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
3.2 show that you have a quality culture which makes sure that processes are continuously improved 3.3 recommend relevant and realistic improvements in your systems 3.4 investigate and then report on the wider impact of your proposed changes within your organisation Contents 3.1 Design a system to manage and monitor quality standards in your chosen organisation 3.2 show that you have a quality culture which makes sure that processes are continuously improved 3.3 recommend relevant and realistic improvements in your systems 3.4 investigate and then report on the wider impact of your proposed changes within your organisation 3.1 Design a system to manage and monitor quality standards in your chosen organisation Contents 3.1 Design a system to manage and monitor quality standards in your chosen organisation 3.2 show that you have a quality culture which makes sure that processes are continuously improved 3.3 recommend relevant and realistic improvements in your systems 3.4 investigate and then report on the wider impact of your proposed changes within your
Actively encourage and support learners in becoming independent. Will lead learning “guided” groups, modelling concepts and language that the adult leading the learning has used. Will alter an activity or change the apparatus if an activity does not meet the learners needs to enable them to achieve or exceed the expected outcome. Are acutely aware of learners capabilities/prior learning/understanding and plan very effectively to build on these. The areas that I have assessed as “good” and therefore need improving are: Enable learners to access resources appropriately – I feel that I need to make more time to be able to show the children how they can get the best from the resources that they have available to them.
As a result, you may modify your actions, behaviour, treatments and learning needs. Why is reflective practice good? Is the capacity to reflect on action so that you can engage in a process of continuous learning and enables you to identify areas where you need to improve your practice while keeping you positive by identifying your stronger aspects and build on them. How reflective practice contributes to improving the quality of service provision. You can use reflective practice to improve the quality of the service you provide by thinking about a task you previously completed and asking yourself: What could have been done better?
If the OD program is initiated in one division, the results are used to demonstrate the effectiveness to another division. Practice and familiarity with the new methods help to reinforce the change and institutionalize it. • Evaluate the OD program results - Evaluations are important for three groups. 1. Key decision makers; 2.
PTLLS: Roles, responsibilities and relationships in lifelong learning 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.2 Analyse own responsibilities for promoting equality and diversity 1.3 Evaluate own role and responsibilities in lifelong learning 1.4 Review own role and responsibilities in identifying and meeting the needs of learners PTLLS: 1.1 Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities PTLLS: 1.2 Analyse own responsibilities for promoting equality and diversity Summarise, in 1.1, suggests that a paragraph will be sufficient for describing each key aspect of legislation, regulations and codes of practice. Analyse, in 1.2, means that you should also ‘extract’ aspects of legislation, regulations and codes of practice that focus on equality and diversity issues. PTLLS: 1.3 Evaluate own role and responsibilities in lifelong learning Evaluate in this criterion means that you should be able to explain the ‘value’, or contribution, to society of being a teacher in the lifelong learning sector. PTLLS: 1.4 Review own role and responsibilities in identifying and meeting the needs of learners Before reviewing your role and responsibilities, for 1.4, you will need to be clear about what is meant by ‘the needs of learners’. Once you are clear about
This in turn helps the assessor build up the data relating to previous learning,| | | |assessment needs, and other crucial information such as learner ambitions, which will help the assessor design relevant, fair, testing | | | |assessments for the learner. |
There is evidence that engaging in Reflective Practice is associated with the improvement of the quality of care, stimulating personal and professional growth and closing the gap between theory and practice. There is a lot of literature on Reflective Practice. Davies (2012) has summarised a lot this and identifies that there are both benefits as well as limitations to reflective practice: Benefits to Reflective Practice • Increased learning from an experience or situation • Promotion of deep learning • Identification of personal and professional strengths and areas for improvement • Identification of educational needs • Acquisition of new knowledge and skills • Further understanding of own beliefs, attitudes and values • Encouragement of self-motivation and self-directed learning • Could act as a source of feedback • Possible improvements of personal and clinical confidence Limitations of Reflective Practice • Not all practitioners may understand the reflective process • May feel uncomfortable challenging and evaluating own practice • Could be time consuming • May have confusion as to which situations/experiences to reflect upon • May not be adequate to resolve clinical problems [this would point to a further learning need.] • Reflection is something we do every day we just don’t notice that were doing it much of the time. A lot has been written about reflection, but it can be best illustrated by an example: You start a new job and have a new journey to work.
Explain the functions of internal quality assurance in learning and development | Quality Assurance is an important requirement within the learning process to ensure that correct standards, procedures and processes are not only effective and up to date but also to ensure that learners are progressing at an acceptable rate that is relevant to their skill level. It is the responsibility of the quality department to ensure that the integrity of the qualification is maintained by continuously updating their information regarding latest versions of standards, legislation, funding requirements and external requirements, such as Ofsted.The IQA should carry out functions that will aid the assessment process, such as Standardisation; ensuring all
I see and I remember. I do and I understand.” This quote would suggest that if you involve your students where they do what you are trying to teach them then they are more likely to understand and learn. 4. There are a variety of different organisations that can be used as a reference point for meeting the potential needs of the learner, these include Highfield Awarding Body of Compliance (HABC). The government also introduced Skills for Life in 2001 which is a strategy to improve adult literacy and numeracy skills.