Internal Quality Assurance upholds the credibility of any assessment or qualification the organisation delivers. IQA ensures quality throughout the learner journey, ensures accuracy and consistency of decisions, manages risk, identifies issues/ trends, supports and develops assessors. The process ensures that the provision at the centre and subject level conforms to approved procedures and that consistency is being achieved within the institution. “Quality is the ‘degree of excellence of something’ Quality assurance is ‘a system of maintaining and improving standards” (p6 Level 3 & 4 Awards & Certificates in Assessment and Quality Assurance Qualification handbook for centres). An important principle of a quality concept is
It is assessed and planned starting with the end result / goal and then planning how the goal is to be achieved. Outcome based practice is about investing rather than funding or purchasing and leads to a very different kind of relationship with programme or service providers. It means that providers have autonomy and are expected to initiate the objectives and plans etc. It doesn’t just require the input of one or two people; all team members are valued and are required to contribute to the achievement of outcomes. All outcomes will be measured as part of service/programme evaluation.
The research is written as such that the best interest of the service user is considered within the research highlighting the value principles of the researchers themselves, where there is consideration for equality, dignity and respect. Although the article does not conclude any evidence outcomes, it is still important to note that evidence based practice is often the basis for decision making and implementing research findings into practice. Evidence based research involves identifying the best available answer to questions that are raised on an identified need albeit that of a service user or organisation. It involves a process of evaluating the evidence and its effectiveness in informing practice and intervention (McLaughlin, 2007). One could argue that evidence based practice bridges the gap between research and practice with its focus on outcomes.
Assessment should be provided in an unbiased and objective manner regardless of personal association to the learner. 1.2 - Define the key concepts and principles of assessment Key principles of assessment revolve around Validate Authenticate Reliable Current Sufficient Or VARCS Fairness in the assessing process should be taken to account for reasonable adjustments in cases equality and diversity together with ethics and integrity. At all times assessment given should be honest clear and transparent in terms of feedback provided and all written documents made. Standardisation being another key principle to maintain quality and fairness throughout the process, by discussing each other`s work identifying and discussing problems with other assessors and Internal Quality Assurer`s. 1.3 - Explain the responsibilities of the assessor It is the responsibility of an assessor to carry out their assessments in accordance with the associated criteria, ensuring all submitted work conforms to VARCS .Working with the learner to agree an assessment action plan.
1.1 There are different principles of support and some of these principles include: Independence, Individuality, and Rights. Others are choice, Equal opportunity, privacy and anti-discriminatory practice. INDEPENDENCE: Individual’s should be supported to maintain their independence because it enables them to have choice and control over their lives and the services they use (Moonie, N 2006). INDIVIDUALITY: Professionals should be aware of the individual’s original identity and work with them as individuals rather than the needs of a group of people with particular reference to their weaknesses, abilities and personalities (Moonie, N 2006). RIGHTS: the Human Rights Act 1998 gives the individual’s certain rights and should be respected and protected at all time (Moonie N 2006).
Unit 4222-329 Promote positive behaviour Outcome 1 Understand how legislation, frameworks, codes of practice and policies relate to positive behaviour support |explain how legislation, frameworks, codes of practice and policies relating to positive behaviour are applied to own working practice | | | |Human Rights Act 1998 – individuals’ rights should not be contravened and independence, choice and inclusion are paramount. It is also | |acknowledged that some individuals require constant supervision due to their conditions/illnesses. | |The law states that everyone has the right to live without interference from others and should not be unlawfully restrained. | |Restrictive physical interventions should only be used as a last resort, and should be a part of a behaviour management strategy. This | |should only be used when other less intrusive strategies have been unsuccessful, and the risks of not using an emergency intervention are| |outweighed by the need to intervene.
While a minimum standard of acceptable performance is appropriate and should be followed by all practitioners, it is inappropriate to assume that professional practice is the same in all regions of the United States.1 Community custom; state statute or regulation may dictate practice parameters. Wherever there is a conflict between these standards and state or local statutes and regulations, the state or local statutes and regulations supersede these
When it is a non-profit organization, donations and/ or funding typically comes from the state in which you reside. So we would need to diligently manage the funding within the organization so that we continue to will support/ and or assure the delivery of quality programs. In saying that, we would work to achieve highest standards of organizational excellence while we are assuring that we implement the best practices for the
Irrespective of the provision made for long-term care it is imperative that these provisions supports the individual’s independence and where possible ensure that they are supported/assisted to achieve positive outcome. Wolfensberger 1975 developed “The Normalisation theory” it involves accepting people with disabilities, ensuring that they are offered the same conditions as other citizens. It includes housing, schooling, employment, exercise and the freedom to choose. It also involves placing emphasis on positive risk
Smyth does not simply prove that there is a problem with the education system’s continued use of No Child Left Behind. She also offers solutions to the problem of how to evaluate and gauge student, school and district success, if not using NCLB for that purpose. This strengthens her argument because it shows recognition on her part of the importance of accountability for success. She simply provides a different strategy with which accountability may be measured and