Unit 1 LO 1.1
Internal quality assurance (IQA) is vital throughout all educational organisations for a number of different reasons. Most fundamentally IQA should aim to ensure individuals experience quality throughout their learning journey in order to achieve their goals. From the providers perspective it is important that the credibility of both the organisation and the qualification is upheld by providing support from start to finish ensuring that learners and employers have a full understanding of the qualification and the benefits upon completion.
The accuracy of assessment decisions should be regularly monitored to make sure there is quality and consistency throughout the ...view middle of the document...
There will be initial internal verification with a first sample being taken towards the start of a learner’s qualification. This will be followed by an interim / formative verification which would take place at least once during the qualification depending on necessity and the duration of the programme. Finally there will be a final / summative assessment which will take place once the qualification is complete. When examining assessed leaner output, there should be a rationale for sampling and documentation of sampling strategies.
Quality assurance will ensure that assessment meets the requirements for:
* Validity – to determine that the assessment and assessment methods are appropriate to what is being assessed.
* Sufficiency – to determine if there is a sufficient amount of evidence to meet the given standards.
* Authenticity – to establish that the evidence has been produced by the learner and, if part of a group task, that their contribution can be identified.
* Currency – to confirm that the learner possesses the skills / knowledge at the time of the assessment decision.
* Reliability – to ensure that standards are interpreted consistently over different contexts and candidates.
Another vital concept of IQA of assessment is ensuring all assessment decisions are equal and consistent through standardisation. This should be developed and observed across assessors/tutors, awards, assessment methods and internal verifiers. Standardisation must be an on-going process and communicated through meetings, observations and sampling of learners’ evidence. Actions arising from these should be identified and monitored with procedures for support and professional development put in place.
Unit 1 LO 1.3
The role of the assessor / tutor is to ensure that the scheme of work, session plans and activities and materials are planned effectively so the programme is fit for purpose so that the learner has the best possible opportunity to meet the assessment criteria. This may include identifying and providing any additional support needed. In doing so they should deliver sessions that consider the individual in order to engage and challenge the learner.
The assessor will make decisions on whether a learner has demonstrated competence and capability based on judging evidence against learning outcomes and assessment criteria. Throughout the programme the assessor will give feedback designed to move the learner forward towards achievement. This could include support and guidance on content and sufficiency of evidence with recommendations given.
It is also part of the tutor / assessor’s role to have an effective relationship with the internal verifier by providing assessment evidence for verification as required. It is important therefore that the IV is able to access assessment plans / schedules and that the tutor assessor responds to feedback from their IV and prepares for internal quality assurance activities. It is also good...