your assessor involve you in planning of
assessments in advance?
Where and when did the assessments take
place?
Continued
What types of evidence have you collected?
Do you understand what aspects of the award
the evidence covers?
How soon after your were inducted was your
first assessment?
Who assesses your evidence?
How often do you see your assessor?
Does your assessor give your feedback after
every assessment?
What units have you completed?
Have you signed the documentation to confirm
this?
What help and guidance have you received to
put your portfolio together?
How will you use this learning in the future?
I agree the contents of this form may be
shared with my assessor
Candidate Signature IQA Signature
Date Date
APPENDIX EIGHT - INDUCTION FORM
Induction and Declaration
Learner Service
Number:
Station: DOB:
Competent
Assessor:
Service
Number:
Station:
Award
We, both the Assessor and the Learner, confirm that all evidence will be produced
by the Learner. We confirm that all evidence presented shall be current, valid, authentic,
sufficient and reliable, and that competence will be demonstrated consistently over time, in
accordance with the specifications of the award, and the policies and procedures of
Cheshire Fire and Rescue Service.
I agree to my details being recorded on the Cheshire Fire and Rescue Service database and passed to
the relevant awarding body for both registration and certification purposes. I agree to keep records
relating to assessment decisions (Assessment Plans) for 3 years as required by the Awarding Body.
I understand, and agree, that any evidence that I present to my Assessor may be shredded following
external verification.
Learner sign:…………..……..…………... Date:…………..
Assessor sign:…………… …………................ Date:……………
A copy of this form should be retained by both parties; the original should be forwarded to the
Accredited Centre Manager

The Assessor standards (Guidance document) have been explained,
understood, and a copy provided to the Learner.
The Accredited Centre Policy has been reviewed and understood
The counter signatory procedure has been explained and understood.
The assessment process has been explained and understood.
The Appeals Procedure has been explained and understood.
The Accredited Centre Equal Opportunities Statement has been explained
and understood.
The Plagiarism factsheet has been discussed and understood
The Internal Quality Assurer has been identified and notified.
The need for confidentiality has been explained and procedures agreed
upon.
Any special arrangements have been identified, discussed and agreed to
ensure assessment processes are fair and the Accredited Centre notified.
Any Recognised Prior Learning has been explored and considered.
Any required resources have been located and/or obtained and the Learner
has been made aware of how to locate information on the Intranet.
APPENDIX NINE Assessor/IQA – CPD/Reflective Learning Log
Date Event/Activity Learning/information gained from
event
How will I put the learning into practice/what will I do
differently
1/1/14 Standardisation meeting
Standardisation activity
Email/telephone update
Assessment activity
Mentor/mentee discussion
Peer meeting/discussion
Assessor/IQA learning logs to be
introduced to capture learning
through CPD and comply with
EDEXCEL requirements of the role.
I will start to use the learning log template to keep
records of learning/updates/activities I undertake in
my role of Assessor/IQA. This will focus my thoughts
and learning and show CPD is being undertaken in
line with the EDEXCEL requirements of my
Assessor/IQA role and will be made available for
inspection as and when required by EDEXCEL.

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Iqa handbook v2 march 2014

  • 1. 1 Internal Quality Assurance (IQA) Handbook Process and Procedure V3 – updated March 18
  • 2. 2 Contents P3 Introduction P3 Role of Internal Quality Assurer (IQA) P4 Workplace Assessment Responsibilities P5 Quality Assuring Assessments P5 Sampling Assessments  Interim/Formative Sampling  Summative Sampling P7 Monitoring Assessment Practice P8 Standardising Assessment Judgements P8 Developing and Supporting Assessors P9 Common issues with the Assessment Process P11 Appendices 1. Formative Sampling Plan 2. Formative Sampling Activity 3. Internal Quality Assurance Commentary 4. Summative Sampling Plan 5. Development to Competence Sign off Sheet 6. Portfolio Evidence Record Sheets 7. Candidate Interview Review 8. Assessor Induction and Declaration Form 9. Assessor/IQA – CPD/Reflective Learning Log
  • 3. 3 Internal Verification of NVQs Introduction This guidance has been produced to ensure that all the Internal Quality Assurers (IQA’s) for Cheshire Fire and Rescue Service understand the procedures, processes and their responsibilities required for internal quality assurance of assessment decisions. There are tracking and auditing requirements at each stage of the process and in this handbook you are provided with examples of pro formas that can be used within the system. The appendices include these forms and it is important that IQA’s are familiar with all the paperwork. It is important that up to date records are kept of both formative and summative assessments that the IQA is involved in. Each IQA has a folder on the G drive to keep their paperwork in which will be monitored by both the Accredited Centre and visiting Standards Verifiers. Each IQA can password protect their folder if they wish but they must advise the Accredited Centre Manager of the password. The Role of the Internal Quality Assurer The IQA needs to be at the heart of the Quality Assurance process at Cheshire Fire and Rescue Service‘s Accredited Centre, working in conjunction with the lead Internal Quality Assurer. The main aspects of the IQA role are:  Develop and support Assessors by monitoring the activities of the Assessors, ensuring they have time, resources and experience to carry out assessment duties and taking appropriate action when they do not. In order to properly monitor each Assessor an IQA has responsibility for they need to ensure that on an annual basis they monitor the Assessor in all assessment methods and update the sampling plan on the G drive.  Maintain communication with the Accredited Centre and act in strict accordance with the Centre’s guidelines, policies and procedures in order to manage the quality of the NVQ process  Meet with Assessors on a regular basis  Undertake risk assessment of Assessors, develop action plans and ensure these are agreed and supported by Managers  Quality assure assessments by undertaking sampling and quality assurance of Learner’s portfolios as stipulated in the Accredited Centre Sampling Strategy It is important to understand that the role of the IQA is not to second assess a Learners work but is to monitor activities of the Assessors that they have responsibility for. Brief details showing the responsibilities of everyone involved in the assessment process can be found on the following page. Workplace Assessment Responsibilities
  • 4. 4 Standards Verifier (Pearsons/EDEXCEL or Skills for Justice) Monitor the standards of the Accredited Centre Central IQA Monitor the standard of IQA’s and the assessment process IQA Monitor the standard of Assessors  Monitor the activities of the Assessors, ensuring they have time, resources and experience to carry out assessment duties and taking appropriate action when they do not;  Maintain communication with the Accredited Centre and act in strict accordance with the centre’s guidelines, policies and procedures;  Meet with Assessors on a regular basis as stipulated in the Internal Quality Assurers process;  Undertake risk assessment of Assessors, develop action plans and ensure these are agreed and supported by Managers; and  Undertake sampling and quality assurance of Learner’s portfolios as stipulated in the Sampling Policy (section 8, Workplace Assessment Policy). Assessor Monitor the standard of the Learner  Support, encourage and motivate the Learners for whom they have responsibility;  Work with their Learners as stipulated in the Assessment Strategy and associated guidance documents;  Undertake assessment activities as stipulated in the Assessment Strategy and other relevant documents;  Ensure Learners’ work is submitted for sampling and quality assurance as stipulated in the Sampling Policy (section 8, Workplace Assessment Policy);  Attend, as necessary, Assessor standardisation meetings/activities;  Maintain effective communication with their Internal Quality Assurers; and  Alert Internal Quality Assurers and the relevant Line Managers when problems in assessment occur. Learner Produce evidence to satisfy the learning outcomes of their award  Attend relevant training and development as identified in any assessment plan which is aligned to them;  Complete any training and development within any agreed time scale which has been stipulated in their development plan;  Work with their assigned Assessor;  Complete any written work as stipulated for their accredited award;  Keep both their Manager and their Assessor updated with the progress made towards their accredited award; and  Inform their Assessor and/or Internal Quality Assurers of any problems with completing their accredited award.
  • 5. 5 Quality Assuring Assessments The aim of quality assurance is to ensure consistent and reliable assessment and to monitor the quality of assessment and highlight any problems and development needs of Assessors. There are three strands to verifying assessment  Sampling Assessments  Monitoring Assessment Practice  Standardising Assessment Judgements The next sections will explain how these areas should be carried out. Sampling Assessments Sampling assessments should involve reviewing the quality of the Assessors’ judgements at both formative and summative stages. It is imperative to ensure that the Internal Quality Assurance is not “end loaded” and that accurate records are maintained throughout the process with the Accredited Centre Manager being kept up to date with the progress of Learners through Assessment/Development Plans which need to be saved onto the G drive (as detailed above). Verification must not be end loaded and sampling must occur throughout the process.  Interim/Formative Sampling (during the construction of a portfolio) The IQA must “dip in to” the assessment process undertaken with the candidate at different stages in the process. This could include: I. Observation of an assessment taking place or reviewing the candidate’s work either before decisions have been made or after an assessment has taken place. This will entail checking the Assessment Development Plans given to the learner by their assessor and will allow the IQA to evaluate the quality of formative guidance on assessment and how effective the assessment planning has been. II. Each IQA must have a formative sampling plan for all assessors that they have responsibility for and must monitor each Assessor in each assessment method at least once per year. Newly qualified Assessors should be monitored more frequently than experienced Assessors. This should be kept on the G drive/OPA/NVQ & Workplace Assessments and populated each time an assessment takes place. Your formative sampling plan will be monitored by the Accredited Centre Manager as part of the Centre’s Quality Assurance processes and will be made available to visiting Standards Verifiers. III. Each IQA must make sure they have evidence of reviewing the assessments and process which must not be end loaded. Examples of forms to use: APPENDIX ONE – Formative Sampling Plan (found on the G drive as detailed above)
  • 6. 6 APPENDIX TWO - Formative Sampling Activity (Assessor Performance Record)) APPENDIX THREE – Internal Quality Assurance Commentary  Summative Sampling (complete portfolio) Summative Sampling will involve the IQA reviewing the quality of the assessment decision by evaluating how the Assessor has reached that decision. The IQA must be able to provide an audit trail which demonstrates that the Assessor has checked all the evidence and it meets the rules of evidence. The rules of evidence are listed below. Evidence must have been confirmed by the Assessor as being: I. Valid – relevant to the standards for which competence is claimed II. Authentic – produced by the candidate III. Reliable – accurately reflects the level of performance which has been consistently demonstrated by the candidate IV. Current – sufficiently recent V. Sufficient – meets in full All the requirements of the standards With regards to the rules of evidence the process must be transparent and anyone who looks at the evidence and/or assessment methods must be able to identify that the evidence complies with all the rules. If witness testimony or work products are used, as an IQA you must be clear that the assessor has taken steps to satisfy themselves of authenticity. In order to ensure transparency when Summative Sampling takes place the IQA must access the Summative Sampling Plan which can be found on the G drive/OPA/NVQ & Workplace Assessments, where the next line must be populated and the relevant units selected for sampling. Once the summative sampling has taken place and the IQA is satisfied that a portfolio is complete and the Assessor has deemed the Learner ‘competent’ the portfolio should be forwarded to the Accredited Centre for final sign off and certification. Where the portfolio relates to a FF becoming competent, the Development to Competence Sign-Off Form must also be completed and forwarded to the Accredited Centre together with the portfolio for accreditation. Once the portfolio has been submitted to the IQA, the IQA has no longer than 14 days to submit it to the Accredited Centre. Examples of forms to use: APPENDIX FOUR – Summative Sampling Plan (as found on the G drive as detailed above) APPENDIX FIVE - Development to Competence Sign Off Form  Evidence Referencing It is important that the learner has used a relevant and understandable referencing procedure. EDEXCEL’s standard Portfolio Evidence Record Sheets must be used for this purpose so that the IQA (and then Awarding Bodies Standards Verifier) should not have to search extensively to find
  • 7. 7 evidence which supports the Assessors decisions. Portfolio Evidence Record Sheets are available for all NVQ’s/BTEC’s including FF, FS, Education & Training, Business & Admin, Assessor and IQA awards. These must be completed in conjunction with the relevant EDEXCEL specification paperwork covering Learning outcomes, assessment criteria and unit amplification. Copies of EDEXCEL’s Award Specifications can be found on the intranet. Examples of form to use: APPENDIX SIX – Portfolio Evidence Record Sheet  Sampling Strategy It is not best use of the IQA resource to maintain 100% checks on assessment decisions, so checks should be made in line with the Service’s sampling strategy using the forms on the G drive which are shared with other IQA’s. It is imperative that the review of the portfolio is not “end loaded” and that quality assurance occurs throughout the process. Monitoring Assessment Practice Monitoring assessment includes the IQA observing the Assessors and how they conduct an assessment and then giving feedback on their performance. It also includes reviewing the internal quality assurance records completed with each Assessor and evaluating all aspects of their performance (which can be used as CPD). To carry out monitoring the IQA must know the standards set out in the Assessor units. As an IQA you must monitor all Assessors allocated to you and ensure that on an annual basis they cover the complete range of assessment methods which includes Direct Observation, Product Report, Questions and Answers, Witness Testimony, Product Evidence and Accredited Prior Learning. The IQA should look at the Assessor’s assessing and interpersonal skills and give feedback directly to the Assessor. Any development areas for the Assessor should be noted on a development plan and forwarded to the Accredited Centre Manager for monitoring. Where possible it is good practice for the IQA to meet with a learner of each Assessor they have responsibility for and check that the candidate understands about the NVQ/BTEC process by completing a Candidate Interview Record. Alternatively the IQA can be present at the learner’s induction meeting. Example of form to be used: APPENDIX SEVEN – CANDIDATE INTERVIEW RECORD Standardising Assessment Judgements
  • 8. 8 It is important that as an IQA you make sure that each Assessor consistently makes valid decisions and candidates are treated fairly as detailed in the Accredited Centre Policy and the Service’s Equal Opportunities Policy. Standardisation exercises with Assessors must be undertaken on a regular basis by the IQA with records kept on the G drive. Standardisation meetings will also be held once a quarter by the Accredited Centre to update both Assessors and IQAs and provide a platform to undertake a standardisation activity. Whilst it is important to relay information and track candidates at standardisation reviews it is imperative that assessment decisions are checked as being consistent and fair. Developing and Supporting Assessors As an IQA it is your duty to guide and support the Assessors aligned to you. New Assessors must have an induction and as an IQA you must ensure that the Assessors have access to all the policies and procedures. A checklist forms part of the Learner Induction & Declaration Form and should be used to ensure all component parts of the induction are included. As an IQA you must check that a personal profile or C.V. demonstrating occupational competence at the appropriate level and relevant certificates have been sent to the Accredited Centre Manager. All Assessors and IQAs should maintain a CPD/Reflective Learning Log in order to document all learning and continuous personal development in their Assessor/IQA role. Common issues with the assessment process
  • 9. 9  Templates are there to be used, but ensure if you cut and paste information into a template that you check the whole document is relevant to what you are doing.  An Assessment/development plan needs to be produced by the Assessor for every assessment carried out detailing the Assessors expectations of the Learner.  The IQA needs to be informed of every planned assessment to enable them to attend if they feel they need to sample check the Assessor they are responsible for, and to show EDEXCEL that there has been formative IQA within a portfolio.  During an assessment, the Assessor is assessing the Learner and any IQA involvement is to check that the Assessor is following the assessment process correctly, not to check the Learners work. This would be classed as double assessing and is against the rules.  Be specific and constructive with your feedback. Your feedback will help Assessors and Learners to improve and help them not to make the same mistakes over and over again.  Follow the counter-signature policy, remember whilst in development as an Assessor or IQA your signature is not valid unless it has been counter-signed by a competent person in that role.  When marking reports ensure the Learner has actually answered the question and provided evidence for the learning outcome. Take note of the verbs used in questions.  Remember not to hold on to a portfolio for longer than 14 days before passing it on or passing it back.  Remember to keep your Learning Log up to date.  Remember to re-do the e-learning package relevant to your role/s each year for CPD.  Remember to refer to your Assessor or IQA handbook from time to time as a refresher.  IQA’s - Remember to populate the G drive with any IQA activity.  Remember - you cant act as both an Assessor and IQA at the same time, you cant wear two hats as they are completely different roles. Example of forms to be used:
  • 10. 10 APPENDIX EIGHT - Assessor Induction Form APPENDIX NINE – Assessor/IQA CPD/Reflective Learning Log ALL FORMS CAN BE FOUND ON THE INTRANET UNDER WORKPLACE ASSESSMENT Useful Reading Accredited Centre Policy Accredited Centre Sampling Strategy Accredited Centre Appeals Procedure CFRS Equal Opportunities Policy CRFS Level 3 Award – Guidance Document EDEXCEL (Pearson) Level 3 Award Specification Issue 2 CFRS Level 4 Award – Guidance Document EDEXCEL (Pearson) Level 4 Award Specification Issue 3 UK Vocational Quality Assurance Handbook 2013-14 Chapter 10 – Standards Verification for NVQ, SVQ and competence-based q2ualifications Pearson EDEXCEL NVQ’s, SVQ’s and competence based qualifications – Delivery Requirements and Quality Assurance Guidance JAB Guidance on Internal Verification of NVQ’s All documents can be found on the Intranet
  • 11. 11 APPENDIX ONE – FORMATIVE SAMPLING PLAN Assessor Learner Unit Date sampling Assessment method Assessment Comments activity DO P/R Q&A WT PE APL decision planned correct (Y/N)
  • 12. 12 APPENDIX TWO- FORMATIVE SAMPLING ACTIVITY Assessor Performance Record (Witnessing actual assessment) Learner ________________________________ NVQ Level _________________________ Assessor _______________________________ Units _____________________________ Internal Quality Assurer __________________________ Checklist Y/N Examples 1. Learner put at ease 2. Assessment procedure explained and agreed 3. Learner understands how evidence relates to standards 4. Relevant questions asked 5. Evidence requirements met 6. Clear, evaluative feedback provided 7. All possible sources of evidence have been considered 8. Further action agreed with Learner where appropriate 9. Necessary assessment documentation completed (including Learning and Development advised if learner deemed ‘competent’ or ‘not yet competent’ for unit assessment) Assessment activity observed Internal Quality Assurer _____________________________________ Date ___________
  • 13. 13 APPENDIX THREE- INTERNAL QUALITY ASSURANCE COMMENTARY Internal Quality Assurance Commentary IQA:______________________________ Assessor:_________________________ Learner:____________________________ Date:____________________________ Unit(s):______________________________________________________________ Commentary: Once the portfolio is submitted to the IQA, the IQA needs to populate the summative sampling plan on the G drive in order to ascertain which units to sample. This section should give an overview of the portfolio and relate to the Assessors performance in carrying out and following the assessment process. This area should also make reference to the Assessors decision of ‘competent’ or ‘not yet competent’. If the IQA feels that there are areas that need addressing before the portfolio can be forwarded to the Accredited Centre for certificate, the action points need to be listed in the next section and the portfolio returned to the Assessor to discuss with the Learner. The Assessor has 14 days in which to address any issues with the Learner and return the portfolio to the IQA. Once a portfolio is returned to the IQA they need to again populate the summative sampling plan in order to ascertain which units to sample. Immediate Action Points: These action points should relate to areas that need to be addressed prior to certification. Immediate Action Points Carried out: This section needs to be completed with the actions carried out and dated and signed by the Assessor and IQA to show that the portfolio is now ready for certification. Future Practice: This section can include areas of best practice to help the Assessor in future assessments. IQA Sign:______________________________________ Date:________________
  • 14. 14 APPENDIX FOUR Summative Sampling Plan - OCFF IQA Assessor Learner Date FF1 FF2 FF3 FF4 FF5 FF6 FF7 FF8 FF9 X X X NOTREQUIREDFORONCALLFF'S WHENEVERSUBMITTED X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X
  • 15. 15 APPENDIX FOUR – SUMMATIVE SAMPLING PLAN ASSESSOR Summative Sampling Plan - ASSESSOR Unit one Unit two ASSESSMENT CRITERIA Assessor Learner 1 2 3 4 5 6 7 8 1 2 3 4 X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X
  • 16. 16 APPENDIX FOUR – SUMMATIVE SAMPLING PLAN IQA Summative Sampling Plan - IQA Unit one Unit two ASSESSMENT CRITERIA 1 2 3 4 5 6 1 2 3 4 5 Name X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X X
  • 17. APPENDIX FIVE –DEVELOPMENT TO COMPETENCE SIGN OFF DEVELOPMENT TO COMPETENCE SIGN OFF FORM (On receipt of this form at Human Resources the named individual will progress from development rate of pay to competent rate of pay) Learner:________________________________ Number:_________ Role:_____ Assessor:_________________________________ Date Started Role:_________ YES NO Is the evidence Valid – Authentic – Current – Sufficient - Reliable? Does the evidence demonstrate that all performance criteria have been met? Does the evidence demonstrate that all knowledge requirements have been met? Has the learner been observed in the workplace? Assessor Feedback (Usually line manager) Assessor Name:______________________________________________________ Assessor Signature:____________________________ Date:_________________
  • 18. Internal Quality Assurer Feedback Unit Assessment Method (Circle) Valid() Authentic () Current() Sufficient () Reliable() Assessor Decisions Correct? Y/N Comments DO P/R Q&A WT PE APL DO P/R Q&A WT PE APL DO P/R Q&A WT PE APL DO P/R Q&A WT PE APL DO: Direct Observation P/R: Project or Report Q&A: Question and Answer WT: Witness Testimony PE: Product Evidence APL: Accredited Prior Learning Comments: Internal Quality Assurer Name:_________________________________________ Internal Quality Assurer Signature:___________________ Date:______________ Head of OPA Signature:_______________________________________ Date:_____________ HR Business Support: Date actioned:____________________ Name:_____________________________ Signature:________________________ Date of effective competent rate of pay:__________________________________
  • 19. APPENDIX SIX Portfolio Evidence Record Sheets Unit 1: Understanding the Principles and Practices of Internally Assuring the Quality of Assessment (Level 4) Learning outcomes Assessment criteria Portfolio reference Date 1 Understand the context and principles of internal quality assurance 1.1 Explain the functions of internal quality assurance in learning and development 1.2 Explain the key concepts and principles of the internal quality assurance of assessment 1.3 Explain the roles of practitioners involved in the internal and external quality assurance process 1.4 Explain the regulations and requirements for internal quality assurance in own area of practice 2 Understand how to plan the internal quality assurance of assessment 2.1 Evaluate the importance of planning and preparing internal quality assurance activities 2.2 Explain what an internal quality assurance plan should contain
  • 20. Learning outcomes Assessment criteria Portfolio reference Date 2.3 Summarise the preparations that need to be made for internal quality assurance, including:  information collection  communications  administrative arrangements  resources 3 Understand techniques and criteria for monitoring the quality of assessment internally 3.1 Evaluate different techniques for sampling evidence of assessment, including use of technology 3.2 Explain the appropriate criteria to use for judging the quality of the assessment process 4 Understand how to internally maintain and improve the quality of assessment 4.1 Summarise the types of feedback, support and advice that assessors may need to maintain and improve the quality of assessment 4.2 Explain standardisation requirements in relation to assessment 4.3 Explain relevant procedures regarding disputes about the quality of assessment
  • 21. Learning outcomes Assessment criteria Portfolio reference Date 5 Understand how to manage information relevant to the internal quality assurance of assessment 5.1 Evaluate requirements for information management, data protection and confidentiality in relation to the internal quality assurance of assessment 6 Understand the legal and good practice requirements for the internal quality assurance of assessment 6.1 Evaluate legal issues, policies and procedures relevant to the internal quality assurance of assessment, including those for health, safety and welfare 6.2 Evaluate different ways in which technology can contribute to the internal quality assurance of assessment 6.3 Explain the value of reflective practice and continuing professional development in relation to internal quality assurance 6.4 Evaluate requirements for equality and diversity and, where appropriate, bilingualism, in relation to the internal quality assurance of assessment Learner name: Date: Learner signature: Date: Assessor signature: Date: IQA signature (if verified) Date:
  • 22. Unit 2: Internally Assure the Quality of Assessment (Level 4) Learning outcomes Assessment criteria Portfolio reference Date 1 Be able to plan the internal quality assurance of assessment 1.1 Plan monitoring activities according to the requirements of own role 1.2 Make arrangements for internal monitoring activities to assure quality 2 Be able to internally evaluate the quality of assessment 2.1 Carry out internal monitoring activities to quality requirements 2.2 Evaluate assessor expertise and competence in relation to the requirements of their role 2.3 Evaluate the planning and preparation of assessment processes 2.4 Determine whether assessment methods are safe, fair, valid and reliable 2.5 Determine whether assessment decisions are made using the specified criteria 2.6 Compare assessor decisions to ensure they are consistent 3 Be able to internally maintain and improve the quality of assessment 3.1 Provide assessors with feedback, advice and support, including professional development opportunities, which help them to maintain and improve the quality of assessment 3.2 Apply procedures to standardise assessment practices and outcomes.
  • 23. Learning outcomes Assessment criteria Portfolio reference Date 4 Be able to manage information relevant to the internal quality assurance of assessment 4.1 Apply procedures for recording, storing and reporting information relating to internal quality assurance 4.2 Follow procedures to maintain confidentiality of internal quality assurance information 5 Be able to maintain legal and good practice requirements when internally monitoring and maintaining the quality of assessment 5.1 Apply relevant policies, procedures and legislation in relation to internal quality assurance, including those for health, safety and welfare 5.2 Apply requirements for equality and diversity and, where appropriate, bilingualism, in relation to internal quality assurance 5.3 Critically reflect on own practice in internally assuring the quality of assessment 5.4 Maintain the currency of own expertise and competence in internally assuring the quality of assessment. Learner name: Date: Learner signature: Date: Assessor signature: Date: IQA signature (if verified) Date:
  • 24. APPENDIX SEVEN - CANDIDATE INTERVIEW RECORD Candidate: NVQ/Level Assessor: IQA When did you start the programme? How were you introduced to the programme? What topics were covered in your induction? Was any of your prior experience considered? Did anyone find out about the training you needed? Did you undertake training whilst working towards award? Who gave you the training? Where was it carried out? Was the equal opportunities policy explained to you? Was the process of getting your qualification explained to you? Did you have a development plan for your achievement of the award? Did your assessor involve you in planning of assessments in advance? Where and when did the assessments take place? Continued
  • 25. What types of evidence have you collected? Do you understand what aspects of the award the evidence covers? How soon after your were inducted was your first assessment? Who assesses your evidence? How often do you see your assessor? Does your assessor give your feedback after every assessment? What units have you completed? Have you signed the documentation to confirm this? What help and guidance have you received to put your portfolio together? How will you use this learning in the future? I agree the contents of this form may be shared with my assessor Candidate Signature IQA Signature Date Date
  • 26. APPENDIX EIGHT - INDUCTION FORM Induction and Declaration Learner Service Number: Station: DOB: Competent Assessor: Service Number: Station: Award We, both the Assessor and the Learner, confirm that all evidence will be produced by the Learner. We confirm that all evidence presented shall be current, valid, authentic, sufficient and reliable, and that competence will be demonstrated consistently over time, in accordance with the specifications of the award, and the policies and procedures of Cheshire Fire and Rescue Service. I agree to my details being recorded on the Cheshire Fire and Rescue Service database and passed to the relevant awarding body for both registration and certification purposes. I agree to keep records relating to assessment decisions (Assessment Plans) for 3 years as required by the Awarding Body. I understand, and agree, that any evidence that I present to my Assessor may be shredded following external verification. Learner sign:…………..……..…………... Date:………….. Assessor sign:…………… …………................ Date:…………… A copy of this form should be retained by both parties; the original should be forwarded to the Accredited Centre Manager  The Assessor standards (Guidance document) have been explained, understood, and a copy provided to the Learner. The Accredited Centre Policy has been reviewed and understood The counter signatory procedure has been explained and understood. The assessment process has been explained and understood. The Appeals Procedure has been explained and understood. The Accredited Centre Equal Opportunities Statement has been explained and understood. The Plagiarism factsheet has been discussed and understood The Internal Quality Assurer has been identified and notified. The need for confidentiality has been explained and procedures agreed upon. Any special arrangements have been identified, discussed and agreed to ensure assessment processes are fair and the Accredited Centre notified. Any Recognised Prior Learning has been explored and considered. Any required resources have been located and/or obtained and the Learner has been made aware of how to locate information on the Intranet.
  • 27. APPENDIX NINE Assessor/IQA – CPD/Reflective Learning Log Date Event/Activity Learning/information gained from event How will I put the learning into practice/what will I do differently 1/1/14 Standardisation meeting Standardisation activity Email/telephone update Assessment activity Mentor/mentee discussion Peer meeting/discussion Assessor/IQA learning logs to be introduced to capture learning through CPD and comply with EDEXCEL requirements of the role. I will start to use the learning log template to keep records of learning/updates/activities I undertake in my role of Assessor/IQA. This will focus my thoughts and learning and show CPD is being undertaken in line with the EDEXCEL requirements of my Assessor/IQA role and will be made available for inspection as and when required by EDEXCEL.