Finally, the report will identify various roles in these establishments who are involved in offering support and guidance to their assessors in preparation for a visit from the External Quality Assurance (EQA) for the awarding body. The Function of IQA IQA is a process where the college/ training centre plans and prepares the quality assurance of the programs that they deliver. The program should be structured, monitored and all resources in place to carry out the monitoring. The monitoring will include all aspects of leaner’s journey including its planning, the delivery, assessments, reviewing and all record keeping. Once this process is complete, it is then reviewed and improvements made to the necessary areas for future IQA.
The purpose of IQER is, therefore, to safeguard the public interest in the academic standards and quality of higher education delivered in colleges. It achieves this by providing objective and independent information about the way in which colleges discharge their responsibilities within the context of their partnership agreements with awarding bodies. IQER focuses on three core themes: academic standards, quality of learning opportunities and public information. The IQER process IQER is a peer review process. It is divided into two complementary stages: Developmental engagement and Summative review.
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
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. It is the assessor`s responsibility to plan and organise assessments to provide regular formative checks on the learning
Business communication Connor Cook Unit 4 Unit 4- business communication M1 This report will be on how communication methods can create an important role in helping a business be successful. This report will look to evaluate the communication methods used at HSFC (Havering Sixth Form College) and their impact in helping the college be successful. Written Written communication expresses a message through written word. The purpose of this method of communication allows all parties to clearly understand what is being transported to each party. Written communication is a formal way to communicate though can be used informally through emails to another party.
Assessment is integral to the planning process and is a tool for reflection on programme construction and teaching. Assessment should be specific, measurable achievable, realistic and time bound (Gravells 2006). Assessments need to be valid and reliable, which ensures that the test measures what it is supposed to measure and it consistent. To ensure high validity for example when asking questions the test should based on the objectives set at the beginning of the session, and effective marking system in place that consistently measures what it is supposed to measure. If the test is reliable it should get the same score if assessed by different examiners and if the performance is comparable if done on different occasions (Reece, Walker 2003).
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
The different forms of assessment lend themselves to supporting this process. This theory is supported when, "In the right hands, assessment can inspire, motivate and provide the feedback which is essential for targeting prompt corrective help." (Petty, 2009 p47) The assessment process can be condensed into three basic phases. 1. Initial assessment Identifying a starting point for the learner 2.
INTRODUCTION There has grown a rising interest in developing self-efficacy on the part of the learners. Self efficacy refers to the beliefs about one's capabilities to learn or perform behaviors at designated levels, and is said to have a measure of control over individual's thoughts, feelings and actions. In other words, the beliefs that individuals hold about their abilities and outcome of their efforts influence in great ways how they will behave. Therefore, it is not surprising that many research show that self efficacy influences academic achievement motivation, learning. Many studies all over the world have been carried out on this concept of self efficacy in the academic settings since the overall aim of any academic course often require that students complete their degree with a high level of confidence in a range of academic abilities and transferable skills.
In conclusion, the paper discusses a future student-centred initiative and considers how the development of a culture of critical reflection depends not just on awareness but also has curriculum and resource implications. Keywords: Reflection, Assessment, Higher Education 1. Background In the UK, the Qualifications and Curriculum Authority (QCA) has been responsible for setting National Standards for Key Skills for all university students. Level 4 key skills have been specified (QCA, 2001) for all undergraduates in the six areas of: • communications, • information technology, • application of number, • working with others, • problem solving • and, improving