Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF)

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Edexcel Level 3 Awards

and Certificate in

Assessing the Quality of

Assessment (QCF)

Specification

Edexcel specialist qualification

First teaching September 2010

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Pearson Education Ltd is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Ltd administers work-based

qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

This specification is Issue 2. We will inform centres of any changes to this issue. The latest issue can be found on the E

References to third party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of going to publication.

Authorised by Martin Stretton Prepared by Jane Boehm Publications Code BA033613

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1 Introducing Edexcel Specialist qualifications

1

What are Edexcel Specialist qualifications? 1

2 Qualification summary and key information

3

QCF qualification title and Qualification Number 5

Objective of the qualifications 5

Relationship with previous specifications 6

Related qualifications in the teaching, training and education suite 7 Inter-relationships between teaching, training and education

qualifications 8

Progression opportunities through Edexcel qualifications 9

Industry Support and recognition 9

Relationship with National Occupational Standards 9

3 Centre resource requirements

10

General resource requirements 10

Specific resource requirements 10

4 Qualification structures

11

Edexcel Level 3 Award in Understanding the Principles and Practices of

Assessment (QCF) 11

Edexcel Level 3 Award in Assessing Competence in the Work

Environment (QCF) 11

Edexcel Level 3 Award in Assessing Vocationally Related

Achievement (QCF) 12

Edexcel Level 3 Certificate in Assessing Vocational Achievement (QCF) 12

5 Assessment

13

Assessment strategy 14

Types of evidence (to be read in conjunction with the assessment

strategy in Annexe B) 14

6 Recognising prior learning and achievement

16

Recognition of Prior Learning 16

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7 Centre recognition and approval

17

Centre recognition 17

Approvals agreement 17

8 Quality assurance of centres

18 9 Programme delivery

19 10 Access and recruitment

20 11 Access to qualifications for learners with disabilities or

specific needs

21 12 Unit format

22

Unit title 22

Unit reference number 22

QCF level 22

Credit value 22

Guided learning hours 22

Unit aim 22

Assessment requirements 22

Learning outcomes 22

Assessment criteria 23

Unit amplification 23

Unit 1: Understanding the Principles and Practices of Assessment 24 Unit 2: Assess Occupational Competence in the Work Environment 32 Unit 3: Assess Vocational Skills, Knowledge and Understanding 38

13 Further information and useful publications

45 14 Professional development and training

46 Annexe A

47

Progression opportunities 47

Annexe B

49

LLUK Assessment Strategy 49

Annexe C

52

Unit Delivery and Assessment Guidance 52

Unit 1: Understanding the Principles and Practices of Assessment 52 Unit 2: Assess Occupational Competence in the Work Environment 56

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Annexe D

62

Portfolio Evidence Record Sheets 62

Unit 1: Understanding the Principles and Practices of

Assessment (Level 3) 62

Unit 2: Assess Occupational Competence in the Work

Environment (Level 3) 66

Unit 3: Assess Vocational Skills, Knowledge and

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Purpose of this specification

The purpose of this specification is to provide details of the rules of combination and mandatory units for use in the delivery of the Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF).

This specification sets out:

 the qualification’s objective to meet the requirements for assessors, internal quality assurers (IQA) and external quality assurers (EQA) who are assessing and quality-assuring qualifications

 any other qualification which a learner must have completed before taking the qualification

 any prior knowledge, skills or understanding which the learner is required to have before taking the qualification

 units which a learner must have completed before the qualification will be awarded and any optional routes

 any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded

 the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

 the method of any assessment and any associated requirements relating to it

 the criteria against which learners’ level of attainment will be measured (such as assessment criteria)

 any specimen materials

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1 Introducing Edexcel Specialist

qualifications

What are Edexcel Specialist qualifications?

Edexcel Specialist qualifications are qualifications from Entry to level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge,

understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full time or part time courses in schools or colleges. Training centres and employers may also offer these qualifications.

There are three sizes of specialist qualification in the QCF:

 Award (1 to 12 credits)

 Certificate (13 to 36 credits)

 Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value. The credit value of a unit is based on:

 one credit for every 10 hours of learning time

 learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.

The following Edexcel Specialist qualification titles are covered by this specification:

Edexcel Level 3 Award in Understanding the Principles and Practices of Assessment

Edexcel Level 3 Award in Assessing Competence in the Work Environment Edexcel Level 3 Award in Assessing Vocationally Related Achievement Edexcel Level 3 Certificate in Assessing Vocational Achievement

These qualifications:

 are accredited by Ofqual as being stand alone

 are nationally recognised

 were developed to meet the requirements of assessors, internal quality assurers (IQA) and external quality assurers (EQA) who are assessing and quality

assuring qualifications

 are based on the Learning and Development National Occupational Standards (NOS). The NOS, assessment strategy and qualification structures were devised by Lifelong Learning UK (LLUK) and are now owned by the Learning and Skills Improvement Service (LSIS), the Standards Setting Body for teaching and learning

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Each qualification includes a unit that covers all the essential knowledge and understanding that assessors or quality assurance staff need, plus one or more units that describe competent practice.

Those new to assessing can take the knowledge unit and gain an understanding of assessment principles and practices before they begin a role. When they are ready to practise, they can undertake additional units.

Those who need to know about assessment, but never intend to practice, for example managers, are able to learn about essential principles and practices by achieving the knowledge unit only.

Those who are in a position to carry out real assessment can undertake knowledge and applied units at the same time and use evidence from one to meet

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2 Qualification summary and key information

Qualification title Edexcel Level 3 Award in Understanding the

Principles and Practices of Assessment QCF Qualification Number (QN) 501/0774/4

Qualification framework Qualifications and Credit Framework (QCF) Date registrations can be made 01/09/2010

Age range that the qualification is approved for

19+

Credit value 3

Assessment Centre-devised assessment (internal assessment) Guided learning hours 24

Grading information The qualification and units are at pass grade. Entry requirements For details of entry requirements see below.

Centres must also follow the Edexcel Access and Recruitment policy (see section 10 Access and Recruitment)

Qualification title Edexcel Level 3 Award in Assessing

Competence in the Work Environment QCF Qualification Number (QN) 501/0771/9

19+

Credit value 9

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Qualification title Edexcel Level 3 Award in Assessing Vocationally Related Achievement QCF Qualification Number (QN) 501/0773/2

19+

Credit value 9

Qualification title Edexcel Level 3 Certificate in Assessing

Vocational Achievement QCF Qualification Number (QN) 501/0772/0

19+

Credit value 15

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QCF qualification title and Qualification Number

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, QN and URNs are on learners’ final certification

documentation. Learners need to know this when they are recruited by the centre and registered with Edexcel. Further information about certification is in the Edexcel Information Manual on our website,

Objective of the qualifications

These qualifications replace the A1 and A2 qualifications. They are part of the new suite of qualifications for assessors, internal quality assurers (IQA) and external quality assurers (EQA).

This specification includes the qualifications for assessors. They were needed to meet the emerging needs of the developing qualification frameworks and to reflect changes in the practice of assessment.

These qualifications will be required for:

 Any assessors and verifiers involved in National Vocational Qualifications (NVQs) for the next three years. Those who deliver these qualifications will need to be qualified to meet the requirements of the NVQ Code of Practice and Sector Skills Councils assessment strategies.

 Assessors and quality assurance staff who deliver QCF qualifications that use the term ‘NVQ’ in their title

 Depending on the assessment strategies set by individual Sector Skills Councils, some staff, who are assessing and quality assuring qualifications within the QCF that do not use the term ‘NVQ’ in their titles, but whose purpose is to confirm occupational competence, will need to hold IQA or EQA qualifications.

These qualifications would be helpful for teachers in schools who deliver vocational qualifications with applied learning, such as BTEC Firsts and Nationals.

Ofqual has confirmed that practitioners who hold the A, V or D units will not have to prequalify, but must be aware of and operate in accordance with the relevant new qualification.

For further information, please refer to Annexe B where there is an extract from the Lifelong Learning UK (LLUK) guidance document giving the LLUK Assessment

Strategy. LLUK has been replaced by The Learning and Skills Improvement Service (LSIS) which now oversees the Assessment Strategy. Please note, that

requirements set out in the Assessment Strategy are LLUK/LSIS requirements, not the requirements of the Regulators, Sector Skills Councils or awarding bodies for other qualifications. These will be covered by the assessment strategies relevant to those qualifications.

The units in this specification can be approached as individual, stand-alone units but in different combinations they provide the appropriate qualification for:

 assessors of competence in the work environment

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It is essential that the correct combinations are understood and that learners are guided by assessors and tutors to the appropriate combination.

These qualifications are for learners aged 19 and above who are capable of reaching the required standards in a learning and development delivery or assessment context.

Edexcel’s policy is that the qualifications should:

 be free from any barriers that restrict access and progression

 ensure equality of opportunity for all wishing to access the qualifications. Individual qualifications in this specification document are particularly suitable for the following groups of learners:

The Edexcel Level 3 Award in Understanding the Principles and Practices of Assessment (QCF): for those who wish to gain an understanding of the principles and practices of assessment without any requirement to practice as assessors. The Edexcel Level 3 Award in Assessing Competence in the Work Environment (QCF): for assessors who assess occupational competence in an individual’s work environment.

The Edexcel Level 3 Award in Assessing Vocationally Related Achievement (QCF): for those who assess vocational skills, knowledge and understanding in

environments other than the work environment (eg a workshop, classroom or other training environment).

The Edexcel Level 3 Certificate in Assessing Vocational Achievement (QCF): for those who assess both occupational competence in the work environment and vocational skills, knowledge and understanding in environments other than the workplace (eg a workshop, classroom or other training environment).

Relationship with previous specifications

This specification is a direct specification replacement for specification BA025219 Edexcel Level 3 Awards in Assessing the Quality of Assessment (QCF) and Edexcel Level 3 Certificate in Assessing the Quality of Assessment (QCF) – For First

Teaching September 2010. These changes have been made to reflect updates in our specification document layout. The structures, rules of combination, content and assessment of the qualifications in the earlier specification, BA025219, have not been altered.

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Related qualifications in the teaching, training and education

suite

Which qualification is most appropriate for which role?

ROLE QUALIFICATION

Assessor or Internal Quality Assurer

Training, Assessment and Quality Assurance (TAQA)

Trainer Learning and Development (L&D)

New to teaching or training Preparing to Teach in the Lifelong Learning Sector (PTLLS)

Associate or part-time teacher Certificate in Teaching in the Lifelong Learning Sector (CTLLS)

Full-time teacher Diploma in Teaching in the Lifelong Learning Sector (DTLLS)

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Inter-relationships between teaching, training and education

qualifications

 All of the teaching and learning qualifications contain some common units increasing both the transferability between the qualifications, and the choice of units available to centres and learners.

 Centres should select units that best reflect the needs of learner groups. These may include: training, assessing, quality assurance, part and full-time teaching.

 We encourage centres to make the most of the wide range of units now available from Edexcel and recommend they use the qualification structure documents to design programmes that best suit learners.

 Centres should ensure they have the right resources and level of approval to offer these units and qualifications, and be aware of the specific delivery sequence for the Diploma in Teaching in the Lifelong Learning Sector, (further details in Section 9, Programme Delivery).

Preparing to Teach in the

Lifelong Learning Sector

Certificate in Teaching in the

Lifelong Learning Sector

Diploma in Teaching in the Lifelong Learning

Sector

Learning and Development

Training, Assessment

and Quality Assurance

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Progression opportunities through Edexcel qualifications

Learners who achieve these qualifications have a wide range of qualification progression opportunities, for example the teaching in the lifelong learning sector suite of qualifications: Preparing to Teach in the Lifelong Learning Sector (PTLLS), the Certificate in Teaching in the Lifelong Learning Sector (CTLLS) and the Diploma in Teaching in the Lifelong Learning Sector (DTLLS).

See Annexe A for further information.

Industry Support and recognition

These qualifications are supported by the Learning and Skills Improvement Service (LSIS), the Standards Setting Body for teaching and learning.

Relationship with National Occupational Standards

These qualifications relate to the Professional Standards in Teaching in the Lifelong Learning Sector. The standards are available on the Learning and Skills

Improvement Service Ex information is available, as well as advice on teaching in the further education sector, from the Information and Advice Service at telephone: 0300 303 1877.

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3 Centre resource requirements

As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.

General resource requirements

 Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualifications.

 Staff involved in the assessment process must have relevant expertise and occupational experience.

 There must be systems in place to make sure continuing professional development for staff delivering the qualifications.

 Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

 Centres must deliver the qualifications in accordance with current equality legislation.

Specific resource requirements

As well as the general requirements above, centres must meet any specific resource requirements outlined in Annexe B: LLUK Assessment Strategy. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.

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4 Qualification structures

Edexcel Level 3 Award in Understanding the Principles and

Practices of Assessment (QCF)

The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.

Minimum number of credits that must be achieved 3

Unit name Unit No Unit Ref No Level Credit GLH

Mandatory Unit: 3 credits must be achieved from this group Understanding the

Principles and Practices of Assessment

1 D/601/5313 3 3 24

Edexcel Level 3 Award in Assessing Competence in the Work

Environment (QCF)

Unit name Unit no Unit Ref No Level Credit GLH

Mandatory Units: 9 credits must be achieved from this group Understanding the

1 D/601/5313 3 3 24

Assess Occupational Competence in the Work Environment

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Edexcel Level 3 Award in Assessing Vocationally Related

Achievement (QCF)

1 D/601/5313 3 3 24

Assess Vocational Skills, Knowledge and Understanding

3 F/601/5319 3 6 30

Edexcel Level 3 Certificate in Assessing Vocational Achievement

(QCF)

1 D/601/5313 3 3 24

Assess Occupational Competence in the Work Environment

2 H/601/5314 3 6 30

Assess Vocational Skills, Knowledge and Understanding

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5 Assessment

The table below gives a summary of the assessment methods used in the qualifications

Units Assessment method

All units Centre-devised assessment

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.

A number of the assessment criteria in this specification document require the learner to produce evidence whereby the learner’s competence can be assessed. Where appropriate, centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly which

assessment criteria are being targeted and what evidence is required. There should be evidence in the course file that assignments have been internally reviewed and moderated.

Assignment briefs and evidence produced by learners must also meet any additional requirements in the Assessment Requirements section of the unit.

Unless otherwise indicated within the Assessment Requirements section of the unit, the centre can decide what form assessment evidence will take (eg performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.

Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.

To avoid over-assessment, centres are encouraged to link delivery and assessment across units.

When writing assignments, centres should ensure that guidance is given for:

 date of issue and date for submission

 word count (where appropriate for depth or range required)

 sources/types of appropriate evidence

 any specific support for learners in generating appropriate evidence — including cross-referencing where a single piece of evidence relates to more than one unit, for example scheme of work/session plans/observation reports

 the use of Harvard referencing for all research materials.

There is more guidance about internal assessment on our website. See also Section 13 Further information and useful publications.

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Assessment strategy

The overall grade for each qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure.

The assessment strategy for these qualifications has been included in Annexe B. It has been developed by the Learning and Skills Improvement Service (LSIS) in partnership with employers, training providers, awarding organisations and the regulatory authorities.

Evidence of competence may come from:

 current practice where evidence is generated from a current job role

 a programme of development where evidence comes from assessment

opportunities built into a learning/training programme whether at or away from the workplace

 the Recognition of Prior Learning (RPL) where a learner can demonstrate

that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification

 a combination of these.

It is important that the evidence is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill,

understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Types of evidence (to be read in conjunction with the

assessment strategy in Annexe B)

To successfully achieve a unit, the learner must

 achieve all the specified learning outcomes

 satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

 show that the evidence is their own.

Evidence can take a variety of different forms, including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible:

 direct observation of the learner’s performance by their assessor (O)

 outcomes from oral or written questioning (Q and A)

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 personal statements and/or reflective accounts (RA)

 outcomes from simulation, where permitted by the assessment strategy (S)

 professional discussion (PD)

 assignment, project/case studies (A)

 authentic statements/witness testimony (WT)

 expert witness testimony (EPW)

 evidence of Recognition of Prior Learning (RPL).

The abbreviations may be used for cross-referencing purposes.

Learners can use one piece of evidence to prove their knowledge, skills and

understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.

Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel websit

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6 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning. RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in the policy document Recognition of Prior Learning Policy, which is on the Edexcel website.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.

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7 Centre recognition and approval

Centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications. New centres must complete an Edexcel Vocational Centre & Qualification Approval Form (VCQA).

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres that already hold Edexcel Centre approval are able to apply for qualification approval for a different level or different sector via Edexcel Online, up to and including level 3 only. In some circumstances, qualification approval using Edexcel Online may not be possible. In such cases, guidance is available as to how an approval application may be made.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Edexcel will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.

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8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The Edexcel

qualifications leading to Qualified Teacher Learning and Skills status are internally assessed by the centre. Centres must use internal quality assurance processes to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel uses external quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice. For further information on quality assurance please refer to the BTEC Quality Assurance Handbook which can be found at

Standards Verification quality assurance models

The Standards Verification quality assurance model is in place for all the Training Assessment and Quality Assurance qualifications.

What is Standards Verification?

 Standards Verification is the way in which we check that centres are operating quality assurance and assessing to the right standards.

 Standards Verifiers will provide advice and information and support you in demonstrating that you are working to the standards and addressing areas of weakness.

 It ensures that you have accurate assessment records and are assessing candidates appropriately, consistently and fairly.

 There will normally be two visits each year for programmes in a sector.

How do we do it?

We allocate a Standards Verifier:

 to those centres that have registered learners and we notify your Quality Nominee, who acts as our point of contact

 to those specific programmes that they are occupationally competent to verify.

Which qualifications does Standards Verification cover?

 Edexcel Level 3 Award in Understanding the Principles and Practices

 of Assessment

 Edexcel Level 3 Award in Assessing Competence in the Work Environment

 Edexcel Level 3 Award in Assessing Vocationally Related Achievement

 Edexcel Level 3 Certificate in Assessing Vocational Achievement

For further information please refer to chapter 6b of the BTEC Quality Assurance Handbook which can be found at:

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9 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

 liaising with employers to make sure a course is relevant to learners’ specific needs

 accessing and using non-confidential data and documents from learners’ workplaces

 developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

 giving learners the opportunity to apply their learning in practical activities

 including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

 making full use of the variety of experience of work and life that learners bring to the programme.

Where legislation is referred to in a unit, centres must ensure that current legislation is taught.

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10 Access and recruitment

Edexcel’s policy regarding access to our qualifications is that:

 they should be available to everyone who is capable of reaching the required standards

 they should be free from any barriers that restrict access and progression

 there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to Edexcel specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.

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11 Access to qualifications for learners with

disabilities or specific needs

Equality and fairness are central to our work. Edexcel’s Equality Policy requires that all learners should have equal opportunity to access our qualifications and

assessments and that our qualifications are awarded in a way that is fair to every learner.

We are committed to making sure that:

 learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

 all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments. Details on how to make adjustments for learners with protected characteristics are given in the policy documents Application of Reasonable Adjustment for BTEC and Edexcel NVQ Qualifications and Application for Special Consideration: BTEC and Edexcel NVQ Qualifications.

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12 Unit format

Units in this specification have the following sections:

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are 9 levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in for example open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Assessment requirements

This section lists any specialist assessment requirements, in line with SSB guidance and assessment strategies, needed to deliver the unit. The centre will be asked to make sure that these are in place when it seeks approval from Edexcel to offer the qualification.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.

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Assessment criteria

The assessment criteria specify the standard required by the learner to achieve the learning outcome.

Unit amplification

This section gives further clarification on what a learner needs to know to achieve a learning outcome. Information in brackets gives exemplification for specific areas of knowledge.

For the purposes of this suite of qualifications, the following terms are used:

Tutor — the person carrying out the teacher education

Learner – the person taking the qualification

Student — the person being taught or assessed by the learners

Practitioner – anyone with a learning and development responsibility as the whole

or a part of their role.

Note: Learning and Development units which are offered as optional units in the Certificate in Teaching in the Lifelong Learning Sector Qualifications and the

Diploma in Teaching in the Lifelong Learning Sector qualifications have the following additional unit section:

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Unit 1:

Understanding the

Principles and

Practices of

Assessment

Unit reference number: D/601/5313

QCF level:

3 Credit value:

3 Guided learning hours: 24

Unit aim

The aim of this unit is to assess a learning and development practitioner’s knowledge and understanding of the principles and practices of assessment.

Assessment requirements

There is no requirement to undertake practice for this unit. However, Edexcel recommends that this unit be assessed in the workplace.

The unit should be assessed using methods appropriate to the assessment of knowledge and understanding. There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.

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earner needs to demonstrate that they ca

n meet all the learning outcomes

for the unit. The assessment c

riteria

ired to achieve the unit.

Assessment criteria

Unit amplification

1.1

Expl

ai

n the functi

on of

assessment in learning and development

□

Functions, eg measurement an

d recording of achievement,

id

enti

fi

cati

on of i

n

di

vi

dual

stud

ent needs, formative or summative

assessment, fit for purpose, a

ssessment against standards and

performance/assessment criteria, mo

nitoring development, evidence

for performance review/targets/b

enchmarking, contributing to

qu alit y assu ran ce, dev elo

pment of best practice.

1.2

Defi

ne the key concepts and

principles of assessment

□

Purpose, eg who i

s i

t for – l

earne

r, trainer, assesso

r, organisation,

employer?; assessment as part of th

e l

earni

ng or trai

ni

ng cycl

e, eg

to recogn

ise prior learn

in g , t o iden ti fy specif ic assessmen t

requirements; assessment of specific

l

earni

ng domai

n

s, eg Bandl

er an d Grin der’ s psy ch omot or/ cogn it iv e/ af fe ct iv e–sk ills, k n ow ledge or understandi ng. 1. 3 E xplain t h e respon sibilit ies of t h e assessor □ Ran g e of respon sibilit ies, eg t o t h e st u d en t, t h e employ er, t h e organisation, occupati

onal standards, awar

ding organisation; pract ical respon sibilit ies, eg plan n in g , man agin g an d deliv erin g assessmen t; main ta in in g t h e in tegrit y of t h e qu alif icat ion ; st u d en t-centred assessment the 1.4 Identi

fy the regul

ati

ons and

requirements relevant to assessment in own area of practice

□ Regu lat ory bodies of st an dards, eg Of qu al, Sect or Sk ills C ou n cils, awardi ng organi sati ons, Insti

tute for Learni

ng; other regul

ati ons, eg h ealt h an d saf et y, equ alit y an d div ersit y/ d isabilit y act , dat a

protection, safeguarding st

udents during assessment;

recording/tracking and logging a

ssessment decisions,

communi

cati

ng

decisions with students, standard

isation, moderation and quality

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fferent types of

assessment method

2.1

Compare the strengths and limit

at ion s of a ran g e of

assessment methods with reference to the needs of individual learners

□

Range of assessment methods for

performance-based assessment of

sk

ills or k

n ow ledge-b ased assessmen t of u n d erst an din g , in div idu al or

group assessment; fit for purpose,

eg student needs, context;

measures of achievement, eg

performance criteria, assessment

crit eria, lev els st an dards; pract ical limit at ion s, eg n u mbers in volv ed, ran g e, opport u n it y, reliabilit y, t ime con st rain ts, resou rces, st af fi n g . 3.1

Summarise key factors to consi

d

er when pl

anni

ng

assessment

□

Formal, eg addressing

regulations or standards, student, employer,

business needs; timing of asse

ssmen t, eg in it ial/ pre-cou rse, format iv e, su mmat iv e, recogn isin

g prior learn

in g ; ran g e of methods/acti vi ti

es to meet st

udent needs, eg observation,

performance evidence, discussion, wi

tness/student statement, tests,

mu lt iple-ch oice qu est ion s, w rit te n ac ti vi ty, refl ecti ve journal , verbal qu est ion in g; n at u rally occu rrin g ev iden ce; specif ic n eeds. 3.2 Eval

uate the benefi

ts of usi

n

g a

holistic approach to assessment

□

Benefits, eg cost and time effectiv

eness, moti vati onal for students, eg promot in g st u d en t respon sibilit y an d st u d en t in volv emen t, u se of natural ly occurri ng evi dence, experi enti al l earni ng, l in ki ng di fferent

aspects of learning through assessmen

t, transference of skills,

work-based opportunities, rationalising

collection of assessment evidence,

meet in g n u mber of learn in g ou tc omes/ assessmen t crit eria, lin ke d

knowledge-based and

performance-based assessment opportunities.

Understand how to plan assessment

3.3

Explain how to

plan a holistic

approach to assessment

□

Range of assessment requirem

ents and opportunities, eg

comprehensive approach, logica

l progression and sequencing,

relat ed t o specif ic con tex t, st u d

ent needs, preferences, workplace–

opportunities to use linkages part

icularly between knowledge and

u n d erst an din g t o sk ills requ iremen ts , n at u rally occu rrin g ev iden ce,

appropriate assessment opportuniti

es, evidence appropriate to

number of l

earni

ng outc

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Summarise the types of risks that

may

be in

vo

lv

ed in

assessment in own area of respon

sibilit y □ Organisational risks, eg organisational culture, appropriate

opportunities for assessment, st

aff occupati

onal

or assessment

experience; practical risks, eg

health and safety, equality and

diversity, data protection, specific

occupational risk s, student-based risk s, eg occu pat ion al compet en ce, respon sibilit y, mot iv at ion ;

assessment risks, eg

ti

mi

ng, range, suffi

ci

ency, bias, fairness.

3.5

Expl

ai

n how to mi

ni

mi

se ri

sks

through the pl

anni

ng process

□

Clear criteria for assessment, eg

iden ti fy in g/ addressin g specif ic requi rements, standardi sati

on of pl

anni ng, negoti ati n g wi th student;

selecting appropriate range of a

ssessment methods appropriate to

context to generate the requi

red

evidence; safeguarding students,

eg pl

anni

ng for heal

th and safety,

equality and diversity, negotiating

wi

th students, appropri

ate ti

mi

ng

of assessment, clear recording,

tracki ng, l oggi ng of assessment decisions. 4.1

Explain the importance of involv

in g t h e learn er an d ot h ers

in the assessment process

□ Recogn isin g n eeds, eg in it ial assessmen t, learn in g /t rain in g n eeds an aly sis, recogn isin g cu rren t lev el of k n ow ledge, u n d erst an din g , sk ills an d ex perien ces; n egot iat in g learn in g eg t arget s, goals, objecti

ves for assessment, sel

f-a ssessment, ‘bi te-si ze chunks’, mean in gf u l, relev an t, mot iv at

ion, engagement, involvement,

in div idu al respon sibilit y; in volv emen t w it h ot h

ers eg organ

isat ion , colleagues, employers, peers, witnesses. lv e learn ers 4.2

Summarise types of information that should be made available to learn

ers an d ot h ers in volv ed in

the assessment process

□ St an dards an d crit eria again st w h ich t h ey w

ill be assessed,

eg

awarding organisation requirements

, occupational standards, other

specif ic requ iremen ts ; assessmen t plan

, eg specif

ic crit eria t h ey w ill

be assessed agai

nst, ti

mi

ng, venue

, methods, expected outcomes,

opportunities for feedback, bene

fits of assessment, appeals

procedure; requirements of the st

udent, eg preparation, specific

needs, activity, evidence re

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Explain how peer- and self- assessment can be used effectively to promote learner involv

emen t an d person al respon sibilit y in t h e assessmen t of l earni ng □

Peer feedback, eg formal or in

formal, witness statements, peer

observations, feedback, working

collaboratively, sharing goals,

targets, giving and receiving f

eedback, awareness of risks of

appearin

g ch

allen

g

in

g or con

fron

tat

ion

al;

f

ormal or in

formal self

-assessment, eg SAR (Self-Assessmen

t Rev iew ), in it ial assessmen t, cu rren t k n ow ledge, u n d erst an din g , sk ills, occu pat ion al compet en ce,

SWOT (strengths, weaknesses, opport

uni

ti

es and threats), refl

ecti on, id enti fyi n

g targets, target setti

ng, acti on pl anni ng. 4.4 □

Negotiating assessment needs wi

th individual students, eg

iden ti fy in g specif ic learn in g /asse

ssment needs, range of assessment

methods, acti

vi

ti

es to meet di

fferent student/context/needs,

al

ternati

ve assessment acti

vi

ti

es

where appropriate, repeating

assessment to provide opportunity fo

r experi

enti

al

l

earni

ng, use of

alternative assessor, learning

support, discussion to supplement

primary ev iden ce; recordin g ev iden ce

of assessment to suit student

needs, eg digital recordin

g, audio/visual, scribe.

Understand how to make assessment decisions

5.1

Expl

ai

n how to judge whether

evidence is: 

sufficient  authenti c  current □ Un derst an d in g ru les of ev iden

ce, eg meeting outcomes and

objectives identified in assessmen

t plan, evidence is coherent,

accessible, realist ic, relev an t, at tr ibu table, ach iev ed w it h in t ime con st rain ts; credible an d compat ible w it h learn in g programme an d

required assessment outcomes, cont

ext, adheri

ng to organi

sati

on,

industry, awarding body and

government requirements and

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Explain how to ensure that assessment decisions are: 

made against specified crit

eria  va lid  reliable  fai r □

Range of evidence, eg clearly identi

fied, current, appropriate criteria,

valid cu rren cy , lev el, at tr ibu table; reliable an d can be repeat ed or

learning transferred; assessment de

cisions are fair, eg without bias

an d relat e t o t h e iden ti fi ed crit eria, comply in g w it h organ isat ion

and/or industry, awarding body

and government requirements,

addressing specific student needs.

6.1

Evaluate the importance of qu

alit y assu ran ce in t h e assessment process □ Ensuri ng organi sati on

, occupational, awardi

ng organi

sati

on and

government requirements are m

eet in g st an dardisat ion , qu alit y

assurance of practice, consiste

ncy across learners, assessors,

contexts, uni

ts; comprehensi

ve a

pproach to assessment at all

stages–preparation, planning pr

ocess, assessment outcomes ie

product; benchmarki

ng and measures of achi

evement; i

denti

fyi

n

g

development and continuing prof

essional development needs for

qu alit y improv emen t. 6.2

Summarise quality assurance and standardisation procedures in own area of practice

□

Organisation assessment policies an

d procedures, eg complying with

Sect or Sk ills C ou n cil, N at ion al Occu pat ion al St an dards requ iremen ts ;

team, assessor standardisation,

eg observations of practice,

st an dardisat ion meet in gs, sh arin g

good practice, observation of

peers, workshadowing, feedback

, comparisons of process and

product; i n ternal /external qual it

y assurance revi

ews, eval uati on procedures quality 6.3

Summarise the procedures to follow when there are disputes concerning assessment in own area of practice

□

Organisation policies and procedures

, eg clearly wri

tten appeals and

grievance procedures, accessible sy

stems for appeals, eg documents

for appeals, appropriate staffing

for management of appeal

s, con fiden ti alit y, n on -discrimin at ory policy , applicat ion in pract ice,

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Explain the importance of follo

wi

ng procedures for the

management of i

n

formati

on

relating to assessment

□ Policies f or man agemen t of asse

ssment evidence, eg portfolios,

assessment records, observation reco

rds, physical evidence, student

and witness statements; manageme

nt of assessment records, eg

st orage an d ret riev al, con fiden ti alit y, dat a prot ect ion , u se of te ch n ology ; sh arin g in format ion w it h relev an t part

ies eg st

u

d

en

ts

,

other assessors, employer, colleag

ues, organi sati on, regulations cov erin g sh arin g in format ion , eg Ofqual, awarding organisation, Sect or Sk ills C ou n cil, dat a prot ect ion

Understand how to manage info

rmat ion rel ati ng to assessment 7.2

Explain how feedback and questi

oni

n

g contri

bute to the

assessment process

□

Supporti

n

g range of evi

dence; confi

rmi

ng l

earni

ng, eg knowl

edge, u n d erst an din g , sk ills, rew ard, mot iv at ion , lin ki n g learn in g of produ ct an d process, t ran sf erabilit y of learn in g , iden ti fy in g f u rt h er learn in g requi

rements, target setti

ng and ac

ti

on pl

anni

ng, re

cording distance

travelled, value-added, progre

ssion; corroboration of assessor

decision-making process, judgement

; iden ti fy in g specif ic n eeds or

need for support

8. 1 E xplain legal issu es, policies an d

procedures relevant to assessment, including those for confi

d enti al it y, heal th, safety and welfare □

Organisation policies and procedur

es, eg associated with Ofqual,

aw ardin g organ isat ion requ iremen ts , Sect or Sk ills C ou n cil/ N at ion al Occu pat ion al St an dards, specif ic requ iremen ts

, eg con

fiden ti alit y, h ealt h , saf et y an d w elf are, in clu sion , equ alit y an d div ersit y; st af f

development needs eg standardisatio

n, sharing good practice,

work-shadowi

n

g, peer observati

on, i n -servi ce trai ni ng, cascadi ng trai ni ng, conti nui ng professi onal devel opment. the

legal and good practice requirements in rel

ati on to assessment 8.2 Expl ai

n the contri

buti

on that

technol

ogy can make to the

assessment process □ Appropriat e t ech n ology

, eg in

it ial assessmen ts , on lin e t est in g, recordin g of ev iden ce in clu d in g

audio or visual,

submission of assign men ts elect ron ically , elect ron ic f eedback t o learn ers, emailin g

feedback, discussion forums, web-ba

sed learning, including distance

or blended learning, issues of auth

enticity; technology for recording

and storing assessment eviden

ce, eg software, awarding

organi sati on onl in e provi si

on, students managi

ng own el

ectroni

c

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Evaluate requirements for equal

it

y and di

versi ty and, w h ere appropriat e, bilin gu alism

in relation to assessment

□ Forms of in equ alit y an d discrimin at ion an d t h eir impact on in div idu als, t h e relev an t legislat

ion, employment regulations and

policies an

d codes of

pract ice relev an t t o t h e promot ion of equ alit y and val u in

g of di

versi

ty, eg vi

sual /audi tory i m pai rment, physi cal disabilit y, bilin gu alism; f lex ibilit y in approach t o plan n in g of

assessment and quality assurance,

eg negoti ati n g ti mi ng, context,

providing additional resources

where appropriate, recognising

additional support needs, alte

rnative approaches, evidence

8.4

E

xplain the value of reflective _practi

ce and conti

nui

ng

professional development in the assessment process

□

Refl

ecti

ve practi

ce, eg

self-assessment, SWOT analysis (strengths,

weaknesses, opportunities

, threats or barriers), realistic targets for

own development, using feedback

from students, colleagues,

managers, external evaluators, othe

r individuals and

professionals,

self and team reviews, observation

reports, outcome from appraisal,

moni

tori

ng and modi

fi cati ons, u pdating knowledge , occupational ex pert ise, sk ills an d self -c on fi den ce, modif icat ion s t o assessmen t

plans, developing tec

hnol

ogi

es to extend and enhance assessment

process, contributing to

(40)

Unit 2:

Assess Occupational

Competence in the

Work Environment

Unit reference number: H/601/5314

QCF level:

3 Credit value:

6 Guided learning hours: 30

Unit aim

The aim of this unit is to assess a learning and development practitioner’s performance in carrying out assessments of occupational competence in a work environment.

Target groups

This is a valuable unit for all trainers and teachers of vocational subjects that involve assessment of occupational competence in a work environment.

Assessment requirements

Evidence for all learning outcomes must come from carrying out assessments in a work environment. Simulations are not allowed.

As a minimum, there must be performance evidence for the following assessment methods: observation of performance in the work environment, examining products of work and questioning the learner.

Other forms of evidence will be acceptable for the remaining assessment methods: discussing with the learner, use of others (witness testimony, looking at learner statements, recognising prior learning.

There must be evidence of the learner carrying out a minimum of two assessments of occupational competence with at least two of their own students (ie four

assessments in total). This occupational competence must not be in assessment itself, ie evidence from this unit must not come from assessing another candidate assessor who is in turn assessing someone else. There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is

encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.

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earson Educati o n Li mi te d 2012 33 s uni

t, the l

earner needs to demonstrate that they ca

n meet all the learning outcomes

for the unit. The assessment c

riteria

ired to achieve the unit.

Assessment criteria

Unit amplification

1.1 Plan

assessment

of occupational

competence based on the follow

in g met h ods: 

observation of performance in the work environment

 ex amin in g produ ct s of w ork 

questioning the learner



discussing with the learner



use of others (wi

tness

testi

m

ony)



looking at learner statements



recogn

isin

g prior learn

in g □ Assessmen t st an dards, eg aw ardin g organ isat ion , Sect or Sk ills C

ouncil requirements, employer n

eeds, performance requirements,

tr an sf erabilit y of sk ills; ran g e of met h ods t o in clu d e observ at ion of

performance in the work environmen

t, ex amin in g produ ct s of w ork , questi oni n

g the l

earner, di

scussi

ng wi

th the l

earner, use of others i

e w it n ess t est imon y, look in g at learn er st at emen ts , recogn isin g prior le arni ng. 1.2

Communicate the purpose, requirements and processes of assessing occupational competence to the learner

□

Requ

iremen

ts

, eg st

an dards/ crit eria again st w h ich t h ey w ill be

assessed, awarding or

ganisation requirem

ents, occupati

onal

standards, other specific requirements.

□

Assessmen

t plan

, eg specif

ic crit

eria t

h

ey

w

ill be assessed again

st

,

ti

mi

ng, venue, methods, expected

outcomes, opportuni

ti

es for

feedback, benefits of

assessment, appeals procedure; requirements

of the student, eg preparation, sp

ecific needs, activity, evidence

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Plan the assessment of occupational competence to address learner needs and current achievements

□

Initial assessment of students’ needs,

eg in it ial assessmen t, learn in g , tr ain in g n eeds an aly sis, recogn isin g cu rren t lev el of k n ow ledge, u n d erst an din g , sk ills an d ex perien ces, perf orman ce in dicat ors, sk ills

tests, employer review.

□

Negotiating learning, eg targets,

goals, objectives for assessment,

sel

f-assessment, bi

te-si

ze chunks,

assessment that i

s meani n gful and rel evant; moti vati

on, engagement, i

n vol vement, i n di vi dual respon sibilit y; in volv emen t w it h ot h ers, eg organ isat ion , colleagu es,

employers, peers, witnesses.

1.4

Identi

fy opportuni

ti

es for hol

isti

c

assessment

□

Opportunities, eg logical progression

and sequencing as related to

specific context, student needs;

opportuni

ti

es to use l

in kages part icu larly bet w een k n ow ledge an d u n d erst an din g t o sk ills

requirements; opportunities to

incorporate naturally occurring

evidence and appropriate

assessment opportunities.

Be able to make assessment decisions about occupational competence

2. 1 Use v alid, f air an d reliable

assessment methods including: Use v

alid,

f

air an

d reliable

assessment methods including: 

observation of performance

 ex amin in g produ ct s of w ork 

questioning the learner



discussing with the learner



use of others (wi

tness

testi

m

ony)



looking at learner statements



recogn

isin

g prior learn

in

g

□

Assessment methods, eg observ

ation, performance evidence,

discussion, witness or student statem

ent; fit for purpose, eg student

needs, context, measures of achi

evement ie performance criteria,

assessmen t crit eria; pract ical limit at ion s, eg n u mbers in volv ed, range, opportuni ty, ti me constr aints, resource s, staffing.

Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF)