QUALIFICATIONS NETWORK Qualification Specification Assessing Qualifications
Qualification Specification QNUK Level 3 Award in Understanding the Principles and Practices of Assessment (QCF) Qualification Accreditation number: 601/6005/6 QNUK Level 3 Award in Assessing Competence in the Work Environment (QCF) Qualification Accreditation number: 601/6044/4 QNUK Level 3 Award in Assessing Vocationally Related Achievement (QCF) Qualification Accreditation number: 601/6066/8 QNUK Level 3 Certificate in Assessing Vocational Achievement (QCF) Qualification Accreditation number: 601/6007/x 1 INTRODUCTION 1.1 This Qualification specification is intended to provide centres with the information required to deliver/assess and quality assure this qualification. Please contact our centre support team if you require any further information. 2 QUALIFICATION OVERVIEW 2.1 QNUK Level 3 Award in Understanding the Principles and Practices of Assessment (QCF) This qualification is intended for those that wish to gain an understanding of the principles and practices of assessment without any requirement to practise as assessors. The purpose of the qualification in the QCF is to 'develop knowledge and/or skills in a subject area' (B2). QNUK Level 3 Award in Assessing Competence in the Work Environment (QCF) This qualification is intended for assessors who assess occupational in an individuals work environment. The purpose of the qualification in the QCF is to 'confirm in an occupational role to the standards required (D1). QNUK Level 3 Award in Assessing Vocationally Related Achievement (QCF) This qualification is intended for those who assess vocational skills, knowledge and understanding in a workshop, classroom or other training environment rather than assessing in a work environment. The purpose of the qualification in the QCF is to 'confirm in an occupational role to the standards required (D1). QNUK Level 3 Certificate in Assessing Vocational Achievement (QCF) This qualification is intended for those who assess both occupational in the work environment and vocational skills, knowledge and understanding in a workshop, classroom or other training environment rather than assessing in a work environment. The purpose of the qualification in the QCF is to 'confirm in an occupational role to the standards required (D1).
3 QUALIFICATION KEY POINTS 3.1 Qualification Title: Qualification Accreditation Number (QAN) : 601/6005/6 QNUK Level 3 Award in Understanding the Principles and Practices of Assessment (QCF) Qualification Level: 3 Credit Value: 3 Guided Learning Hours (GLH): 24 3.2 Qualification Title: Qualification Accreditation Number (QAN) : 601/6004/4 QNUK Level 3 Award in Assessing Competence in the Work Environment (QCF) Qualification Level: 3 Credit Value: 9 Guided Learning Hours (GLH): 54 3.3 Qualification Title: Qualification Accreditation Number (QAN) : 601/6006/8 Qualification Level: 3 Credit Value: 9 Guided Learning Hours (GLH): 54 Level 3 Award in Assessing Vocationally Related Achievement (QCF) Qualification Title: Qualification Accreditation Number (QAN) : QNUK Level 3 Certificate in Assessing Vocational Achievement (QCF) 601/6007/x Qualification Level: 3 Credit Value: 9 Guided Learning Hours (GLH): 54 4 QUALIFICATION STRUCTURE 4.1 Three Level 3 Awards and a Level 3 Certificate have been developed for assessors. Each has one or more units in common. 4.2 The combination of unis can be found in the table below: QNUK Level 3 Award in Understanding the Principles and Practices of Assessment (QCF) Unit 1: Understanding the principles and practices of assessment QNUK Level 3 Award in Assessing Competence in the Work Environment (QCF) Unit 1: Understanding the principles and practices of assessment Unit 2: Assess occupational in the work environment QNUK Level 3 Award in Assessing Vocationally Related Achievement (QCF) Unit 1: Understanding the principles and practices of assessment
Unit 2: Assess vocational skills, knowledge and understanding QNUK Level 3 Certificate in Assessing Vocational Achievement (QCF) Unit 1: Understanding the principles and practices of assessment Unit 2: Assess occupational in the work environment Unit 3: Assess vocational skills, knowledge and understanding 5 PRE-REQUISITES 4.1 This qualification is appropriate for learners that are 19+ 4.2 There are no other nationally agreed entry requirements. 5 GEOGRAPHICAL COVERAGE 5.1 This qualification is available to learners in England, Wales and Northern Ireland. The qualification can be delivered in other countries however centres should contact Qualifications Network before offering elsewhere. 6 TRAINING RESOURCES 6.1 Lesson plans 6.1.1 Centres should develop lesson plans. These should be written to meet the learning outcomes of the qualification. Lesson plans should include clear objectives and a range of resources and teaching and learning strategies. Lesson plans should be retained for external verification purposes. 6.2 AV Equipment and training aids 6.2.1 Sufficient Audio Visual equipment and training aids should be available to facilitate learning using varying teaching methods. 6.3 Learning materials There are a range of learner reference materials for this qualification. These include: Gravells A (2013), Achieving Your Assessment and Quality Assurance Units (Taqa), London, Learning matters 6.4 Training Venue 6.4.1 The training venue must meet acceptable health and safety standards and be conducive to learning, with sufficient: Size, floor surfaces, seating, writing surfaces, toilet facilities, ventilation, lighting, heating, access, exits, cleanliness, absence of distracting noise. 7 ASSESSMENT METHODS 7.1 Learners are required to develop a portfolio of evidence. A template portfolio is available to centres to download from our centre support area. 7.2 All learning outcomes must be assessed using methods appropriate to the assessment of knowledge and understanding. 7.3 There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. 7.4 For units 2 and 3, simulation is not permitted. 7.5 For the unit: Assess occupational in the work environment (H/601/5314). There must be suitable evidence to cover all of the assessment methods listed in the unit. As a minimum, there must be performance evidence for the following assessment methods:
observation of performance in the work environment; examining products of work; and questioning the learner. 7.6 There must be evidence of the trainee assessor carrying out at least two assessments of two learners occupational (four assessments in total) This occupational must not be in assessment itself. In other words, evidence for this unit must not come from the trainee assessing another trainee assessor who, in turn, is assessing someone else. In gathering evidence for these qualifications, an unqualified trainee assessor is not allowed to assess in another unqualified assessor. 7.7 For unit: Assess vocational skills, knowledge and understanding, There must be evidence to cover all of the assessment methods listed in the unit. As a minimum, there must be performance evidence for at least three of the following assessment methods: assessments of the learner in simulated environments; skills tests; oral and written questions; assignments; projects; case studies; and recognising prior learning. 7.8 There must be evidence of the trainee assessor carrying out at least two assessments of two Learners skills, knowledge and understanding (four assessments in total) 7.9 Submitted portfolios should be marked by a designated assessor. These should be made available for internal verification in accordance with our IQA policy. 8 LEARNER REGISTRATIONS 8.1 Centres should ensure learners complete a learner registration form on recruitment. The details of which can be submitted online once the cohort have submitted their portfolios. 8.2 Learner registrations should be completed accurately and in full. Unique learner numbers, DOB and form of I.D. presented should be recorded. 9 REQUESTS FOR AWARDS AND QUALIFICATIONS (Without Direct claims status) 9.1 Direct claims status is awarded to centres once they have met our requirements. 9.2 Where direct claims status has not been achieved, learners portfolios should be internally quality assured in accordance with the centres IQA policy. 9.3 The portfolios should then be sent to Qualifications Network where a sample will be verified. 9.4 Results will be entered onto the centres learner registration system by the QNUK Exams team. 10 REQUESTS FOR AWARDS AND QUALIFICATIONS (With direct claims status) 10.1 Requests for certification should be undertaken using our online learner achievement portal. 10.2 Results should be uploaded by a single nominated person from the centre. 10.3 Requests should be made only when learners have completed the award/certificate. 10.4 Copies of learners work and results should be maintained by the centre and made available to External Verifiers on request. 11 RESULTS 11.1 As some results will be sampled centres will be informed of results within 7 days of submission unless sampling activities delay this. All results will be published within 10 days. 12 REASONABLE ADJUSTMENTS
12.1 Where required; reasonable adjustments should be implemented in accordance with our reasonable adjustments policy. Reasonable adjustments should not override the assessment criteria and the objective of the qualification. 13 SPECIAL CONSIDERATIONS 13.1 Special considerations should be undertaken in accordance with our special considerations section of the centre procedures manual. 14 APPEALS 14.1 Where possible, learners should make appeals using the Approved Centres appeals process. Where this has been exhausted or if this is impossible the QNUK Appeals process shall be used. 14.2 The QNUK appeals process can be found on our website at: www.qualifications-network.co.uk 15 ASSESSOR REQUIREMENTS 15.1 All those who assess these qualifications must: already hold the qualification they are assessing (or a recognised equivalent) and have successfully assessed learners for other qualifications (if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors); have up-to-date working knowledge and experience of best practice in assessment and quality assurance; hold one of the following qualifications or their recognised equivalent: Level 3 Award in Assessing Competence in the Work Environment (QCF); or Level 3 Certificate in Assessing Vocational Achievement (QCF); or A1 Assess candidate performance using a range of methods; or D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence; and show current evidence of continuing professional development in assessment and quality assurance. 16 INTERNAL VERIFICATION 16.1 Internal verification of this qualification should be undertaken in accordance with our centre IQA documentation. 16.2 All those who are involved with the quality assurance of these qualifications internally must: have up-to-date working knowledge and experience of best practice in assessment and quality assurance; hold one of the following assessor qualifications or their recognised equivalent: o Level 3 Award in Assessing Competence in the Work Environment (QCF); or o Level 3 Certificate in Assessing Vocational Achievement (QCF); or o A1 Assess candidate performance using a range of methods; or o D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence; hold one of the following internal quality assurance qualifications or their recognised equivalent: o Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF); or o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF); or o V1 Conduct internal quality assurance of the assessment process; or o D34 Internally verify the assessment process; and show current evidence of continuing professional development in assessment and quality assurance.
Unit title Level 3 Credit value 3 The learner will: Learning outcomes 1 Understand the principles and requirements of assessment 2 Understand different types of assessment method 3 Understand how to plan assessment UNITS OF ASSESSMENT Understanding the principles and practices of assessment D/601/5313 The learner can: Assessment Criteria 1.1 Explain the function of assessment in learning and development 1.2 Define the key concepts and principles of assessment 1.3 Explain the responsibilities of the assessor 1.4 Identify the regulations and requirements relevant to the assessment in own area of practice 2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners 3.1 Summarise key factors to consider when planning assessment 3.2 Evaluate the benefits of using a holistic approach to assessment 3.3 Explain how to plan a holistic approach to assessment 3.4 Summarise the types of risks that may be involved in assessment in own area of responsibility 3.5 Explain how to minimise risks through the planning process 4 Understand how to involve learners and others in assessment 5 Understand how to make assessment decisions 6 Understand quality assurance of the assessment process 7 Understand how to manage information relating to assessment 4.1 Explain the importance of involving the learner and others in the assessment process 4.2 Summarise types of information that should be made available to learners and others involved in the assessment process 4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners 5.1 Explain how to judge whether evidence is: sufficient authentic current 5.2 Explain how to ensure that assessment decisions are: made against specified criteria valid reliable fair 6.1 Evaluate the importance of quality assurance in the assessment process 6.2 Summarise quality assurance and standardisation procedures in own area of practice 6.3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice 7.1 Explain the importance of following procedures for the management of information relating to assessment 7.2 Explain how feedback and questioning contribute to the assessment process
8 Understand the legal and good practice requirements in relation to assessment 8.1 Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare 8.2 Explain the contribution that technology can make to the assessment process 8.3 Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment 8.4 Explain the value of reflective practice and continuing professional development in the assessment process
UNITS OF ASSESSMENT Unit title Assess vocational skills, knowledge and understanding F/601/5319 Level 3 Credit value 6 The learner will: Learning outcomes 1 Be able to prepare assessments of vocational skills, knowledge and understanding 2 Be able to carry out assessments of vocational skills, knowledge and understanding 3 Be able to provide required information following the assessment of vocational skills, knowledge and understanding 4 Be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding The learner can: 1.1 1.2 1.3 2.1 Assessment criteria Select methods to assess vocational skills, knowledge and understanding which address learner needs and meet assessment requirements, including: assessments of the learner in simulated environments skills tests oral and written questions assignments projects case studies recognising prior learning Prepare resources and conditions for the assessment of vocational skills, knowledge and understanding Communicate the purpose, requirements and processes of assessment of vocational skills, knowledge and understanding to learners Manage assessments of vocational skills, knowledge and understanding to meet assessment requirements 2.2 Provide support to learners within agreed limitations 2.3 Analyse evidence of learner achievement 2.4 Make assessment decisions relating to vocational skills, knowledge and understanding against specified criteria 2.5 Follow standardisation procedures 2.6 3.1 3.2 3.3 4.1 4.2 4.3 4.4 Provide feedback to the learner that affirms achievement and identifies any further implications for learning, assessment and progression Maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner progress Make assessment information available to authorised colleagues as required Follow procedures to maintain the confidentiality of assessment information Follow relevant policies, procedures and legislation relating to the assessment of vocational skills, knowledge and understanding, including those for health, safety and welfare Apply requirements for equality and diversity and, where appropriate, bilingualism Evaluate own work in carrying out assessments of vocational skills, knowledge and understanding Take part in continuing professional development to ensure current expertise and in assessing vocational skills, knowledge and understanding
Unit title Level 3 Credit value 6 The learner will: Learning outcomes 1 Be able to plan the assessment of occupational 2 Be able to make assessment decisions about occupational 3 Be able to provide required information following the assessment of occupational 4 Be able to maintain legal and good practice requirements when assessing occupational UNITS OF ASSESSMENT Assess occupational in the work environment (H/601/5314) The learner can: Assessment criteria 1.1 Plan assessment of occupational based on the following methods: observation of performance in the work environment examining products of work questioning the learner discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning 1.2 Communicate the purpose, requirements and processes of assessing occupational to the learner 1.3 Plan the assessment of occupational to address learner needs and current achievements 1.4 Identify opportunities for holistic assessment 2.1 Use valid, fair and reliable assessment methods including: observation of performance examining products of work questioning the learner discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning 2.2 Make assessment decisions of occupational against specified criteria 2.3 Follow standardisation procedures 2.4 Provide feedback to learners that affirms achievement and identifies any further implications for learning, assessment and progression 3.1 Maintain records of the assessment of occupational, its outcomes and learner progress 3.2 Make assessment information available to authorised colleagues 3.3 Follow procedures to maintain the confidentiality of assessment information 4.1 Follow relevant policies, procedures and legislation for the assessment of occupational, including those for health, safety and welfare 4.2 Apply requirements for equality and diversity and, where appropriate, bilingualism, when assessing occupational 4.3 Evaluate own work in carrying out assessments of occupational 4.4 Maintain the currency of own expertise and as relevant to own role in assessing occupational