Policies & Regulations
Policies & Regulations
UK AWARDS is committed to ensuring that students will receive the best possible learning and assessment experience. UK AWARDS will ensure that their assessment processes are fit-for-purpose, including appropriate quality assurance procedures, and meet the needs of the qualification, the students, employers, and all regulatory requirements.
UK AWARDS operate a dynamic quality management system in the organization and is committed to continual improvement in quality by the involvement of all stakeholders.
UK AWARDS is committed to ensuring that students will receive the best possible learning and assessment experience. UK AWARDS will ensure that their assessment processes are fit-for-purpose, including appropriate quality assurance procedures, and meet the needs of the qualification, the students, employers, and all regulatory requirements.
UK AWARDS operate a dynamic quality management system in the organization and is committed to continual improvement in quality by the involvement of all stakeholders.
Certification
UK AWARDS is committed to providing and building an environment that is free from unlawful discrimination and harassment of any nature and one that provides equal opportunities to all.
UK AWARDS will comply with all applicable laws in the countries that it operates in to provide equal opportunity for all persons whether in employment or students to prohibit unlawful discrimination.
UK AWARDS will not discriminate by color, religion, gender, sexual orientation, marital status, pregnancy, origin, age, disability or veteran status.
UK AWARDS will make all endeavors to accommodate qualified individuals with disabilities unless doing so would result in undue service disruption or inefficiency in the services being rendered. Persons with disabilities who need help are encouraged to discuss their needs. This policy applies to all employees whether full time, part time or contractual, including, but not limited to, hiring, placement, promotion, termination, transfer, leaves of absence, compensation, and training.
UK AWARDS insists that all individuals be treated with dignity and respect. Each individual should be allowed to perform their duties in a professional atmosphere that promotes healthy relationships, support each other and strong teamwork. Unnecessary interference in the discharge of the duties of an employee is not acceptable and categorized as unprofessional.
UK AWARDS expressly prohibits any form of unlawful discrimination, unlawful harassment, and any other inappropriate or unprofessional conduct and will deal strictly with such conduct by employees, supervisors, managers, customers, vendors, contractors and visitors.
UK AWARDS will not tolerate harassment by any of its employees. No employee, either male or female, should be subjected to unsolicited or unwelcome advances or conduct either verbal or physical harassment.
Harassment has been defined by government agencies and the courts as conduct which includes but not limited to; verbal teasing or abuse; inappropriate and unnecessary touching, offensive flirtation, advances, or propositioning.
UK AWARDS confirms that it does not support racial discrimination and/or harassment and prohibits racial and ethnic discrimination, including racial and/or ethnic harassment, by its employees. No employee or student, regardless of race or ethnicity, should be subjected to racially or ethnically offensive, hostile, or intimidating conduct either verbal or physical.
Conduct with racial or ethnic content or overtones, which is severe, pervasive or persistent, may be considered racial harassment. Racial harassment may take many forms, including, but not limited to; behaviour, words, or symbols, displaying, distributing or otherwise communicating anything offensive in any medium which focuses on any particular race, making mocking comments about any race or its characteristics including accent, physical features, hair texture, color of skin, dressing, assigning persons to an isolated or separate work area based on their race, basing overtime assignments on race or ethnicity.
In addition to racial and ethnic harassment, UK AWARDS realizes that other forms of unlawful harassment exist. Such unlawful harassment may target persons because of their color, religion, sexual orientation, gender, marital status, pregnancy, genetic information, citizenship status, origin, age, disability, veteran status, or other factors.
UK AWARDS will thoroughly investigate and remedy any known incidence of unlawful discrimination or harassment. UK AWARDS is committed to respond to complaints of inappropriate or unprofessional behavior. In order to accomplish this policy, unlawful discrimination or harassment, as well as any other inappropriate or unprofessional behaviour by or towards an UK AWARDS employee, supervisor, manager, customer, vendor, contractor, visitor, or other person, must be brought to the attention of the respective line manager or academic office at the first level and if required escalated to UK AWARDS senior management.
If it would be inappropriate to discuss the matter with the immediate Manager, it may be reported directly to core group management.
UK AWARDS prohibits any form of retaliation against any employee for making a reasonable complaint under this policy or for assisting in a complaint investigation. Retaliation of any kind will be considered itself a violation of this policy and will be dealt with strictly. If unlawful discrimination, harassment, inappropriate or unprofessional conduct is found to have occurred, appropriate remedial action will be taken.
If a UK AWARDS employee is found to have violated this policy, such employee will be subject to disciplinary action up to and including immediate termination.
This policy applies in full force to all UK AWARDS employees and all employees of wholly-owned subsidiaries, group companies at all location, consistent with local laws and regulations. In addition, UK AWARDS requires strict adherence to the relevant anti-discrimination laws for each country and labor agreements in force.
Line Managers, Academic staff and supervisors have special responsibilities with respect to the policy against discrimination and harassment. They must understand the Corporate Policy prohibiting discrimination and harassment
Not only must managers and supervisors conduct themselves in a manner consistent with this policy, but they are also responsible for establishing and maintaining a culture free of unlawful harassment and unlawful discrimination. Managers and supervisors must educate their team members on this policy. They must maintain an open and free channel of communication, allowing the team members to express their concerns without fear. They must stop anyone whom they feel is indulging in any form of harassment and must immediately report to the appropriate line manager for necessary corrective and remedial action.
Employees too have an important responsibility with respect to the policy against unlawful discrimination and harassment
All UK AWARDS employees are responsible for knowing and understanding this policy and promoting a workplace free of unlawful discrimination and harassment by conducting themselves in a manner consistent with this policy. Employees also have a responsibility to report any unlawful discrimination or harassing conduct they are subjected to or they observe taking place toward another employee immediately to their line managers or to the core group management.
Ali UK AWARDS sub-contractors, vendors, suppliers, providers of services and others who have a business relationship with UK AWARDS are responsible for the rules of conduct expressed in the Policy while doing business at or on behalf of UK AWARDS. This will require that all employees of UK AWARDS suppliers are familiar with this policy. Failure to comply with UK AWARDS policy could result in termination of the contract
UK AWARDS employees are obligated to report to their line managers or the core group management any violation of policy by sub-contractors, vendors, suppliers, providers of services, who will take necessary action.
UK AWARDS understand that students are involved in different activities including outside employment and business management.
The following are some of the opportunity’s students can select from in order to create their own experience:
- Variable Class timings
- Number of classes per week
- Months of enrolment
- On-campus or online
- Class location
- Course selection
- Full-time or part-time course load
UK AWARDS allow students to achieve their goals both inside and outside the UK AWARDS.
Accessibility issues
UK AWARDS is committed to supporting all students with accessibility issues
Premises at authorized centers must be accessible to students with accessibility issues. Students with particular issues should contact the Academic Office before enrolment to ensure their needs are catered for.
Reasonable Adjustments
UK AWARDS is committed to enabling all students to have their work assessed in a fair and equitable way. This policy describes the procedures which students and assessors should follow when extenuating circumstances may unfairly disadvantage people in completing their course and/or may require some special arrangements or adaptations to be made.
Reasonable Adjustments are the responsibility of the center. They are approved by the assessor before an assessment and are intended to allow attainment to be demonstrated. A student does not have to be disabled to qualify for reasonable adjustment; nor will everyone who is disabled be entitled to reasonable adjustment. Allowing reasonable adjustment is dependent upon how it will facilitate access for students.
A reasonable adjustment must never
- Affect the validity or reliability of assessment
- Influence the outcome of the assessment
- Give the student in question an unfair assessment advantage
Definition of reasonable adjustment
A reasonable adjustment aims to reduce the effect of a disability or difficulty that places the student at a substantial disadvantage in assessment.
Reasonable adjustments must not affect the validity or reliability of assessment outcomes, but may involve:
- Changing usual assessment arrangements
- Adapting assessment materials
- Providing assistance during assessment
- Re-organizing the assessment physical environment
- Changing or adapting the assessment method
- Using assistive technology
Reasonable adjustments must be approved by the QM and be set in place before the assessment process commences.
The assessment methodology used must be comparable to that used in the work of other students.
The student may not need, nor be allowed, the same adjustment for all assessments.
UK AWARDS assessors must ensure;
- They have full information re the request for reasonable adjustment
- Students understand the nature of the course the type of award they can receive and whether it will meet their needs.
- They are alert to student needs
- They offer clear information about the requirement
- They identify any support that may be required.
they maintain awareness about student potential to successfully complete the assessment and achieve the award
Special Considerations
Special considerations are different from reasonable adjustments as they apply to a disadvantage that occurs either just before or during the assessment.
Reasons for special consideration could be but not limited to:
- Temporary illness or injury
- Adverse circumstances at the time of the assessment egg bereavement
A student may be eligible for special consideration if:
- Their performance in an external assessment is affected by circumstances beyond the control of the student, e.g. recent personal illness, accident, bereavement, serious disturbance during the assessment.
- The alternative assessment arrangements which were agreed in advance of the assessment proved inappropriate or inadequate.
- Any part of an assessment has been missed due to circumstances beyond the control of the student.
All applications for special consideration are on a case-by-case basis and separate applications must be made for each student.
Students may apply for special consideration during or after an assessment but may not apply for special consideration in the case of a permanent disability or learning difficulty.
Students need to submit evidence to UK AWARDS to support their request for special consideration. This may include medical evidence or any other appropriate information.
The assessor will complete a Special Consideration Application Form which will be signed and dated by the QM declaring that the information is accurate. It should be submitted as soon as possible, and not later than 7 working days after the assessment.
UK AWARDS can only accept requests for special consideration after the results of the assessment have been released in the following circumstances:
- The application has been overlooked at the center and the oversight is confirmed by the QM
- Medical evidence comes to light about a student’s condition which demonstrates that the student must have been affected by the condition at the time of the assessment, even though the problem revealed itself only after the assessment.
On receipt of the Special Consideration application, the QM will assess the evidence and normally make a decision within 3 days of receipt using their professional judgment.
UK AWARDS is committed to an organized and systematic process for collecting and considering information that can be utilized to improve the delivery of qualifications.
This will enable UK AWARDS;
- To guarantee qualifications remain up-to-date and continue to achieve their stated purposes;
- To monitor the qualification to which students attain
- To review the planned learning outcomes of the qualifications
- To ensure that assessment mechanisms are suitable;
- To take part in the advancement of a quality and professional culture in which all contributors are conscious of their individual roles and those activities are taken into account of
- To address observed flaws in the qualifications
- To establish the monitoring of qualifications within a schedule of regular reviews.
Monitoring aims at constant development of the quality of all the program offered by UK AWARDS. The main purpose is to deliver a regular review for programs to ensure the reliability and fairness of the qualification and highlight the key quality and standards issues and development.
The process reviews current learning and teaching modules, programs, department, and programs.
The process will focus on
- Issues that should be addressed,
- A good practice that may be shared
- The establishment and preservation of academic standards
- The enhancement of students’ quality learning opportunities
- Information about learning opportunities
- The standards and quality of the student learning experience
- That assessment is appropriate and consistent.
Program monitoring is action-focused and is based on various sources of evidence. The following types of documentation should be used for preparing the program annual report:
- Monitoring report from previous years
- External examiner reports
- Feedback reports from student
- Data on graduate employment obtained by the placement and career team
- Any other information relevant to the program
The content of the program report will include:
- SWOT (Strength, Weakness, Opportunity, and Threat) analysis of the programs
- Problems and other matters raised by students, staff and IQA’s and EE’s
- Identification of good practice and action for the next year
- Remarks on student assessment
- Commentary on how the program is operating with partners
- The program annual monitoring reports.
Schedules for submission of reports to be arranged by the Academic & Training Affairs Office.
Review process
The aim of the review process is to ensure that a high quality of academic provision is maintained by assessing the quality and standards of programs, their constituent modules and the achievement of students.
The review should involve individuals who are not involved in the design and implementation of the programs. The Academic and Training Affairs Office should organize review panels which include at least the Program Head, a representative from another department, student representative and a member of the administrative department.
The review report is then passed to the Program Head before being reviewed for comment.
The following documents should be produced for program review:
- Program Self-Evaluation Document
- On-going program specification
- Guidelines for students on taking the program
- Report from external evaluators
- Any other information relevant to the program
This procedure applies to all UK AWARDS, employees, Centers, and students
UK AWARDS must deal with complaints on an equitable basis, in line with its published procedures and timescales, and without unreasonable delay.
UK AWARDS’ procedure for complaints may involve the following actions:
- Complaint received
- Acknowledged
- Complaint reviewed
- Response made
- Notification to regulator
- Record of the complaint
UK AWARDS is committed to a policy enabling all activities to be carried out safely and with all possible measures taken to avoid or reduce risks to the health, safety, and well-being of employees, clients, visitors, and students.
The management will ensure a safe working environment and amenities for the wellbeing of all.
Fundamental training and supervision will be given to employees to ensure that each employee and students are safe from hazards or injury.
A consultation will be conducted regularly with employees in all matters concerning health and safety in the UK AWARDS.
Every employee must comply with safe work practices, with the intent of avoiding injury to themselves and others and damage to equipment and the training center.
This policy applies to all business operations and functions, including those situations where employees and trainees/students are required to work off-site.
UK AWARDS will continuously improve its safety management performance and produce regular reports on this.
The purpose of this policy is to identify and address probable, apparent and actual conflicts of interest. The foundation of this policy is that each individual associated with UK AWARDS has an obligation to act in the best interests of the UK AWARDS, and must not allow external financial and/or personal interests to interfere with that obligation.
It is intended to raise the awareness of employees, students and the wider community to the possibility for conflicts of interest, and to create a process whereby such conflicts may be managed properly.
It is important to recognize that not all interests and financial relationships represent conflicts, and not all conflicts are necessarily forbidden, However, any interests which could trigger a conflict of interest must be disclosed.
Individuals acting on behalf of the UK AWARDS are expected to behave in a neutral and transparent manner at all times.
Everyone must be attentive to conditions in which they or the people they supervise may have a conflict of interest and ensure that the situation is acknowledged and managed appropriately.
Conflicts of interest must be resolved transparently as soon as possible, that is they must be:
- Recognized or acknowledged
- Disclosed
- Properly recorded
- Appropriately managed or avoided
Any doubt regarding whether a conflict of interest exists must be disclosed with the manager or academic office.
Disclosure might involve personal information. However, this information must be handled securely with due respect to the privacy of the person involved.
Individuals involved in the matter of conflict of interest must not take part in the deliberation and decision process.
Conflict of interest situation must be resolved as soon as identified and communicated to the individual concerned.
UK AWARDS performs and maintains comprehensive quality assurance processes and procedures. These procedures are designed to safeguard UK AWARDS’ integrity as an academic Institution and to ensure the validity of its qualifications and its assessment methodology. The purpose of this Confidentiality and Privacy Policy is to provide staff with the guidance and information they need to adhere to the key principles of confidentiality and privacy
All employees are required to familiarize themselves with this policy.
For the purposes of this policy, Confidential Information is:
- Information, in whatever form obtained or maintained (including written, oral, visual and electronic), relating to any member of UK AWARDS, or in any way, pertaining to the business undertakings and operation of UK AWARDS
- Analysis, compilations, studies and other documents or materials which contain or otherwise reflect or are derived/generated from any information described above.
Confidential information also includes any and all information relating to UK AWARDS’ business, qualifications, and its customers.
For example:
- Technical information
- Information relating to qualification development (unit developers, endorsers, etc.)
- Assessment or the content of the assessment
- Exam question papers and completed examination scripts
- Customer data
- Artwork design and/or orientation (including company logos)
- Qualification specifications (including support materials)
- Business and financial information.
This definition does not include any information which:
- Is (or which becomes) publicly available other than as a result of the information being disclosed in breach of this agreement
- An employee can prove was known prior to the date of their employment with UK AWARDS (i.e. they were not under any duty of confidence in respect of the information)
- Has been lawfully received from a third party without restriction to its use or disclosure.
Employees associates and suppliers shall not, without the prior consent:
- Use any part of the Confidential Information, including at training events
- Copy, reproduce or reduce to writing any part of the Confidential Information
- Disclose to any person any part of the Confidential Information in pursuance of its business.
Employees, associates, and representatives shall:
- Apply to the Confidential Information the same degree of care that they apply to their own confidential information or proprietary information
- Treat and safeguard as private and confidential all of the Confidential Information
- Use the Confidential Information only for its specified purpose and
- Not disclose the Confidential Information to anyone and/or make copies of it, except as permitted by this policy and any additional requirements that may, on occasion, be made.
Employees, associates, and representatives may disclose Confidential Information only:
- To such of its customers as is strictly necessary and appropriate
- To professional advisers engaged to counsel them
- When ensuring that persons to whom Confidential Information is shared, in accordance with this policy, are made aware of the provisions of this policy and that they observe the same restrictions on the use of the Confidential Information as are applied to themselves
- To the extent required by the laws or regulations of any country with jurisdiction over their affairs or any order of any court of competent jurisdiction or any competent judicial, governmental or regulatory body
- If it has been approved for release or use by written authorization of UK AWARDS
Duration of the Confidentiality Agreement. The Confidentiality Statement is not intended to terminate once the relationship between the employee, associates and representative and UK AWARDS has ceased. Furthermore, in accepting the terms stated in this Confidentiality and Privacy Policy, the employee is committed to the non-disclosure of UK AWARDS confidential information for a duration not less than 5 years.
UK AWARDS holds and processes the information on Employees, Applicants, Students, Academic staff, and other individuals under the data protection of Law of the land where an Approved center operates.
UK AWARDS also processes personal data using computers for a variety of reasons, from administering the admissions process, delivering the programs, operating payroll, recording academic progress, monitoring attendance, and enabling references to be provided.
UK AWARDS takes the protection of all personal data extremely seriously and is committed to a policy of protecting the rights and freedoms of all individuals in relation to the processing of their personal data in compliance with Data Protection legislation
UK AWARDS has a nominated Data Protection Officer who is responsible for notifying the relevant authorities of any breaches, responding to individual requests for access to personal data and framing guidelines and procedures with the aim of ensuring that all personal data processing by UK AWARDS complies with the necessary IT and Data Protection Law.
Students, academics, employees, basically all users who are in any way involved with the processing of personal data are referred to in this policy as “Data Users”.
Data Users must ensure that any processing of personal data by them, complies fully with the “Data Protection Rules” which include following
- Any IT and Data Protection Law(s)
- This Data Protection Policy
- Any additional procedures or guidelines relating to Data Protection matters which may be issued by UK AWARDS from time to time.
Processing of personal data includes every form of action in relation to that data including, the obtaining, recording, holding, using in any way, disclosure, erasure, and destruction. Whenever a new or novel form of processing personal data is contemplated, those concerned must seek advice to ensure that the proposed processing is lawful and already covered by UK AWARDS policy.
Students should only obtain and/or use personal data relating to third parties for approved research or other legitimate purposes, once they have obtained the express consent of an appropriate member of staff who is responsible for their supervision.
All Data Users are warned that any breach of any in-country IT / Data Protection Law or UK AWARDS Data Protection Rules will be viewed very seriously and may result in legal proceedings being taken against UK AWARDS and disciplinary action being taken against the individuals concerned.
No Data User may at any time, without the prior written authorization of the Data Protection Officer:
- Adopt a system already in place for processing personal data, to enable it to process data for a different purpose, or in any way use data obtained for one purpose for a supplemental purpose;
- Disclose to any third party outside of UK AWARDS personal data relating to an individual without the individual’s express consent.
- Before commencing any research, which will entail obtaining or using personal data, the researcher (whether a student or a member of staff) and their academic supervisor/Head of Group must give proper consideration to UK AWARDS Data Protection Rules and how these will be properly complied with. In particular, they will need to consider the type of personal data which it is proposed be obtained/ used, the extent to which such data may legitimately be required for the academic objective, how the data will be securely stored and the duration for which it will be retained. Personal data obtained and/or used for research should be limited to the minimum amount of data, which is reasonably required to achieve the desired academic objectives, and wherever possible any such personal data should be made anonymous so that the data subjects cannot be identified.
Assessment decisions must be accurately recorded and appropriate copies held by both the student and the organization. The assessment record should state:
The student’s full name
The assessor’s full name
What has been assessed (e.g. a specific assignment)
The units and LOS achieved
The outcome of the assessment (what has and what has not been achieved)
Assessment feedback to the student (including what happens next)
The date of the assessment
Details regarding any internal verification of the work
UK AWARDS offers courses, qualifications and assessment in English
This procedure applies to all UK AWARDS Centers, Employers, and students registered on a UK AWARDS qualification. This document sets out guidance on how to make a complaint to UK AWARDS and the procedure to follow.
UK AWARDS is committed to providing a duty of care to its students, to supporting its Centers and employees and to delivering a high standard of customer service.
Feedback is most welcome and will help in improving our service.
Definition of Complaints
The term “complaint” is a statement which expresses dissatisfaction with a particular situation. A complaint may relate to, for example:
- A failure to provide a service or an inadequate quality or standard of service
- Wrong information about academic programs
- The quality and availability of facilities and learning resources
- Accessibility of assessment
- The behavior of a member of staff.
This procedure applies to all UK AWARDS, employees, Centers, and students
UK AWARDS must deal with complaints on an equitable basis, in line with its published procedures and timescales, and without unreasonable delay.
UK AWARDS’ procedure for complaints may involve the following actions:
- Complaint received
- Acknowledged
- Complaint reviewed
- Response made
- Notification to regulator
- Record of the complaint
UK AWARDS will contact the complainant within 3 working days of receiving the complaint by either phone/email or letter to acknowledge the complaint.
UK AWARDS will review the information presented and decide whether it is appropriate to either:
- Bring the matter to the attention of the UK AWARDS Program Director, asking them to investigate the complaint and to produce a written report on the outcome,
- Investigate the complaint directly; this investigation will be carried out by the Quality Manager
- Consider whether the regulators should be notified of the matter.
In cases where there could be an adverse effect (e.g. cases with alleged fraud or serious threat to the integrity of UK AWARDS qualifications or UK AWARDS as an organization), UK AWARDS may be required to escalate the matter immediately to the appropriate regulatory bodies. UK AWARDS Centers are required to co-operate in full, providing information and taking the appropriate action.
The complaint needs to be recorded to ensure an audit trail and is recorded on UK AWARDS internal system
Following a review of the complaint, it may be appropriate to investigate the matter in more detail.
Complainants will be informed as to the appropriate action taken/or to be taken and will be informed as to when they can expect a response regarding the outcome.
Complainants who are dissatisfied with the outcome may appeal against the decision.
Internal reviews help to identify the efficiency of the system, as well as to identify opportunities for development.
UK AWARDS takes the issues of malpractice and maladministration very seriously. Any allegations of malpractice, whether from or against any employee, senior management or student will be investigated.
Malpractice is basically any action or practice which intentionally breaches protocols and compromises the integrity of the internal or external assessment process and/or the validity of certificates. It covers any neglect, default or other practice that compromises, or could compromise:
- The integrity of the qualification
- The assessment processes
- The reputation and credibility of UK AWARDS
- The validity of a result or certificate;
Malpractice may consist of a range of issues from the failure to maintain appropriate records or systems, to the purposeful fabrication of records in order to claim certificates. It also covers the form of bias towards certain or groups of student/trainees.
Maladministration is basically any action or practice which results in non-compliance with administrative regulations and requirements and includes the application of persistent mistakes or poor administration. The following are examples:
- Failure to comply with our student registration and certification measures.
- Constant failure to comply with our UK AWARDS recognition and/or qualification requirements
- Unreasonable delays in responding to requests and/or communications from UK AWARDS
- Wrong claim for certificates
- Failure to preserve appropriate auditable records
- Restraining of information, by intentional act or neglect
Further examples of possible malpractice and maladministration include:
- Contravention of UK AWARDS and qualification approval conditions
- Failure to enable UK AWARDS to carry out its work or by failing to give access to external verifiers or other staff who have reasonably requested access to the College, its records and trainee evidence
- Actions required by EE’s not being undertaken within agreed timescales
- Failure to carry out delivery, internal assessment, internal moderation or internal verification in accordance with requirements
- Failure to maintain auditable records, e.g. certification claims
- Fraudulent claims of qualification achievement
- Intentional withholding of information which is critical to maintaining robust quality assurance mechanisms
- Forgery
- Plagiarism of any nature by students
- Impersonation
UK AWARDS treats all cases of suspected malpractice and maladministration very seriously and will investigate all suspected and reported incidents of possible malpractice. Appropriate sanctions or penalties will be imposed on any individual proven guilty of malpractice.
Any case of suspected malpractice should be reported in the first instance to the Program Head concerned or to senior management.
A comprehensive report should be submitted to the Program Head, stating factual information, including statements of individuals concerned, documented evidence, and the description of the activities in relation to the incident.
UK AWARDS will investigate thoroughly each case of suspected or reported malpractice to determine whether malpractice has happened. All proper action to avoid any adverse effect that may arise will be taken promptly.
UK AWARDS will acknowledge all reports of alleged malpractice within 5 working days. All of the parties involved in the case will then be communicated with within 10 working days upon receipt of the report specifying the alleged malpractice. Other individuals who may be able to provide evidence relevant to the case may also be contacted.
The individual has a right to appeal against malpractice outcome if they believe that the policy or procedure has not been followed properly or has been implemented to their disadvantage.
Records of all malpractice cases and their outcomes will be maintained securely and are subject to regular monitoring and review.
Employees are expected to report any problems relating to the service, process, and quality system and contribute to delivering solutions if required.
Students undertaking UK AWARDS programs must have access to an appeals process that allows them to challenge any assessment they regard as unfair. UK AWARDS will operate an appeals process and requires all of its centers to have an Appeals Policy and to ensure that all students are aware of it. UK AWARDS will ask for a copy of the center’s Appeals Policy during center and qualification approval processes and, or through the EE may ask to see it at quality visits to the center. The purpose of such a request would be to confirm the use and, or awareness of an appeals system.
EE’s will also consult with students on any visits, or through other means of communication, to consider aspects of UK AWARDS programs at the center, including access to appeals against assessment decisions. UK AWARDS will enforce all requirements of equal opportunities legislation, with particular regard to assessment and access to equal opportunities for assessment.
The Appeals Process involves:
- Stage 1: Where a student asks their assessor to reconsider an assessment decision, outlining their reasons for this
- Stage 2: Where the student remains unhappy with the outcome of stage 1, and formally requests that the appeal be progressed to the IQA. The IQA will consider the appeal and provide a further decision regarding the outcome of the assessment
- Stage 3: Where the student remains unhappy with the decision from stage 2, there may be a third stage in which the center brings together a panel to consider the appeal. A panel might consist of a member of the center’s senior management team and one or more senior IQAs
Normally, the majority of appeals are resolved successfully by the third stage.
UK AWARDS representatives should not be involved in any appeal until completion of the full internal appeals process at the center.
In addition:
- UK AWARDS EEs may not make judgments on internal appeals made within a center
- Only where a center’s appeals process has been exhausted can one or more students make an appeal direct to UK AWARDS.
UK AWARDS is responsible for upholding standards that promote academic integrity and student success. Every employee is expected to make fair and consistent judgments regarding student’s records that reflect their accomplishments.
It is expected that all the academic employees will cooperate to resolve all academic issues.
The appellant must show evidence such as emails, documentation, etc. in support of their appeal.
UK AWARDS considers that an appeal may be made where there is evidence to show:
- That the student’s performance was affected by conditions that he or she could not perform or report for valid reasons,
- That employees have not followed agreed guidelines and measures;
- There was an unfair act towards a student by showing bias in the way they have made the relevant academic decision.
UK AWARDS will not accept an appeal where it can be shown at any point that:
- The decision against which the appeal is directed has yet to be made or, if made, has yet to be confirmed;
- The academic appeal has been made without any relevant evidence to show why it should be considered. Evidence from family or friends is not considered to be sufficient, to verify the circumstances claimed;
- Evidence submitted to support the appeal can be shown to have been dishonestly obtained or is itself untruthful;
- The appeal is measured to be frivolous or vexatious.
If the student is dissatisfied and a resolution was not reached, the student must contact the student services manager to arrange a meeting to discuss the issue.
UK AWARDS operates the Record Retention Schedule as follows:
- Company files Retention Period
Minutes- PermanentAgenda Date of meeting Instruments of Board Date of the report- + 6 years Policy
Documents -Permanent (Retain while the policy is operational)Complaints Files -Date of the resolution of complaint + 6 years
- Management files Retention Period
Correspondence created by program head, and other members of staff with
administrative responsibilities– Date of correspondence + 3 years
Professional development plans -6 yearsdevelopment plans- 6 years
- Student files Retention Period
Registers- 10 years
Exam Results -5 years
- Curriculum Basic file description Retention Period
Curriculum Development -10 years
Syllabus- 3 yearsSchemes of Work- 3 yearsTimetable- 3 years
- Personnel Basic file description Retention Period
Staff Files Termination -Date + 7 years
Interview notes and recruitment records -Date of interview + 1 year
- Health & Safety Basic file description Retention Period
Equal Opportunity Policy- 10 years (Retain while the policy is operational)Accident Reports- 5 yearsRisk Assessments -5 years
- Administrative & Finance Basic file description Retention Period
Annual Accounts Current Year- + 10 yearsContacts Contract completion date -+ 6 years
Budget reports, budget monitoring, etc.- Current year + 3 yearsInvoice, receipts and other records covered by the Financial Regulations -Current year + 6 yearsAnnual Budget and background papers- Current year + 6 yearsDebtors’ Records -Current year + 6 yearsPetty cash books -Current year + 6 years
Internal verification is a process undertaken to check that:
- Assessment and grading are consistent across the program
- Assessment instruments (assignments) are fit for purpose – i.e. they enable the student to produce evidence which meets the targeted assessment criteria
- Assessment decisions accurately judge student evidence against the assessment criteria.
The integrity and status of UK AWARDS programs and qualifications are vital to ensure progression opportunities for students to work or progress to higher education.
UK AWARDS and all of its centers must, therefore, assure the quality of all assessments made of students’ work through ‘Internal Quality Assurers’
Center staff responsible for implementing these systems, processes and activities, are typically referred to as Internal Quality Assurers (IQAs). Their work underpins the effectiveness of internal quality assurance to ensure:
- Students are assessed fairly and accurately
- Students are given appropriate and constructive feedback which supports their progress
- Assessment decisions are consistent across all assessors and accurately recorded
- Assessors receive the support they need to do their job effectively
- Quality assurance processes within the center consistently meet UK AWARDS requirements
- Effective monitoring and review to ensure relevant amendment and updating of systems, qualifications, programs, and their assessment.
IQA’s are responsible for:
- Ensuring that assessors follow the qualification assessment guidance provided
- Establishing procedures, advising and supporting assessors to assist them in interpreting and applying the qualification requirements correctly and consistently
- Sampling, including by direct observation, assessment activities, methods and records to monitor the consistency of assessment decisions
- Sampling an increased ratio of assessment decisions by new assessors and being responsible, and accountable, for arranging the checking process
- Providing assessors with prompt, accurate and constructive feedback on their assessment decisions
- Maintaining up to date records of internal verification and sampling activities and ensuring that these are available for the external verifier
- Undertaking an active role in raising issues of good practice in the assessment process
- Liaising with other staff members and the external verifier to implement the requirements of the assessment system
- Organizing regular meetings between all those involved in assessment within the Institution, including any satellite sites (records or minutes of such activities should be kept for the external verifier)
- Facilitating appropriate ongoing staff development and training for assessors
- Ensuring that all student’s achievement records and college documentation are completed in accordance with requirements
- Countersigning as appropriate assessment documentation.
IQA’s must possess current sector experience for the qualifications they are internally verifying and be experienced assessors themselves.
Internal verifiers cannot verify their own assessments if they are also acting as an assessor.
Monitoring assessment practice
The purpose of monitoring assessment practice is:
- To check that the required standards of assessment are met consistently by all assessors, thereby providing all trainees with a fair and reliable assessment
- To identify any areas where assessors need help or further development.
The first task for an IQA to decide is how they are going to check the reliability of the assessment process for the qualification for which they are responsible. It may be possible to check every single assessment decision, but it certainly would not be practical in every Institution. An IQA, therefore, must find a way of reviewing the quality of assessment practice to get a clear view of the work of all the assessors. This is done through a process of ‘sampling’ assessments.
An IQA will need to sample sufficient evidence, through direct observation of assessor practice and review of the trainee product, paper or computer-based evidence and records, to form a view about the assessment practice. They will need to check the assessment decisions of every assessor over a period of time. Consideration must be given to a number of factors including those listed in the sampling strategy. All assessors must be included in the sample during the year, but if they are experienced it may be necessary to sample only one or two individual assessment decisions per trainee and only two or three trainees for each assessor. However, if there is a new or inexperienced assessor, the IQA will need to sample more of their assessment decisions for the first 6-12 months to ensure that their assessments are reliable and consistent over a period of time.
It is important that sampling is carried out at different stages in the assessment process so that any problems can be identified and rectified at an early stage. The sampling process will also include sampling the assessment decisions at the end of the program.
It must include direct observation of assessors with a trainee and may involve:
- Action planning
- Assessment planning
- Trainee briefing
- Observing trainee performance
- Inspecting product or documentary evidence
- Questioning and giving feedback to trainees
These may need to be undertaken both in the college or on work placement
UK AWARDS requires all its centers to have a clear Internal Quality Assurance policy. However, it is titled, information in such a policy might typically cover (the following list is not meant to be exhaustive):
- The IQA and assessor roles and responsibilities
- The way in which assessment and Internal Quality Assurance practice relates to center management
- The center’s sampling strategy
- Record keeping requirements
- Appeals processes
UK AWARDS may ask to see copies of this Internal Quality Assurance Policy, or other related/relevant documentation, through center approval and qualification approval processes. At such times, the EE or other UK AWARDS representative may also ask to see the evidence that demonstrates policies and procedures are active and in use.
The IQA Role Summary of Responsibilities
The role of the Internal Quality Assurer (IQA) would typically include:
- Planning assessment strategy and opportunities for assessment and agreeing these with assessors
- Ensuring assessment activities and assignment briefs are designed to meet required standards
- Monitoring assessment practice and ensuring fairness, validity, reliability, and authenticity of assessments of student work
- Giving constructive feedback, advice and support to assessors
- Maintaining accurate records of assessment and Internal Quality Assurance
- Devising, supporting and facilitating assessor update and standardization meetings
- Supporting the student appeals process as and when required
- Ensuring feedback to center heads of center as appropriate
- Liaising with UK AWARDS EEs and ensuring responses to any actions they require through their visits or assessment sampling activities
Requirements for the IQA Role
Internal Quality Assurers must be able to understand the relevant assessment requirements/standards of the qualification(s)/unit(s). Very often, IQAs are trainers/assessors within the wider course team, but must not internally quality assure their own assessments of students’ work (i.e. they must not internally quality assure work that they have also assessed).
Many Program/Qualification teams have more than one IQA, each looking after different qualifications or even units.
Monitoring Assessment
Monitoring the effectiveness of assessment should cover all the activities involved in a valid assessment process, from the design of the assignment brief through to the final assessment decision. These may include (but are not necessarily limited to):
Ensuring that the assignment front/cover sheet meets agreed design requirements. IQAs may use a checklist to help with this:
- Sampling assessment decisions (made by assessors) for accuracy
- Observing assessors in their work
- Discussing with students’ experience of assessment and the usefulness of feedback given by assessors
- Giving constructive feedback to assessors whenever appropriate
Checking Assignment Briefs
Fairness is a crucial aspect of assessment and this requires rigor in the design of assignments/assessments. Assignments must be clear in their language and realistic in their expectations of students. The appropriate assignment brief should:
- Identify LOS and assessment criteria covered by the assignment
- Be clearly formatted and accessible (i.e. be unambiguous and readily understood)
- Show the mapping (cross-referencing or cross-matching) of LOS /assessment criteria to the tasks set for the students
- Show mapping of any personal skills that are being used or need to be developed by students as those personal skills apply to LOS and assessment criteria e.g. such as skills related to numeracy, literacy, working as a member of a team
- Allow sufficient space for constructive feedback and the signatures of IQA’s, assessors and students
- Identify available resources or reference material which may support students when tackling their work
The IQA must ensure that assignment briefs meet these requirements before use of assignments by students.
Sampling Assessment Decisions
The main reason for an IQA to sample the assessment decisions of a team of assessors is to ensure that:
- Student’s work has been assessed accurately and fairly
- Feedback given to students is constructive and will help them to progress
- Assessment decisions and feedback are consistent across all assessors and unit(s) of the qualification/program
To sample an assessment decision, the IQA should:
- Help devise and then operate to the standards of an agreed sampling strategy
- Select an item (a sample) of a student’s work (such as a single assignment) or work completed by the student for one particular unit, or a task that might include one or more units in part or in whole
- Evaluate the related assessment decisions and quality of feedback given by the assessor to students’ work
- Provide feedback to the assessor (not the student) on their findings
As well as ensuring accurate written records, IQA’s should give feedback to assessors and ideally, on a one-to-one basis.
When sampling, it is essential to ensure all assessors interpret unit/qualification requirements and assessment criteria in the same way. Identical/similar assignments, marked by different assessors, should, therefore, result in identical assessment decisions and very similar feedback.
Overall, IQA’s should ensure that their work covers all students, all assessors, and all units over the stipulated time for completion of the qualification/program.
This does not mean IQA’s should sample every single assessment decision by each assessor. However, IQA’s should ensure there is a clear sampling strategy or plan in place.
Sampling Plan
As implied above, it is not necessary for IQA’s to check every single assessment decision for each assignment on every single assessment opportunity. The extent of sampling during a program may consider:
- All assessors involved must have some of their assessment decisions sampled
- Every student should have some aspect of their work sampled
- Sampling should include examples from every unit of the qualification
- Sampling should cover all the assignments/assessment methods in use
A sampling plan should identify who and what will be sampled. A simple way of doing this is to devise a matrix for each qualification, using a ‘table’ or spreadsheet
Student names appear within the left-hand column and the qualification units across the top. By way of example, IQAs can then identify by shading or annotating the matrix to show the units they will sample, taking into account the guidelines given above.
Supporting Assessors
Effective internal quality assurance also involves supporting assessors to ensure that they are able to fulfill their role effectively. Support might be provided to individual assessors, according to their specific needs, or to the assessment team as a whole (e.g. for the purposes of standardization).
Individual Support
General support needed by individual assessors from the IQA/other colleagues might include:
- Clarification of the qualification requirements – learning outcomes, assessment criteria, indicative learning
- Guidance on the design of assignments and other assessment activities
- Support to address the particular needs of students feedback on the accuracy and consistency of their assessment decisions
- A second opinion on ‘borderline’ assessments (i.e. where an assessment decision could tip a student’s assignment either into a ‘pass’ or ‘fail/not achieved’ category)
- Guidance on any internal grading system, beyond the UK AWARDS-required Pass and Fail
- Advice on giving feedback – oral and/or written
- Guidance on how to record assessment
Assessor Meetings
Regular assessor meetings help to keep everyone up to date and to share approaches to common difficulties. Coverage at such meetings may include:
- Updates from the IQA’s regarding any changes to UK AWARDS requirements or the qualification structure – and any feedback from EE visits
- Updates from each assessor on their recent teaching/assessment activity within the programs and any issues or challenges that they have faced for discussion
- Standardization activity
- Agreement of any further actions or changes as a result of all of the above.
Standardization
Standardization activities help assessors and IQA’s to share the practice with their colleagues, learn from each other, and make consistent assessment decisions.
A typical activity involves assessors and internal quality assurance staff assessing/verifying an identical piece of a student’s work. The resulting decisions may be discussed followed by review and any appropriate amendment.
Work selected for standardization activities should reflect specific challenges such as accuracy and consistency; discussion of units from a newly developed qualification require additional work in order to build up assessor familiarity with those new units.
Professional Development
Professional development activities can relate to the subject area (e.g. business or accounts) or to general teaching or assessment practice. Such activities might include:
- Formal and informal training events
- Related reading, research or independent study
- Attending quality assurance ‘update’ meetings and seminars
- Participation in standardization exercises
- Working towards appropriate qualifications
- Participating in debates and discussions
- Reading updates and qualification materials from UK AWARDS
- Checking qualification-related websites
- Liaison with stakeholders such as regulators (where appropriate)
CVs should be continually updated to reflect the expertise, skills and/or knowledge gained through the above activities. UK AWARDS and its examiners will seek evidence to confirm that assessors and internal verifiers are up to date.
Record Keeping
IQA’s must help to ensure that assessors maintain up-to-date records of assessment on an ongoing basis. For IQA’s to perform their role effectively, they need to be aware of what is happening both within the program and within the assessments that are taking place.
Assessment and IQA reports relating to specific groups of students should be maintained for a minimum period of 3 years.
Archiving of a selection of student portfolios should be made for the same period, as agreed with EE’s.
The purpose of keeping a 3-year archive is:
- To compare standards from one year to the next
- To ensure consistency of standards over time, across centers and across program areas
- To provide evidence of standards, and of the integrity of the qualifications in response to queries from regulatory authorities and other stakeholders wherever appropriate
- To support any student appeals that may be made some time after certificates for a particular program have been issued
The purpose of this policy is to ensure that UK AWARDS student records and documents are adequately protected and maintained and to ensure that records that are no longer needed by UK AWARDS or are of no value are deleted at the proper time. This policy also ensures employees of the UK AWARDS understand their obligations in retaining electronic documents – including e-mail, Web files, text files, sound and movie files, PDF documents, and all Microsoft Office or other formatted files.
The QM is the officer in charge of the administration of this policy and the implementation of processes and procedures to ensure that the Record Retention Schedule is followed.
This policy applies to all physical records generated in the course of the UK AWARDS’ operation, including both original documents and reproductions. It also applies to the electronic documents described above.
Recognition of Prior Learning (‘RPL’) ensures that students can obtain credit for the skills and knowledge that they have gained through their work and life experience, as well as training that has been completed that is outside formal training arrangements.
UK AWARDS supports and maintains a policy of Recognition of Prior Learning (RPL) principles and practices.
UK AWARDS’ policy states that RPL should be offered to any student who already possesses evidence achieved from previous experience and/or prior formal learning, where that experience/prior learning meets the learning outcomes for UK AWARDS units and/or qualifications.
RPL can lead to the award of credit to a student without the necessity of that student undertaking a traditional program of learning for one or more units of a given qualification. The RPL process considers whether or not a student possesses (through existing experience and skills) the evidence of knowledge and understanding necessary to achieve stated learning outcomes. This could be a transfer of credit from formal learning programs; or the recognition of experience gained through employment.
RPL is attractive both to students with prior experience and skills and to those UK AWARDS-approved centers that maintain their own RPL policy. RPL enables students to be properly placed on accredited qualifications/units to which they are best suited.
RPL enables UK AWARDS and its approved centers to recognize student achievement from a range of activities that use any appropriate and valid assessment methodology. On the condition that the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for the accreditation of a single unit and multiple units.
For a unit to be awarded through RPL, all learning outcomes and their performance criteria must be met by the evidence provided. Given this, UK AWARDS may award RPL on a unit by unit basis.
UK AWARDS’ RPL policy applies to all UK AWARDS qualifications.
UK AWARDS operates a process that has been structured to minimize the time and cost to applicants and provides a supportive approach to students wishing to take up this option.
Students must submit an evidence-based portfolio of the prior learning to be assessed such as a certificate of employment, training, and workshops.
An assessment will be conducted to validate the applicant’s portfolio if the student meets the minimum competency standards or requirements.
The purpose of this policy is:
- To ensure the planning and management of exams are conducted efficiently and in the best interest of students.
- To ensure the operation of an efficient examination system with clear guidelines for all relevant staff.
This invigilation policy will be reviewed annually.
UK AWARDS has dedicated exam invigilators, to ensure that any examination is conducted according to regulatory requirements and to manage the supervision of internal and external examinations held at UK AWARDS. Invigilators are given duties according to their performance and thus it is imperative that invigilators maintain their standard of performance throughout the examinations.
Supervision process
During the examination, invigilators must supervise students throughout the whole time that an examination is in progress. This means that:
- Invigilators must give complete attention to this duty at all times
- Invigilators must be vigilant and remain aware of emerging situations, checking for cheating and malpractice or candidates who may be feeling unwell
- Any irregularities must be recorded.
- Invigilators must not carry out any other tasks in the examination room (for example doing other work or using a mobile phone)
- Invigilators are required to move around the examination room quietly and at frequent intervals give regular time checks
- Collection of all exam papers and other material before the start of the exam.
- Collection of all exam papers in the correct order at the end of the exam and their safe return.
Plagiarism and other forms of cheating will not be tolerated within UK AWARDS.
The student assessment front/cover sheet (or its equivalent) must be signed by the assessor and the student for confirmation of authenticity at ‘Authenticity Declarations’.
The authenticity of student work may be checked and monitored through;
- Assessments which scrutinizes evidence produced against demands of the learning outcomes
- Ongoing internal verification and monitoring of assessor responses to feedback on their assessments
- Use of anti-plagiarism software
- Meeting of deadlines in relation to all aspects of student assessment and record keeping
UK AWARDS centers are expected to submit authentic plagiarism reports on all student work subject to assessment (i.e. through Turnitin).
UK AWARDS EEs will also check in their sampling of student work whether there is any evidence of plagiarism. In such cases, certification will not take place.
Various assessment methods can be used within the framework of UK AWARDS qualifications, including (but not necessarily limited to) the following:
Definition of Plagiarism
Plagiarism is the term used to describe a situation where the work of a third party (whether published or not) is presented as one’s own work, and where there is neither indication nor acknowledgment of the originating third party’s ownership and/or contribution to the work.
Plagiarism is a serious academic offense and UK AWARDS takes an accusation of plagiarism against the students of its centers with gravity. It is the duty of all UK AWARDS staff to comply fully with guidelines on plagiarism as stipulated by the regulatory authorities. Any breach of these guidelines will be investigated with appropriate and professional rigor.
Plagiarism and UK AWARDS Sanctions
Where an accusation of plagiarism is proven, UK AWARDS may:
- Dismiss/Discount/Discredit the work of a student
- Suspend and/or Disqualify a student
Either measure may result in the failure/non-achievement of a student. Please also see UK AWARDS ‘Malpractice and Maladministration Policy.
If a student is suspected of cheating or is caught cheating for example: suspected of submitting an assessment that is not wholly his or her own work (plagiarism), copying in a supervised assessment, using unauthorized aids in supervised assessments a disciplinary action will be imposed.
UK AWARDS is responsible for upholding standards that promote academic integrity and student success. Every member of the Program is expected to make fair and consistent judgments regarding student’s records and will reflect their accomplishments.
It is expected that all the academic employees will cooperate to resolve all the academic issues.
- Assessment – What is it?
UK AWARDS qualifications are designed to ensure students access and progress to:
- Higher learning qualifications (e.g. study at university level)
- Employment (e.g. in the fields of business management and business marketing strategy)
In taking qualifications students typically generate evidence of their learning through the assignments and projects they are set.
Various assessment methods can be used within the framework of UK AWARDS qualifications, including (but not necessarily limited to) the following:
- Presentations (including the presentation of PowerPoint slide shows, written reports, accounts and/or surveys)
- Log books (including production diaries)
- Role-play
- Observations (by an assessor) of practical tasks or performance
- Articles for journals and/or press releases
- Production of visual or audio materials, artifacts, products and specimens
- Peer review and self-assessment
- Examination
Achievement is given when student evidence is assessed as meeting unit, qualification criteria and the requirements of all learning outcomes (LOs).
Broadening the range of assessment methods helps to enhance the learning experience and can improve the validity of the overall assessment process.
Arguably, there are three main types of assessment:
- Initial assessment
- Formative assessment
- Summative assessment
Initial assessment concerns judging student potential to cope with the demands of a program or qualification. This may include consideration of:
- Any previous qualifications
- Relevant experience
- Level of communication skills
Initial assessment also helps to identify the most appropriate ways for students to undertake their studies and identify the degree of support they may need.
Formative assessment takes place during the entire program of learning and involves feedback as well as prompts to help students overcome difficulties and/or improve the quality of their work.
Summative assessment is the formal, final judgment on whether unit/program criteria are met and the learning outcomes (LOS) achieved. The assessment may be at specific points throughout the program as work is completed. All assessed work must be verified by the Internal Quality Assurers (IQAs) concerned before confirmation of achievement by UK AWARDS External Examiners (EE’s).
Ultimately, the summative assessment must ensure that the students’ work meets the requirements of the LOS of the unit(s) and qualification.
UK AWARDS will ensure that the process of assessment and academic progress is applied fairly and consistently across the Institution and that the processes will comply with requirements of external awarding bodies.
This policy applies to all formative and summative assessments and describes the processes in place to ensure the integrity of the assessment process.
The Quality Manager is responsible for monitoring the effectiveness of this policy.
If an assessor believes there could be a potential conflict of interest with a student whose work they will assess, they should make their Program Head know as soon as possible so appropriate action can be taken.
Assessment evidence will be retained by UK AWARDS for the purposes of verification and will only be returned to the student at the discretion of UK AWARDS and once all verification activities have been carried out.
It is essential that assessment decisions are mapped to standards. To ensure that all assessors for the same qualification apply the assessment process consistently for all students and that the final assessment decision is accurate, reliable and recorded, a system of verification is in place.
Verification is carried out on a sampling basis by appointed staff Internal Quality Assessors (IQA’S) within the Institution and/or by External Examiners (EE’s). Results are only final after all internal/external verification has taken place.
It is the responsibility of all curriculum staff to participate fully in the verification process.
If an IQA believes there could be a potential conflict of interest with a student whose work they will verify, they should make their Program Head know as soon as possible so that appropriate action can be taken.
Continued satisfactory academic progress throughout a student’s course of study is required.
Continued failure to submit course work to the required standard and/or deadlines or failure to achieve summative assessments or failure to meet any requirements of a support plan may lead to a student being withdrawn from their course of study.
The success criteria for progression to the next stage of the study will be clearly defined and communicated to all students.
Assessor Qualification
Assessors should be qualified:
- To at least one level above that of the qualification(s), they assess
- In the same vocational sector as the qualification(s) being assessed
- With an appropriate teaching qualification, in cases where assessors are also teachers, tutors, and instructors
Assessment Practice
Effective assessment practice means:
- Initial assessment of students at recruitment (Recruitment with Integrity)
- Induction: outline of context, support and program requirements
- Clear assessment instructions for students, usually in the form of assignment briefs
- Planning assessment opportunities and associated deadlines
- Varied methods of assessments of student work
- Clear, constructive feedback to students
- Accurate and secure recording of assessments made/marks awarded
- Confirming the authenticity of student work
- Ensuring the validity of assessment (its appropriateness/relevance, clarity, currency, and fairness
Initial Student Assessment
To judge whether students have the potential to cope with the demands of a chosen qualification, assessors should consider and evaluate:
- Relevance and standards of qualifications already achieved
- Experiences of the student in one or more workplaces
- Personal and language skills of the student
- Responses of the student to any interviews and/or entry tests
- Student’s progression expectations and individual needs
- Evidence from prior learning, experience which may be recognized and mapped accurately against the LOS of a UK AWARDS program of study through claims of credit
An induction program might include the following:
- Tours/descriptions of the center’s facilities (e.g. library, IT suite)
- Explanation of access to personal computer availability per student
- Format of assignment instructions, perhaps via a sample assignment
- Description of the assessment planning, assessment, and IQA processes
- Explaining appeal and complaints processes
Assessment/Assignment Briefs
Assessment instructions for students can be given in an assignment brief.
Assignment briefs, designed and written by centers, must be scrutinized and signed off by the appropriate IQA. The IQA must maintain secure records showing approval and any amendment requirements.
A good assignment brief will ensure that:
- The instructions for student tasks are clear, unambiguous and easy to access
- Activities/tasks are cross-matched (‘mapped’) to specific units and LOS
All information for students must be readily identifiable and may include:
- Activities and tasks the student has to undertake
- The mapping of LOS, assessment criteria and unit(s) to tasks
- Instructions how to access resources (e.g. computer and library materials) and staff to support the timely completion of assignments
- Explanation of the likely evidence required by a specific task: for example, whether evidence should be presented as a spreadsheet, an essay or dissertation, or a slide presentation
- Recommendations for timescales of completion for tasks; deadlines for ‘hand-in’
- Formats for written work e.g. to allow for ratings/remarks made by the assessor and, subsequently, the IQA
IQA’s must check all assignment briefs before use and keep a record showing approval and any amendment requirements. Once checked, assignment briefs must be approved by UK AWARDS’s EEs prior to use.
Students must be clear on what is required of them and when.
This can be evidenced:
- During induction, allowing students to see the scope of the assessment opportunities they will have during the program. A printed table or calendar of overall assessment might prove to be an appropriate aid in supporting students’ understanding of requirements.
Students should also understand:
- Terminology such as ‘learning outcomes’ and its abbreviation (‘LOS’) and assessment criteria
- The different assessment methods that will be used
- The roles of assessors, IQAs and UK AWARDS’ own EEs
- That plagiarism is a serious academic offense, and the need to appropriately reference any sources external to a student’s own work
- That assessment is ongoing, through regular assessment planning and review of progress or otherwise. This may be done through group or one-to-one meetings/sessions between assessors and students to clarify issues and ensure mutual understanding (e.g. in cases where certain assignments may be more critical/carry more weight than others).
- Planning Assessment Opportunities
Assessment Methods
UK AWARDS encourages a wide range of assessment methods to assess students, even within a single assignment. The reasons for this can include:
- The greater interest that may be generated
- Individual students responding in different ways to different learning and assessment methods
- Maintaining objectivity and fairness to each individual within a student group or cohort
Assessment methods that may be used include:
- Written assignments and case studies
- Evaluation and examination of work products or produce evidence
- Observation of performance
- Interview/oral examination/questioning, and answer/discussion/viva
- Employer/witness testimony
- Presentations
- Group work
Written Assignments and Case Studies
Written assignments usually involve activities that may include research, analysis, and reporting. Reference to external sources is required whenever quotes from/allusions to them are made. The responses made may be through essays, graphical representations, and presentations.
Referencing throughout student work in response to UK AWARDS assignment questions is essential, and a prerequisite for success. Without it, assessment of student work will be affected and could give rise to accusations of plagiarism – a serious academic offense. The Harvard referencing system (or any appropriate alternative) is required.
Case Studies are based upon actual situations though these may be edited and represented for the purposes of the assessment and to ensure confidentiality. Responses may be as for other written assignments, but more often arise as a reply to specific questions asked in reference to the case study. The perspective of response can also be varied (e.g. from a manager’s point of view). Other approaches can include role-playing exercises, surveys, and presentations, all of which can generate a much more engaging learning and assessment experience for the student.
Evidence
Work products are anything that a student has produced at the organization or in the workplace. Such products may vary from a simple screen print to examples of 3D modeling, and as related to the level of the qualification concerned and its anticipated LOS.
It is vital that the authenticity of such products is verified by the assessor through (for example) discussion, observation, question and answer sessions, and the testimony of others.
Observation of Performance
To help ensure accurate observation it is important that:
- All those involved, from the student to workplace staff/other personnel are aware of the observation event, including when and where it is to take place
- Feedback is given to the student as soon as possible following the observation
- Written feedback showing criteria met during the observation session is accurately recorded
- A pre-prepared checklist will support the effectiveness of the observation and accurate assessment.
Questioning and Discussion
Questioning is generic to most forms of assessment and can prompt the student’s understanding of an issue, problem, or situation. Questioning may also be used to test a student’s ownership of a product, assignment, or to help verify third-party testimony e.g. from a manager at work.
Witness Testimony
This is a written or verbal statement from a third party about a student’s performance. Testimony by others can help in the questioning of the student to confirm the understanding, skills, or experience referred to in that testimony. It is important to ensure the authenticity of any statements made by third parties of student performance.
Presentations Group Work
Presentations are a useful way of assessing a student’s capabilities and can provide evidence of important personal skills (e.g. communication skills). Presentations can be delivered in many ways which include PowerPoint (or similar slide presentation), flipcharts or projectors, and/or video conferencing. Group work can be very useful where the development of personal skills such as leadership and/or team-working qualities is required. Individual contributions may be evaluated through observation, scrutiny of individual work and performance, and questioning of the individuals concerned.
Constructive Feedback to Students
Feedback to students should be ongoing and constructive to help overcome difficulties and to encourage, motivate, and inspire.
Summative assessment will be made of a student’s completed assignment, task, project or product and contribute to the achievement of an overall qualification/program.
Assessment for UK AWARDS purposes should result in either a ‘pass/achieved’ outcome or a ‘not achieved’ outcome.
To achieve a given unit, a student’s work must meet all the requirements of the LOS. In such cases, the judgment will be ‘pass/achieved’. Even in circumstances where the unit (or assignment) has been passed, the extent to which the LOS have been met, coupled with the student’s approach to that work, should receive constructive feedback from the assessor to ensure that subsequent performance will be maintained or even enhanced.
In cases where a ‘pass’ has not been achieved, constructive feedback should still be offered. This will help the student to achieve success in the future.
Formal summative feedback should provide the assessment decision and constructive feedback to the student:
- Explains the decision
- Highlights any areas for development and improvement
Whether formative or summative, constructive feedback should:
- Be fair and accurate
- Be based on an assessment of the evidence produced against the requirements of the LOS and the relevant assignment or performance criteria
- Be written in an accessible, clear way
- Highlight the strengths of the student’s work
- Identify areas where further development and, or improvement is needed
- Provide an overall summary of performance in the assignment/assessment, stating clearly what has been achieved
UK AWARDS EEs may require, at any time, access to examples of the feedback given to students and will expect this to be clear and comprehensive.
Reassessment
It is UK AWARDS policy that there should be opportunities for reassessment where a student does not meet the required standard at the first attempt of any summative assessment. UK AWARDS requires that a minimum of at least one further reassessment opportunity is provided, provided that:
- Constructive assessor feedback from the first/preceding unsuccessful assessment is given
- There is potential for the student to respond positively to that feedback.
Senior management provides a commitment to the continuous improvement of the quality management system (QMS) not only through words but especially in actions. UK AWARDS will ensure that its Objectives, QMS, Values, and Organizational Philosophy are understood, realized, and preserved at all levels of the organization through training, regular communication, feedback and rewards and throughout all its centers.
Our QMS expresses our commitment to our students. Student expectations must be identified, realized and transformed into requirements on a regular basis.
QMS activities and the operations of the organization will be accomplished in an organized manner. We will meet appropriate legislative requirements, will be transparent, and will ensure that the requirements of all internal and external stakeholders are met.
UK AWARDS understand that Quality is the responsibility of all members of the organization whether teaching or non-teaching personnel, and promotes a QMS within the organization by means of direct communication, the involvement of employees in planning and decision making and distribution of specific quality management tasks.
Planning is an essential requirement to guarantee that our objectives are achieved. This includes determining and realizing the process, providing the resources required to guarantee successful execution, and setting objectives for continuous development.
Duties and Responsibilities
The following are the key personnel responsible for the integrity of the QMS:
- Senior Management is accountable for Strategic Planning, the development of the QMS, Vision, and Values, and establishment of the essential resources for achieving these goals and objectives.
- Operational Management is accountable for the implementation of the Strategic Plan, finance, and execution of the QMS and policies across the organization. This especially embraces the responsibility for the application of the Quality Policy and assuring compliance to UK AWARDS’ values across the organization departments for which they are accountable.
- All employees are accountable for the quality of their own work and for their contribution to the total quality processes to deliver services to our students and clients. Employees are expected to report any problems relating to the service, process, and quality management system and contribute to delivering solutions if required.
- UK AWARDS has established a good internal communication feedback system concerning QMS processes and their efficiency between all levels of our organization through training and regular formal and informal communication.
- Relevant resources, including that of employees, are identified. These include the resources required to guarantee the effective operation and development of the QMS. One of our most precious resources is our employees. Our employees develop and deliver educational programs. UK AWARDS will do its best to assist them to realize their maximum potential through continuous education and training. We ensure that our employees are aware of the relevance of these activities and how they contribute to the attainment of quality objectives. We assess the efficiency of the training through feedback and long-term evaluation through performance review procedures. A suitable working environment is maintained to ensure product quality.
Students are the primary reason why we exist, and our goal is to meet or exceed student expectations. We gather, observe, and assess information on student and stakeholder satisfaction to analyze our performance. We will be responsive to complaints. Anyone receiving a complaint or feedback has a responsibility to record and report the complaint. In addition, the first receiver must solve the complaint if it could be possibly settled. If not, then the complaint must be addressed to the relevant employee for resolution. Senior management will be involved when the complaint is not resolved at the primary level. Internal reviews help to identify the efficiency of the system, as well as to identify opportunities for development.
Senior management provides a commitment to the continuous improvement of the quality management system (QMS) not only through words but especially in actions. UK AWARDS will ensure that its Objectives, QMS, Values, and Organizational Philosophy are understood, realized, and preserved at all levels of the organization through training, regular communication, feedback and rewards and throughout all its centers.
Our QMS expresses our commitment to our students. Student expectations must be identified, realized and transformed into requirements on a regular basis.
QMS activities and the operations of the organization will be accomplished in an organized manner. We will meet appropriate legislative requirements, will be transparent, and will ensure that the requirements of all internal and external stakeholders are met.
UK AWARDS understand that Quality is the responsibility of all members of the organization whether teaching or non-teaching personnel, and promotes a QMS within the organization by means of direct communication, the involvement of employees in planning and decision making and distribution of specific quality management tasks.
Planning is an essential requirement to guarantee that our objectives are achieved. This includes determining and realizing the process, providing the resources required to guarantee successful execution, and setting objectives for continuous development.
Duties and Responsibilities
Assessment – What is it?
UK AWARDS qualifications are designed to ensure students access and progress to:
Higher learning qualifications (e.g. study at university level)
Employment (e.g. in the fields of business management and business marketing strategy)
In taking qualifications students typically generate evidence of their learning through the assignments and projects they are set.
Various assessment methods can be used within the framework of UK AWARDS qualifications, including (but not necessarily limited to) the following:
Presentations (including the presentation of PowerPoint slide shows, written reports, accounts and/or surveys)
Log books (including production diaries)
Role-play
Observations (by an assessor) of practical tasks or performance
Articles for journals and/or press releases
Production of visual or audio materials, artifacts, products and specimens
Peer review and self-assessment
Examination
Achievement is given when student evidence is assessed as meeting unit, qualification criteria and the requirements of all learning outcomes (LOs).
Broadening the range of assessment methods helps to enhance the learning experience and can improve the validity of the overall assessment process.
Arguably, there are three main types of assessment:
Initial assessment
Formative assessment
Summative assessment
Initial assessment concerns judging student potential to cope with the demands of a program or qualification. This may include consideration of:
Any previous qualifications
Relevant experience
Level of communication skills
Initial assessment also helps to identify the most appropriate ways for students to undertake their studies and identify the degree of support they may need.
Formative assessment takes place during the entire program of learning and involves feedback as well as prompts to help students overcome difficulties and/or improve the quality of their work.
Summative assessment is the formal, final judgment on whether unit/program criteria are met and the learning outcomes (LOS) achieved. The assessment may be at specific points throughout the program as work is completed. All assessed work must be verified by the Internal Quality Assurers (IQAs) concerned before confirmation of achievement by UK AWARDS External Examiners (EE’s).
Ultimately, the summative assessment must ensure that the students’ work meets the requirements of the LOS of the unit(s) and qualification.
UK AWARDS will ensure that the process of assessment and academic progress is applied fairly and consistently across the Institution and that the processes will comply with requirements of external awarding bodies.
This policy applies to all formative and summative assessments and describes the processes in place to ensure the integrity of the assessment process.
The Quality Manager is responsible for monitoring the effectiveness of this policy.
If an assessor believes there could be a potential conflict of interest with a student whose work they will assess, they should make their Program Head know as soon as possible so appropriate action can be taken.
Assessment evidence will be retained by UK AWARDS for the purposes of verification and will only be returned to the student at the discretion of UK AWARDS and once all verification activities have been carried out.
It is essential that assessment decisions are mapped to standards. To ensure that all assessors for the same qualification apply the assessment process consistently for all students and that the final assessment decision is accurate, reliable and recorded, a system of verification is in place.
Verification is carried out on a sampling basis by appointed staff Internal Quality Assessors (IQA’S) within the Institution and/or by External Examiners (EE’s). Results are only final after all internal/external verification has taken place.
It is the responsibility of all curriculum staff to participate fully in the verification process.
If an IQA believes there could be a potential conflict of interest with a student whose work they will verify, they should make their Program Head know as soon as possible so that appropriate action can be taken.
Continued satisfactory academic progress throughout a student’s course of study is required.
Continued failure to submit course work to the required standard and/or deadlines or failure to achieve summative assessments or failure to meet any requirements of a support plan may lead to a student being withdrawn from their course of study.
The success criteria for progression to the next stage of the study will be clearly defined and communicated to all students.
Assessor Qualification
Assessors should be qualified:
To at least one level above that of the qualification(s), they assess
In the same vocational sector as the qualification(s) being assessed
With an appropriate teaching qualification, in cases where assessors are also teachers, tutors, and instructors
Assessment Practice
Effective assessment practice means:
Initial assessment of students at recruitment (Recruitment with Integrity)
Induction: outline of context, support and program requirements
Clear assessment instructions for students, usually in the form of assignment briefs
Planning assessment opportunities and associated deadlines
Varied methods of assessments of student work
Clear, constructive feedback to students
Accurate and secure recording of assessments made/marks awarded
Confirming the authenticity of student work
Ensuring the validity of assessment (its appropriateness/relevance, clarity, currency, and fairness
Initial Student Assessment
To judge whether students have the potential to cope with the demands of a chosen qualification, assessors should consider and evaluate:
Relevance and standards of qualifications already achieved
Experiences of the student in one or more workplaces
Personal and language skills of the student
Responses of the student to any interviews and/or entry tests
Student’s progression expectations and individual needs
Evidence from prior learning, experience which may be recognized and mapped accurately against the LOS of a UK AWARDS program of study through claims of credit
An induction program might include the following:
Tours/descriptions of the center’s facilities (e.g. library, IT suite)
Explanation of access to personal computer availability per student
Format of assignment instructions, perhaps via a sample assignment
Description of the assessment planning, assessment, and IQA processes
Explaining appeal and complaints processes
Assessment/Assignment Briefs
Assessment instructions for students can be given in an assignment brief.
Assignment briefs, designed and written by centers, must be scrutinized and signed off by the appropriate IQA. The IQA must maintain secure records showing approval and any amendment requirements.
A good assignment brief will ensure that:
The instructions for student tasks are clear, unambiguous and easy to access
Activities/tasks are cross-matched (‘mapped’) to specific units and LOS
All information for students must be readily identifiable and may include:
Activities and tasks the student has to undertake
The mapping of LOS, assessment criteria and unit(s) to tasks
Instructions how to access resources (e.g. computer and library materials) and staff to support the timely completion of assignments
Explanation of the likely evidence required by a specific task: for example, whether evidence should be presented as a spreadsheet, an essay or dissertation, or a slide presentation
Recommendations for timescales of completion for tasks; deadlines for ‘hand-in’
Formats for written work e.g. to allow for ratings/remarks made by the assessor and, subsequently, the IQA
IQA’s must check all assignment briefs before use and keep a record showing approval and any amendment requirements. Once checked, assignment briefs must be approved by UK AWARDS’s EEs prior to use.
Students must be clear on what is required of them and when.
This can be evidenced:
During induction, allowing students to see the scope of the assessment opportunities they will have during the program. A printed table or calendar of overall assessment might prove to be an appropriate aid in supporting students’ understanding of requirements.
Students should also understand:
Terminology such as ‘learning outcomes’ and its abbreviation (‘LOS’) and assessment criteria
The different assessment methods that will be used
The roles of assessors, IQAs and UK AWARDS’ own EEs
That plagiarism is a serious academic offense, and the need to appropriately reference any sources external to a student’s own work
That assessment is ongoing, through regular assessment planning and review of progress or otherwise. This may be done through group or one-to-one meetings/sessions between assessors and students to clarify issues and ensure mutual understanding (e.g. in cases where certain assignments may be more critical/carry more weight than others).
Planning Assessment Opportunities
Assessment Methods
UK AWARDS encourages a wide range of assessment methods to assess students, even within a single assignment. The reasons for this can include:
The greater interest that may be generated
Individual students responding in different ways to different learning and assessment methods
Maintaining objectivity and fairness to each individual within a student group or cohort
Assessment methods that may be used include:
Written assignments and case studies
Evaluation and examination of work products or produce evidence
Observation of performance
Interview/oral examination/questioning, and answer/discussion/viva
Employer/witness testimony
Presentations
Group work
Written Assignments and Case Studies
Written assignments usually involve activities that may include research, analysis, and reporting. Reference to external sources is required whenever quotes from/allusions to them are made. The responses made may be through essays, graphical representations, and presentations.
Referencing throughout student work in response to UK AWARDS assignment questions is essential, and a prerequisite for success. Without it, assessment of student work will be affected and could give rise to accusations of plagiarism – a serious academic offense. The Harvard referencing system (or any appropriate alternative) is required.
Case Studies are based upon actual situations though these may be edited and represented for the purposes of the assessment and to ensure confidentiality. Responses may be as for other written assignments, but more often arise as a reply to specific questions asked in reference to the case study. The perspective of response can also be varied (e.g. from a manager’s point of view). Other approaches can include role-playing exercises, surveys, and presentations, all of which can generate a much more engaging learning and assessment experience for the student.
Evidence
Work products are anything that a student has produced at the organization or in the workplace. Such products may vary from a simple screen print to examples of 3D modeling, and as related to the level of the qualification concerned and its anticipated LOS.
It is vital that the authenticity of such products is verified by the assessor through (for example) discussion, observation, question and answer sessions, and the testimony of others.
Observation of Performance
To help ensure accurate observation it is important that:
All those involved, from the student to workplace staff/other personnel are aware of the observation event, including when and where it is to take place
Feedback is given to the student as soon as possible following the observation
Written feedback showing criteria met during the observation session is accurately recorded
A pre-prepared checklist will support the effectiveness of the observation and accurate assessment.
Questioning and Discussion
Questioning is generic to most forms of assessment and can prompt the student’s understanding of an issue, problem, or situation. Questioning may also be used to test a student’s ownership of a product, assignment, or to help verify third-party testimony e.g. from a manager at work.
Witness Testimony
This is a written or verbal statement from a third party about a student’s performance. Testimony by others can help in the questioning of the student to confirm the understanding, skills, or experience referred to in that testimony. It is important to ensure the authenticity of any statements made by third parties of student performance.
Presentations Group Work
Presentations are a useful way of assessing a student’s capabilities and can provide evidence of important personal skills (e.g. communication skills). Presentations can be delivered in many ways which include PowerPoint (or similar slide presentation), flipcharts or projectors, and/or video conferencing. Group work can be very useful where the development of personal skills such as leadership and/or team-working qualities is required. Individual contributions may be evaluated through observation, scrutiny of individual work and performance, and questioning of the individuals concerned.
Constructive Feedback to Students
Feedback to students should be ongoing and constructive to help overcome difficulties and to encourage, motivate, and inspire.
Summative assessment will be made of a student’s completed assignment, task, project or product and contribute to the achievement of an overall qualification/program.
Assessment for UK AWARDS purposes should result in either a ‘pass/achieved’ outcome or a ‘not achieved’ outcome.
To achieve a given unit, a student’s work must meet all the requirements of the LOS. In such cases, the judgment will be ‘pass/achieved’. Even in circumstances where the unit (or assignment) has been passed, the extent to which the LOS have been met, coupled with the student’s approach to that work, should receive constructive feedback from the assessor to ensure that subsequent performance will be maintained or even enhanced.
In cases where a ‘pass’ has not been achieved, constructive feedback should still be offered. This will help the student to achieve success in the future.
Formal summative feedback should provide the assessment decision and constructive feedback to the student:
Explains the decision
Highlights any areas for development and improvement
Whether formative or summative, constructive feedback should:
Be fair and accurate
Be based on an assessment of the evidence produced against the requirements of the LOS and the relevant assignment or performance criteria
Be written in an accessible, clear way
Highlight the strengths of the student’s work
Identify areas where further development and, or improvement is needed
Provide an overall summary of performance in the assignment/assessment, stating clearly what has been achieved
UK AWARDS EEs may require, at any time, access to examples of the feedback given to students and will expect this to be clear and comprehensive.
Reassessment
It is UK AWARDS policy that there should be opportunities for reassessment where a student does not meet the required standard at the first attempt of any summative assessment. UK AWARDS requires that a minimum of at least one further reassessment opportunity is provided, provided that:
Constructive assessor feedback from the first/preceding unsuccessful assessment is given
There is potential for the student to respond positively to that feedback.
Assessment – What is it?
UK AWARDS qualifications are designed to ensure students access and progress to:
Higher learning qualifications (e.g. study at university level)
Employment (e.g. in the fields of business management and business marketing strategy)
In taking qualifications students typically generate evidence of their learning through the assignments and projects they are set.
Various assessment methods can be used within the framework of UK AWARDS qualifications, including (but not necessarily limited to) the following:
Presentations (including the presentation of PowerPoint slide shows, written reports, accounts and/or surveys)
Log books (including production diaries)
Role-play
Observations (by an assessor) of practical tasks or performance
Articles for journals and/or press releases
Production of visual or audio materials, artifacts, products and specimens
Peer review and self-assessment
Examination
Achievement is given when student evidence is assessed as meeting unit, qualification criteria and the requirements of all learning outcomes (LOs).
Broadening the range of assessment methods helps to enhance the learning experience and can improve the validity of the overall assessment process.
Arguably, there are three main types of assessment:
Initial assessment
Formative assessment
Summative assessment
Initial assessment concerns judging student potential to cope with the demands of a program or qualification. This may include consideration of:
Any previous qualifications
Relevant experience
Level of communication skills
Initial assessment also helps to identify the most appropriate ways for students to undertake their studies and identify the degree of support they may need.
Formative assessment takes place during the entire program of learning and involves feedback as well as prompts to help students overcome difficulties and/or improve the quality of their work.
Summative assessment is the formal, final judgment on whether unit/program criteria are met and the learning outcomes (LOS) achieved. The assessment may be at specific points throughout the program as work is completed. All assessed work must be verified by the Internal Quality Assurers (IQAs) concerned before confirmation of achievement by UK AWARDS External Examiners (EE’s).
Ultimately, the summative assessment must ensure that the students’ work meets the requirements of the LOS of the unit(s) and qualification.
UK AWARDS will ensure that the process of assessment and academic progress is applied fairly and consistently across the Institution and that the processes will comply with requirements of external awarding bodies.
This policy applies to all formative and summative assessments and describes the processes in place to ensure the integrity of the assessment process.
The Quality Manager is responsible for monitoring the effectiveness of this policy.
If an assessor believes there could be a potential conflict of interest with a student whose work they will assess, they should make their Program Head know as soon as possible so appropriate action can be taken.
Assessment evidence will be retained by UK AWARDS for the purposes of verification and will only be returned to the student at the discretion of UK AWARDS and once all verification activities have been carried out.
It is essential that assessment decisions are mapped to standards. To ensure that all assessors for the same qualification apply the assessment process consistently for all students and that the final assessment decision is accurate, reliable and recorded, a system of verification is in place.
Verification is carried out on a sampling basis by appointed staff Internal Quality Assessors (IQA’S) within the Institution and/or by External Examiners (EE’s). Results are only final after all internal/external verification has taken place.
It is the responsibility of all curriculum staff to participate fully in the verification process.
If an IQA believes there could be a potential conflict of interest with a student whose work they will verify, they should make their Program Head know as soon as possible so that appropriate action can be taken.
Continued satisfactory academic progress throughout a student’s course of study is required.
Continued failure to submit course work to the required standard and/or deadlines or failure to achieve summative assessments or failure to meet any requirements of a support plan may lead to a student being withdrawn from their course of study.
The success criteria for progression to the next stage of the study will be clearly defined and communicated to all students.
Assessor Qualification
Assessors should be qualified:
To at least one level above that of the qualification(s), they assess
In the same vocational sector as the qualification(s) being assessed
With an appropriate teaching qualification, in cases where assessors are also teachers, tutors, and instructors
Assessment Practice
Effective assessment practice means:
Initial assessment of students at recruitment (Recruitment with Integrity)
Induction: outline of context, support and program requirements
Clear assessment instructions for students, usually in the form of assignment briefs
Planning assessment opportunities and associated deadlines
Varied methods of assessments of student work
Clear, constructive feedback to students
Accurate and secure recording of assessments made/marks awarded
Confirming the authenticity of student work
Ensuring the validity of assessment (its appropriateness/relevance, clarity, currency, and fairness
Initial Student Assessment
To judge whether students have the potential to cope with the demands of a chosen qualification, assessors should consider and evaluate:
Relevance and standards of qualifications already achieved
Experiences of the student in one or more workplaces
Personal and language skills of the student
Responses of the student to any interviews and/or entry tests
Student’s progression expectations and individual needs
Evidence from prior learning, experience which may be recognized and mapped accurately against the LOS of a UK AWARDS program of study through claims of credit
An induction program might include the following:
Tours/descriptions of the center’s facilities (e.g. library, IT suite)
Explanation of access to personal computer availability per student
Format of assignment instructions, perhaps via a sample assignment
Description of the assessment planning, assessment, and IQA processes
Explaining appeal and complaints processes
Assessment/Assignment Briefs
Assessment instructions for students can be given in an assignment brief.
Assignment briefs, designed and written by centers, must be scrutinized and signed off by the appropriate IQA. The IQA must maintain secure records showing approval and any amendment requirements.
A good assignment brief will ensure that:
The instructions for student tasks are clear, unambiguous and easy to access
Activities/tasks are cross-matched (‘mapped’) to specific units and LOS
All information for students must be readily identifiable and may include:
Activities and tasks the student has to undertake
The mapping of LOS, assessment criteria and unit(s) to tasks
Instructions how to access resources (e.g. computer and library materials) and staff to support the timely completion of assignments
Explanation of the likely evidence required by a specific task: for example, whether evidence should be presented as a spreadsheet, an essay or dissertation, or a slide presentation
Recommendations for timescales of completion for tasks; deadlines for ‘hand-in’
Formats for written work e.g. to allow for ratings/remarks made by the assessor and, subsequently, the IQA
IQA’s must check all assignment briefs before use and keep a record showing approval and any amendment requirements. Once checked, assignment briefs must be approved by UK AWARDS’s EEs prior to use.
Students must be clear on what is required of them and when.
This can be evidenced:
During induction, allowing students to see the scope of the assessment opportunities they will have during the program. A printed table or calendar of overall assessment might prove to be an appropriate aid in supporting students’ understanding of requirements.
Students should also understand:
Terminology such as ‘learning outcomes’ and its abbreviation (‘LOS’) and assessment criteria
The different assessment methods that will be used
The roles of assessors, IQAs and UK AWARDS’ own EEs
That plagiarism is a serious academic offense, and the need to appropriately reference any sources external to a student’s own work
That assessment is ongoing, through regular assessment planning and review of progress or otherwise. This may be done through group or one-to-one meetings/sessions between assessors and students to clarify issues and ensure mutual understanding (e.g. in cases where certain assignments may be more critical/carry more weight than others).
Planning Assessment Opportunities
Assessment Methods
UK AWARDS encourages a wide range of assessment methods to assess students, even within a single assignment. The reasons for this can include:
The greater interest that may be generated
Individual students responding in different ways to different learning and assessment methods
Maintaining objectivity and fairness to each individual within a student group or cohort
Assessment methods that may be used include:
Written assignments and case studies
Evaluation and examination of work products or produce evidence
Observation of performance
Interview/oral examination/questioning, and answer/discussion/viva
Employer/witness testimony
Presentations
Group work
Written Assignments and Case Studies
Written assignments usually involve activities that may include research, analysis, and reporting. Reference to external sources is required whenever quotes from/allusions to them are made. The responses made may be through essays, graphical representations, and presentations.
Referencing throughout student work in response to UK AWARDS assignment questions is essential, and a prerequisite for success. Without it, assessment of student work will be affected and could give rise to accusations of plagiarism – a serious academic offense. The Harvard referencing system (or any appropriate alternative) is required.
Case Studies are based upon actual situations though these may be edited and represented for the purposes of the assessment and to ensure confidentiality. Responses may be as for other written assignments, but more often arise as a reply to specific questions asked in reference to the case study. The perspective of response can also be varied (e.g. from a manager’s point of view). Other approaches can include role-playing exercises, surveys, and presentations, all of which can generate a much more engaging learning and assessment experience for the student.
Evidence
Work products are anything that a student has produced at the organization or in the workplace. Such products may vary from a simple screen print to examples of 3D modeling, and as related to the level of the qualification concerned and its anticipated LOS.
It is vital that the authenticity of such products is verified by the assessor through (for example) discussion, observation, question and answer sessions, and the testimony of others.
Observation of Performance
To help ensure accurate observation it is important that:
All those involved, from the student to workplace staff/other personnel are aware of the observation event, including when and where it is to take place
Feedback is given to the student as soon as possible following the observation
Written feedback showing criteria met during the observation session is accurately recorded
A pre-prepared checklist will support the effectiveness of the observation and accurate assessment.
Questioning and Discussion
Questioning is generic to most forms of assessment and can prompt the student’s understanding of an issue, problem, or situation. Questioning may also be used to test a student’s ownership of a product, assignment, or to help verify third-party testimony e.g. from a manager at work.
Witness Testimony
This is a written or verbal statement from a third party about a student’s performance. Testimony by others can help in the questioning of the student to confirm the understanding, skills, or experience referred to in that testimony. It is important to ensure the authenticity of any statements made by third parties of student performance.
Presentations Group Work
Presentations are a useful way of assessing a student’s capabilities and can provide evidence of important personal skills (e.g. communication skills). Presentations can be delivered in many ways which include PowerPoint (or similar slide presentation), flipcharts or projectors, and/or video conferencing. Group work can be very useful where the development of personal skills such as leadership and/or team-working qualities is required. Individual contributions may be evaluated through observation, scrutiny of individual work and performance, and questioning of the individuals concerned.
Constructive Feedback to Students
Feedback to students should be ongoing and constructive to help overcome difficulties and to encourage, motivate, and inspire.
Summative assessment will be made of a student’s completed assignment, task, project or product and contribute to the achievement of an overall qualification/program.
Assessment for UK AWARDS purposes should result in either a ‘pass/achieved’ outcome or a ‘not achieved’ outcome.
To achieve a given unit, a student’s work must meet all the requirements of the LOS. In such cases, the judgment will be ‘pass/achieved’. Even in circumstances where the unit (or assignment) has been passed, the extent to which the LOS have been met, coupled with the student’s approach to that work, should receive constructive feedback from the assessor to ensure that subsequent performance will be maintained or even enhanced.
In cases where a ‘pass’ has not been achieved, constructive feedback should still be offered. This will help the student to achieve success in the future.
Formal summative feedback should provide the assessment decision and constructive feedback to the student:
Explains the decision
Highlights any areas for development and improvement
Whether formative or summative, constructive feedback should:
Be fair and accurate
Be based on an assessment of the evidence produced against the requirements of the LOS and the relevant assignment or performance criteria
Be written in an accessible, clear way
Highlight the strengths of the student’s work
Identify areas where further development and, or improvement is needed
Provide an overall summary of performance in the assignment/assessment, stating clearly what has been achieved
UK AWARDS EEs may require, at any time, access to examples of the feedback given to students and will expect this to be clear and comprehensive.
Reassessment
It is UK AWARDS policy that there should be opportunities for reassessment where a student does not meet the required standard at the first attempt of any summative assessment. UK AWARDS requires that a minimum of at least one further reassessment opportunity is provided, provided that:
Constructive assessor feedback from the first/preceding unsuccessful assessment is given
There is potential for the student to respond positively to that feedback.