We use cookies to give you the best experience possible. By continuing we’ll assume you’re on board with our cookie policy

See Pricing

What's Your Topic?

Hire a Professional Writer Now

The input space is limited by 250 symbols

What's Your Deadline?

Choose 3 Hours or More.
Back
2/4 steps

How Many Pages?

Back
3/4 steps

Sign Up and See Pricing

"You must agree to out terms of services and privacy policy"
Back
Get Offer

Internal Verifiers Award

Hire a Professional Writer Now

The input space is limited by 250 symbols

Deadline:2 days left
"You must agree to out terms of services and privacy policy"
Write my paper

?Why should IQA take place? Internal Quality Assurance is the process of monitoring the learner journey within an organisation. This takes place to make sure that learners receive a quality service of learning and that assessment carried out is correct and fair allowing them to develop and progress. The IQA process is to: plan what will be monitored, from whom and when observe training and assessor practice, and give developmental feedback sample assessment records, learners’ work and assessor decisions meet with learners and others, for example, witnesses

facilitate the standardisation of assessor practice hold team meetings support assessors.

Don't use plagiarized sources. Get Your Custom Essay on
Internal Verifiers Award
Just from $13,9/Page
Get custom paper

Previously it was the role of Internal Verifiers to monitor assessment of qualifications. This has now changed where as the role of the IQA is simply to monitor and evaluate the learner journey from beginning to end The functions of IQA (1. 1) • authenticate and uphold credibility of courses/qualifications • monitor and review the learner journey • ensure accuracy and consistency of decisions • manage risk • identify issues and trends

• support and develop assessors through CPD and standardisation If qualifications delivered are not subject to external examination then systems must be in place and robust to ensure that the quality of assessment is upheld.

Assessors are monitored to ensure that assessment decisions are accurate. This is done through standardisation and internal verification. Tutors are allotted percentage sample rates based on experience and previous IV assessment. Annual assessment plans ensure that 100% of learners work is sampled to ensure consistency of delivery.

Assessment and IQA systems should be monitored and evaluated continuously to identify any actions for improvement, which should then be implemented. This also includes the continuing professional development (CPD) of assessors and internal quality assurers. IQA cycle (1. 2) Depending upon the subject you will internally quality assure, you will usually follow the internal quality assurance cycle. The cycle will continue to ensure the assessment process is constantly monitored and improved. Records of all activities must be maintained throughout to satisfy your organisation, the regulatory authorities and awarding organisations.

Identify the product or service – ascertaining what is to be assessed and why. For example, are learners working towards a qualification, are staff being observed performing their job roles? The criteria will need to be clear, i. e. units from a qualification or aspects of a job specification. Learners should be allocated to assessors in a fair way, for example, according to location or work load. Key concepts of IQA (1. 2) These include: Accountability: Being accountable to your organisation or awarding bodies as IQA Assessment strategies:

Following the assessment strategy for your subject area as part of your IQA role. Risk factors: Monitor risk factors associated with quality and assessment Evaluation: Evaluate current provision, delivery and undergo CPD Interim or summative sampling Ensure a robust and reliable sampling plan is implemented and adhered to. Transparency It is important to easily see who is involved within the assessment process from learner, assessor, lead IV and IQA. VACSR (validity, authenticity, currency, sufficiency and reliability) Ensure all evidence and assessment is valid, authentic, current, sufficient and reliable IQA rationale

All IQA’s should start their system with a rationale. This is primarily why IQA takes place and ensures that all accredited qualifications or activities are safe, valid, fair and reliable. Safe: methods used are ethical and little chance of plagiarism. The work is authenticated by assessors and candidates. Confidentiality has been taken into account and that learning and assessment cannot be compromised not the candidates experience or potential hindered in any way. Safe refers to the methods used to ensure successful and reliable assessment has been carried out.

Valid: evidence produced and assessment carried out is of the requirements of the qualification and NOC (national occupational standards) Fair: the methods of assessment used are appropriate to the learners needs at the time of assessment and are at the correct level of learning. Individual needs should also be considered and taken into consideration on time of assessment. Reliable: consistency of assessment is apparent and can be seen across a range of portfolios covering the safe topic/subject. A decision made on the evidence produced is similar to other portfolios.

For example: All assessment decisions are carried out by qualified assessors in each of the subject areas and sampled by qualified internal quality assurers. This will ensure the safety, fairness, validity and reliability of assessment methods and decisions carried out. It also reinforces and upholds the credibility of the qualification against national standards and the educational establishment delivering the qualification. Key principles of IQA (1. 2) assessor competence communication continuing professional development (CPD)

equality and diversity ethics record keeping SMART Assessor competence – ensuring assessors are experienced and competent at their role, meeting the requirements of the assessment strategy (if applicable) and are maintaining their CPD. Role & responsibilities of an IQA These include: advising, supporting and providing developmental feedback to assessors documenting the quality assurance strategy, process and decisions ensuring assessors interpret, understand and consistently apply the correct standards and requirements identifying issues and trends

interviewing learners, assessors and other relevant staff and witnesses facilitating standardisation activities monitoring and observing the full learner journey from commencement to completion planning and carrying out sampling of assessed work taking part in continuing professional development (CPD) liaise with external quality assurers. Regulations, Policies and Procedures You will need to follow your organisation’s policies and procedures, which should include: access and fair assessment appeals and complaints

confidentiality of information copyright and data protection equality and diversity health, safety and welfare You will need to be aware of all Regulations, Policies and Procedures at your organisation which might impact upon your role as an IQA. There is also external legislation such as: The Data Protection Act (2003), Freedom of Information Act (2000), The Health and Safety at Work etc Act 1974 and The Equality Act 2010. Roles of practitioners involved in the internal and external quality assurance process(1. 3)

There are many different roles involved within quality assurance that need to be overseen and monitored to allow a good level of quality is upheld. Assessors/tutors: Plan, deliver, make assessment decisions, record evidence, communicate assessment outcomes. Internal Quality Insurance: plan, monitor, review, intervene, organise meetings and standardisations. Quality Manager: tasks involve overseeing processes rather than products. External Quality Assurance: plan, monitor, review, advise, report decisions Regulations and requirements for internal quality assurance in own area of practice (1.

4) Regulations and requirements for IQA are: Health & Safety: ensuring all health and safety surrounding the learning activities is adhered to under the various acts such as RIDDOR and the Health & safety at work act 1984. Equal Opportunities: Allowing all learners are fair opportunity to learn and progress regardless of age, race, religion, sexuality, gender etc…… Recording & Reporting: Through internal verification, standardisation and feedback from learners relating to their learner journey. Reviewing current systems to ensure VACRS assessment is carried out.

Quality Assurance Strategy Contribution to internal reviewing processes Self Assessment Review (SAR) – To include staff, learners, employers perspective on the company based over a year and review delivery, learning environment and contribution to society and the economy as a training establishment. It is vital to be impartial when writing this and consider statistics taking an analytical and realistic approach to assessing own organisation. Regulatory bodies, ensuring standards are kept, assessor performance is monitored and maintained.

Assessment is carried out against national standards; knowledge, skills and understanding are an integral part of CPD and must be reviewed against NOCN. Know about awarding organisations such as Ofqual, Ofsted etc… and work against their requirements and standards. (2. 1, 2. 2, 2. 3) Planning, operating and evaluating internal assessment and quality systems. The planning, operating and evaluation of internal assessment and quality systems is primary role of the IQA. This involves ensuring that internal processes are implemented, reliable and demonstrate that they meet external regulators’ requirements.

This includes having the following in place: Procedures for IQA in place or a strategy IQA systems that monitor the learner journey and are affective. Monthly reviews, ILP’s and tracking systems monitor this as well as evaluate feedback from learners through forums and feedback. Sampling is structured, planned and carried out throughout the learner journey and not just assessed at the completion stage of the qualification. Learning and training is monitored through peer observations to ensure ‘best practice’ Assessors attend regular structured and planned standardisation to ensure NOS is adhered to for assessment.

Assessors gain feedback on their practise as a result of peer observations and are supported with CPD. Records are kept and maintained paper based or digitally ensuring they are secure. IQA’s operate in line with the NOS for internal quality assurance CPD is actioned and undertaken by all members of the team annually Effective communication is carried between the awarding body An appeals system is in place and easy to follow by all Standardisation takes place on a regular basis to ensure consistency between assessors Systems are identified and implemented to promote continuous improvement year after year

Management of assessment resources are available for the duration of the programme being delivered such as access to assessment, IQA and materials such assessment documentation, equipment and adequate facilities. Seeking approval to run specific qualifications it is the role of the IQA to ensure appropriate communication takes place within the organisation. This will assist the process in ensuring that adequate resources are sourced, made, checked and implemented. The IQA should be accountable in managing the qualification for delivery, this included monitoring and managing the

delivery teams and ensuring that they have accurate and reliable information across different levels such as learner needs, location of delivery and monitored case loads to ensure that delivery is feasible. A systematic approach should be used by carrying out initial assessments and diagnostics to gain the learners levels of literacy and numeracy before undertaking a programme. This allows the assessor to gauge whether additional support is required prior or during training to allow the learner to gain fair assessment and opportunity to succeed and progress.

Initial assessment should be carried out to also ascertain if a learner requires technical aids, physical adaptations of assessment materials or simply extra support. The IQA should also maintain up-to-date information on the following: Individual learner progress This should be monitored against equal opportunities information provided by the learner. Where learners are not progressing as expected a plan should be put place reviewing what is needed to support the learner to allow completion through a series of action points.

This is reviewed on a monthly basis between the assessor and learner and by monthly for apprenticeship programmes. An overall picture of new learners IQA must be able to acquire information on guaranteed and potential starts and attendance information. Average timescales for the achievement of different qualifications A record recorded through ILP as set by assessors after initially assessing learners to set SMART targets working within the timescale of qualifications. Assessors are informed of timescales on induction and through standardisation reviewing the GCH of units.

It is the responsibility of the IQA to issue relevant documents to team members such as website addresses where relevant information can be found relating to assessment and qualifications. Ensure that regular awarding bodies and regulators information is cascaded through regular meetings or other methods of communication such as email. Planning The IQA is responsible for creating and implementing a sampling plan on all qualifications delivered. This is a document that can cover multiple sheets or simply an individual document that can be written or kept as a digital copy.

The sampling plan must be based on sound principles and take into consideration possible risk factors. Risk factors that could affect this are volumes of learners within cohorts, numbers of assessors to learners, experience and confidence of assessors, changes to the qualification and issues of assessment relating to specific criteria/units. Once this has been taken into account then the IQA will use ‘CAMERA’ (candidates, assessors, evidence, records, assessment) to ensure that the sample is sound. This means that each sample should have an element from each of the headings within ‘CAMERA’ .

If this is found within the sample then it will show the IQA that delivery and assessment of the qualification displays a record of the journey taken to achieve unit/s. The information obtained from sampling can then be taken and formulate necessary changes that require systems to be adapted to support team members to improve their practise. (3. 1) Internal quality assurance sampling It is the responsibility of the IQA to record and report on all sampling activities in detail to ensure decisions can be justified. By underpinning the IQA activity reinforces the validity behind sample decisions.

To maintain 100% checks on assessment decisions is not good practise; this shows a lack of confidence in assessment practise and the internal quality assurance strategy. The assessment process must be left to assessors following feedback by the IQA. Centres maintaining 100% checks are simply adding secondary signatures to each learners work during the summative stage rather than carrying out effective IQA. Referencing Audit trails of assessment and internal quality assurance must show good use of referencing, if not completed well or accurately then it can cause difficulty in sampling, formative and summative assessment.

This also reflects assessor confidence and experience (3. 1) – Sampling techniques There are several methods of sampling that can be carried out, • Simple Random Sampling: You randomly select a certain number of students or qualifications/units. •Stratified Sampling: Students are sorted into homogenous groups and then a random sample is selected from each group. This process is useful when there are groups that may be underrepresented. • Systemic Sampling: You select the nth (e. g. 7th, 9th, 20th) student or qualification/unit from an organized list. •Cluster Sampling: You randomly select clusters or groups (e. g. classes or sections), and you evaluate the assignments of all the students in those randomly selected clusters or groups Common Types of Sampling There are a variety of sampling methods. Simple random, stratified, systemic, and cluster sampling are examples of four common and appropriate sampling methods for institutional assessment activities. Simple Random Sampling Explanation: Randomly select a certain number of students or artifacts. Example: You have 100 students in your program who have completed the mandatory unit. You want to sample 20% of your units (20 units).

Therefore, you randomly select the 20 students or units without any order or plan. Random sampling can be done with a random numbers table, by random number generators (computerized), or by selecting from a hat. Stratified Sampling Explanation: Students are sorted into homogenous groups and then a random sample is selected from each group. This is useful when there are groups that may be underrepresented. Example: In a program that has few female students, it may be desirable to e nsure they are represented in the sample. Therefore, all students are sorted by gender and a sample is selected from each group.

Systemic Sampling Explanation: You select the nth (e. g. 7th, 9th, 20th) student or unit from a list. Example: You have an alphabetical listing of all 100 students who have just completed your program. You want to sample 20% of your student population (20 students). Therefore, you go through the list of 100 students and pick every 5th student as you move down the list. Cluster Sampling Explanation: You randomly select clusters or groups (e. g. classes or sections), and you evaluate the assignments of all the students in those randomly selected clusters or groups.

Example: The qualification/unit that represents an SLO in your program is a paper that is produced in the highest level course of your program, and there are 15 sections offered percourse. Each section has 30 students. You would like your sample to be 20% (90 students) of your overall student population (450 students) for one programme. Therefore, you randomly select 3 sections, and you evaluate the assignments of all 90 students enrolled in those 3 sections. Conclusion Taking the systemic sampling approach allows a fair selection by alphabetising and randomising your selection catering for homogenous groups.

Based on percentage rates and large volumes of qualifications it is more suitable, easier to administer and also still allows a fair sample to be chosen. (3. 2) Explain the appropriate criteria to use for judging the quality of the assessment process Organisational standards: health and safety, equality and diversity, evidence trail, meeting targets, learner satisfaction and progression Awarding body standards: Performance criteria, levels, performance indicators, checklists, logging and tracking documents, portfolios, NOS (national occupational standards), regulatory bodies such as Ofqual.

Organisational standards dictate the quality process to be followed and availability of resources or support mechanisms to aid learning where as awarding body standards oversee administration, accreditation and quality of individual qualifications through ESV (external standards verification) and QDR (Quality development reviews) annually to ensure organisations are working to and adhering to set rules, regulations and standards. Understand how to internally maintain and improve the quality of assessment (4.

1)Types of feedback, support and advice to maintain and improve the quality of assessment: Feedback can be gained through many different formats such as: One to One – either with an assessor or a learner Written feedback – feedback issues in writing from a 3rd party or awarding organisations Verbal – direct verbal feedback given on observation outcomes, professional discussions etc. Online – Use of technology based systems to communicate feedback (this could be via E-portfolios) Team Meetings – cascading information and feedback from assessment decisions to results of audits.

SAR – conducted annually to record the feedback from all parties accessing provision or services and evaluated by management and outside organisations and governing bodies. 4. 2 Standardisation requirements in relation to assessment: The purpose of standardisation is to ensure that practising assessors/tutors have the opportunity to meet regularly and discuss and compare materials and delivery. These are conducted against NOS and are also an opportunity to discuss and implement any changes and updates made by the awarding bodies.

They are held to ensure assessment is consistent across the training organisation and also reliable, fair, safe and consistent across the training organisation. Standardisation can be used to compare learner portfolios and share good practise. These meetings also allow assessors to develop new resources as a unit to ensure consistency in delivery. They are tracked, planned and recorded via minutes for distribution after. 4. 3 Procedures regarding disputes about quality of assessment:

Centre policies are implemented and communicated to learners to ensure they understand the processes of disputes regarding assessment at the beginning of the program and are also re-communicated during reviews. All vital contact information for contacting the Assessor, IQA or awarding body can be located within each assessment portfolio which is issued to the learner upon starting and completing induction onto the programme. 5. 1 . Understand how to manage information relevant to the internal quality assurance of assessment

Internal quality assurance of assessment: Learner records and assessments are tracked and locked within secure cabinets where as digital information is password protected or located within a secure network with restricted access. Learner details need to be stored securely to prevent misuse or others accessing information. Paper based systems are however at risk as documents can be transported as required to external assessment visits where this information is needed but can fall foul to documents going missing or misplaced.

It is vital that audit systems are in place to ensure this does not happen and that documents are returned in full and intact. Qualifications are signed in to by the assessor and confirmation of receipt issued by the verifier to ensure that they are logged and accounted for ready for sampling or verification. Electronic records are kept securely of assessment decisions assessors informed of decisions with feedback via secure email systems to ensure that information sent is only received by the intended person or persons.

Learners are all aware of the confidentiality process and sign to confirm this at the beginning of the programme. All data accumulated or used regarding learners and assessment follow secure procedures to ensure that there is minimal opportunity for data or information to be misused by any 3rd party individual. Information is only shared when consent has been given by the individual that the data refers to. These basic principles in data protection are vital and ensure that documentation is safe. It allows us to work effectively knowing that information is stored securely and only accessible by specific staff.

By restricting access it is easy to monitor who is in control and where responsibility lies regarding learner records. 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: What are the legal issues? Maladministration – Fraudulently claiming outcomes or qualifications. Malpractice – submitting work or documentation that is not of your own work.

Safeguarding – Ensuring that all learners are safe and understand that no information is confidential when you are at risk. Data Protection – Ensuring all data recorded on learners is secure and handled appropriately. Health, safety and welfare – in place to ensure that no learner is at risk of harm or abuse and has access to information and advice regarding their own welfare. Complaints procedure – a procedure that highlights the process of making a complaint. These policies and procedures are in place and all staff and learners made aware upon induction to the provider.

They are essential in allowing us to operate as a provider and know that we are working against correct standards. These are in place to protect staff, learners and the business as a whole. They reinforce how we work to ensure that we do not step outside the parameters of the law. If we were to operate without introducing such policies and procedures we would be at high risk and prone to multiple allegations as employees would have no boundaries to work towards and would not be held accountable due to not having a set amount of rules.

6. 2 Technology’s contribution to the internal quality assurance of assessment: Interactive and automated online assessment technology contributes to identifying learner numeracy and literacy levels allowing fair and reliable levels of work to be set and to support learners. E-portfolios and final exams invigilated by an assessor offer easy access and quick methods of assessment to gain learning outcomes for specialist certification in different areas such as food hygiene, ALAN amongst others.

Online registration and claims allow easy tracking of candidates and reports produced based on different learning groups to assess viability of routes and success rates. Audio & visual technology used to record real life evidence as part of assessment criteria replacing observations making assessment valid, reliable and authentic. Moodle or online blackboards hold information on programmes with course content readily available. 6.

3 Value of reflective practice and CPD in relation to internal quality assurance: QDR (quality development reviews) carried out by awarding bodies allows standards to be upheld and set targets for improvements from identified weaknesses within the IQA process. This is primarily used as a supportive arm to ensure that training companies ensure their processes are sufficient. Evaluation of training materials is carried out annually to ensure they are relevant and adhere to NOS for the individual routes. Materials are assessed to ensure suitability and that learning outcomes can be met and criteria awarded.

Learner forums are conducted to gather feedback regarding their training programme which covers training facilities, resources, assessment routes and the learning experience amongst others. This allows learners to have their say and feedback into our annual SAR report. Learners also access online surveys at different key points in their programme from start to finish which give clear ratings and statistical information that allows us to clearly see which areas need to be improved from teaching styles, information received, support with progressing etc..

CPD is carried out and staff training and development needs assessed through quarterly and annual reviews. This allows tutors to suggest required development and managers to also recommend and refer individuals for specific or specialised training. Training such as POVA, recognising dyslexia as well as specific training relating to specific routes to up skill staff and develop their knowledge and understanding which will assist with their delivery. 6. 4 Requirements for equality and

Cite this Internal Verifiers Award

Internal Verifiers Award. (2016, Jul 18). Retrieved from https://graduateway.com/internal-verifiers-award/

Show less
  • Use multiple resourses when assembling your essay
  • Get help form professional writers when not sure you can do it yourself
  • Use Plagiarism Checker to double check your essay
  • Do not copy and paste free to download essays
Get plagiarism free essay

Search for essay samples now

Haven't found the Essay You Want?

Get my paper now

For Only $13.90/page