AUA03 ACA03 AVA03 AVC03 QUA04 QAA04 QLC04 Level 3 and 4 Assessor and Quality Assurance (QCF) v2 030512
AUA03 ACA03 AVA03 AVC03 QUA04 QAA04 QLC04 Level 3 and 4 Assessor and Quality Assurance (QCF) v2 030512
AUA03 ACA03 AVA03 AVC03 QUA04 QAA04 QLC04 Level 3 and 4 Assessor and Quality Assurance (QCF) v2 030512
Suite 215
Fort Dunlop
Fort Parkway
Birmingham
B24 9FD
www.skillsfirst.co.uk
Contents
Page
Section 1 Introduction
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1.0 Introduction
1.1 Skillsfirst Awards is an awarding organisation specialising in the provision of vocational
qualifications across a range of occupational areas.
1.2 Skillsfirst Awards recognises the need for industry to have fully trained and qualified staff
reliably qualified to recognised industry standards.
1.3 The following handbook provides the learning outcomes and assessment strategy for the
delivery of the Level 3 and 4 assessor and quality assurance qualifications. The handbook is a
live document and will be updated should there be any incremental change made. Centres will
be informed electronically when changes are made and it will be the responsibility of any
recognised centre to ensure the most up to date version of the handbook is used. The document
also provides details of the administrative procedures, requirements and responsibilities that are
associated with the delivery of vocational qualifications.
The handbook is available on the Skillsfirst Awards website www.skillsfirst.co.uk
1.4 This document is copyright but can be copied by any of our recognised centres for the purpose
of assessing learners and may also be copied by learners for their own use.
2.0 Skillsfirst Awards
2.1 Data protection
Skillsfirst Awards takes the protection of data seriously and to this end has developed a data
protection statement outlining how Skillsfirst and our centres, comply with the current legislation on
data protection. It is important for centres to read our statement and ensure that our requirements
are put in place. It is particularly important that centres make learners aware that data is shared with
Skillsfirst Awards. Our policy statement on this and data requirements can be found in our centre
handbook on our website www.skillsfirst.co.uk
2.2 Equality and accessibility
Equality and accessibility
Skillsfirst is committed to giving everyone who wants to gain one of our qualifications an equal
opportunity of achieving it in line with current UK legislation and EU directives including the Equality
Act (2010) and to ensure this occurs, has in place a policy on equality and accessibility which can
be found on our website www.skillsfirst.co.uk and within our centre handbook.
Skillsfirst will ensure that centres use a equality and accessibility policy that works together with
ours and that they maintain an effective appeals procedure which along with the equality and
accessibility policy, will be monitored by the external verifier. We expect centres to tell learners how
to find and use their own equality and accessibility and appeals procedures.
Access to assessment
Skillsfirst Awards is committed to guaranteeing all learners are treated fairly and equally and to
ensure this occurs, has in place a policy on reasonable adjustments and special considerations.
This policy states clearly what centres can and in some cases must, put in place to assist learners
who may have particular requirements. We expect centres to tell learners how to find and use their
own reasonable adjustments and special considerations policy and will monitor implementation
through the external verification process.
This policy can be accessed at www.skillsfirst.co.uk and within our centre handbook. Further advice
on this policy and its application can be obtained from our customer services team at
[email protected]
2.3 Enquiries and information sources
Skillsfirst aims to provide accurate information in a variety of formats and media. Recognised
centres are encouraged to make enquiries to the customer services team, or seek clarification from
our website. Learners wishing to enquire about qualifications, aspects of qualifications or quality
assurance policies and procedures are encouraged, in the first instance, to seek information from
the recognised centre or their tutor/assessor. Where a satisfactory answer is unavailable, learners
are encouraged to seek clarification from our website, or from the Skillsfirst customer services team.
As a guide, the majority of frequently requested information is available on our website or on
request via the electronic helpline listed below.
Website: www.skillsfirst.co.uk
email: [email protected]
Tel: 0121 270 5100
Fax: 0121 747 4102
In writing to:
Customer Services
Skillsfirst Awards Limited
Suite 215
Fort Dunlop
Fort Parkway
Birmingham
B24 9FD
2.4 Complaints and appeals
Complaints
Skillsfirst Awards will endeavour at all times to satisfy our customers needs and ensure a quality
service. There may be times when our centres do not feel we have met these needs. Should they
wish, centres may complain in writing to the Skillsfirst Awards customer services manager. We will
attempt to resolve all complaints within the published timescales and will record and review all
complaints as part of our ongoing customer service commitment.
Appeals
Skillsfirst Awards aims to ensure that at all times its decisions are fair, consistent and based on valid
judgements. However, it is recognised that there may be occasions when a centre or a learner may
wish to question a decision made. Skillsfirst Awards therefore has an appeals policy and process
which clearly indicates the rights of the centre and the learner to appeal against a range of
decisions taken by Skillsfirst.
The Skillsfirst Awards appeals policy and process can be accessed on our website
www.skillsfirst.co.uk and within our centre handbook. Centres are required to have a documented
policy and procedure which allows learners to question decisions made by the centre. The final
stage of such a procedure may be to appeal to the Skillsfirst Awards external verifier. This policy
would form part of the original centre recognition process and its implementation will be monitored
by the external verifier.
TAQA Level 3 and 4 v2 030512
occupational expertise of those who assess performance, and moderate and verify
assessments
continuous professional development
summary of assessment methods
The complete assessment strategy is available for view and to download from the LLUK website
www.lluk.org
3.2 Occupational expertise of those who assess and quality assure assessments
All those who assess these qualifications must:
already hold the qualification (or previous equivalent qualification) they are assessing and
have successfully assessed learners for other qualifications; if assessing quality assurance
roles, they must have experience as a qualified quality assurance practitioner of carrying out
internal or external quality assurance of qualifications for a minimum of two assessors
have up-to-date working knowledge and experience of best practice in assessment and
quality assurance
hold one of the following qualifications or their recognised equivalent:
- the Level 3 Award in Assessing Competence in the Work Environment or
- the Level 3 Certificate in Assessing Vocational Achievement, or
- A1 Assess learner performance using a range of methods, or
- D32 Assess learner performance and D33 Assess learner using differing sources
of evidence.
show current evidence of continuing professional development in assessment and quality
assurance.
3.3
have up-to-date working knowledge and experience of best practice in assessment and
quality assurance
hold one of the following assessor qualifications or their recognised equivalent:
- the Level 3 Award in Assessing Competence in the Work Environment, or
- the Level 3 Certificate in Assessing Vocational Achievement, or
- A1 Assess learner performance using a range of methods, or
- D32 Assess learner performance and D33 Assess learner using differing sources
of evidence.
hold one of the following internal quality assurance qualifications or their recognised
equivalent:
- the Level 4 Award in the Internal Quality Assurance of Assessment Processes and
Practice, or
- the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment
Processes and Practice, or
- V1 Conduct internal quality assurance of the assessment process, or
- D34 Internally verify the assessment process.
show current evidence of continuing professional development in assessment and quality
assurance.
Continuous Professional Development
The sector requires all assessors and those carrying out quality assurance to maintain current
assessment and quality assurance competence as necessary to deliver these functions. The LLUK
recognises this can be achieved in many ways but must be recorded in individual continual
professional development (CPD) records that are maintained in Lifelong Learning assessment
centres.
4.0 Summary of assessment methods
For this qualification, learners will be required to provide a portfolio of evidence for each unit.
4.1 Recognition of prior learning (RPL)
RPL recognises how the contribution of a learners previous experience could contribute to a
qualification. Should any opportunities for RPL be identified, it is important that a complete process
of recognising prior experience and learning is undertaken, by ensuring that:
In considering the appropriateness of any single piece of evidence, the following should be
considered:
Content the degree to which the content of any previous accredited learning meets the
requirements of the National Occupational Standards against which it is being presented as
evidence.
Performance and knowledge the degree to which the previous learning covered both
performance and knowledge. Some learning will only have offered and tested the latter, in
which case RPL will only recognise the meeting of knowledge requirements. Performance
will require further assessment. Although unlikely, the reverse (performance tested but not
knowledge) could be true in which case knowledge and understanding would need further
assessment.
Relevance of Context the degree to which the context of the learning gained and
assessed, relates to the current context of learner work roles. If the context was different,
assessors will need to satisfy themselves of learners ability to transfer the learning gained
into their current setting.
Currency how recently the learning was gained. Learners would need to demonstrate
current knowledge and understanding of areas such as legislation, policy and practice etc,
which may have changes since the previous learning programmes were undertaken.
Authenticity how the ownership of the evidence is established to ensure it was generated
by the learner.
allow providers to design more flexible programmes, suited to the needs of a wider range of
learners
describe achievements (credits) to employers, providers and learners in a way that is easy to
understand
allow learners to accumulate credit, by recognising smaller steps of learning at their own
pace
allow learners to transfer credits into an electronic learner achievement record, which they
will keep for life
Level
Qualification title
Number of credits
AUA03
3 credits
ACA03
9 credits
AVA03
9 credits
AVC03
QUA04
QAA04
12 credits
QLC04
17 credits
15 credits
6 credits
Skillsfirst
unit No.
AV01
H/601/5314
AV02
F/601/5319
AV03
Unit title
Understanding the principles and practices of
assessment
Assess occupational competence in the work
environment
Assess vocational skills, knowledge and
understanding
Credit
value
3
6
6
Level 4 units
QCF
unit No.
T/601/5320
Skillsfirst
unit No.
AV04
A/601/5321
AV05
H/600/9674
AV06
Unit title
Understanding the principles and practices of
internally assuring the quality of assessment
Internally assure the quality of
assessment
Plan, allocate and monitor work in own
area of responsibility
Credit
value
6
6
5
Total
credits
Mandatory
unit(s) (must
01
Guided
Learning
Hours
(GLH)
24
01, 02
54
01, 03
54
15
01, 02, 03
84
04
45
12
04, 05
90
17
04, 05, 06
115
be taken)
(AV)
AV01
Understanding the principles
and practices of assessment
10
AV01
Level: 3
Credit value: 3
Unit aim
The aim of this unit is to assess the learning and development practitioners knowledge and
understanding of the principles and practices of assessment. Practitioner means anyone with a
learning and development responsibility as the whole or a part of their role.
Learning outcomes
There are eight learning outcomes to this unit. The learner will:
1.
2.
3.
4.
5.
6.
7.
8.
English Level 2
Mathematics Level 2
ICT Level 1
11
AV01
Understanding the principles and practices of assessment
Learning outcomes and assessment criteria
Outcome 1
sufficient
authentic
current
12
Outcome 6
13
AV02
Assess occupational competence
in the work environment
14
Practitioner means anyone with a learning and development responsibility as the whole or a part of
their role.
Learning outcomes
There are four learning outcomes to this unit. The learner will:
1.
2.
3.
4.
English Level 2
Mathematics Level 2
ICT Level 1
15
As a minimum, there must be performance evidence for the following assessment methods:
The learner assessors performance evidence must be assessed by observation, examining the
products of work and questioning / discussions.
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.
There must be evidence of the learner assessor carrying out at least two assessments of two
learners occupational competence (four assessments in total). This occupational competence must
not be in assessment itself. In other words, evidence for this unit must not come from assessing
another learner assessor who in turn is assessing someone else.
16
17
AV03
Assess vocational skills,
knowledge and understanding
18
AV03
Level: 3
Credit value: 6
Unit aim
The aim of this unit is to assess a learning and development practitioners performance in carrying
out the assessment of vocational skills, knowledge and understanding outside of the
work environment. Assessment methods include:
4.
English Level 2
Mathematics Level 2
ICT Level 1
19
20
AV03
Assess vocational skills, knowledge and understanding
Learning Outcomes and assessment criteria
Outcome 1
21
AV04
Understanding the principles and practices
of internally assuring the quality of assessment
22
AV04
Level: 4
Credit value: 6
Unit aim
The aim of this unit is to assess the knowledge and understanding a learning and development
practitioner requires for the internal quality assurance of assessment.
Practitioner means anyone with a learning and development responsibility as the whole or a part of
their role.
Learning outcomes
There are six learning outcomes to this unit. The learner will:
1.
2.
3.
4.
5.
6.
English Level 2
Mathematics Level 2
ICT Level 1
23
AV04
24
4.
evaluate requirements for equality and diversity and, where appropriate, bilingualism, in
relation to the internal quality assurance of assessment
25
AV05
Internally assure the quality of assessment
26
AV05
Level: 4
Credit value: 6
Unit aim
The aim of this unit is to assess the knowledge and understanding a learning and development
practitioner requires for the internal quality assurance of assessment.
Practitioner means anyone with a learning and development responsibility as the whole or a part of
their role.
Learning outcomes
There are five learning outcomes to this unit. The learner will:
1.
2.
3.
4.
5.
English Level 2
Mathematics Level 2
ICT Level 1
observation of performance
examining products of work
questioning.
Direct evidence of this kind may be supplemented, where necessary, by professional discussion,
reflective accounts or witness testimony.
Simulations are not allowed.
TAQA Level 3 and 4 v2 030512
27
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 assessment criterion.
Evidence must come from the IQA learners performance in the work environment. There must be
evidence of the IQA learner monitoring a minimum of two assessors, each with a minimum of two
learners of their own, through components of a qualification.
28
AV05
Internally assure the quality of assessment
Learning outcomes and assessment criteria
Outcome 1
29
AV06
Plan, allocate and monitor work
in own area of responsibility
30
AV06
Level: 4
Credit value: 5
Unit aim
The aim of this unit is to help learners to plan, allocate and monitor work in their own area of
responsibility, and make any necessary changes to original work plans.
Learning outcomes
There are four learning outcomes to this unit. The learner will:
1.
2.
3.
4.
English Level 2
Mathematics Level 2
ICT Level 1
observation of performance
examining products of work
questioning.
Direct evidence of this kind may be supplemented, where necessary, by discussion, reflective
accounts or witness testimony.
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.
Assessing and Assuring the Quality of Assessment by Lifelong Learning UK
Evidence must come from performance in the work environment.
TAQA Level 3 and 4 v2 030512
31
AV06
Plan, allocate and monitor work in own area of responsibility
Learning outcomes and assessment criteria
Outcome 1
32
Published by:
Skillsfirst Awards Limited
Suite 215
Fort Dunlop
Fort Parkway
Birmingham
B24 9FD
Tel - 0121 270 5100
Fax - 0121 747 4102
Website www.skillsfirst.co.uk
33