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Copy of Quality Assurance Theory

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Helen Hanson

on 16 January 2015

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Transcript of Copy of Quality Assurance Theory

Contacts
Andrew Goodson 01492 546666
ext 461
goodso1a@gllm.ac.uk

Wendy Dineen 07825883409
dineen1w@gllm.ac.uk

Wendy Murray-Williams 01758 701385 ext 662
murray1w@gllm.ac.uk

Quality Assurance?
Quality assurance is any systematic process of checking to see whether a product or service is meeting specified requirements
1.2 Explain the key concepts and principles of the IQA of assessment
planning
sampling strategies
rationales for sampling
consistency
reliability
supporting assessors
developing assessors
2.1 Evaluate the importance of planning and preparing IQA activities
Outcome 3 - Understand techniques and criteria for monitoring the quality of assessment
3.1 - Evaluate different
techniques for sampling
evidence of assessment,
including use of
technology
Resources
'The City & Guilds Practical Guide to Quality Assurance' by Karen Pontin

City and Guilds (item number TL046317) or Amazon for £14.99.
Unit 401
Understanding the Principles of Internally Assuring the Quality of Assessment

Outcome 1 - Understand the context and principles of internal quality assurance
1.1 - Explain the functions of IQA in learning and development

upholding employer, learner and public credibility and respect for the qualifications being delivered

ensuring quality in all learning delivery and assessment

ensuring assessors comply with the assessment strategy for the qualification they are assessing (if applicable)

ensuring the accuracy and consistency of assessment decisions between assessors operating in a centre

ensuring that assessors are consistent in their interpretation of the standards/outcome and criteria contained within the relevant qualifications

assessing and managing risk

monitoring the quality of training delivery and assessment

identifying issues and trends

identifying assessor development needs

identifying assessment development opportunities

supporting and ensuring the continuing professional development of assessors
In pairs identify what an IQA does as part of their role!
1.3 Explain the roles of practitioners involved in the internal and external quality assurance process
The trainer
Expert witness
Other witnesses
The assessor
Any independent assessor
IQA staff
EQA staff
1.4 Explain the regulations and requirements for IQA in own area of practice
The relevant regulations for IQA under which your qualifications fall....

QCF Framework
Awarding Organisation
Employer - Grwp Portal / Policies, Procedures & Documents
An explanation of the benefits of planning internal quality assurance and the risks to assessment practice if planning does not take place.
Authenticity - Being the learner’s own work

Equality - A state of fair treatment that is the right of all the people regardless of differences in, for example, culture, ability, gender race, religion, wealth, sexual orientation, or any other group characteristic

Diversity - Acknowledging that each individual is unique and recognising our individual differences in, for example, culture, ability, gender, race, religion, wealth, sexual orientation, or any other individual characteristic.

Reliablity - Consistently achieves the same results with different assessors and the same (or similar) group of learners.

Sufficiency - Enough evidence as specified in Evidence Requirements or Assessment Strategy

Validity - Relevant to the standards/criteria against which the candidate is being assessed

Fairness - Ensuring that everyone has an equal chance of getting an objective and accurate assessment.
2.2 Explain what an internal quality assurance plan should contain
2.3 Summarise the preparations that need to be made for internal quality assurance, including:

information collection
communications
administrative arrangements
resources
In pairs using your IQA documentation prepare a sample plan!
Outcome 2 - Understand how to plan the internal quality assurance process
The benefits, requirements and differences between interim and summative sampling

The varying uses of different types of sampling:

Vertical (sampling one unit or learning outcome across assessors or sites etc)
Horizontal (sampling something of all units or learning outcomes over a period of time)
Theme-based (sampling related to a particular activity)

Benefits of different sampling techniques such as:

1. Observations of assessors
2. Discussions with candidates
3. Discussions with witnesses
4. Sampling products
5. Sampling assessor records

Sampling strategies to ensure reliability

Different approaches to sampling according to factors including:

the types of assessment methods and evidence available
experience, workload and location of assessors involved
levels of complexity
level of experience and maturity of centre
'problem ‘units
number of assessment sites
numbers of learners
types of records
availability of observation of assessors
Use of information technology to store and sample evidence and assessment records
3.2 Explain the appropriate criteria to use for judging the quality of the assessment process
Outcome 4 - Understand how to internally maintain and improve the quality of assessment
Feedback should be:

aimed at assessors and not learners

based on facts

honest – identifying both the strengths and weaknesses of the assessors practice

specific and detailed

directly stating what is good practice and/or what needs to be changed

positive and constructive – focusing on how assessment practice can improve

helpful and supportive – pointing the assessor to useful resources and documents

strategic – seeking to improve the assessor’s performance over the long term
Feedback?
Video.......
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
5.1 Evaluate requirements for information management, data protection and confidentiality in relation to the internal quality assurance of assessment
The importance of record keeping in the assessment and quality assurance process and the safe and secure storage of records.

The relevant requirements on the quality assurance process in the centre for record keeping and management – including what information must be recorded.

The requirements of the quality assurance process for data protection and the rules governing confidentiality, for example what information is confidential and who is allowed access to it.
Required timeframes and arrangements for:

assessment of risk
interim sampling of assessment decisions
summative sampling of assessment decisions
monitoring assessment practice
standardising assessment decisions
supporting assessors

That planned sampling needs to take account of different types of sampling to include:

candidates
assessors
methods of assessment
evidence/elements
records
assessment sites
How and why to select different assessment methods to check for:

validity
authenticity
sufficiency
currency of evidence
accuracy of assessment decisions
consistency of assessment decisions
assessor record keeping
The importance of standardisation and the role it plays in quality assurance

The centre and awarding organisation’s procedures for standardisation and how the internal quality assurance process should manage this.
The IQA role in disputes
Appeals Procedures
Outcome 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
Legal requirements and the policies and procedures of own organisation and awarding organisation concerning:

health and safety, including learner emotional welfare
confidentiality
transparency
record keeping
security and safe storage of information
equal opportunities and diversity
6.2 Evaluate different ways in which technology can contribute to the internal quality assurance of assessment
Technology?
How technology can be used to enhance the assessment and quality assurance process:

video evidence of skills/performance

recording of oral evidence

e-portfolios

computer-based/on-line testing

electronic management of records and evidence

virtual standardisation activities

electronic communication e.g. between assessors and learners
6.3 Explain the value of reflective practice and continuing professional development in relation to internal quality assurance
How staff involved in assessment and quality assurance must:

ensure their practice is in line with the current NOS in assessment and/or quality assurance

continuously reflect on their practice and ensure it meets legal, organisational and awarding body requirements

learn lessons from their practice, interactions with learners, other assessors and those involved in the quality assurance and standardisation processes and improve what they do

maintain their occupational expertise by keeping up with changes in technology, working practices and standards in their sector

maintain their expertise in assessment and quality assurance by keeping up-to-date with new assessment standards, requirements and methods
6.4 evaluate requirements for equality and diversity and, where appropriate, bilingualism, in relation to the
internal quality assurance of assessment
How legal and best practice requirements may have implications for the assessment and quality assurance process.

Particularly in relation to issues of:

gender
disability
race/culture/religion
language
Full transcript