Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF)
Specification
Edexcel specialist qualification
First teaching September 2010
Issue 2
Pearson Education Ltd is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Ltd administers work-based qualifications.
Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.
This specification is Issue 2. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com
References to third party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)
All information in this specification is correct at time of going to publication.
Authorised by Martin Stretton Prepared by Jane Boehm
Publications Code BA033613
All the material in this publication is copyright © Pearson Education Limited 2012
Contents
1 Introducing Edexcel Specialist qualifications 1
What are Edexcel Specialist qualifications? 1
2 Qualification summary and key information 3
QCF qualification title and Qualification Number 5
Objective of the qualifications 5
Relationship with previous specifications 6
Related qualifications in the teaching, training and education suite 7
Inter-relationships between teaching, training and education qualifications 8
Progression opportunities through Edexcel qualifications 9
Industry Support and recognition 9
Relationship with National Occupational Standards 9
3 Centre resource requirements 10
General resource requirements 10
Specific resource requirements 10
4 Qualification structures 11
Edexcel Level 3 Award in Understanding the Principles and Practices of Assessment (QCF) 11
Edexcel Level 3 Award in Assessing Competence in the Work Environment (QCF) 11
Edexcel Level 3 Award in Assessing Vocationally Related Achievement (QCF) 12
Edexcel Level 3 Certificate in Assessing Vocational Achievement (QCF) 12
5 Assessment 13
Assessment strategy 14
Types of evidence (to be read in conjunction with the assessment strategy in Annexe B) 14
6 Recognising prior learning and achievement 16
Recognition of Prior Learning 16
Credit transfer 16
7 Centre recognition and approval 17
Centre recognition 17
Approvals agreement 17
8 Quality assurance of centres 18
9 Programme delivery 19
10 Access and recruitment 20
11 Access to qualifications for learners with disabilities or specific needs 21
12 Unit format 22
Unit title 22
Unit reference number 22
QCF level 22
Credit value 22
Guided learning hours 22
Unit aim 22
Assessment requirements 22
Learning outcomes 22
Assessment criteria 23
Unit amplification 23
Unit 1: Understanding the Principles and Practices of Assessment 24
Unit 2: Assess Occupational Competence in the Work Environment 32
Unit 3: Assess Vocational Skills, Knowledge and Understanding 38
13 Further information and useful publications 45
14 Professional development and training 46
Annexe A 47
Progression opportunities 47
Annexe B 49
LLUK Assessment Strategy 49
Annexe C 52
Unit Delivery and Assessment Guidance 52
Unit 1: Understanding the Principles and Practices of Assessment 52
Unit 2: Assess Occupational Competence in the Work Environment 56
Unit 3: Assess Vocational Skills, Knowledge and Understanding 59
Annexe D 62
Portfolio Evidence Record Sheets 62
Unit 1: Understanding the Principles and Practices of Assessment (Level 3) 62
Unit 2: Assess Occupational Competence in the Work Environment (Level 3) 66
Unit 3: Assess Vocational Skills, Knowledge and Understanding (Level 3) 69
Purpose of this specification
The purpose of this specification is to provide details of the rules of combination and mandatory units for use in the delivery of the Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF).
This specification sets out:
the qualification’s objective to meet the requirements for assessors, internal quality assurers (IQA) and external quality assurers (EQA) who are assessing and quality-assuring qualifications
any other qualification which a learner must have completed before taking the qualification
any prior knowledge, skills or understanding which the learner is required to have before taking the qualification
units which a learner must have completed before the qualification will be awarded and any optional routes
any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded
the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)
the method of any assessment and any associated requirements relating to it
the criteria against which learners’ level of attainment will be measured (such as assessment criteria)
any specimen materials
any specified levels of attainment.
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1 Introducing Edexcel Specialist qualifications
What are Edexcel Specialist qualifications?
Edexcel Specialist qualifications are qualifications from Entry to level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full time or part time courses in schools or colleges. Training centres and employers may also offer these qualifications.
There are three sizes of specialist qualification in the QCF:
Award (1 to 12 credits)
Certificate (13 to 36 credits)
Diploma (37 credits and above).
Every unit and qualification in the QCF has a credit value.
The credit value of a unit is based on:
one credit for every 10 hours of learning time
learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.
The following Edexcel Specialist qualification titles are covered by this specification:
Edexcel Level 3 Award in Understanding the Principles and Practices of Assessment
Edexcel Level 3 Award in Assessing Competence in the Work Environment
Edexcel Level 3 Award in Assessing Vocationally Related Achievement
Edexcel Level 3 Certificate in Assessing Vocational Achievement
These qualifications:
are accredited by Ofqual as being stand alone
are nationally recognised
were developed to meet the requirements of assessors, internal quality assurers (IQA) and external quality assurers (EQA) who are assessing and quality assuring qualifications
are based on the Learning and Development National Occupational Standards (NOS). The NOS, assessment strategy and qualification structures were devised by Lifelong Learning UK (LLUK) and are now owned by the Learning and Skills Improvement Service (LSIS), the Standards Setting Body for teaching and learning
offer learners an opportunity to develop their own personal growth and engagement in learning and assessment.
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Each qualification includes a unit that covers all the essential knowledge and understanding that assessors or quality assurance staff need, plus one or more units that describe competent practice.
Those new to assessing can take the knowledge unit and gain an understanding of assessment principles and practices before they begin a role. When they are ready to practise, they can undertake additional units.
Those who need to know about assessment, but never intend to practice, for example managers, are able to learn about essential principles and practices by achieving the knowledge unit only.
Those who are in a position to carry out real assessment can undertake knowledge and applied units at the same time and use evidence from one to meet requirements of others.
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2 Qualification summary and key information
Qualification title Edexcel Level 3 Award in Understanding the Principles and Practices of Assessment
QCF Qualification Number (QN) 501/0774/4
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/09/2010
Age range that the qualification is approved for
19+
Credit value 3
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 24
Grading information The qualification and units are at pass grade.
Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see section 10 Access and Recruitment)
Qualification title Edexcel Level 3 Award in Assessing Competence in the Work Environment
QCF Qualification Number (QN) 501/0771/9
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/09/2010
Age range that the qualification is approved for
19+
Credit value 9
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 54
Grading information The qualification and units are at pass grade.
Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see section 10 Access and Recruitment)
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Qualification title Edexcel Level 3 Award in Assessing Vocationally Related Achievement
QCF Qualification Number (QN) 501/0773/2
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/09/2010
Age range that the qualification is approved for
19+
Credit value 9
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 54
Grading information The qualification and units are at pass grade.
Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see section 10 Access and Recruitment)
Qualification title Edexcel Level 3 Certificate in Assessing Vocational Achievement
QCF Qualification Number (QN) 501/0772/0
Qualification framework Qualifications and Credit Framework (QCF)
Date registrations can be made 01/09/2010
Age range that the qualification is approved for
19+
Credit value 15
Assessment Centre-devised assessment (internal assessment)
Guided learning hours 84
Grading information The qualification and units are at pass grade.
Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see section 10 Access and Recruitment)
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QCF qualification title and Qualification Number
Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).
The qualification title, QN and URNs are on learners’ final certification documentation. Learners need to know this when they are recruited by the centre and registered with Edexcel. Further information about certification is in the Edexcel Information Manual on our website, www.btec.co.uk/keydocuments
Objective of the qualifications
These qualifications replace the A1 and A2 qualifications. They are part of the new suite of qualifications for assessors, internal quality assurers (IQA) and external quality assurers (EQA).
This specification includes the qualifications for assessors. They were needed to meet the emerging needs of the developing qualification frameworks and to reflect changes in the practice of assessment.
These qualifications will be required for:
Any assessors and verifiers involved in National Vocational Qualifications (NVQs) for the next three years. Those who deliver these qualifications will need to be qualified to meet the requirements of the NVQ Code of Practice and Sector Skills Councils assessment strategies.
Assessors and quality assurance staff who deliver QCF qualifications that use the term ‘NVQ’ in their title
Depending on the assessment strategies set by individual Sector Skills Councils, some staff, who are assessing and quality assuring qualifications within the QCF that do not use the term ‘NVQ’ in their titles, but whose purpose is to confirm occupational competence, will need to hold IQA or EQA qualifications.
These qualifications would be helpful for teachers in schools who deliver vocational qualifications with applied learning, such as BTEC Firsts and Nationals.
Ofqual has confirmed that practitioners who hold the A, V or D units will not have to prequalify, but must be aware of and operate in accordance with the relevant new qualification.
For further information, please refer to Annexe B where there is an extract from the Lifelong Learning UK (LLUK) guidance document giving the LLUK Assessment Strategy. LLUK has been replaced by The Learning and Skills Improvement Service (LSIS) which now oversees the Assessment Strategy. Please note, that requirements set out in the Assessment Strategy are LLUK/LSIS requirements, not the requirements of the Regulators, Sector Skills Councils or awarding bodies for other qualifications. These will be covered by the assessment strategies relevant to those qualifications.
The units in this specification can be approached as individual, stand-alone units but in different combinations they provide the appropriate qualification for:
assessors of competence in the work environment
assessors of vocationally related achievement
those wishing to gain an understanding of the principles and practices of assessment.
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It is essential that the correct combinations are understood and that learners are guided by assessors and tutors to the appropriate combination.
These qualifications are for learners aged 19 and above who are capable of reaching the required standards in a learning and development delivery or assessment context.
Edexcel’s policy is that the qualifications should:
be free from any barriers that restrict access and progression
ensure equality of opportunity for all wishing to access the qualifications.
Individual qualifications in this specification document are particularly suitable for the following groups of learners:
The Edexcel Level 3 Award in Understanding the Principles and Practices of Assessment (QCF): for those who wish to gain an understanding of the principles and practices of assessment without any requirement to practice as assessors.
The Edexcel Level 3 Award in Assessing Competence in the Work Environment (QCF): for assessors who assess occupational competence in an individual’s work environment.
The Edexcel Level 3 Award in Assessing Vocationally Related Achievement (QCF): for those who assess vocational skills, knowledge and understanding in environments other than the work environment (eg a workshop, classroom or other training environment).
The Edexcel Level 3 Certificate in Assessing Vocational Achievement (QCF): for those who assess both occupational competence in the work environment and vocational skills, knowledge and understanding in environments other than the workplace (eg a workshop, classroom or other training environment).
Relationship with previous specifications
This specification is a direct specification replacement for specification BA025219 Edexcel Level 3 Awards in Assessing the Quality of Assessment (QCF) and Edexcel Level 3 Certificate in Assessing the Quality of Assessment (QCF) – For First Teaching September 2010. These changes have been made to reflect updates in our specification document layout. The structures, rules of combination, content and assessment of the qualifications in the earlier specification, BA025219, have not been altered.
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Related qualifications in the teaching, training and education suite
Which qualification is most appropriate for which role?
ROLE QUALIFICATION
Assessor or Internal Quality Assurer
Training, Assessment and Quality Assurance (TAQA)
Trainer Learning and Development (L&D)
New to teaching or training Preparing to Teach in the Lifelong Learning Sector (PTLLS)
Associate or part-time teacher Certificate in Teaching in the Lifelong Learning Sector (CTLLS)
Full-time teacher Diploma in Teaching in the Lifelong Learning Sector (DTLLS)
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Inter-relationships between teaching, training and education qualifications
All of the teaching and learning qualifications contain some common units increasing both the transferability between the qualifications, and the choice of units available to centres and learners.
Centres should select units that best reflect the needs of learner groups. These may include: training, assessing, quality assurance, part and full-time teaching.
We encourage centres to make the most of the wide range of units now available from Edexcel and recommend they use the qualification structure documents to design programmes that best suit learners.
Centres should ensure they have the right resources and level of approval to offer these units and qualifications, and be aware of the specific delivery sequence for the Diploma in Teaching in the Lifelong Learning Sector, (further details in Section 9, Programme Delivery).
Preparing to Teach in the Lifelong Learning Sector
Certificate in Teaching in the Lifelong Learning Sector
Diploma in Teaching in the Lifelong Learning Sector
Learning and Development
Training, Assessment and Quality Assurance
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Progression opportunities through Edexcel qualifications
Learners who achieve these qualifications have a wide range of qualification progression opportunities, for example the teaching in the lifelong learning sector suite of qualifications: Preparing to Teach in the Lifelong Learning Sector (PTLLS), the Certificate in Teaching in the Lifelong Learning Sector (CTLLS) and the Diploma in Teaching in the Lifelong Learning Sector (DTLLS).
See Annexe A for further information.
Industry Support and recognition
These qualifications are supported by the Learning and Skills Improvement Service (LSIS), the Standards Setting Body for teaching and learning.
Relationship with National Occupational Standards
These qualifications relate to the Professional Standards in Teaching in the Lifelong Learning Sector. The standards are available on the Learning and Skills Improvement Service Excellence Gateway, www.excellencegateway.org.uk. Further information is available, as well as advice on teaching in the further education sector, from the Information and Advice Service at [email protected] or telephone: 0300 303 1877.
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3 Centre resource requirements
As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.
General resource requirements
Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualifications.
Staff involved in the assessment process must have relevant expertise and occupational experience.
There must be systems in place to make sure continuing professional development for staff delivering the qualifications.
Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.
Centres must deliver the qualifications in accordance with current equality legislation.
Specific resource requirements
As well as the general requirements above, centres must meet any specific resource requirements outlined in Annexe B: LLUK Assessment Strategy. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.
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4 Qualification structures
Edexcel Level 3 Award in Understanding the Principles and Practices of Assessment (QCF)
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
Minimum number of credits that must be achieved 3
Unit name Unit No Unit Ref No Level Credit GLH
Mandatory Unit: 3 credits must be achieved from this group
Understanding the Principles and Practices of Assessment
1 D/601/5313 3 3 24
Edexcel Level 3 Award in Assessing Competence in the Work Environment (QCF)
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
Minimum number of credits that must be achieved 9
Unit name Unit no Unit Ref No Level Credit GLH
Mandatory Units: 9 credits must be achieved from this group
Understanding the Principles and Practices of Assessment
1 D/601/5313 3 3 24
Assess Occupational Competence in the Work Environment
2 H/601/5314 3 6 30
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Edexcel Level 3 Award in Assessing Vocationally Related Achievement (QCF)
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
Minimum number of credits that must be achieved 9
Unit name Unit no Unit Ref No Level Credit GLH
Mandatory Units: 9 credits must be achieved from this group
Understanding the Principles and Practices of Assessment
1 D/601/5313 3 3 24
Assess Vocational Skills, Knowledge and Understanding
3 F/601/5319 3 6 30
Edexcel Level 3 Certificate in Assessing Vocational Achievement (QCF)
The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.
Minimum number of credits that must be achieved 15
Unit name Unit no Unit Ref No Level Credit GLH
Mandatory Units: 15 credits must be achieved from this group
Understanding the Principles and Practices of Assessment
1 D/601/5313 3 3 24
Assess Occupational Competence in the Work Environment
2 H/601/5314 3 6 30
Assess Vocational Skills, Knowledge and Understanding
3 F/601/5319 3 6 30
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5 Assessment
The table below gives a summary of the assessment methods used in the qualifications
Units Assessment method
All units Centre-devised assessment
Centre-devised assessment (internal assessment)
Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.
A number of the assessment criteria in this specification document require the learner to produce evidence whereby the learner’s competence can be assessed.
Where appropriate, centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted and what evidence is required. There should be evidence in the course file that assignments have been internally reviewed and moderated.
Assignment briefs and evidence produced by learners must also meet any additional requirements in the Assessment Requirements section of the unit.
Unless otherwise indicated within the Assessment Requirements section of the unit, the centre can decide what form assessment evidence will take (eg performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.
Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.
To avoid over-assessment, centres are encouraged to link delivery and assessment across units.
When writing assignments, centres should ensure that guidance is given for:
date of issue and date for submission
word count (where appropriate for depth or range required)
sources/types of appropriate evidence
any specific support for learners in generating appropriate evidence — including cross-referencing where a single piece of evidence relates to more than one unit, for example scheme of work/session plans/observation reports
the use of Harvard referencing for all research materials.
There is more guidance about internal assessment on our website. See also Section 13 Further information and useful publications.
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Assessment strategy
The overall grade for each qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure.
The assessment strategy for these qualifications has been included in Annexe B. It has been developed by the Learning and Skills Improvement Service (LSIS) in partnership with employers, training providers, awarding organisations and the regulatory authorities.
Evidence of competence may come from:
current practice where evidence is generated from a current job role
a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace
the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification
a combination of these.
It is important that the evidence is:
Valid relevant to the standards for which competence is claimed
Authentic produced by the learner
Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim
Reliable indicates that the learner can consistently perform at this level
Sufficient fully meets the requirements of the standards.
Types of evidence (to be read in conjunction with the assessment strategy in Annexe B)
To successfully achieve a unit, the learner must
achieve all the specified learning outcomes
satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion
show that the evidence is their own.
Evidence can take a variety of different forms, including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible:
direct observation of the learner’s performance by their assessor (O)
outcomes from oral or written questioning (Q and A)
products of the learner’s work (P)
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personal statements and/or reflective accounts (RA)
outcomes from simulation, where permitted by the assessment strategy (S)
professional discussion (PD)
assignment, project/case studies (A)
authentic statements/witness testimony (WT)
expert witness testimony (EPW)
evidence of Recognition of Prior Learning (RPL).
The abbreviations may be used for cross-referencing purposes.
Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.
Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.
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6 Recognising prior learning and achievement
Recognition of Prior Learning
Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.
Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.
RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.
Further guidance is available in the policy document Recognition of Prior Learning Policy, which is on the Edexcel website.
Credit transfer
Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.
If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.
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7 Centre recognition and approval
Centre recognition
Centres that have not previously offered Edexcel qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications. New centres must complete an Edexcel Vocational Centre & Qualification Approval Form (VCQA).
Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres that already hold Edexcel Centre approval are able to apply for qualification approval for a different level or different sector via Edexcel Online, up to and including level 3 only.
In some circumstances, qualification approval using Edexcel Online may not be possible. In such cases, guidance is available as to how an approval application may be made.
Approvals agreement
All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Edexcel will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.
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8 Quality assurance of centres
Quality assurance is at the heart of vocational qualifications. The Edexcel qualifications leading to Qualified Teacher Learning and Skills status are internally assessed by the centre. Centres must use internal quality assurance processes to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel uses external quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice. For further information on quality assurance please refer to the BTEC Quality Assurance Handbook which can be found at www.btec.co.uk/keydocuments
Standards Verification quality assurance models
The Standards Verification quality assurance model is in place for all the Training Assessment and Quality Assurance qualifications.
What is Standards Verification?
Standards Verification is the way in which we check that centres are operating quality assurance and assessing to the right standards.
Standards Verifiers will provide advice and information and support you in demonstrating that you are working to the standards and addressing areas of weakness.
It ensures that you have accurate assessment records and are assessing candidates appropriately, consistently and fairly.
There will normally be two visits each year for programmes in a sector.
How do we do it?
We allocate a Standards Verifier:
to those centres that have registered learners and we notify your Quality Nominee, who acts as our point of contact
to those specific programmes that they are occupationally competent to verify.
Which qualifications does Standards Verification cover?
Edexcel Level 3 Award in Understanding the Principles and Practices
of Assessment
Edexcel Level 3 Award in Assessing Competence in the Work Environment
Edexcel Level 3 Award in Assessing Vocationally Related Achievement
Edexcel Level 3 Certificate in Assessing Vocational Achievement
For further information please refer to chapter 6b of the BTEC Quality Assurance Handbook which can be found at: www.btec.co.uk/keydocuments.
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9 Programme delivery
Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.
Those planning the programme should aim to enhance the vocational nature of the qualification by:
liaising with employers to make sure a course is relevant to learners’ specific needs
accessing and using non-confidential data and documents from learners’ workplaces
developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector
giving learners the opportunity to apply their learning in practical activities
including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment
making full use of the variety of experience of work and life that learners bring to the programme.
Where legislation is referred to in a unit, centres must ensure that current legislation is taught.
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10 Access and recruitment
Edexcel’s policy regarding access to our qualifications is that:
they should be available to everyone who is capable of reaching the required standards
they should be free from any barriers that restrict access and progression
there should be equal opportunities for all those wishing to access the qualifications.
Centres are required to recruit learners to Edexcel specialist qualifications with integrity.
Applicants will need relevant information and advice about the qualification to make sure it meets their needs.
Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.
For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.
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11 Access to qualifications for learners with disabilities or specific needs
Equality and fairness are central to our work. Edexcel’s Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.
We are committed to making sure that:
learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic
all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.
Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.
Details on how to make adjustments for learners with protected characteristics are given in the policy documents Application of Reasonable Adjustment for BTEC and Edexcel NVQ Qualifications and Application for Special Consideration: BTEC and Edexcel NVQ Qualifications.
The documents are on our website at www.edexcel.com/policies
BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012
22
12 Unit format
Units in this specification have the following sections:
Unit title
The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).
Unit reference number
Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.
QCF level
All units and qualifications within the QCF have a level assigned to them. There are 9 levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.
Credit value
When a learner achieves a unit, they gain the specified number of credits.
Guided learning hours
Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in for example open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.
Unit aim
This gives a summary of what the unit aims to do.
Assessment requirements
This section lists any specialist assessment requirements, in line with SSB guidance and assessment strategies, needed to deliver the unit. The centre will be asked to make sure that these are in place when it seeks approval from Edexcel to offer the qualification.
Learning outcomes
The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.
BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012
23
Assessment criteria
The assessment criteria specify the standard required by the learner to achieve the learning outcome.
Unit amplification
This section gives further clarification on what a learner needs to know to achieve a learning outcome. Information in brackets gives exemplification for specific areas of knowledge.
For the purposes of this suite of qualifications, the following terms are used:
Tutor — the person carrying out the teacher education
Learner – the person taking the qualification
Student — the person being taught or assessed by the learners
Practitioner – anyone with a learning and development responsibility as the whole or a part of their role.
Note: Learning and Development units which are offered as optional units in the Certificate in Teaching in the Lifelong Learning Sector Qualifications and the Diploma in Teaching in the Lifelong Learning Sector qualifications have the following additional unit section:
Target Groups (a recommendation for whom the unit is best suited)
BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012
24
Unit 1: Understanding the Principles and Practices of Assessment
Unit reference number: D/601/5313
QCF level: 3
Credit value: 3
Guided learning hours: 24
Unit aim
The aim of this unit is to assess a learning and development practitioner’s knowledge and understanding of the principles and practices of assessment.
Assessment requirements
There is no requirement to undertake practice for this unit. However, Edexcel recommends that this unit be assessed in the workplace.
The unit should be assessed using methods appropriate to the assessment of knowledge and understanding. There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.
There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
25
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Exp
lain
the
funct
ion o
f as
sess
men
t in
lea
rnin
g a
nd
dev
elopm
ent
□
Funct
ions,
eg m
easu
rem
ent
and r
ecord
ing o
f ac
hie
vem
ent,
id
entifica
tion o
f in
div
idual
stu
den
t nee
ds,
form
ativ
e or
sum
mat
ive
asse
ssm
ent,
fit f
or
purp
ose
, as
sess
men
t ag
ainst
sta
ndar
ds
and
per
form
ance
/ass
essm
ent
criter
ia,
mon
itoring d
evel
opm
ent,
evi
den
ce
for
per
form
ance
rev
iew
/tar
get
s/ben
chm
arki
ng,
contr
ibuting t
o
qual
ity
assu
rance
, dev
elopm
ent
of
bes
t pra
ctic
e.
1.2
D
efin
e th
e ke
y co
nce
pts
and
princi
ple
s of
asse
ssm
ent
□
Purp
ose
, eg
who is
it f
or
– lea
rner
, tr
ainer
, as
sess
or,
org
anis
atio
n,
emplo
yer?
; as
sess
men
t as
par
t of
the
lear
nin
g o
r tr
ainin
g c
ycle
, eg
to
rec
ognis
e prior
lear
nin
g,
to iden
tify
spec
ific
ass
essm
ent
requirem
ents
; as
sess
men
t of
spec
ific
lea
rnin
g d
om
ains,
eg B
andle
r an
d G
rinder
’s p
sych
om
oto
r/co
gnitiv
e/af
fect
ive–
skill
s, k
now
ledge
or
under
stan
din
g.
1.3
Exp
lain
the
resp
onsi
bili
ties
of
the
asse
ssor
□
Ran
ge
of
resp
onsi
bili
ties
, eg
to t
he
studen
t, t
he
emplo
yer,
the
org
anis
atio
n,
occ
upat
ional
sta
ndar
ds,
aw
ardin
g o
rgan
isat
ion;
pra
ctic
al r
esponsi
bili
ties
, eg
pla
nnin
g,
man
agin
g a
nd d
eliv
erin
g
asse
ssm
ent;
mai
nta
inin
g t
he
inte
grity
of
the
qual
ific
atio
n;
studen
t-ce
ntr
ed a
sses
smen
t
1
Under
stan
d t
he
princi
ple
s an
d
requirem
ents
of
asse
ssm
ent
1.4
Id
entify
the
regula
tions
and
requirem
ents
rel
evan
t to
as
sess
men
t in
ow
n a
rea
of
pra
ctic
e
□
Reg
ula
tory
bodie
s of
stan
dar
ds,
eg O
fqual
, Sec
tor
Ski
lls C
ounci
ls,
awar
din
g o
rgan
isat
ions,
Inst
itute
for
Lear
nin
g;
oth
er r
egula
tions,
eg
hea
lth a
nd s
afet
y, e
qual
ity
and d
iver
sity
/dis
abili
ty a
ct,
dat
a pro
tect
ion,
safe
guar
din
g s
tuden
ts d
uring a
sses
smen
t;
reco
rdin
g/t
rack
ing a
nd loggin
g a
sses
smen
t dec
isio
ns,
com
munic
atin
g
dec
isio
ns
with s
tuden
ts,
stan
dar
dis
atio
n,
moder
atio
n a
nd q
ual
ity
assu
rance
of
asse
ssm
ent.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
26
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2
Under
stan
d
diffe
rent
types
of
asse
ssm
ent
met
hod
2.1
Com
par
e th
e st
rength
s an
d
limitat
ions
of
a ra
nge
of
asse
ssm
ent
met
hods
with
refe
rence
to t
he
nee
ds
of
indiv
idual
lea
rner
s
□
Ran
ge
of
asse
ssm
ent
met
hods
for
per
form
ance
-bas
ed a
sses
smen
t of
skill
s or
know
ledge-
bas
ed a
sses
smen
t of
under
stan
din
g,
indiv
idual
or
gro
up a
sses
smen
t; f
it f
or
purp
ose
, eg
stu
den
t nee
ds,
conte
xt;
mea
sure
s of
achie
vem
ent,
eg p
erfo
rman
ce c
rite
ria,
ass
essm
ent
criter
ia,
leve
ls s
tandar
ds;
pra
ctic
al lim
itat
ions,
eg n
um
ber
s in
volv
ed,
range,
opport
unity,
rel
iabili
ty,
tim
e co
nst
rain
ts,
reso
urc
es,
staf
fing.
3.1
Sum
mar
ise
key
fact
ors
to
consi
der
when
pla
nnin
g
asse
ssm
ent
□
Form
al,
eg a
ddre
ssin
g r
egula
tions
or
stan
dar
ds,
stu
den
t, e
mplo
yer,
busi
nes
s nee
ds;
tim
ing o
f as
sess
men
t, e
g initia
l/pre
-cours
e,
form
ativ
e, s
um
mat
ive,
rec
ognis
ing p
rior
lear
nin
g;
range
of
met
hods/
activi
ties
to m
eet
studen
t nee
ds,
eg o
bse
rvat
ion,
per
form
ance
evi
den
ce,
dis
cuss
ion,
witnes
s/st
uden
t st
atem
ent,
tes
ts,
multip
le-c
hoic
e ques
tions,
writt
en a
ctiv
ity,
ref
lect
ive
journ
al,
verb
al
ques
tionin
g;
nat
ura
lly o
ccurr
ing e
viden
ce;
spec
ific
nee
ds.
3.2
Eva
luat
e th
e ben
efits
of
usi
ng a
holis
tic
appro
ach t
o a
sses
smen
t □
Ben
efits,
eg c
ost
and t
ime
effe
ctiv
enes
s, m
otiva
tional
for
studen
ts,
eg p
rom
oting s
tuden
t re
sponsi
bili
ty a
nd s
tuden
t in
volv
emen
t, u
se o
f nat
ura
lly o
ccurr
ing e
viden
ce,
exper
iential
lea
rnin
g,
linki
ng d
iffe
rent
aspec
ts o
f le
arnin
g t
hro
ugh a
sses
smen
t, t
ransf
eren
ce o
f sk
ills,
work
-bas
ed o
pport
unitie
s, r
atio
nal
isin
g c
olle
ctio
n o
f as
sess
men
t ev
iden
ce,
mee
ting n
um
ber
of
lear
nin
g o
utc
om
es/a
sses
smen
t cr
iter
ia,
linke
d
know
ledge-
bas
ed a
nd p
erfo
rman
ce-b
ased
ass
essm
ent
opport
unitie
s.
3
Under
stan
d h
ow
to
pla
n a
sses
smen
t
3.3
Exp
lain
how
to
pla
n a
holis
tic
appro
ach t
o a
sses
smen
t □
Ran
ge
of
asse
ssm
ent
requirem
ents
and o
pport
unitie
s, e
g
com
pre
hen
sive
appro
ach,
logic
al p
rogre
ssio
n a
nd s
equen
cing,
rela
ted t
o s
pec
ific
conte
xt,
studen
t nee
ds,
pre
fere
nce
s, w
ork
pla
ce–
opport
unitie
s to
use
lin
kages
par
ticu
larly
bet
wee
n k
now
ledge
and
under
stan
din
g t
o s
kills
req
uirem
ents
, nat
ura
lly o
ccurr
ing e
viden
ce,
appro
priat
e as
sess
men
t opport
unitie
s, e
viden
ce a
ppro
priat
e to
num
ber
of
lear
nin
g o
utc
om
es/a
sses
smen
t cr
iter
ia.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
27
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.4
Sum
mar
ise
the
types
of
risk
s th
at m
ay b
e in
volv
ed in
asse
ssm
ent
in o
wn a
rea
of
resp
onsi
bili
ty
□
Org
anis
atio
nal
ris
ks,
eg o
rgan
isat
ional
culture
, ap
pro
priat
e opport
unitie
s fo
r as
sess
men
t, s
taff
occ
upat
ional
or
asse
ssm
ent
exper
ience
; pra
ctic
al r
isks
, eg
hea
lth a
nd s
afet
y, e
qual
ity
and
div
ersi
ty,
dat
a pro
tect
ion,
spec
ific
occ
upat
ional
ris
ks,
studen
t-bas
ed
risk
s, e
g o
ccupat
ional
com
pet
ence
, re
sponsi
bili
ty,
motiva
tion;
asse
ssm
ent
risk
s, e
g t
imin
g,
range,
suff
icie
ncy
, bia
s, f
airn
ess.
3.5
Exp
lain
how
to m
inim
ise
risk
s th
rough t
he
pla
nnin
g p
roce
ss
□
Cle
ar c
rite
ria
for
asse
ssm
ent,
eg iden
tify
ing/a
ddre
ssin
g s
pec
ific
re
quirem
ents
, st
andar
dis
atio
n o
f pla
nnin
g,
neg
otiat
ing w
ith s
tuden
t;
sele
ctin
g a
ppro
priat
e ra
nge
of
asse
ssm
ent
met
hods
appro
priat
e to
co
nte
xt t
o g
ener
ate
the
required
evi
den
ce;
safe
guar
din
g s
tuden
ts,
eg p
lannin
g f
or
hea
lth a
nd s
afet
y, e
qual
ity
and d
iver
sity
, neg
otiat
ing
with s
tuden
ts,
appro
priat
e tim
ing o
f as
sess
men
t, c
lear
rec
ord
ing,
trac
king,
loggin
g o
f as
sess
men
t dec
isio
ns.
4.1
Exp
lain
the
import
ance
of
invo
lvin
g t
he
lear
ner
and o
ther
s in
the
asse
ssm
ent
pro
cess
□
Rec
ognis
ing n
eeds,
eg initia
l as
sess
men
t, lea
rnin
g/t
rain
ing n
eeds
anal
ysis
, re
cognis
ing c
urr
ent
leve
l of
know
ledge,
under
stan
din
g,
skill
s an
d e
xper
ience
s; n
egotiat
ing lea
rnin
g e
g t
arget
s, g
oal
s,
obje
ctiv
es f
or
asse
ssm
ent,
sel
f-as
sess
men
t, ‘bite-
size
chunks
’,
mea
nin
gfu
l, r
elev
ant,
motiva
tion,
engag
emen
t, invo
lvem
ent,
in
div
idual
res
ponsi
bili
ty;
invo
lvem
ent
with o
ther
s eg
org
anis
atio
n,
colle
agues
, em
plo
yers
, pee
rs,
witnes
ses.
4
Under
stan
d h
ow
to
invo
lve
lear
ner
s an
d o
ther
s in
as
sess
men
t
4.2
Sum
mar
ise
types
of
info
rmat
ion
that
should
be
mad
e av
aila
ble
to
lear
ner
s an
d o
ther
s in
volv
ed in
the
asse
ssm
ent
pro
cess
□
Sta
ndar
ds
and c
rite
ria
agai
nst
whic
h t
hey
will
be
asse
ssed
, eg
aw
ardin
g o
rgan
isat
ion r
equirem
ents
, occ
upat
ional
sta
ndar
ds,
oth
er
spec
ific
req
uirem
ents
; as
sess
men
t pla
n,
eg s
pec
ific
crite
ria
they
will
be
asse
ssed
agai
nst
, tim
ing,
venue,
met
hods,
exp
ecte
d o
utc
om
es,
opport
unitie
s fo
r fe
edbac
k, b
enef
its
of
asse
ssm
ent,
appea
ls
pro
cedure
; re
quirem
ents
of
the
studen
t, e
g p
repar
atio
n,
spec
ific
nee
ds,
act
ivity,
evi
den
ce r
equired
, as
sess
men
t dec
isio
ns.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
28
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.3
Exp
lain
how
pee
r- a
nd s
elf-
asse
ssm
ent
can b
e use
d
effe
ctiv
ely
to p
rom
ote
lea
rner
in
volv
emen
t an
d p
erso
nal
re
sponsi
bili
ty in t
he
asse
ssm
ent
of
lear
nin
g
□
Peer
fee
dbac
k, e
g f
orm
al o
r in
form
al,
witnes
s st
atem
ents
, pee
r obse
rvat
ions,
fee
dbac
k, w
ork
ing c
olla
bora
tive
ly,
shar
ing g
oal
s,
targ
ets,
giv
ing a
nd r
ecei
ving fee
dbac
k, a
war
enes
s of
risk
s of
appea
ring c
hal
lengin
g o
r co
nfr
onta
tional
; fo
rmal
or
info
rmal
sel
f-as
sess
men
t, e
g S
AR (
Sel
f-Ass
essm
ent
Rev
iew
), initia
l as
sess
men
t,
curr
ent
know
ledge,
under
stan
din
g,
skill
s, o
ccupat
ional
com
pet
ence
, SW
OT (
stre
ngth
s, w
eakn
esse
s, o
pport
unitie
s an
d t
hre
ats)
, re
flec
tion,
iden
tify
ing t
arget
s, t
arget
set
ting,
action p
lannin
g.
4.4
Exp
lain
how
ass
essm
ent
arra
ngem
ents
can
be
adap
ted t
o
mee
t th
e nee
ds
of
indiv
idual
le
arner
s.
□
Neg
otiat
ing a
sses
smen
t nee
ds
with indiv
idual
stu
den
ts,
eg
iden
tify
ing s
pec
ific
lea
rnin
g/a
sses
smen
t nee
ds,
ran
ge
of
asse
ssm
ent
met
hods,
act
ivitie
s to
mee
t diffe
rent
studen
t/co
nte
xt/n
eeds,
al
tern
ativ
e as
sess
men
t ac
tivi
ties
wher
e ap
pro
priat
e, r
epea
ting
asse
ssm
ent
to p
rovi
de
opport
unity
for
exper
iential
lea
rnin
g,
use
of
alte
rnat
ive
asse
ssor,
lea
rnin
g s
upport
, dis
cuss
ion t
o s
upple
men
t prim
ary
evid
ence
; re
cord
ing e
viden
ce o
f as
sess
men
t to
suit s
tuden
t nee
ds,
eg d
igital
rec
ord
ing,
audio
/vis
ual
, sc
ribe.
5
Under
stan
d h
ow
to
mak
e as
sess
men
t dec
isio
ns
5.1
Exp
lain
how
to judge
whet
her
ev
iden
ce is:
su
ffic
ient
au
then
tic
cu
rren
t
□
Under
stan
din
g r
ule
s of
evid
ence
, eg
mee
ting o
utc
om
es a
nd
obje
ctiv
es iden
tified
in a
sses
smen
t pla
n,
evid
ence
is
coher
ent,
ac
cess
ible
, re
alis
tic,
rel
evan
t, a
ttributa
ble
, ac
hie
ved w
ithin
tim
e co
nst
rain
ts;
cred
ible
and c
om
pat
ible
with lea
rnin
g p
rogra
mm
e an
d
required
ass
essm
ent
outc
om
es,
conte
xt,
adher
ing t
o o
rgan
isat
ion,
indust
ry,
awar
din
g b
ody
and g
ove
rnm
ent
requirem
ents
and
stan
dar
ds.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
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rson E
duca
tion L
imited
2012
29
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
5.2
Exp
lain
how
to e
nsu
re t
hat
as
sess
men
t dec
isio
ns
are:
m
ade
agai
nst
spec
ifie
d
criter
ia
va
lid
re
liable
fa
ir
□
Ran
ge
of
evid
ence
, eg
cle
arly
iden
tified
, cu
rren
t, a
ppro
priat
e cr
iter
ia,
valid
curr
ency
, le
vel, a
ttributa
ble
; re
liable
and c
an b
e re
pea
ted o
r le
arnin
g t
ransf
erre
d;
asse
ssm
ent
dec
isio
ns
are
fair,
eg w
ithout
bia
s an
d r
elat
e to
the
iden
tified
crite
ria,
com
ply
ing w
ith o
rgan
isat
ion
and/o
r in
dust
ry,
awar
din
g b
ody
and g
ove
rnm
ent
requirem
ents
, ad
dre
ssin
g s
pec
ific
stu
den
t nee
ds.
6.1
Eva
luat
e th
e im
port
ance
of
qual
ity
assu
rance
in t
he
asse
ssm
ent
pro
cess
□
Ensu
ring o
rgan
isat
ion,
occ
upat
ional
, aw
ardin
g o
rgan
isat
ion a
nd
gove
rnm
ent
requirem
ents
are
mee
ting s
tandar
dis
atio
n,
qual
ity
assu
rance
of
pra
ctic
e, c
onsi
sten
cy a
cross
lea
rner
s, a
sses
sors
, co
nte
xts,
units;
com
pre
hen
sive
appro
ach t
o a
sses
smen
t at
all
stag
es–pre
par
atio
n,
pla
nnin
g p
roce
ss,
asse
ssm
ent
outc
om
es ie
pro
duct
; ben
chm
arki
ng a
nd m
easu
res
of
achie
vem
ent;
iden
tify
ing
dev
elopm
ent
and c
ontinuin
g p
rofe
ssio
nal
dev
elopm
ent
nee
ds
for
qual
ity
impro
vem
ent.
6.2
Sum
mar
ise
qual
ity
assu
rance
an
d s
tandar
dis
atio
n p
roce
dure
s in
ow
n a
rea
of
pra
ctic
e
□
Org
anis
atio
n a
sses
smen
t polic
ies
and p
roce
dure
s, e
g c
om
ply
ing w
ith
Sec
tor
Ski
lls C
ounci
l, N
atio
nal
Occ
upat
ional
Sta
ndar
ds
requirem
ents
; te
am,
asse
ssor
stan
dar
dis
atio
n,
eg o
bse
rvat
ions
of
pra
ctic
e,
stan
dar
dis
atio
n m
eetings,
shar
ing g
ood p
ract
ice,
obse
rvat
ion o
f pee
rs,
work
shad
ow
ing,
feed
bac
k, c
om
par
isons
of
pro
cess
and
pro
duct
; in
tern
al/e
xter
nal
qual
ity
assu
rance
rev
iew
s, e
valu
atio
n
pro
cedure
s
6
Under
stan
d q
ual
ity
assu
rance
of
the
asse
ssm
ent
pro
cess
6.3
Sum
mar
ise
the
pro
cedure
s to
fo
llow
when
ther
e ar
e dis
pute
s co
nce
rnin
g a
sses
smen
t in
ow
n
area
of
pra
ctic
e
□
Org
anis
atio
n p
olic
ies
and p
roce
dure
s, e
g c
lear
ly w
ritt
en a
ppea
ls a
nd
griev
ance
pro
cedure
s, a
cces
sible
sys
tem
s fo
r ap
pea
ls,
eg d
ocu
men
ts
for
appea
ls,
appro
priat
e st
affing f
or
man
agem
ent
of
appea
ls,
confiden
tial
ity,
non-d
iscr
imin
atory
polic
y, a
pplic
atio
n in p
ract
ice,
re
cord
ing o
f outc
om
es,
clea
r pap
er t
rail
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
30
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
7.1
Exp
lain
the
import
ance
of
follo
win
g p
roce
dure
s fo
r th
e m
anag
emen
t of
info
rmat
ion
rela
ting t
o a
sses
smen
t
□
Polic
ies
for
man
agem
ent
of
asse
ssm
ent
evid
ence
, eg
port
folio
s,
asse
ssm
ent
reco
rds,
obse
rvat
ion r
ecor
ds,
phys
ical
evi
den
ce,
studen
t an
d w
itnes
s st
atem
ents
; m
anag
emen
t of
asse
ssm
ent
reco
rds,
eg
stora
ge
and r
etriev
al,
confiden
tial
ity,
dat
a pro
tect
ion,
use
of
tech
nolo
gy;
shar
ing info
rmat
ion w
ith r
elev
ant
par
ties
eg s
tuden
ts,
oth
er a
sses
sors
, em
plo
yer,
colle
agues
, org
anis
atio
n,
regula
tions
cove
ring s
har
ing info
rmat
ion,
eg O
fqual
, aw
ardin
g o
rgan
isat
ion,
Sec
tor
Ski
lls C
ounci
l, d
ata
pro
tect
ion
7
Under
stan
d h
ow
to
man
age
info
rmat
ion
rela
ting t
o
asse
ssm
ent
7.2
Exp
lain
how
fee
dbac
k an
d
ques
tionin
g c
ontr
ibute
to t
he
asse
ssm
ent
pro
cess
□
Support
ing r
ange
of
evid
ence
; co
nfirm
ing lea
rnin
g,
eg k
now
ledge,
under
stan
din
g,
skill
s, r
ewar
d,
motiva
tion,
linki
ng lea
rnin
g o
f pro
duct
an
d p
roce
ss,
tran
sfer
abili
ty o
f le
arnin
g,
iden
tify
ing f
urt
her
lea
rnin
g
requirem
ents
, ta
rget
set
ting a
nd a
ctio
n p
lannin
g,
reco
rdin
g d
ista
nce
tr
avel
led,
valu
e-ad
ded
, pro
gre
ssio
n;
corr
obora
tion o
f as
sess
or
dec
isio
n-m
akin
g p
roce
ss,
judgem
ent;
iden
tify
ing s
pec
ific
nee
ds
or
nee
d f
or
support
8.1
Exp
lain
leg
al iss
ues
, polic
ies
and
pro
cedure
s re
leva
nt
to
asse
ssm
ent,
incl
udin
g t
hose
for
confiden
tial
ity,
hea
lth,
safe
ty
and w
elfa
re
□
Org
anis
atio
n p
olic
ies
and p
roce
dure
s, e
g a
ssoci
ated
with O
fqual
, aw
ardin
g o
rgan
isat
ion r
equirem
ents
, Sec
tor
Ski
lls C
ounci
l/N
atio
nal
O
ccupat
ional
Sta
ndar
ds,
spec
ific
req
uirem
ents
, eg
confiden
tial
ity,
hea
lth,
safe
ty a
nd w
elfa
re,
incl
usi
on,
equal
ity
and d
iver
sity
; st
aff
dev
elopm
ent
nee
ds
eg s
tandar
dis
atio
n,
shar
ing g
ood p
ract
ice,
work
-sh
adow
ing,
pee
r obse
rvat
ion,
in-s
ervi
ce t
rain
ing,
casc
adin
g t
rain
ing,
continuin
g p
rofe
ssio
nal
dev
elopm
ent.
8
Under
stan
d t
he
legal
and g
ood
pra
ctic
e re
quirem
ents
in
rela
tion t
o
asse
ssm
ent
8.2
Exp
lain
the
contr
ibution t
hat
te
chnolo
gy
can m
ake
to t
he
asse
ssm
ent
pro
cess
□
Appro
priat
e te
chnolo
gy,
eg initia
l as
sess
men
ts,
onlin
e te
stin
g,
reco
rdin
g o
f ev
iden
ce incl
udin
g a
udio
or
visu
al,
subm
issi
on o
f as
signm
ents
ele
ctro
nic
ally
, el
ectr
onic
fee
dbac
k to
lea
rner
s, e
mai
ling
feed
bac
k, d
iscu
ssio
n f
oru
ms,
web
-bas
ed lea
rnin
g,
incl
udin
g d
ista
nce
or
ble
nded
lea
rnin
g,
issu
es o
f au
then
tici
ty;
tech
nolo
gy
for
reco
rdin
g
and s
toring a
sses
smen
t ev
iden
ce,
eg s
oft
war
e, a
war
din
g
org
anis
atio
n o
nlin
e pro
visi
on,
studen
ts m
anag
ing o
wn e
lect
ronic
re
cord
s; s
ecurity
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
31
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
8.3
Eva
luat
e re
quirem
ents
for
equal
ity
and d
iver
sity
and,
wher
e ap
pro
priat
e, b
ilingual
ism
in
rel
atio
n t
o a
sses
smen
t
□
Form
s of
ineq
ual
ity
and d
iscr
imin
atio
n a
nd t
hei
r im
pac
t on
indiv
idual
s, t
he
rele
vant
legis
lation,
emplo
ymen
t re
gula
tions
and
polic
ies
and c
odes
of
pra
ctic
e re
leva
nt
to t
he
pro
motion o
f eq
ual
ity
and v
aluin
g o
f div
ersi
ty,
eg v
isual
/auditory
im
pai
rmen
t, p
hys
ical
dis
abili
ty,
bili
ngual
ism
; flex
ibili
ty in a
ppro
ach t
o p
lannin
g o
f as
sess
men
t an
d q
ual
ity
assu
rance
, eg
neg
otiat
ing t
imin
g,
conte
xt,
pro
vidin
g a
dditio
nal
res
ourc
es w
her
e ap
pro
priat
e, r
ecognis
ing
additio
nal
support
nee
ds,
alter
nat
ive
appro
aches
, ev
iden
ce
8.4
Exp
lain
the
valu
e of
reflec
tive
pra
ctic
e an
d c
ontinuin
g
pro
fess
ional
dev
elopm
ent
in t
he
asse
ssm
ent
pro
cess
□
Ref
lect
ive
pra
ctic
e, e
g s
elf-
asse
ssm
ent,
SW
OT a
nal
ysis
(st
rength
s,
wea
knes
ses,
opport
unitie
s, t
hre
ats
or
bar
rier
s),
real
istic
targ
ets
for
ow
n d
evel
opm
ent,
usi
ng f
eedbac
k fr
om
stu
den
ts,
colle
agues
, m
anag
ers,
ext
ernal
eva
luat
ors
, oth
er indiv
idual
s an
d p
rofe
ssio
nal
s,
self a
nd t
eam
rev
iew
s, o
bse
rvat
ion r
eport
s, o
utc
om
e fr
om
appra
isal
, m
onitoring a
nd m
odific
atio
ns,
updat
ing k
now
ledge,
occ
upat
ional
ex
per
tise
, sk
ills
and s
elf-
confiden
ce,
modific
atio
ns
to a
sses
smen
t pla
ns,
dev
elopin
g t
echnolo
gie
s to
ext
end a
nd e
nhan
ce a
sses
smen
t pro
cess
, co
ntr
ibuting t
o cu
rric
ulu
m d
evel
opm
ent.
BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012
32
Unit 2: Assess Occupational Competence in the Work Environment
Unit reference number: H/601/5314
QCF level: 3
Credit value: 6
Guided learning hours: 30
Unit aim
The aim of this unit is to assess a learning and development practitioner’s performance in carrying out assessments of occupational competence in a work environment.
Target groups
This is a valuable unit for all trainers and teachers of vocational subjects that involve assessment of occupational competence in a work environment.
Assessment requirements
Evidence for all learning outcomes must come from carrying out assessments in a work environment. Simulations are not allowed.
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.
Other forms of evidence will be acceptable for the remaining assessment methods: discussing with the learner, use of others (witness testimony, looking at learner statements, recognising prior learning.
There must be evidence of the learner carrying out a minimum of two assessments of occupational competence with at least two of their own students (ie four assessments in total). This occupational competence must not be in assessment itself, ie evidence from this unit must not come from assessing another candidate assessor who is in turn assessing someone else. There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.
Centres need to have Learning and Development approval to offer this unit.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
33
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Pl
an a
sses
smen
t of
occ
upat
ional
co
mpet
ence
bas
ed o
n t
he
follo
win
g m
ethods:
obse
rvat
ion o
f per
form
ance
in
the
work
envi
ronm
ent
ex
amin
ing p
roduct
s of
work
ques
tionin
g t
he
lear
ner
dis
cuss
ing w
ith t
he
lear
ner
use
of
oth
ers
(witnes
s te
stim
ony)
lo
oki
ng a
t le
arner
sta
tem
ents
re
cognis
ing p
rior
lear
nin
g
□
Ass
essm
ent
stan
dar
ds,
eg a
war
din
g o
rgan
isat
ion,
Sec
tor
Ski
lls
Counci
l re
quirem
ents
, em
plo
yer
nee
ds,
per
form
ance
req
uirem
ents
, tr
ansf
erab
ility
of
skill
s; r
ange
of
met
hods
to incl
ude
obse
rvat
ion o
f per
form
ance
in t
he
work
envi
ronm
ent,
exa
min
ing p
roduct
s of
work
, ques
tionin
g t
he
lear
ner
, dis
cuss
ing w
ith t
he
lear
ner
, use
of
oth
ers
ie
witnes
s te
stim
ony,
looki
ng a
t le
arner
sta
tem
ents
, re
cognis
ing p
rior
lear
nin
g.
1
Be
able
to p
lan t
he
asse
ssm
ent
of
occ
upat
ional
co
mpet
ence
1.2
Com
munic
ate
the
purp
ose
, re
quirem
ents
and p
roce
sses
of
asse
ssin
g o
ccupat
ional
co
mpet
ence
to t
he
lear
ner
□
Req
uirem
ents
, eg
sta
ndar
ds/
criter
ia a
gai
nst
whic
h t
hey
will
be
asse
ssed
, aw
ardin
g o
rgan
isat
ion r
equirem
ents
, occ
upat
ional
st
andar
ds,
oth
er s
pec
ific
req
uirem
ents
.
□
Ass
essm
ent
pla
n,
eg s
pec
ific
crite
ria
they
will
be
asse
ssed
agai
nst
, tim
ing,
venue,
met
hods,
exp
ecte
d o
utc
om
es,
opport
unitie
s fo
r fe
edbac
k, b
enef
its
of as
sess
men
t, a
ppea
ls p
roce
dure
; re
quirem
ents
of
the
studen
t, e
g p
repar
atio
n,
spec
ific
nee
ds,
act
ivity,
evi
den
ce
required
.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
34
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.3
Pl
an t
he
asse
ssm
ent
of
occ
upat
ional
com
pet
ence
to
addre
ss lea
rner
nee
ds
and
curr
ent
achie
vem
ents
□
Initia
l as
sess
men
t of
studen
ts’ nee
ds,
eg initia
l as
sess
men
t, lea
rnin
g,
trai
nin
g n
eeds
anal
ysis
, re
cognis
ing c
urr
ent
leve
l of
know
ledge,
under
stan
din
g,
skill
s an
d e
xper
ience
s, p
erfo
rman
ce indic
ators
, sk
ills
test
s, e
mplo
yer
revi
ew.
□
Neg
otiat
ing lea
rnin
g,
eg t
arget
s, g
oal
s, o
bje
ctiv
es f
or
asse
ssm
ent,
se
lf-a
sses
smen
t, b
ite-
size
chunks
, as
sess
men
t th
at is
mea
nin
gfu
l an
d r
elev
ant;
motiva
tion,
engag
emen
t, invo
lvem
ent,
indiv
idual
re
sponsi
bili
ty;
invo
lvem
ent
with o
ther
s, e
g o
rgan
isat
ion,
colle
agues
, em
plo
yers
, pee
rs,
witnes
ses.
1.4
Id
entify
opport
unitie
s fo
r holis
tic
asse
ssm
ent
□
Opport
unitie
s, e
g logic
al p
rogre
ssio
n a
nd s
equen
cing a
s re
late
d t
o
spec
ific
conte
xt,
studen
t nee
ds;
opport
unitie
s to
use
lin
kages
par
ticu
larly
bet
wee
n k
now
ledge
and u
nder
stan
din
g t
o s
kills
re
quirem
ents
; opport
unitie
s to
inco
rpora
te n
atura
lly o
ccurr
ing
evid
ence
and a
ppro
priat
e as
sess
men
t opport
unitie
s.
2
Be
able
to m
ake
asse
ssm
ent
dec
isio
ns
about
occ
upat
ional
co
mpet
ence
2.1
U
se v
alid
, fa
ir a
nd r
elia
ble
as
sess
men
t m
ethods
incl
udin
g:
Use
val
id,
fair a
nd r
elia
ble
as
sess
men
t m
ethods
incl
udin
g:
obse
rvat
ion o
f per
form
ance
ex
amin
ing p
roduct
s of
work
ques
tionin
g t
he
lear
ner
dis
cuss
ing w
ith t
he
lear
ner
use
of
oth
ers
(witnes
s te
stim
ony)
lo
oki
ng a
t le
arner
sta
tem
ents
re
cognis
ing p
rior
lear
nin
g
□
Ass
essm
ent
met
hods,
eg o
bse
rvat
ion,
per
form
ance
evi
den
ce,
dis
cuss
ion,
witnes
s or
studen
t st
atem
ent;
fit f
or
purp
ose
, eg
stu
den
t nee
ds,
conte
xt,
mea
sure
s of
achie
vem
ent
ie p
erfo
rman
ce c
rite
ria,
as
sess
men
t cr
iter
ia;
pra
ctic
al lim
itat
ions,
eg n
um
ber
s in
volv
ed,
range,
opport
unity,
tim
e co
nst
rain
ts,
reso
urc
es,
staf
fing.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
35
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.2
M
ake
asse
ssm
ent
dec
isio
ns
of
occ
upat
ional
com
pet
ence
agai
nst
sp
ecifie
d c
rite
ria
□
Ass
essm
ent
dec
isio
ns,
eg c
redib
ility
and c
om
pat
ibili
ty w
ith lea
rnin
g
pro
gra
mm
e an
d r
equired
ass
essm
ent
outc
om
es,
conte
xt,
adher
ing t
o
org
anis
atio
n,
indust
ry,
awar
din
g b
ody
and g
ove
rnm
ent
requirem
ents
an
d s
tandar
ds.
□
Appro
priat
e st
andar
ds,
eg u
nder
stan
din
g r
ule
s of
evid
ence
, m
eeting
outc
om
es a
nd o
bje
ctiv
es iden
tified
in a
sses
smen
t pla
n;
evid
ence
is
coher
ent,
acc
essi
ble
, re
alis
tic,
rel
evan
t, c
an b
e id
entified
as
attr
ibute
d t
o t
he
studen
t, a
chie
ved w
ithin
tim
e co
nst
rain
ts.
2.3
Fo
llow
sta
ndar
dis
atio
n
pro
cedure
s □
Po
licie
s an
d p
roce
dure
s, e
g c
om
ply
ing w
ith a
war
din
g b
ody,
occ
upat
ional
sta
ndar
ds
requirem
ents
.
□
Sta
ndar
dis
atio
n,
eg o
bse
rvat
ions
of
pra
ctic
e, p
erfo
rman
ce e
viden
ce,
dis
cuss
ion,
witnes
s or
studen
t st
atem
ent,
sta
ndar
dis
atio
n m
eetings,
sh
arin
g g
ood p
ract
ice,
obse
rvat
ion o
f pee
rs,
work
shad
ow
ing,
feed
bac
k, c
om
par
isons
of
pro
cess
and p
roduct
; ev
aluat
ion
pro
cedure
s.
2.4
Pr
ovi
de
feed
bac
k to
lea
rner
s th
at
affirm
s ac
hie
vem
ent
and
iden
tifies
any
furt
her
im
plic
atio
ns
for
lear
nin
g,
asse
ssm
ent
and p
rogre
ssio
n.
□
Feed
bac
k, e
g t
imin
g a
nd loca
tion f
or
feed
bac
k neg
otiat
ed w
ith
studen
t, lin
ked t
o a
sses
smen
t opport
unitie
s, u
sing t
he
range
of
avai
lable
evi
den
ce,
pro
vidin
g o
pport
unity
for
studen
ts t
o g
ive
feed
bac
k, f
ocu
sing o
n iden
tified
crite
ria
and s
tandar
ds,
invo
lvin
g t
he
studen
t ac
tive
ly in t
he
feed
bac
k, a
void
ing p
erso
nal
iss
ues
or
bia
s,
use
of
feed
bac
k, P
CP (
pra
ise,
critici
sm,
pra
ise)
.
3
Be
able
to p
rovi
de
required
in
form
atio
n
follo
win
g t
he
asse
ssm
ent
of
occ
upat
ional
co
mpet
ence
3.1
M
ainta
in r
ecord
s of
the
asse
ssm
ent
of
occ
upat
ional
co
mpet
ence
, its
outc
om
es a
nd
lear
ner
pro
gre
ss
□
Rec
ord
s, e
g n
atura
lly o
ccurr
ing e
viden
ce,
obse
rvat
ion,
inte
rvie
w,
dis
cuss
ion r
ecord
s eg
writt
en r
ecord
s, v
ideo
, au
dio
, st
uden
t an
d
witnes
s st
atem
ent.
□
Rec
ord
of
pro
duct
, eg
tra
ckin
g a
nd loggin
g d
ocu
men
ts,
action p
lans,
as
sess
men
t pro
form
a, e
xam
ple
s, s
ample
s; r
ecord
of
ques
tionin
g,
regula
r pro
gre
ss c
hec
ks,
goal
s, c
hec
king t
arget
s at
appro
priat
e in
terv
als.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
36
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
3.2
M
ake
asse
ssm
ent
info
rmat
ion
avai
lable
to a
uth
orise
d
colle
agues
□
Iden
tify
ing a
ppro
priat
e co
lleag
ues
, eg
rec
ord
ing e
viden
ce in a
way
th
at c
an b
e sh
ared
with a
ppro
priat
e ac
cess
, use
of
tech
nolo
gy,
el
ectr
onic
form
ats,
tea
m m
eetings,
ass
essm
ent
or
stan
dar
dis
atio
n
mee
tings,
cro
ss-p
rogra
mm
es,
assi
gnm
ents
, org
anis
atio
n,
emplo
yers
, holis
tic
appro
aches
.
3.3
Fo
llow
pro
cedure
s to
mai
nta
in
the
confiden
tial
ity
of
asse
ssm
ent
info
rmat
ion.
□
Sec
ure
envi
ronm
ent
for
pro
vidin
g f
eedbac
k an
d s
afeg
uar
din
g
reco
rdin
g a
nd s
tora
ge
of
info
rmat
ion,
eg o
rgan
isat
ional
pro
cedure
s,
dat
a pro
tect
ion,
secu
rity
and s
afet
y of
pap
er-b
ased
rec
ord
s,
elec
tronic
form
ats
for
reco
rdin
g a
nd s
tora
ge
and e
lect
ronic
sa
feguar
ds;
iden
tify
ing t
hose
with leg
itim
ate
acce
ss a
nd lim
itin
g
acce
ss.
4.1
Fo
llow
rel
evan
t polic
ies,
pro
cedure
s an
d leg
isla
tion f
or
the
asse
ssm
ent
of
occ
upat
ional
co
mpet
ence
, in
cludin
g t
hose
for
hea
lth,
safe
ty a
nd w
elfa
re
□
Curr
ent
regula
tory
bodie
s of
stan
dar
ds,
eg O
fqual
, Sec
tor
Ski
lls
Counci
ls,
awar
din
g o
rgan
isat
ions,
Inst
itute
for
Lear
nin
g;
oth
er
regula
tions,
eg h
ealth a
nd s
afet
y, e
qual
ity
and d
iver
sity
incl
udin
g
bili
ngual
ism
wher
e ap
pro
priat
e, d
ata
pro
tect
ion.
□
Org
anis
atio
nal
polic
ies
and p
roce
dure
s, e
g s
afeg
uar
din
g s
tuden
ts
during a
sses
smen
t, s
tandar
dis
atio
n/m
oder
atio
n o
f as
sess
men
t;
qual
ific
atio
ns
and o
ccupat
ional
com
pet
ence
of
asse
ssors
, pro
fess
ional
updat
ing,
CPD
req
uirem
ents
.
4
Be
able
to m
ainta
in
legal
and g
ood
pra
ctic
e re
quirem
ents
when
as
sess
ing
occ
upat
ional
co
mpet
ence
4.2
Apply
req
uirem
ents
for
equal
ity
and d
iver
sity
and,
wher
e ap
pro
priat
e, b
ilingual
ism
, w
hen
as
sess
ing o
ccupat
ional
co
mpet
ence
□
Req
uirem
ents
, eg
equal
ity
and d
iver
sity
, in
equal
ity
and
dis
crim
inat
ion a
nd t
hei
r im
pac
t on indiv
idual
s, leg
isla
tion,
emplo
ymen
t re
gula
tions
and p
olic
ies
and c
odes
of
pra
ctic
e re
leva
nt
to t
he
pro
motion o
f eq
ual
ity
and v
aluin
g o
f div
ersi
ty,
eg v
isual
au
ditory
im
pai
rmen
t, p
hys
ical
dis
abili
ty,
bili
ngual
ism
.
□
Flex
ibili
ty in a
ppro
ach t
o p
lannin
g o
f as
sess
men
t an
d q
ual
ity
assu
rance
, eg
neg
otiat
ing t
imin
g,
conte
xt,
pro
vidin
g a
dditio
nal
re
sourc
es w
her
e ap
pro
priat
e, r
ecognis
ing a
dditio
nal
support
nee
ds,
al
tern
ativ
e ap
pro
aches
.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
37
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.3
Eva
luat
e ow
n w
ork
in c
arry
ing
out
asse
ssm
ents
of
occ
upat
ional
co
mpet
ence
□
Ow
n w
ork
, eg
sel
f-as
sess
men
t, e
valu
atio
n o
f pla
nnin
g a
nd c
arry
ing
out
of
asse
ssm
ent,
SAR (
Sel
f Ass
essm
ent
Rev
iew
), u
nder
stan
din
g o
f cu
rren
t occ
upat
ional
and a
war
din
g o
rgan
isat
ion s
tandar
ds,
stu
den
ts’
achie
vem
ents
, ev
aluat
ion/f
eedbac
k fr
om
stu
den
ts,
teac
her
s,
man
ager
s, e
xter
nal
qual
ity
asse
ssors
, oth
er indiv
idual
s an
d
pro
fess
ional
s, o
bse
rvat
ion r
epor
ts,
outc
om
e fr
om
appra
isal
, m
ilest
ones
, m
onitoring a
nd m
odific
atio
ns,
updat
ing k
now
ledge
and
occ
upat
ional
exp
ertise
, sk
ills
and s
elf-
confiden
ce,
dev
elopin
g
tech
nolo
gie
s.
4.4
M
ainta
in t
he
curr
ency
of
ow
n
exper
tise
and c
om
pet
ence
as
rele
vant
to o
wn r
ole
in a
sses
sing
occ
upat
ional
com
pet
ence
.
□
Mai
nta
inin
g c
urr
ency
, eg
usi
ng r
evie
w o
f co
mpet
ence
, eg
iden
tify
ing
const
rain
ts a
nd o
pport
unitie
s, a
ctio
n p
lannin
g,
esta
blis
hin
g r
ealis
tic
goal
s an
d t
arget
s fo
r ow
n o
ccupat
ional
com
pet
ence
, updat
ing
occ
upat
ional
exp
ertise
, sk
ills
and s
elf-
confiden
ce,
modific
atio
ns
to
asse
ssm
ent
pla
ns,
exp
loring a
lter
nat
ive
appro
aches
to a
sses
smen
t,
chan
ges
in p
olic
ies,
pro
cedure
s or
regula
tions
rela
ting t
o
asse
ssm
ent,
tec
hnolo
gie
s to
dev
elop a
nd im
pro
ve o
wn a
sses
sing,
CPD
, aw
ardin
g o
rgan
isat
ion p
rovi
sion f
or
pro
fess
ional
updat
ing,
monitoring S
ecto
r Ski
lls C
ounci
l w
ebsi
tes.
BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012
38
Unit 3: Assess Vocational Skills, Knowledge and Understanding
Unit reference number: F/601/5319
QCF level: 3
Credit value: 6
Guided learning hours: 30
Unit aim
The aim of this unit is to assess a learning and development practitioner’s performance in carrying out the assessment of vocational skills, knowledge and understanding outside of the work environment. Assessment methods include: assessments of the learner in simulated environments, skills tests, oral and written questions, assignments, projects, case studies, recognising prior learning.
The unit does not require the design of assessments.
Assessment requirements
Evidence for all learning outcomes must come from performance in the work environment. Practice should be in the appropriate context — either with groups or with individuals. Simulation is not permitted.
There must be evidence of the learner carrying out at least two assessments of two students' skills, knowledge and understanding (ie four assessments in total).
There must be evidence to cover all of the assessment methods listed in the unit. There must be performance evidence for at least three of the following assessment methods: assessments of the student in simulated environments skills tests, oral and written questions, assignments, projects, case studies and recognising prior learning. Other forms of evidence will be acceptable for the remaining assessment methods.
There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for two or more units.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
39
Learn
ing
ou
tco
mes,
ass
ess
men
t cr
iteri
a a
nd
un
it a
mp
lifi
cati
on
To p
ass
this
unit,
the
lear
ner
nee
ds
to d
emonst
rate
that
they
can
mee
t al
l th
e le
arnin
g o
utc
om
es f
or
the
unit.
The
asse
ssm
ent
criter
ia
det
erm
ine
the
stan
dar
d r
equired
to a
chie
ve t
he
unit.
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.1
Sel
ect
met
hods
to a
sses
s vo
cational
ski
lls,
know
ledge
and
under
stan
din
g w
hic
h a
ddre
ss
lear
ner
nee
ds
and m
eet
asse
ssm
ent
requirem
ents
, in
cludin
g:
as
sess
men
ts o
f th
e le
arner
in
sim
ula
ted e
nvi
ronm
ents
sk
ills
test
s
ora
l an
d w
ritt
en q
ues
tions
as
signm
ents
pro
ject
s
ca
se s
tudie
s
re
cognis
ing p
rior
lear
nin
g
□
Addre
ssin
g y
our
studen
ts’ nee
ds,
eg r
ecognis
ing p
rior
lear
nin
g,
curr
ent
leve
l of
skill
s, k
now
ledge,
under
stan
din
g,
spec
ific
le
arnin
g,
asse
ssm
ent
nee
ds.
□
Mee
ting a
sses
smen
t re
quirem
ents
, eg
org
anis
atio
n,
awar
din
g
org
anis
atio
n,
emplo
yers
, vo
cational
sta
ndar
ds,
fit f
or
purp
ose
, in
div
idual
or
gro
up a
sses
smen
t, s
imula
ted e
nvi
ronm
ents
, sk
ills
test
s, o
ral an
d w
ritt
en q
ues
tions
or
dis
cuss
ions,
ass
ignm
ents
, pro
ject
s, c
ase
studie
s.
1
Be
able
to p
repar
e as
sess
men
ts o
f vo
cational
ski
lls,
know
ledge
and
under
stan
din
g
1.2
Pr
epar
e re
sourc
es a
nd c
onditio
ns
for
the
asse
ssm
ent
of
voca
tional
sk
ills,
know
ledge
and
under
stan
din
g
□
Envi
ronm
ent,
eg w
ork
pla
ce,
room
ing,
labora
tory
, si
mula
ted
envi
ronm
ent,
virtu
al lea
rnin
g e
nvi
ronm
ent.
□
Mat
eria
ls,
eg m
ater
ials
nec
essa
ry f
or
skill
s te
st,
pap
er-b
ased
or
onlin
e te
sts,
ass
ignm
ent
brief
, pra
ctic
al o
utlin
e, m
ater
ials
re
quired
for
pro
ject
s, c
ase
studie
s.
□
Conditio
ns,
eg t
imin
g,
staf
fing,
acce
ss t
o I
CT;
lear
ner
pre
par
atio
n,
eg s
upport
for
spec
ific
stu
den
ts a
s re
quired
.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
40
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
1.3
Com
munic
ate
the
purp
ose
, re
quirem
ents
and p
roce
sses
of
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g t
o
lear
ner
s.
□
Sta
ndar
ds,
crite
ria
agai
nst
whic
h t
hey
will
be
asse
ssed
, eg
aw
ardin
g o
rgan
isat
ion r
equirem
ents
, vo
cational
ski
lls,
know
ledge,
under
stan
din
g s
tandar
ds.
□
Oth
er s
pec
ific
req
uirem
ents
, eg
dea
dlin
es,
venue,
met
hods,
te
stin
g p
roce
dure
s, f
orm
at f
or
evid
ence
, ex
pec
ted o
utc
om
es,
opport
unitie
s fo
r fe
edbac
k, b
enef
its
of
asse
ssm
ent,
appea
ls
pro
cedure
.
□
Req
uirem
ents
of
the
studen
t, e
g p
repar
atio
n,
spec
ific
nee
ds,
ac
tivi
ty,
evid
ence
req
uired
.
2.1
M
anag
e as
sess
men
ts o
f vo
cational
sk
ills,
know
ledge
and
under
stan
din
g t
o m
eet
asse
ssm
ent
requirem
ents
□
Org
anis
atio
n p
olic
ies
and p
roce
dure
s, e
g initia
l as
sess
men
t,
asse
ssm
ent
met
hods,
ran
ge
of
appro
priat
e ev
iden
ce t
o m
eet
spec
ifie
d a
nd iden
tified
crite
ria,
req
uirem
ents
of
awar
din
g
org
anis
atio
n,
regula
tory
bodie
s, N
atio
nal
Occ
upat
ional
Sta
ndar
ds,
Sec
tor
Ski
lls C
ounci
l, s
tandar
dis
atio
n p
roce
dure
s,
role
s an
d r
esponsi
bili
ties
.
□
Appro
priat
e as
sess
men
t opport
unitie
s, e
g t
imin
g a
nd c
onduct
ing
of
asse
ssm
ents
, nat
ura
lly o
ccurr
ing e
viden
ce,
indiv
idual
s or
gro
ups.
2
Be
able
to c
arry
out
asse
ssm
ents
of
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
2.2
Pro
vide
support
to lea
rner
s w
ithin
ag
reed
lim
itat
ions
□
Appro
priat
e le
vels
of
support
, eg
initia
l as
sess
men
t, c
larifica
tion
of
asse
ssm
ent
activi
ties
, neg
otiat
ing d
eadlin
es,
adopting
alte
rnat
ive
appro
aches
/tim
ing.
□
Iden
tify
ing s
pec
ific
support
nee
ds,
eg lan
guag
e, liter
acy,
vis
ual
, au
ditory
, phys
ical
.
□
Ava
ilabili
ty o
f su
pport
, eg
spec
ialis
t su
pport
for
visu
al,
auditory
im
pai
rmen
ts,
tran
slat
or
for
seco
nd,
alte
rnat
ive
languag
e,
pra
ctic
al o
r el
ectr
onic
equip
men
t.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
41
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.3
Anal
yse
evid
ence
of
lear
ner
ac
hie
vem
ent
□
Suffic
iency
, eg
em
plo
y ra
nge
of
evid
ence
, st
uden
t w
ork
, per
form
ance
evi
den
ce,
test
res
ults,
res
ponse
s to
ques
tionin
g,
resu
lts,
ach
ieve
men
t re
cord
s, a
uth
entici
ty,
reco
rdin
g
obse
rvat
ion e
viden
ce.
□
Com
par
ing e
viden
ce a
gai
nst
ass
essm
ent
criter
ia,
stan
dar
ds,
in
div
idual
or
gro
up c
ontr
ibutions,
eg v
alid
, co
her
ent,
rel
iable
, fa
ir,
real
istic,
rel
evan
t.
□
Com
pat
ibili
ty w
ith a
sses
smen
t, lea
rnin
g p
rogra
mm
e, e
g
voca
tional
and a
war
din
g o
rgan
isat
ion s
tandar
ds
and r
equired
le
arnin
g o
utc
om
es,
adher
e to
col
lege
and/o
r in
dust
ry,
awar
din
g
body
and g
ove
rnm
ent
requirem
ents
.
2.4
M
ake
asse
ssm
ent
dec
isio
ns
rela
ting
to v
oca
tional
ski
lls,
know
ledge
and
under
stan
din
g a
gai
nst
spec
ifie
d
criter
ia
□
Evi
den
ce t
hat
is
appro
priat
e, e
g r
ange
of
evid
ence
cle
arly
id
entified
agai
nst
ass
essm
ent
criter
ia,
dec
isio
ns
bas
ed o
n
evid
ence
that
is
valid
, su
ffic
ient
and a
uth
entic,
rel
iable
and c
an
be
repea
ted o
r le
arnin
g t
ransf
erre
d;
dec
isio
ns
are
fair,
without
bia
s an
d r
elat
e to
the
iden
tified
crite
ria,
com
ply
ing w
ith
org
anis
atio
n a
nd/o
r in
dust
ry,
awar
din
g b
ody
and g
ove
rnm
ent
requirem
ents
.
2.5
Fo
llow
sta
ndar
dis
atio
n p
roce
dure
s □
O
rgan
isat
ion a
sses
smen
t polic
ies
and p
roce
dure
s, e
g c
om
ply
ing
with a
war
din
g b
ody,
nat
ional
occ
upat
ional
sta
ndar
ds
requirem
ents
.
□
Tea
m,
asse
ssor
stan
dar
dis
atio
n,
eg a
cross
qual
ific
atio
ns,
units,
m
odule
s, a
sses
smen
t cr
iter
ia,
lear
ner
s, a
sses
sors
, obse
rvat
ions
of
pra
ctic
e, s
tandar
dis
atio
n m
eetings,
shar
ing g
ood p
ract
ice,
obse
rvat
ion o
f pee
rs,
work
shad
ow
ing,
feed
bac
k, c
om
par
isons
of
pro
cess
and p
roduct
; ev
aluat
ion p
roce
dure
s.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
42
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
2.6
Pr
ovi
de
feed
bac
k to
the
lear
ner
th
at a
ffirm
s ac
hie
vem
ent
and
iden
tifies
any
furt
her
im
plic
atio
ns
for
lear
nin
g,
asse
ssm
ent
and
pro
gre
ssio
n.
□
Appro
priat
e ap
pro
aches
to f
eedbac
k, e
g t
imin
g a
nd loca
tion f
or
feed
bac
k neg
otiat
ed w
ith s
tuden
t, lin
ked t
o a
sses
smen
t opport
unitie
s, u
sing t
he
range
of
avai
lable
evi
den
ce,
pro
vidin
g
opport
unity
for
studen
ts t
o g
ive
feed
bac
k, f
ocu
sing o
n iden
tified
cr
iter
ia a
nd s
tandar
ds,
invo
lvin
g t
he
studen
t ac
tive
ly in t
he
feed
bac
k, a
void
ing p
erso
nal
iss
ues
or
bia
s, u
se o
f fe
edbac
k sa
ndw
ich;
iden
tify
ing o
pport
unitie
s fo
r pro
gre
ssio
n,
sett
ing
real
istic
goal
s.
3.1
M
ainta
in r
ecord
s of
the
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g,
its
outc
om
es a
nd
lear
ner
pro
gre
ss
□
Ref
lect
s ap
pro
priat
e ra
nge
of
activi
ties
, re
cord
of
appro
priat
e nat
ura
lly o
ccurr
ing e
viden
ce,
obse
rvat
ion,
inte
rvie
w,
dis
cuss
ion
reco
rds,
eg w
ritt
en r
ecord
s, v
ideo
, au
dio
; le
arner
and w
itnes
s st
atem
ent;
rec
ord
of
pro
duct
, eg
tra
ckin
g a
nd loggin
g
docu
men
ts,
action p
lans,
ass
essm
ent
pro
form
a, e
xam
ple
s;
reco
rd o
f ques
tionin
g,
regula
r pro
gre
ss c
hec
ks,
targ
ets
chec
ked
at a
ppro
priat
e in
terv
als.
3.2
M
ake
asse
ssm
ent
info
rmat
ion
avai
lable
to a
uth
orise
d c
olle
agues
as
req
uired
□
Iden
tify
ing a
ppro
priat
e co
lleag
ues
, eg
rec
ord
ing e
viden
ce in a
w
ay t
hat
can
be
shar
ed w
ith a
ppro
priat
e ac
cess
, use
of
tech
nolo
gy,
ele
ctro
nic
form
ats,
tea
m m
eetings,
ass
essm
ent
or
stan
dar
dis
atio
n m
eetings,
cro
ss-p
rogra
mm
es,
assi
gnm
ents
, org
anis
atio
n,
emplo
yers
, holis
tic
appro
aches
, dis
tance
tra
velle
d,
valu
e ad
ded
.
3
Be
able
to p
rovi
de
required
info
rmat
ion
follo
win
g t
he
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
3.3
Fo
llow
pro
cedure
s to
mai
nta
in t
he
confiden
tial
ity
of
asse
ssm
ent
info
rmat
ion
□
Sec
ure
envi
ronm
ent
for
pro
vidin
g f
eedbac
k, s
afeg
uar
din
g
reco
rdin
g a
nd s
tora
ge
of
info
rmat
ion,
eg o
rgan
isat
ional
pro
cedure
s, d
ata
pro
tect
ion,
secu
rity
and s
afet
y of
pap
er-b
ased
re
cord
s, e
lect
ronic
form
ats
for
reco
rdin
g a
nd s
tora
ge
and
elec
tronic
saf
eguar
ds;
iden
tify
ing t
hose
with leg
itim
ate
acce
ss
and lim
itin
g a
cces
s
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
43
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.1
Fo
llow
rel
evan
t polic
ies,
pro
cedure
s an
d leg
isla
tion r
elat
ing t
o t
he
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g,
incl
udin
g t
hose
for
hea
lth,
safe
ty
and w
elfa
re
□
Reg
ula
tory
bodie
s of
stan
dar
ds,
eg O
fqual
, Sec
tor
Ski
lls
Counci
ls,
awar
din
g o
rgan
isat
ions,
Inst
itute
for
Lear
nin
g.
□
Oth
er r
egula
tions,
eg h
ealth a
nd s
afet
y, e
qual
ity
and d
iver
sity
, dat
a pro
tect
ion.
□
Org
anis
atio
nal
polic
ies
and p
roce
dure
s, e
g s
afeg
uar
din
g lea
rner
s during a
sses
smen
t, s
tandar
dis
atio
n,
moder
atio
n o
f as
sess
men
t;
qual
ific
atio
ns
and o
ccupat
ional
com
pet
ence
of
asse
ssors
, pro
fess
ional
updat
ing,
continuin
g p
rofe
ssio
nal
dev
elopm
ent
requirem
ents
.
4.2
Apply
req
uirem
ents
for
equal
ity
and d
iver
sity
and,
wher
e ap
pro
priat
e, b
ilingual
ism
□
Legis
lation,
emplo
ymen
t re
gula
tions
and p
olic
ies
and c
odes
of
pra
ctic
e re
leva
nt
to t
he
pro
motion o
f eq
ual
ity
and v
aluin
g o
f div
ersi
ty,
eg v
isual
auditory
im
pai
rmen
t, p
hys
ical
dis
abili
ty,
bili
ngual
ism
; flex
ibili
ty in a
ppro
ach t
o p
lannin
g o
f as
sess
men
t an
d q
ual
ity
assu
rance
, eg
neg
otiat
ing t
imin
g,
conte
xt,
pro
vidin
g
additio
nal
res
ourc
es w
her
e ap
pro
priat
e, r
ecognis
ing a
dditio
nal
su
pport
nee
ds,
alter
nat
ive
appro
aches
.
4
Be
able
to m
ainta
in
legal
and g
ood
pra
ctic
e re
quirem
ents
when
as
sess
ing v
oca
tional
sk
ills,
know
ledge
and
under
stan
din
g
4.3
Eva
luat
e ow
n w
ork
in c
arry
ing o
ut
asse
ssm
ents
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g
□
Rev
iew
of
ow
n c
om
pet
ence
, eg
sel
f-as
sess
men
t, e
valu
atio
n o
f pla
nnin
g a
nd c
arry
ing o
ut
of as
sess
men
t, S
elf
Ass
essm
ent
Rev
iew
(SAR),
under
stan
din
g o
f cu
rren
t occ
upat
ional
and
awar
din
g o
rgan
isat
ion e
xpec
tations,
stu
den
t’s
achie
vem
ents
, ev
aluat
ion/f
eedbac
k fr
om
stu
den
ts,
teac
her
s, m
anag
ers,
ex
tern
al q
ual
ity
asse
ssors
, oth
er indiv
idual
s an
d p
rofe
ssio
nal
s,
obse
rvat
ion r
eport
s, o
utc
om
e fr
om
appra
isal
, m
ilest
ones
, m
onitoring a
nd m
odific
atio
ns,
updat
ing k
now
ledge
and
occ
upat
ional
exp
ertise
, sk
ills
and s
elf-
confiden
ce,
dev
elopin
g
tech
nolo
gie
s to
ext
end a
nd e
nhan
ce a
sses
smen
t pro
cess
.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
44
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Un
it a
mp
lifi
cati
on
4.4
Tak
e par
t in
continuin
g p
rofe
ssio
nal
dev
elopm
ent
to e
nsu
re c
urr
ent
exper
tise
and c
om
pet
ence
in
asse
ssin
g v
oca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g
□
Usi
ng r
evie
w o
f co
mpet
ence
, eg
iden
tify
ing c
onst
rain
ts a
nd
opport
unitie
s, a
ctio
n p
lannin
g,
esta
blis
hin
g r
ealis
tic
goal
s an
d
targ
ets
for
ow
n o
ccupat
ional
com
pet
ence
, updat
ing o
ccupat
ional
ex
per
tise
, sk
ills
and s
elf-
confiden
ce,
modific
atio
ns
to a
sses
smen
t pla
ns,
exp
lore
alter
nat
ive
appro
aches
to a
sses
smen
t, c
han
ges
in
polic
ies,
pro
cedure
s or
regula
tions
rela
ting t
o a
sses
smen
t,
tech
nolo
gie
s to
dev
elop a
nd im
pro
vem
ent
of
ow
n a
sses
sing,
CPD
, aw
ardin
g o
rgan
isat
ion p
rovi
sion f
or
pro
fess
ional
updat
ing.
BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012
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13 Further information and useful publications
To get in touch with us visit our ‘Contact us’ pages:
Edexcel: www.edexcel.com/contactus
BTEC: www.btec.co.uk/contactus
Work-based learning: www.pearsonwbl.com/contactus
Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus
Other sources of information and publications available include:
Edexcel Equality Policy
Edexcel Information Manual (updated annually)
Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications
Recognition of Prior Learning Policy
Quality Assurance Handbook (updated annually)
Publications on the quality assurance of BTEC qualifications are on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx
Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx
Additional resources
If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.
Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources
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14 Professional development and training
Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.
The support we offer focuses on a range of issues, including:
planning for the delivery of a new programme
planning for assessment and grading
developing effective assignments
building your team and teamwork skills
developing learner-centred learning and teaching approaches
building functional skills into your programme
building in effective and efficient quality assurance systems.
The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Edexcel team via Customer Services to discuss your training needs.
BTEC training and support for the lifetime of the qualifications
Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training
Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
47
An
nexe A
Pro
gre
ssio
n o
pp
ort
un
itie
s
Thes
e ar
e ex
ample
s of
pro
gre
ssio
n o
pport
unitie
s to
oth
er E
dex
cel qual
ific
atio
ns
within
the
Lear
nin
g a
nd D
evel
opm
ent
sect
or.
Level
Gen
era
l q
uali
fica
tio
ns
BTEC
fu
ll v
oca
tio
nall
y-
rela
ted
qu
ali
fica
tio
ns
BTE
C s
peci
ali
st c
ou
rses
NV
Q/
occ
up
ati
on
al
8
7
Edex
cel D
iplo
ma
in t
he
Man
agem
ent
of
Ass
essm
ent
6
5
Edex
cel D
iplo
ma
in T
each
ing in
the
Life
long L
earn
ing S
ecto
r
4
Edex
cel Aw
ard in P
repar
ing t
o
teac
h in t
he
Life
long L
earn
ing
Sec
tor
Edex
cel Cer
tifica
te in T
each
ing
in t
he
Life
long L
earn
ing S
ecto
r
Edex
cel Aw
ard in A
ssuring t
he
Qual
ity
of
Ass
essm
ent
Edex
cel Cer
tifica
te in A
ssuring
the
Qual
ity
of
Ass
essm
ent
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
48
Level
Gen
era
l q
uali
fica
tio
ns
BTEC
fu
ll v
oca
tio
nall
y-
rela
ted
qu
ali
fica
tio
ns
BTE
C s
peci
ali
st c
ou
rses
NV
Q/
occ
up
ati
on
al
3
Edex
cel Aw
ard,
Cer
tifica
te,
Dip
lom
a in
Support
ing
Tea
chin
g a
nd L
earn
ing in
Sch
ools
Edex
cel Aw
ard in P
repar
ing t
o
teac
h in t
he
Life
long L
earn
ing
Sec
tor
Edex
cel Cer
tifica
te in T
each
ing
in t
he
Life
long L
earn
ing S
ecto
r
2
Edex
cel Aw
ard in S
upport
W
ork
in S
chools
Edex
cel Cer
tifica
te in
Support
ing T
each
ing a
nd
Lear
nin
g in S
chools
1
En
try
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Annexe B
LLUK Assessment Strategy
The following assessment strategy sets out the requirements of Lifelong Learning UK (now Learning and Skills Improvement Service, LSIS) for the qualifications in this specification. They are not the requirements of the Regulators, Sector Skills Councils or awarding organisations for other qualifications and should not be applied to them. This is taken from LLUK Assessing and Assuring the quality of Assessment Guidance for awarding organisations, March 2010.
Quality assurance
Centres offering these qualifications must provide internal quality assurance to ensure assessment meets all Awarding Organisation requirements and is standardised across individual assessors, assessment locations and learners. In addition, the Awarding Organisation must ensure there is a robust system of external quality assurance to ensure quality and standardisation across centres. Awarding organisations should apply appropriate risk rating measures to individual assessment centres and ensure that robust quality assurance systems are in place to manage these risks on an individual basis.
Lifelong Learning UK will also expect the awarding organisations offering these qualifications to meet on a regular basis through an Awarding Organisation Forum to compare practice and identify issues of concern.
Requirements for Assessors
All those who assess these qualifications must:
already hold the qualification (or previous equivalent qualification) they are assessing 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:
- the Level 3 Award in Assessing Competence in the Work Environment, or
- the Level 3 Certificate in Assessing Vocational Achievement, 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.
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Requirements for Internal Quality Assurance
All those who quality assure 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:
- the Level 3 Award in Assessing Competence in the Work Environment,
or
- the Level 3 Certificate in Assessing Vocational Achievement, or
- A1 Assess candidate performance using a range of methods, or
- D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence
hold or be working towards, one of the following internal quality assurance qualifications or their recognised equivalent:
- the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or
- the Level 4 Certificate in Leading the Internal Quality Assurance of
- Assessment Processes and Practice, or
- V1 Conduct internal quality assurance of the assessment process, or
- D34 Internally verify the assessment process
and
show current evidence of continuing professional development in assessment and quality assurance
Requirements for external quality assurance
All those who provide external quality assurance for these qualifications must:
have up-to-date working knowledge and experience of best practice in Learning and Development
hold one of the following qualifications or their recognised equivalent:
- the Level 3 Award in Assessing Competence in the Work Environment
or
- the Level 3 Certificate in Assessing Vocational Achievement, or
- A1 Assess candidate performance using a range of methods, or
- D32 Assess candidate performance and D33 Assess candidates using differing sources of evidence
hold, or be working towards, one of the following external quality assurance qualifications or their recognised equivalent:
- the Level 4 Award in Externally Assuring the Quality of Assessment Processes and Practice, or
- the Level 4 Certificate in Leading the External Quality Assurance of Assessment Processes and Practice, or
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- V2 Conduct external quality assurance of the assessment process,
or
- D35 Externally verify the assessment process.
and
show current evidence of continuing professional development in learning and development, assessment and quality assurance.
In terms of best practice, external quality assurance staff might also be expected to hold an appropriate internal quality assurance qualification, either:
- the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or
- the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice, or
- V1 Conduct internal quality assurance of the assessment process or
- D34 Internally verify the assessment process.
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Annexe C
Unit Delivery and Assessment Guidance
Unit 1: Understanding the Principles and Practices of Assessment
Delivery
A holistic approach to learning and assessment is helpful to learners, showing them how to relate their own achievements to the underpinning theory, Professional Standards (PS) and National Occupational Standards (NOS). This unit provides the underpinning theory for the practical units Unit 2: Assess Occupational Competence in the Work Environment and Unit 3: Assess Vocational Skills, Knowledge and Understanding. Learners should be aware of the importance of their own professional practice and the opportunities for using naturally occurring evidence whenever available or appropriate. Learners should be encouraged to evaluate their own experiences and assess relevant past and present practice.
This knowledge-based unit emphasises the importance of the shared knowledge and experience of peers and colleagues for good practice and reflection on assessment approaches. When dealing with peers and colleagues, any applicable policies and procedures regarding confidentiality should be followed.
The delivery of this unit should take into account the different contexts in which learners may be undertaking assessments. Naturally occurring evidence will enable learners to relate to evidence from their own practice. This will contextualise the underpinning knowledge and help to build effective assessment processes used in the practical units Unit 2: Assess Occupational Competence in the Work Environment and Unit 3: Assess Vocational Skills, Knowledge and Understanding.
The unit should focus on the knowledge required to improve understanding of the assessment process. It should also focus on the different methods that can be used to engage learners more actively in their own learning through assessment. Learners will need to examine a wide range of assessment methods in order to develop an understanding of the different purposes of assessment and the wide range of assessment tools, including those used for diagnostic, formative or summative purposes.
Learners should explore, with others, how data is used in the planning, management and quality assurance of the delivery of the assessment of learning – whether it is of knowledge, skills or understanding. It is important to recognise the role of assessment in enabling individual learners to feel greater ownership of their own learning, whilst providing appropriate support and guidance in accordance with the requirements of the assessment process.
Delivery should emphasise links with the current professional standards and National Occupational Standards and should allow for formal and informal discussion of the issues raised by the unit content. Learners should be given opportunities to demonstrate their understanding of both organisational and
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external requirements. Tutors should refer to the need to maintain standards of quality that will meet the requirements of external moderation, examination and quality assurance. Learners should also consider ways to address the needs of those learners unable to access usual assessment strategies.
Learners should be encouraged to evaluate the requirements of their own assessment process and assess relevant past and present practice, identifying areas of strength and need. They should also evaluate the qualities and transferable skills required to meet the needs of those being assessed. It is important for learners to recognise the need to be adaptable to changing circumstances; they should also develop both the confidence and flexibility to adapt and develop assessment methods. Learners should be encouraged to follow best assessment practice, contributing effectively to the quality assurance process and understanding the need to share information with others.
A mentoring system can provide informal support and guidance for learners, giving them the opportunity to record their own professional development and possible routes for progression, with the aid of a personal learning log.
Assessment
For assessment purposes, links should be made between this unit and the practical units Unit 2: Assess Occupational Competence in the Work Environment and Unit 3: Assess Vocational Skills, Knowledge and Understanding. These will provide opportunities to generate a range of evidence that can effectively cover assessment criteria across units. Assessment criteria requiring knowledge- or understanding-based evidence require the use of reflective journals and other forms of evaluation that can draw on research which supports the evidence of practical experience.
Supporting evidence for this unit could potentially include any of the following:
summaries of key documentation, eg awarding organisation documentation, quality assurance policy, documents, procedures and legal requirements
assessment plan indicating when/how learners are involved, eg through providing feedback/action planning/recordkeeping
written report including examples of assessment methods and procedures devised, developed and used with learners relevant to a specific programme. At least two different methods should be included to show how they can be fairly and reliably used to produce valid results
justification and evaluation of selected assessment tools to suit specific learners and/or contexts
identification of approaches to make assessment accessible for learners with specific needs within a specific subject area
records of formal/informal assessment according to organisational and/or awarding body requirements to demonstrate how they can be used to inform changes and/or modifications to a selected curriculum/training area
evidence of the use of assessment records to inform/manage/develop assessment practice individually and through negotiation within a teaching team.
It is important, however, for the assessor to interview the learner so they can demonstrate the knowledge underpinning their presentation of any documentary evidence.
BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012
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Sample holistic assessment activity
The assessment for this unit is in three parts. All parts have to be completed in order to achieve the unit.
Before beginning this assignment, learners need to be familiar with:
policies and procedures relating to assessment and quality assurance processes (standardisation, moderation, internal and external quality assurance) of their organisation, appeals procedures and equality of opportunity (in relation to assessment).The range will depend on availability within different organisations.
awarding organisation regulations about assessment
Part one — the principles and requirements of assessment
Describe how, within your own organisation, the functions of assessment in learning and development relate to the key concepts and principles of assessment.
Use your organisation documentation to review the ways in which assessment is affected by the regulations, legal issues, policies, procedures and requirements relevant to assessment and the responsibilities of the assessor in the management of the process. (This could be done through discussion or in writing.)
(Assessment criteria 1.1; 1.2; 1.3; 1.4; 8.1)
Part two – the assessment process
Use the principles from part one to identify assessment opportunities for two specific learners with different levels of occupational competence or individual needs.
You need to include:
types of information that need to be made available to learners and others involved in assessment
the use of a holistic approach to assessment that makes use of different methods
how self-assessment can be used to involve the individual learner and promote personal responsibility
how peer assessment can be used to promote involvement
ways in which others can be involved in the assessment process
how risks for individual learners as well as the procedures can be minimised
procedures to follow when there are disputes concerning assessment in your own area of practice. (This could be done through discussion or in writing.)
(Assessment criteria 3.1; 3.3; 3.5; 4.1; 4.2; 4.3; 6.3)
Identify a range of assessment methods you could use to enable you to make a judgement as to whether the evidence was sufficient, authentic and current. The methods identified must also provide appropriate evidence to show the assessment decisions are made against specified criteria that is valid, reliable and fair. (This may be done through discussion or in writing.)
(Assessment criteria 5.1; 5.2; 7.1)
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Produce a written report to explain the benefits of using a holistic approach to assessment, as well as the strengths and limitations of your selected assessment methods. Explain the risks involved in assessment and how you would plan assessment arrangements to meet the needs of selected learners, equality and diversity needs and minimise possible risks in the assessment process.
(Assessment criteria 2.1; 3.2: 3.4; 4.4; 8.2):
Part three — Quality assurance of the assessment process
Explain what happens to the results of the assessment process once you have completed it with learners. Include in the explanation:
procedures for the management of information
importance of quality assurance in the assessment process
quality assurance and standardisation procedures
ways to use technology in assessment.
Explain how you can now use this reflective practice in your own continuing professional development to improve your assessment practice. (This could be done through discussion or in writing.)
(Assessment criteria 6.1; 6.2; 6.3; 7.1; 8.3; 8.4)
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Unit 2: Assess Occupational Competence in the Work Environment
Delivery
A holistic approach to learning and assessment is helpful to learners, showing them how to relate their own achievements to the underpinning theory, Professional Standards (PS) and National Occupational Standards (NOS). Learners should be aware of the importance of their own professional practice and the opportunities for using naturally occurring evidence whenever available or appropriate. Learners should be encouraged to evaluate their own experiences and assess relevant past and present practice.
This is a practical unit, with links to Unit 1: Understanding the Principles and Practices of Assessment. Evidence must be generated from practice in the work environment. Evidence for this unit cannot be from simulation. Learners must be able to apply their learning to the planning, delivery and evaluation of assessment of specific learners. They may choose to combine this unit with Unit 3: Assess Vocational Skills, Knowledge and Understanding.
The delivery of this unit needs to be associated with an appropriate work environment. Learners will be working in a practical context that gives them the opportunity to assess the occupational competence of their students, using the range of assessment methods identified, and justified, through the knowledge unit, Unit 1: Understanding the Principles and Practices of Assessment. Delivery methods should support learners in planning and making assessment decisions in order to share good practice and identify opportunities for developing and improving their practice.
Delivery should also provide support in identifying the relevant policies, procedures and legislation so that assessment addresses the required occupational and awarding organisation standards and assessment or performance criteria. Identifying and using naturally occurring evidence will enable learners to relate to evidence from their own practice. This will contextualise the underpinning knowledge and help to build effective assessment processes in this unit.
Learners should be encouraged to focus on the use of assessment methods that stimulate and encourage further learning and to use the assessment tools to help evaluate their own performance as an assessor, identifying opportunities for improvement. It is important to recognise the role of assessment in enabling individual learners to feel greater ownership of their own learning in a way that provides appropriate support and guidance in accordance with the requirements of the assessment process.
Throughout the delivery of the unit, tutors should emphasise the links in practice with current professional standards and National Occupational Standards. Learners must be able to evaluate the requirements of their own assessment process to meet the needs of the learners involved in the assessment process. The learning gained from the unit should encourage individuals to develop their own assessment approaches in order to contribute effectively to the sharing of best assessment practice.
A mentoring system can provide informal support and guidance for learners, giving them the opportunity to record their own professional development and possible routes for progression, with the aid of a personal learning log.
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Assessment
Practical assessment activities and opportunities for practical assessment are necessary to generate a range of evidence that can be used to cover the assessment criteria effectively. This evidence may also be used in conjunction with other appropriate units, such as Unit 1: Understanding the Principles and Practices of Assessment and Unit 3: Assess Vocational Skills, Knowledge and Understanding, as an opportunity for a holistic assessment strategy.
Learners should be given the opportunity to be involved in negotiating delivery and assessment methods and approaches for a minimum of two assessments with a minimum of two of their own students (a minimum of at least four in total). The unit must be delivered in a way that relates to learners’ own assessment situations, students and experiences. Learners should be encouraged to evaluate their own assessment and assess their past and current practice, identifying areas of strength and needs so that they can apply their learning to their own students.
Evidence for this unit must not come from assessing another candidate assessor who in turn is assessing someone else.
Evidence to support this unit could include any of the following:
summaries of key documentation eg awarding organisation documentation, quality assurance policy, documents, procedures and legal requirements
individual ILP (Individual Learning Plan)/TNA (Training Needs Analysis)/RPL (Recognising Prior Learning)
assessment plans for a minimum of TWO students – on at least TWO occasions
samples of assessment evidence
observation report
learner/witness statements
assessment records from the above-mentioned plans to cover the range of assessment methods in accordance with organisational and/or awarding body requirements
evidence of the use of assessment records to inform/manage/develop assessment practice individually and through negotiation within teaching team.
Where actual documents are included, names should be blanked out to maintain confidentiality.
Sample holistic assessment activity
Produce one plan for each of two specific students for an assessment of the occupational competence in each of their work environments. The selected students need to be of different levels of occupational competence, or experience, with contrasting identified needs.
Plan to use at least one of the methods below – to identify appropriate evidence opportunities from the work environment:
observation
product evidence
questioning
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The plan needs to identify the opportunity where the student can explain their current level of occupational competence, recognising prior learning and any specific assessment needs. The plan should begin with an opportunity to discuss with each student what their assessment with involve – including the purpose of the assessment, the assessment methods to be used and the intended outcomes. This needs to be linked to specific assessment criteria. Negotiate with each of the students how and when you will provide feedback, linked as closely as possible to the assessment activity.
(Assessment criteria 1.1; 1.2; 1.3; 1.4; 4.1; 4.2; 4.3)
Carry out each of the assessment plans in each of the students’ workplaces. You should use at least one of the methods identified as appropriate to the work environment: observation, product evidence, questioning.
During feedback with each student, identify areas for improvement in their occupational competence, set appropriate targets to be achieved by the next assessment and record the decisions.
Produce and carry out a second assessment plan with each student using methods not used previously from the primary range:
observation
product evidence
questioning.
In order to supplement the primary evidence, use any additional methods with each student, such as: discussion, witness statement, personal statement.
Where one of the selected students does not have the opportunity to cover the full range, ensure that this is covered by the second student.
Use an appropriate range of methods to record the outcomes of your assessment plans, following policies and procedures for confidentiality and standardisation, sharing the information with appropriate others.
(Assessment criteria: 2.1; 2.2; 2.4; 3.1; 4.1; 4.2; 4.3)
Following the assessments, review and evaluate your competence in the occupational context in order to identify ways in which you need to maintain the currency of your practice.
(Assessment criteria: 2.3; 2.4; 3.1; 3.2; 4.1; 4.2; 4.3; 4.4)
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Unit 3: Assess Vocational Skills, Knowledge and Understanding
Delivery
A holistic approach to learning and assessment is helpful to learners, showing them how to relate their own achievements to the underpinning theory, Professional Standards (PS) and National Occupational Standards (NOS). Learners should be aware of the importance of their own professional practice and the opportunities for using naturally occurring evidence whenever available or appropriate. Learners should be encouraged to evaluate their own experiences and assess relevant past and present practice.
This is a practical unit, with links to Unit 1: Understanding the Principles and Practices of Assessment. Evidence must be generated from practice in the work environment. Evidence for this unit cannot be from simulation. Learners must be able to apply their learning to the planning, delivery and evaluation of assessment of specific learners.
The delivery of this unit needs to be contextualised in an appropriate work environment. Learners will be working in a practical context that gives them the opportunity to assess the occupational competence of their own students using the range of assessment methods identified, and justified, through the knowledge unit Unit 1: Understanding the Principles and Practices of Assessment. Delivery methods should support learners in planning and making assessment decisions in order to share good practice and identify opportunities for developing and improving their practice.
Delivery should also provide support in identifying the relevant policies, procedures and legislation so that assessment addresses the required occupational and awarding organisation standards and assessment or performance criteria. Identifying and using naturally occurring evidence will enable learners to relate to evidence from their own practice. This will contextualise the underpinning knowledge and help to build effective assessment processes in this unit.
Learners should be encouraged to focus on the use of assessment methods that stimulate and encourage further learning and to use the assessment tools to help evaluate their own performance as an assessor, identifying opportunities for improvement. It is important to recognise the role of assessment in enabling individual learners to feel greater ownership of their own learning in a way that provides appropriate support and guidance in accordance with the requirements of the assessment process.
Throughout the delivery of the unit, tutors should emphasise the links in practice with current professional standards and National Occupational Standards. Learners must be able to evaluate the requirements of their own assessment process to meet the needs of the learners involved in the assessment process. The learning gained from the unit should encourage individuals to develop their own assessment approaches in order to contribute effectively to the sharing of best assessment practice.
A mentoring system can provide informal support and guidance for learners, giving them the opportunity to record their own professional development and possible routes for progression, with the aid of a personal learning log.
BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012
60
Assessment
Practical assessment activities and opportunities for practical assessment are necessary to generate a range of evidence that can be used to cover the assessment criteria effectively. This evidence may also be used in conjunction with other appropriate units, such as Unit 1: Understanding the Principles and Practices of Assessment and Unit 2: Assess Occupational Competence in the Work Environment, as an opportunity for a holistic assessment strategy.
Learners should be given the opportunity to be involved in negotiating delivery and assessment methods and approaches for a minimum of two assessments with a minimum of two of their own students (a minimum of at least four in total). The unit must be delivered in a way that relates to learners’ own assessment situations, learners and experiences. Learners should be encouraged to evaluate their own assessment and assess their past and current practice, identifying areas of strength and needs so that they can apply their learning to their own learners. (Evidence for this unit must not come from assessing another candidate assessor who in turn is assessing someone else.)
The learner’s/candidate assessor’s performance evidence must be assessed by observation of practice, examining the products of work and questioning/discussions.
One piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.
Evidence to support this unit can potentially include any of the following:
summaries of key documentation, eg awarding organisation documentation, quality assurance policy, documents, procedures and legal requirements
Individual ILP (Individual Learning Plan)/TNA (Training Needs Analysis)/RPL (Recognising Prior Learning)
Assessment plans for a minimum of TWO learners – each on at least TWO occasions
Samples of assessment evidence
Observation report
Learner/witness statements
Assessment records from the above-mentioned plans to cover the range of assessment methods in accordance with organisational and/or awarding body requirements
Evidence of the use of assessment records to inform/manage/develop
assessment practice individually and through negotiation within teaching team.
Where actual documents are included names should be blanked out to maintain confidentiality.
Sample holistic assessment activity
Carry out an initial assessment and LNA (Learning Needs Analysis)/TNA (Training Needs Analysis) with two potential students – with contrasting assessment needs – in order to identify the level of existing skills, knowledge and understanding of each student in their specific vocational area.
(Assessment criteria 1.1; 1.3; 4.1; 4.2)
BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012
61
With each student, plan an assessment activity using two of the methods in Group A (see below) to identify the criteria to be assessed, opportunities for assessment and any specific learning or assessment needs. This will make each student aware of the purpose, objectives, requirements and processes of the assessment of vocational skills, knowledge and understanding required of them.
(Note: Methods of assessment for vocational skills/knowledge/understanding can include group assessment, eg tests, written questions, assignments)
Use two different assessment methods from Group A for each student (eg skills test and project for one student, questions and assignments for the other student).
Group A
skills tests
oral and written questions
assignments
projects.
Prepare the resources and conditions necessary and carry out the planned assessment with each student (whether individually or as part of a group), providing an appropriate level of support.
Analyse the evidence of each student’s achievement, make assessment decisions based on standardisation procedures and discuss the outcome of the assessments with each student. Provide feedback that recognises each student’s achievements and identifies further needs for learning, assessment and progression.
Plan and carry out a second assessment activity using at least one method from Group B (see below) using a different assessment method for each selected student.
Group B
assessments of the student in simulated environments
case studies
(Assessment criteria: 1.1; 1.2; 2.1; 2.2; 2.3; 2.4; 2.5; 2.6)
Use the range of evidence available to you to complete the records of the two students’ achievements and progress. Make the assessment information available to authorised colleagues in an appropriate way. Use the evidence of the assessment activities to review and evaluate your competence in relation to the assessment of vocational skills, knowledge and understanding in order to identify ways in which you need to maintain the currency of your practice.
(Assessment criteria: 3.1; 3.2; 3.3; 4.3; 4.4)
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
62
An
nexe D
Po
rtfo
lio
Evid
en
ce R
eco
rd S
heets
Un
it 1
: U
nd
ers
tan
din
g t
he P
rin
cip
les
an
d P
ract
ices
of
Ass
ess
men
t (L
evel 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Exp
lain
the
funct
ion o
f as
sess
men
t in
le
arnin
g a
nd d
evel
opm
ent
1.2
D
efin
e th
e ke
y co
nce
pts
and p
rinci
ple
s of
asse
ssm
ent
1.3
Exp
lain
the
resp
onsi
bili
ties
of
the
asse
ssor
1
Under
stan
d t
he
princi
ple
s an
d
requirem
ents
of
asse
ssm
ent
1.4
Id
entify
the
regula
tions
and
requirem
ents
rel
evan
t to
ass
essm
ent
in o
wn a
rea
of
pra
ctic
e
2
Under
stan
d
diffe
rent
types
of
asse
ssm
ent
met
hod
2.1
Com
par
e th
e st
rength
s an
d lim
itat
ions
of
a ra
nge
of
asse
ssm
ent
met
hods
with r
efer
ence
to t
he
nee
ds
of
indiv
idual
lea
rner
s
3.1
Sum
mar
ise
key
fact
ors
to c
onsi
der
w
hen
pla
nnin
g a
sses
smen
t
3.2
Eva
luat
e th
e ben
efits
of
usi
ng a
holis
tic
appro
ach t
o a
sses
smen
t
3
Under
stan
d h
ow
to
pla
n a
sses
smen
t
3.3
Exp
lain
how
to
pla
n a
holis
tic
appro
ach t
o a
sses
smen
t
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
63
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
3.4
Sum
mar
ise
the
types
of
risk
s th
at m
ay
be
invo
lved
in a
sses
smen
t in
ow
n a
rea
of
resp
onsi
bili
ty
3.5
Exp
lain
how
to m
inim
ise
risk
s th
rough
the
pla
nnin
g p
roce
ss
4.1
Exp
lain
the
import
ance
of
invo
lvin
g
the
lear
ner
and o
ther
s in
the
asse
ssm
ent
pro
cess
4.2
Sum
mar
ise
types
of
info
rmat
ion t
hat
sh
ould
be
mad
e av
aila
ble
to lea
rner
s an
d o
ther
s in
volv
ed in t
he
asse
ssm
ent
pro
cess
4.3
Exp
lain
how
pee
r an
d s
elf-
asse
ssm
ent
can b
e use
d e
ffec
tive
ly t
o p
rom
ote
le
arner
invo
lvem
ent
and p
erso
nal
re
sponsi
bili
ty in t
he
asse
ssm
ent
of
lear
nin
g
4
Under
stan
d h
ow
to
invo
lve
lear
ner
s an
d o
ther
s in
as
sess
men
t
4.4
Exp
lain
how
ass
essm
ent
arra
ngem
ents
ca
n b
e ad
apte
d t
o m
eet
the
nee
ds
of
indiv
idual
lea
rner
s
5
Under
stan
d h
ow
to
mak
e as
sess
men
t dec
isio
ns
5.1
Exp
lain
how
to judge
whet
her
ev
iden
ce is:
su
ffic
ient
au
then
tic
cu
rren
t
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
64
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
5.2
Exp
lain
how
to e
nsu
re t
hat
as
sess
men
t dec
isio
ns
are:
m
ade
agai
nst
spec
ifie
d c
rite
ria
va
lid
re
liable
fa
ir
6
Under
stan
d q
ual
ity
assu
rance
of
the
asse
ssm
ent
pro
cess
6.1
Eva
luat
e th
e im
port
ance
of
qual
ity
assu
rance
in t
he
asse
ssm
ent
pro
cess
6.2
Sum
mar
ise
qual
ity
assu
rance
and
stan
dar
dis
atio
n p
roce
dure
s in
ow
n
area
of
pra
ctic
e
6.3
Sum
mar
ise
the
pro
cedure
s to
follo
w
when
ther
e ar
e dis
pute
s co
nce
rnin
g
asse
ssm
ent
in o
wn a
rea
of
pra
ctic
e
7.1
Exp
lain
the
import
ance
of
follo
win
g
pro
cedure
s fo
r th
e m
anag
emen
t of
info
rmat
ion r
elat
ing t
o a
sses
smen
t
7
Under
stan
d h
ow
to
man
age
info
rmat
ion
rela
ting t
o
asse
ssm
ent
7.2
Exp
lain
how
fee
dbac
k an
d q
ues
tionin
g
contr
ibute
to t
he
asse
ssm
ent
pro
cess
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
65
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
8.1
Exp
lain
leg
al iss
ues
, polic
ies
and
pro
cedure
s re
leva
nt
to a
sses
smen
t,
incl
udin
g t
hose
for
confiden
tial
ity,
hea
lth,
safe
ty a
nd w
elfa
re.
8.2
Exp
lain
the
contr
ibution t
hat
te
chnolo
gy
can m
ake
to t
he
asse
ssm
ent
pro
cess
8.3
Eva
luat
e re
quirem
ents
for
equal
ity
and
div
ersi
ty a
nd,
wher
e ap
pro
priat
e,
bili
ngual
ism
in r
elat
ion t
o a
sses
smen
t
8
Under
stan
d t
he
legal
and g
ood
pra
ctic
e re
quirem
ents
in
rela
tion t
o
asse
ssm
ent
8.4
Exp
lain
the
valu
e of
reflec
tive
pra
ctic
e an
d c
ontinuin
g p
rofe
ssio
nal
dev
elopm
ent
in t
he
asse
ssm
ent
pro
cess
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
66
Un
it 2
: A
ssess
Occ
up
ati
on
al C
om
pete
nce
in
th
e W
ork
En
vir
on
men
t (L
evel 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Pl
an a
sses
smen
t of
occ
upat
ional
co
mpet
ence
bas
ed o
n t
he
follo
win
g
met
hods:
obse
rvat
ion o
f per
form
ance
in t
he
work
envi
ronm
ent
ex
amin
ing p
roduct
s of
work
ques
tionin
g t
he
lear
ner
dis
cuss
ing w
ith t
he
lear
ner
use
of
oth
ers
(witnes
s te
stim
ony)
lo
oki
ng a
t le
arner
sta
tem
ents
re
cognis
ing p
rior
lear
nin
g
1.2
Com
munic
ate
the
purp
ose
, re
quirem
ents
and p
roce
sses
of
asse
ssin
g o
ccupat
ional
com
pet
ence
to
the
lear
ner
1.3
Pl
an t
he
asse
ssm
ent
of
occ
upat
ional
co
mpet
ence
to a
ddre
ss lea
rner
nee
ds
and c
urr
ent
achie
vem
ents
1
Be
able
to p
lan t
he
asse
ssm
ent
of
occ
upat
ional
co
mpet
ence
1.4
Id
entify
opport
unitie
s fo
r holis
tic
asse
ssm
ent
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
67
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
2.1
U
se v
alid
, fa
ir a
nd r
elia
ble
ass
essm
ent
met
hods
incl
udin
g:
obse
rvat
ion o
f per
form
ance
ex
amin
ing p
roduct
s of
work
ques
tionin
g t
he
lear
ner
dis
cuss
ing w
ith t
he
lear
ner
use
of
oth
ers
(witnes
s te
stim
ony)
lo
oki
ng a
t le
arner
sta
tem
ents
re
cognis
ing p
rior
lear
nin
g
2.2
M
ake
asse
ssm
ent
dec
isio
ns
of
occ
upat
ional
com
pet
ence
agai
nst
sp
ecifie
d c
rite
ria
2.3
Fo
llow
sta
ndar
dis
atio
n p
roce
dure
s
2
Be
able
to m
ake
asse
ssm
ent
dec
isio
ns
about
occ
upat
ional
co
mpet
ence
2.4
Pr
ovi
de
feed
bac
k to
lea
rner
s th
at
affirm
s ac
hie
vem
ent
and iden
tifies
any
furt
her
im
plic
atio
ns
for
lear
nin
g,
asse
ssm
ent
and p
rogre
ssio
n
3.1
M
ainta
in r
ecord
s of
the
asse
ssm
ent
of
occ
upat
ional
com
pet
ence
, th
e outc
om
es a
nd lea
rner
pro
gre
ss
3.2
M
ake
asse
ssm
ent
info
rmat
ion
avai
lable
to a
uth
orise
d c
olle
agues
3
Be
able
to p
rovi
de
required
in
form
atio
n
follo
win
g t
he
asse
ssm
ent
of
occ
upat
ional
co
mpet
ence
3.3
Fo
llow
pro
cedure
s to
mai
nta
in t
he
confiden
tial
ity
of
asse
ssm
ent
info
rmat
ion
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
68
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
4.1
Fo
llow
rel
evan
t polic
ies,
pro
cedure
s an
d leg
isla
tion f
or
the
asse
ssm
ent
of
occ
upat
ional
com
pet
ence
, in
cludin
g
those
for
hea
lth,
safe
ty a
nd w
elfa
re
4.2
Apply
req
uirem
ents
for
equal
ity
and
div
ersi
ty a
nd,
wher
e ap
pro
priat
e,
bili
ngual
ism
when
ass
essi
ng
occ
upat
ional
com
pet
ence
4.3
Eva
luat
e ow
n w
ork
in c
arry
ing o
ut
asse
ssm
ents
of
occ
upat
ional
co
mpet
ence
4
Be
able
to
mai
nta
in leg
al a
nd
good p
ract
ice
requirem
ents
w
hen
ass
essi
ng
occ
upat
ional
co
mpet
ence
4.4
M
ainta
in t
he
curr
ency
of
ow
n
exper
tise
and c
om
pet
ence
as
rele
vant
to o
wn r
ole
in a
sses
sing o
ccupat
ional
co
mpet
ence
Lear
ner
nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
69
Un
it 3
: A
ssess
Vo
cati
on
al S
kills
, K
no
wle
dg
e a
nd
Un
ders
tan
din
g (
Level 3
)
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
1.1
Sel
ect
met
hods
to a
sses
s vo
cational
sk
ills,
know
ledge
and u
nder
stan
din
g
whic
h a
ddre
ss lea
rner
nee
ds
and m
eet
asse
ssm
ent
requirem
ents
, in
cludin
g:
as
sess
men
ts o
f th
e le
arner
in
sim
ula
ted e
nvi
ronm
ents
sk
ills
test
s
ora
l an
d w
ritt
en q
ues
tions
as
signm
ents
pro
ject
s
ca
se s
tudie
s
re
cognis
ing p
rior
lear
nin
g
1.2
Pr
epar
e re
sourc
es a
nd c
onditio
ns
for
the
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g
1
Be
able
to p
repar
e as
sess
men
ts o
f vo
cational
ski
lls,
know
ledge
and
under
stan
din
g
1.3
Com
munic
ate
the
purp
ose
, re
quirem
ents
and p
roce
sses
of
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g t
o
lear
ner
s
2.1
M
anag
e as
sess
men
ts o
f vo
cational
sk
ills,
know
ledge
and u
nder
stan
din
g t
o
mee
t as
sess
men
t re
quirem
ents
2
Be
able
to c
arry
out
asse
ssm
ents
of
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
2.2
Pro
vide
support
to lea
rner
s w
ithin
ag
reed
lim
itat
ions
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Iss
ue
2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
70
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
2.3
Anal
yse
evid
ence
of
lear
ner
ac
hie
vem
ent
2.4
M
ake
asse
ssm
ent
dec
isio
ns
rela
ting t
o
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g a
gai
nst
spec
ifie
d
criter
ia
2.5
Fo
llow
sta
ndar
dis
atio
n p
roce
dure
s
2.6
Pr
ovi
de
feed
bac
k to
the
lear
ner
that
af
firm
s ac
hie
vem
ent
and iden
tifies
any
furt
her
im
plic
atio
ns
for
lear
nin
g,
asse
ssm
ent
and p
rogre
ssio
n
3.1
M
ainta
in r
ecord
s of
the
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g,
its
outc
om
es a
nd
lear
ner
pro
gre
ss
3.2
M
ake
asse
ssm
ent
info
rmat
ion
avai
lable
to a
uth
orise
d c
olle
agues
as
required
3
Be
able
to p
rovi
de
required
in
form
atio
n
follo
win
g t
he
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
3.3
Fo
llow
pro
cedure
s to
mai
nta
in t
he
confiden
tial
ity
of
asse
ssm
ent
info
rmat
ion
BA033613 –
Spec
ific
atio
n –
Edex
cel Le
vel 3 A
war
ds
and C
ertifica
te in A
sses
sing t
he
Qual
ity
of Ass
essm
ent
(QCF)
–
Issu
e 2 –
Nove
mber
2012 ©
Pea
rson E
duca
tion L
imited
2012
71
Learn
ing
ou
tco
mes
Ass
ess
men
t cr
iteri
a
Po
rtfo
lio
refe
ren
ce
Date
4.1
Fo
llow
rel
evan
t polic
ies,
pro
cedure
s an
d leg
isla
tion r
elat
ing t
o t
he
asse
ssm
ent
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g,
incl
udin
g t
hose
for
hea
lth,
safe
ty a
nd
wel
fare
4.2
Apply
req
uirem
ents
for
equal
ity
and
div
ersi
ty a
nd,
wher
e ap
pro
priat
e,
bili
ngual
ism
4.3
Eva
luat
e ow
n w
ork
in c
arry
ing o
ut
asse
ssm
ents
of
voca
tional
ski
lls,
know
ledge
and u
nder
stan
din
g
4
Be
able
to
mai
nta
in leg
al a
nd
good p
ract
ice
requirem
ents
w
hen
ass
essi
ng
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
4.4
Tak
e par
t in
continuin
g p
rofe
ssio
nal
dev
elopm
ent
to e
nsu
re c
urr
ent
exper
tise
and c
om
pet
ence
in a
sses
sing
voca
tional
ski
lls,
know
ledge
and
under
stan
din
g
Lear
ner
s nam
e:
D
ate:
Lear
ner
sig
nat
ure
:
Dat
e:
Ass
esso
r si
gnat
ure
:
Dat
e:
Inte
rnal
ver
ifie
r si
gnat
ure
(i
f ve
rified
)
Dat
e:
Sb071112G
:\W
ORD
PRO
C\L
T\P
D\S
PECIA
LIST Q
UALS
\BA033613_BTEC_SPL
T_L3
_AQ
A_IS
SU
E_2\B
A033613_BTEC_SPL
T_L3
_AQ
A_IS
SU
E_2.D
OC.1
–80/0
Publications Code BA033613 November 2012 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121