Internal Verification
Regulations and requirements for internal quality assurance in own area of practice: organisation policies and procedures e.g. health and safety, equal opportunities, recording and reporting, quality assurance strategy, contribution to internal reviewing processes/self-assessment review (SAR); regulatory bodies e.g. standards, levels, performance/assessment criteria, skills, knowledge, understanding, awarding organisation, SSC, Ofqual, Ofsted, employer, measure of accountability, benchmarking.
2. Understand how to plan the internal quality assurance of assessment
Planning and preparing internal quality assurance activities: identifying what and for whom eg qualification, module, unit, assignment, performance/assessment criteria, standards, product versus process, involvement of learners, assessors, trainers, teachers, tutors, employers, others; timing ,frequency and context e.g. planning, formative, summative, intervention; quality assurance of process and product, who; recording and sharing outcomes; feedback, support, advice.
Internal quality assurance plans: should include coverage of a range of aspects of assessment e.g. every learner, assessor, location, unit of assessment, assessment method, examination of products of work; standardisation meetings e.g. current and new standards, completing documentation, standardising approaches; require flexibility to take account of emerging needs, timings, frequency, intervention, monitoring of practice, observation of practice, interviews, feedback from learners/peers/employers, sharing good practice, work shadowing; product and process checks.
Preparations for internal quality assurance: planning appropriate approaches to information collection, interrogation/analysis of data collected; communicate and negotiate with learners/assessors/colleagues/employers; administrative arrangements e.g. timing, venue, agenda, CPD activities to prepare participants; resources e.g. assessors’ records, assessment plans, sampling,
2. Understand how to plan the internal quality assurance of assessment
Planning and preparing internal quality assurance activities: identifying what and for whom eg qualification, module, unit, assignment, performance/assessment criteria, standards, product versus process, involvement of learners, assessors, trainers, teachers, tutors, employers, others; timing ,frequency and context e.g. planning, formative, summative, intervention; quality assurance of process and product, who; recording and sharing outcomes; feedback, support, advice.
Internal quality assurance plans: should include coverage of a range of aspects of assessment e.g. every learner, assessor, location, unit of assessment, assessment method, examination of products of work; standardisation meetings e.g. current and new standards, completing documentation, standardising approaches; require flexibility to take account of emerging needs, timings, frequency, intervention, monitoring of practice, observation of practice, interviews, feedback from learners/peers/employers, sharing good practice, work shadowing; product and process checks.
Preparations for internal quality assurance: planning appropriate approaches to information collection, interrogation/analysis of data collected; communicate and negotiate with learners/assessors/colleagues/employers; administrative arrangements e.g. timing, venue, agenda, CPD activities to prepare participants; resources e.g. assessors’ records, assessment plans, sampling,