AUA03 ACA03 AVA03 AVC03 QUA04 QAA04 QLC04 Level 3 and 4 Assessor and Quality Assurance (QCF) v2 030512

Skillsfirst Awards
Handbook for Levels 3 and 4

Assessor and Quality Assurance Qualifications
AUA03
ACA03
AVA03
AVC03
QUA04
QAA04
QLC04
Suite 215
Fort Dunlop
Fort Parkway
Birmingham
B24 9FD
www.skillsfirst.co.uk
Contents
Page
Section 1 Introduction
Section 2 Skillsfirst Awards Limited

2.1 Data protection
2.2 Equality and accessibility
2.3 Enquiries and information sources
2.4 Complaints and appeals
2.5 Malpractice and maladministration
2
2
3
3
4
Section 3 The sector skills council for lifelong learning

3.1 Lifelong Learning UK
3.2 Occupational expertise of those who assess performance,
and moderate and verify assessments
3.3 Continuous Professional Development
4
4
5
Section 4 Summary of assessment methods

4.1 Recognition of prior learning (RPL)
4.2 Assessing Performance
4.2 Simulation
5
6
6
Section 5 Qualification information

5.1 What is the qualification and credit framework (QCF)
5.2 QCF units
5.3 QCF terminology
5.4 Availability of qualifications
6
6
6
7
Section 6 Qualification structure

6.1 Number of credits required for each qualification
6.2 List of available units and their credit value
6.3 The rules of combination
6.4 Learner entry requirements
6.5 Progression opportunities
7
7
8
9
9
Section 7 The units of learning

7.1 Structure of the units
TAQA Level 3 and 4 v2 030512
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.
2.5 Malpractice and maladministration

Skillsfirst Awards has a responsibility to ensure that malpractice and maladministration is addressed
effectively and to publish procedures to centres for dealing with malpractice on the part of learners,
centre staff and any others involved in providing the qualification. To meet this requirement,
Skillsfirst Awards has a malpractice and maladministration policy and process, the details of which
can be accessed on our website www.skillsfirst.co.uk
3.0 The sector skills council for lifelong learning
3.1 Lifelong Learning UK (LLUK)
Level 3 and 4 assessor and quality assurance qualifications are based on the units developed by
LLUK who are the sector skills council for lifelong learning. Their contact details are:
8th Floor
Centurion House
24 Monument Street
London
EC3R 8AQ
Phone: 0300 303 8077
[email protected]
This handbook provides details from LLUKs assessment strategy, which centres will need to apply
in order to assess and quality assure the Level 3 and 4 assessor and quality assurance
qualifications and includes the:
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.
All those who quality assure these qualifications internally must:
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:
it covers relevant or appropriate experience for previous activities, as well as accredited

learning and qualifications
it is incorporated into the assessment planning, with details of how this will take place
mapping of prior learning to the National Occupational Standards to identify gaps is
documented and auditable
assessment methods or processes for recognising prior experience and learning, are
documented and made available to the external verifier
the audit trail covers the whole process and methodology of RPL
the authenticity and currency of presented evidence is established by the assessor
where observation or expert witness testimony is a unit assessment method requirement,
this activity is undertaken after learner registration for the qualification
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.
4.2 Assessing performance

Assessment of individual units of the Level 3 and 4 assessor and quality assurance qualifications
are detailed within the evidence requirements and assessment guidance for each unit.
4.3 Simulation
Simulation may be used for Level 3 and 4 assessor and quality assurance qualifications AUA03 and
QUA04. For further details, please see the evidence requirements and assessment guidance for
each unit
5.0 Qualification information
5.1 What is the qualification and credit framework?
The qualification and credit framework (QCF) is a new way of recognising achievement through the
award of credit for units and qualifications. It will provide flexible routes to gaining full qualifications
and enable qualifications to be achieved in smaller steps. Units within the framework will have a
level (ranging from entry level to level 8) to indicate the level of difficulty. They will also have a credit
value to indicate the size of the unit.
The QCF will:
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
5.2 QCF units

Each unit has a credit value based on the total number of hours learning required to achieve it,
(notional learning). Each 10 hours of learning equals 1 credit, for example, if a unit takes 30 hours of
learning, it will receive a credit value of 3. The units vary in credit value. In addition all units have a
level which may be different from the qualification in which they can be used.
5.3 QCF terminology
Whilst the evidence outcomes required from QCF and NVQ units are the same, the QCF units use
different terminology to the NVQ units. The assessment criteria for NVQ units are listed under what
you must do and what you must know whereas the QCF units are all listed under the learner can.
5.4 Availability of qualifications
There is a suite of seven different qualification at levels 3 and 4. To complete a qualification, the
minimum credit value must be achieved and each type at each level requires more credit to be
achieved. The number of units to achieve this is fixed and it is the total credit value that is required.
Rules of combination apply to each qualification. Learners can accumulate credit which will allow
them to claim award or certificate certification, as the qualification credit values are achieved.
6.0 Qualification structure
This next section provides you with the:
number of credits required for each qualification

list of available units and their credit value
rules of combination
learner entry requirements
progression opportunities
6.1 Number of credits required for each qualification

Qual. No.
Level
Qualification title
Number of credits
AUA03
Award in Understanding the Principles and

Practices of Assessment
3 credits
ACA03
Award in Assessing Competence in the Work

Environment
9 credits
AVA03
Award in Assessing Vocationally Related

Achievement
9 credits
AVC03
Certificate in Assessing Vocational Achievement
QUA04
Award in Understanding the Internal Quality

Assurance of Assessment Processes and
Practice
QAA04
Award in the Internal Quality Assurance of

Assessment Processes and Practice
12 credits
QLC04
Certificate in Leading the Internal Quality Assurance

of Assessment Processes and Practice
17 credits
15 credits
6 credits
6.2 List of available units and their credit value

The list below gives the unit titles and the credit value of each unit.
Level 3 units
QCF
unit No.
D/601/5313
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
6.3 Rules of combination

Qualification Title
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)
Level 3 Award in Understanding the Principles and

Practices of Assessment
Level 3 Award in Assessing Competence in the Work
Environment
Level 3 Award in Assessing Vocationally Related
Achievement
Level 3 Certificate in Assessing Vocational Achievement
Level 4 Award in Understanding the Internal Quality

Assurance of Assessment Processes and Practice
Level 4 Award in the Internal Quality Assurance of
Assessment Processes and Practice
Level 4 Certificate in Leading the Internal Quality
Assurance of Assessment Processes and Practice
6.4 Learner entry requirements

Formal requirements
There are no formal entry requirements for learners undertaking this qualification; however centres
must ensure that learners have the potential and opportunity to gain evidence for the qualification in
the work place.
Age restrictions
There are no age limits attached to learners undertaking this qualification, unless this is a legal
requirement of the process or the environment.
Legal considerations
There are no formal entry requirements for learners undertaking this qualification however, centres
must ensure that learners have the potential and opportunity to gain evidence for the qualification in
the work place.
6.5 Progression opportunities
Level 3 qualifications
On completion of individual qualification(s), learners may develop within the assessor role or
progress either into the internal quality assurance of assessment processes and practice or onto
direct delivery learning programmes.
Level 4 qualifications
On completion of individual qualification(s), learners may develop within the internal quality
assurance role or progress either into leading a team of the internal quality assurance practitioners
or onto teaching or direct delivery higher learning programmes.
7.0 The units of learning

7.1 Structure of the units
The units in these qualifications are written in a standard format and comprise the following:
Skillsfirst reference number

unit title
level and credit value
unit aim
learning outcomes which are comprised of a number of assessment criteria
relationship to NOS, other qualifications and frameworks
evidence requirements
assessment guidance notes
AV01
Understanding the principles
and practices of assessment
10
AV01
Understanding the principles and practices of assessment
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.
Understand the principles and requirements of assessment

Understand different types of assessment method
Understand how to plan assessment Assuring the Quality of Assessment by Lifelong
Understand how to involve learners and others in assessment
Understand how to make assessment decisions
Understand quality assurance of the assessment process
Understand how to manage information relating to assessment
Understand the legal and good practice requirements in relation to assessment
4.
5.
6.
7.
8.
Guided learning hours

It is recommended that 24 hours should be allocated for this unit. This may be on a full-time or
part-time basis.
Details of the relationship between the unit and relevant national occupational standards
(if appropriate)
This unit is linked to the National Occupational Standards for Learning and Development Standard
9: Assess learner achievement.
Endorsement of the unit by a sector or other appropriate body
This unit is endorsed by Lifelong Learning UK (LLUK), the sector skills council for learning and
development.
Functional skills
This unit could contribute towards the Functional Skills in the following areas:
English Level 2
Mathematics Level 2
ICT Level 1
Evidence requirements and assessment guidance

All learning outcomes in this unit must be assessed using methods appropriate to the assessment
of knowledge and understanding. There must be valid, authentic and sufficient evidence for all the
assessment criteria. However, one piece of evidence may be used to meet the requirements of
more than one learning outcome or assessment criterion.
11
AV01
Understanding the principles and practices of assessment
Learning outcomes and assessment criteria
Outcome 1
Understand the principles and requirements of assessment
The learner can:

1 explain the functions of assessment in learning and development
2 define the key concepts and principles of assessment
3 explain the responsibilities of the assessor
4 identify the regulations and requirements relevant to assessment in own area of practice
Outcome 2
Understand different types of assessment method
The learner can:

1
compare the strengths and limitations of a range of assessment methods with reference to the
needs of individual learners
Outcome 3
Understand how to plan assessment
The learner can:

1
summarise key factors to consider when planning assessment
2
evaluate the benefits of using a holistic approach to assessment
3
explain how to plan a holistic approach to assessment
4
summarise the types of risks that may be involved in assessment in own area of
responsibility
5
explain how to minimise risks through the planning process
Assessing and Assuring the Quality of Assessment by Lifelong Learning UK
Outcome 4 Understand how to involve learners and others in assessment
The learner can:
1.
explain the importance of involving the learner and others in the assessment process
2.
summarise types of information that should be made available to learners and others involved
in the assessment process
3.
explain how peer and self-assessment can be used effectively to promote learner involvement
and personal responsibility in the assessment of learning
4.
explain how assessment arrangements can be adapted to meet the needs of individual
learners
Outcome 5
Understand how to make assessment decisions
The learner can:

1 explain how to judge whether evidence is:
sufficient
authentic
current
explain how to ensure that assessment decisions are:
made against specified criteria

valid
reliable
fair
12
Outcome 6
Understand quality assurance of the assessment process
The learner can:

1.
evaluate the importance of quality assurance in the assessment process
2.
summarise quality assurance and standardisation procedures in own area of
practice
3.
summarise the procedures to follow when there are disputes concerning assessment in own
area of practice
Outcome 7
Understand how to manage information relating to assessment
The learner can:

1.
explain the importance of following procedures for the management of information relating to
assessment
2.
explain how feedback and questioning contribute to the assessment process
Outcome 8 Understand the legal and good practice requirements in relation to assessment
The learner can:
1.
explain legal issues, policies and procedures relevant to assessment, including those for
confidentiality, health, safety and welfare
2.
explain the contribution that technology can make to the assessment process
3.
evaluate requirements for equality and diversity and, where appropriate, bilingualism in
relation to assessment
4.
explain the value of reflective practice and continuing professional development in the
assessment process
13
AV02
Assess occupational competence
in the work environment
14
AV02 Assess occupational competence in the work environment

Level: 3
Credit value: 6
Unit aim
The aim of this unit is to assess a learning and development practitioners performance in carrying
out assessments of occupational competence in a work environment. This unit requires evidence of
using the following assessment methods:
observation of performance in the work environment

examining products of work
questioning the learner
discussing with the learner
use of others (witness testimony)
looking at learner statements
recognising prior learning
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.
Be able to plan the assessment of occupational competence

Be able to make assessment decisions about occupational competence
Be able to provide required information following the assessment of occupational competence
Be able to maintain legal and good practice requirements when assessing occupational
competence
3.
4.

part-time basis.
(if appropriate)
development.
Functional skills
English Level 2
Mathematics Level 2
ICT Level 1

The aim of this unit is to assess the learner assessors performance in assessing occupational
competence in an individuals work environment. There must be evidence to cover all of the
assessment methods listed in the unit.
15
As a minimum, there must be performance evidence for the following assessment methods:

questioning the learner.
Simulations are not allowed.

Other forms of evidence will be acceptable for the remaining assessment methods:

recognising prior learning.
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
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
AV02 Assess occupational competence in the work environment

Outcome 1
Be able to plan the assessment of occupational competence
The learner can:

1.
plan assessment of occupational competence based on the following methods:
2.
communicate the purpose, requirements and processes of assessing occupational
competence to the learner
3.
plan the assessment of occupational competence to address learner needs and current
achievements
4.
identify opportunities for holistic assessment
Outcome 2
Be able to make assessment decisions about occupational competence
The learner can:

1.
use valid, fair and reliable assessment methods including:
observation of performance
2.
make assessment decisions of occupational competence against specified criteria
3.
follow standardisation procedures
4.
provide feedback to learners that affirms achievement and identifies any further implications
for learning, assessment and progression
Outcome 3 Be able to provide required information following the assessment of
occupational competence
The learner can:
1.
maintain records of the assessment of occupational competence, its outcomes and learner
progress
2.
make assessment information available to authorised colleagues
3.
follow procedures to maintain the confidentiality of assessment information
Outcome 4 Be able to maintain legal and good practice requirements when assessing
The learner can:
1.
follow relevant policies, procedures and legislation for the assessment of occupational
competence, including those for health, safety and welfare
2.
apply requirements for equality and diversity and, where appropriate, bilingualism, when
assessing occupational competence
3.
evaluate own work in carrying out assessments of occupational competence
4.
maintain the currency of own expertise and competence as relevant to own role in assessing
17
AV03
Assess vocational skills,
knowledge and understanding
18
AV03
Assess vocational skills, knowledge and understanding
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:
assessments of the learner in simulated environments

skills tests
oral and written questions
assignments
projects
case studies
The unit does not require the design of assessments.

their role.
Learning outcomes
1.
2.
3.
Be able to prepare assessments of vocational skills, knowledge and understanding

Be able to carry out assessments of vocational skills, knowledge and understanding
Be able to provide required information following the assessment of vocational skills,
Be able to maintain legal and good practice requirements when assessing vocational skills,
4.

part-time basis.
(if appropriate)
development.
Functional skills
English Level 2
Mathematics Level 2
ICT Level 1
19

The aim of this unit is to assess the learner assessors performance in assessing vocational skills,
knowledge and understanding in environments other than the workplace for example, workshops,
classrooms or other training environments. There must be evidence to cover all of the assessment
methods listed in the unit.
As a minimum, there must be performance evidence for at least three of
the following assessment methods:

skills tests
assignments
projects
case studies
recognising prior learning.

Other forms of evidence will be acceptable for the remaining assessment methods.
The learner assessors performance evidence must be assessed by observation, examining the
products of work and questioning / discussions.
There must be evidence of the learner assessor carrying out at least two assessments of two
learners skills, knowledge and understanding (four assessments in total).
20
AV03
Assess vocational skills, knowledge and understanding
Learning Outcomes and assessment criteria
Outcome 1
Be able to prepare assessments of vocational skills, knowledge

and understanding
The learner can:

1.
select methods to assess vocational skills, knowledge and understanding which address
learner needs and meet assessment requirements, including:
skills tests
assignments
projects
case studies
2.
prepare resources and conditions for the assessment of vocational skills, knowledge and
understanding
3.
communicate the purpose, requirements and processes of assessment of vocational skills,
knowledge and understanding to learners
Outcome 2
Be able to carry out assessments of vocational skills, knowledge and

understanding
The learner can:

1.
manage assessments of vocational skills, knowledge and understanding to meet assessment
requirements
2.
provide support to learners within agreed limitations
3.
analyse evidence of learner achievement
4.
make assessment decisions relating to vocational skills, knowledge and understanding
against specified criteria
5.
follow standardisation procedures
6.
provide feedback to the learner that affirms achievement and identifies any further implications
for learning, assessment and progression
Outcome 3 Be able to provide required information following the assessment of vocational
skills, knowledge and understanding
The learner can:
1.
maintain records of the assessment of vocational skills, knowledge and understanding, its
outcomes and learner progress
2.
make assessment information available to authorised colleagues as required
3.
follow procedures to maintain the confidentiality of assessment information
Outcome 4 Be able to maintain legal and good practice requirements when assessing
vocational skills, knowledge and understanding
The learner can:
1.
follow relevant policies, procedures and legislation relating to the assessment of vocational
skills, knowledge and understanding, including those for health, safety and welfare
2.
apply requirements for equality and diversity and, where appropriate, bilingualism
3.
evaluate own work in carrying out assessments of vocational skills, knowledge and
understanding
4.
take part in continuing professional development to ensure current expertise and competence
in assessing
21
AV04
Understanding the principles and practices
of internally assuring the quality of assessment
22
AV04
Understanding the principles and practices of internally assuring the

quality of assessment
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.
their role.
Learning outcomes
There are six learning outcomes to this unit. The learner will:
1.
2.
3.
4.
5.
Understand the context and principles of internal quality assurance

Understand how to plan the internal quality assurance of assessment
Understand techniques and criteria for monitoring the quality of assessment internally
Understand how to internally maintain and improve the quality of assessment
Understand how to manage information relevant to the internal quality assurance of
assessment
Understand the legal and good practice requirements for the internal quality assurance of
assessment
6.

part-time basis.
(if appropriate)
11: Internally monitor and maintain the quality of assessment..
development.
Functional skills
English Level 2
Mathematics Level 2
ICT Level 1

The aim of this unit is to assess knowledge and understanding of the principles and practices that
underpin the internal quality assurance of assessment. All learning outcomes in this unit must be
assessed using methods appropriate to the assessment of knowledge and understanding.
There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one
piece of evidence may be used to meet the requirements of more than one learning outcome or
assessment criterion.
23
AV04
Understanding the principles and practices of internally assuring the

quality of assessment
Outcome 1
Understand the context and principles of internal quality assurance
The learner can:

1.
explain the functions of internal quality assurance in learning and development
2.
explain the key concepts and principles of the internal quality assurance of assessment
3.
explain the roles of practitioners involved in the internal and external quality assurance
process
4.
explain the regulations and requirements for internal quality assurance in own area of practice
Outcome 2
Understand how to plan the internal quality assurance of assessment
The learner can:

1.
evaluate the importance of planning and preparing internal quality assurance activities
2.
explain what an internal quality assurance plan should contain
3.
summarise the preparations that need to be made for internal quality assurance, including:
information collection
communications
administrative arrangements
resources
Outcome 3 Understand techniques and criteria for monitoring the quality of assessment
internally
The learner can:
1.
evaluate different techniques for sampling evidence of assessment, including use of
technology
2.
explain the appropriate criteria to use for judging the quality of the assessment process
Outcome 4
Understand how to internally maintain and improve the quality of assessment
The learner can:

1.
summarise the types of feedback, support and advice that assessors may need to maintain
and improve the quality of assessment
2.
explain standardisation requirements in relation to assessment
3.
explain relevant procedures regarding disputes about the quality of assessment
Outcome 5 Understand how to manage information relevant to the internal quality
assurance of assessment
The learner can:
1.
evaluate requirements for information management, data protection and confidentiality in
relation to the internal quality assurance of assessment
6. Understand the legal and good practice requirements for the internal quality assurance of
assessment
The learner can:
1.
evaluate legal issues, policies and procedures relevant to the internal quality assurance of
assessment, including those for health, safety and welfare
2.
evaluate different ways in which technology can contribute to the internal quality assurance of
assessment
3.
explain the value of reflective practice and continuing professional development in relation to
internal quality assurance
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.
their role.
Learning outcomes
There are five learning outcomes to this unit. The learner will:
1.
2.
3.
4.
Be able to plan the internal quality assurance of assessment

Be able to internally evaluate the quality of assessment
Be able to internally maintain and improve the quality of assessment
Be able to manage information relevant to the internal quality assurance of assessment
Be able to maintain legal and good practice requirements when internally monitoring and
maintaining the quality of assessment
5.

part-time basis.
(if appropriate)
11: Internally monitor and maintain the quality of assessment..
development.
Functional skills
English Level 2
Mathematics Level 2
ICT Level 1

The aim of this unit is to assess the learners performance in assuring the quality of assessment
from within an organisation or assessment centre. All learning outcomes in this unit must be
assessed using methods appropriate to the learner Internal Quality Assurance (IQA)s performance.
These must include:
questioning.
Direct evidence of this kind may be supplemented, where necessary, by professional discussion,
reflective accounts or witness testimony.
27
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
Outcome 1
Be able to plan the internal quality assurance of assessment
The learner can:

1.
plan monitoring activities according to the requirements of own role
2.
make arrangements for internal monitoring activities to assure quality
Outcome 2
Be able to internally evaluate the quality of assessment
The learner can:

1.
carry out internal monitoring activities to quality requirements
2.
evaluate assessor expertise and competence in relation to the requirements of their role
3.
evaluate the planning and preparation of assessment processes
4.
determine whether assessment methods are safe, fair, valid and reliable
5.
determine whether assessment decisions are made using the specified criteria
6.
compare assessor decisions to ensure they are consistent
Outcome 3
Be able to internally maintain and improve the quality of assessment
The learner can:

1.
provide assessors with feedback, advice and support, including professional development
opportunities, which help them to maintain and improve the quality of assessment
2.
apply procedures to standardise assessment practices and outcomes
Outcome 4
Be able to manage information relevant to the internal quality assurance of

assessment
The learner can:

1.
apply procedures for recording, storing and reporting information relating to internal quality
assurance
2.
follow procedures to maintain confidentiality of internal quality assurance information
Outcome 5 Be able to maintain legal and good practice requirements when internally
monitoring and maintaining the quality of assessment
The learner can:
1.
apply relevant policies, procedures and legislation in relation to internal quality assurance,
including those for health, safety and welfare
2.
apply requirements for equality and diversity and, where appropriate, bilingualism, in relation
to internal quality assurance
3.
critically reflect on own practice in internally assuring the quality of assessment
4.
maintain the currency of own expertise and competence in internally assuring the quality of
assessment
29
AV06
Plan, allocate and monitor work
in own area of responsibility
30
AV06
Plan, allocate and monitor work in own area of responsibility
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
1.
2.
3.
4.
Be able to produce a work plan for own area of responsibility

Be able to allocate and agree responsibilities with team members
Be able to monitor the progress and quality of work in own area
Be able to review and amend plans of work for own area ofresponsibility and communicate
changes.

part-time basis.
(if appropriate)
This unit is linked to the National Occupational Standards for Management D6: Allocate and monitor
the progress and quality of work in your area of responsibility..
development.
Functional skills
English Level 2
Mathematics Level 2
ICT Level 1

The aim of this unit is to assess performance in leading the work of a team responsible for the
internal quality assurance within an organisation or assessment centre. All learning outcomes in this
unit must be assessed using methods appropriate to the candidate IQAs performance. These must
include:
questioning.
Direct evidence of this kind may be supplemented, where necessary, by discussion, reflective
accounts or witness testimony.
Evidence must come from performance in the work environment.
31
AV06
Plan, allocate and monitor work in own area of responsibility
Outcome 1
Be able to produce a work plan for own area of responsibility
The learner can:

1.
Explain the context in which work is to be undertaken.
2.
Identify the skills base and the resources available.
3.
Examine priorities and success criteria needed for the team.
4.
Produce a work plan for own area of responsibility.
Outcome 2
Be able to allocate and agree responsibilities with team members
The learner can:

1.
Identify team members responsibilities for identified work activities.
2.
Agree responsibilities and SMART (Specific, Measurable, Achievable, Realistic and Timebound) objectives with team members.
Outcome 3
Be able to monitor the progress and quality of work in own area

of responsibility and provide feedback
The learner can:

1.
Identify ways to monitor progress and quality of work.
2.
Monitor and evaluate progress against agreed standards and provide feedback to team
members.
Outcome 4
Be able to review and amend plans of work for own area of

responsibility and communicate changes
The learner can:

1.
Review and amend work plan where changes are needed.
2.
Communicate changes to team members.
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

AUA03 ACA03 AVA03 AVC03 QUA04 QAA04 QLC04 Level 3 and 4 Assessor and Quality Assurance (QCF) v2 030512

Uploaded by

Copyright:

Available Formats

AUA03 ACA03 AVA03 AVC03 QUA04 QAA04 QLC04 Level 3 and 4 Assessor and Quality Assurance (QCF) v2 030512

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

AUA03 ACA03 AVA03 AVC03 QUA04 QAA04 QLC04 Level 3 and 4 Assessor and Quality Assurance (QCF) v2 030512

Uploaded by

Copyright:

Available Formats

What is the purpose of the document?

What is the purpose of the document?

What are the main sections covered in the document?

What are the main sections covered in the document?

Skillsfirst Awards

Handbook for Levels 3 and 4

Section 2 Skillsfirst Awards Limited

Section 3 The sector skills council for lifelong learning

Section 4 Summary of assessment methods

Section 5 Qualification information

Section 6 Qualification structure

Section 7 The units of learning

TAQA Level 3 and 4 v2 030512

TAQA Level 3 and 4 v2 030512

2.5 Malpractice and maladministration

TAQA Level 3 and 4 v2 030512

All those who quality assure these qualifications internally must:

it covers relevant or appropriate experience for previous activities, as well as accredited

TAQA Level 3 and 4 v2 030512

4.2 Assessing performance

TAQA Level 3 and 4 v2 030512

5.2 QCF units

number of credits required for each qualification

6.1 Number of credits required for each qualification

Award in Understanding the Principles and

Award in Assessing Competence in the Work

Award in Assessing Vocationally Related

Certificate in Assessing Vocational Achievement

Award in Understanding the Internal Quality

Award in the Internal Quality Assurance of

Certificate in Leading the Internal Quality Assurance

TAQA Level 3 and 4 v2 030512

6.2 List of available units and their credit value

6.3 Rules of combination

Level 3 Award in Understanding the Principles and

Level 4 Award in Understanding the Internal Quality

TAQA Level 3 and 4 v2 030512

6.4 Learner entry requirements

7.0 The units of learning

Skillsfirst reference number

TAQA Level 3 and 4 v2 030512

TAQA Level 3 and 4 v2 030512

Understanding the principles and practices of assessment

Understand the principles and requirements of assessment

Guided learning hours

Evidence requirements and assessment guidance

TAQA Level 3 and 4 v2 030512

Understand the principles and requirements of assessment

The learner can:

Understand different types of assessment method

The learner can:

Understand how to plan assessment

The learner can:

Understand how to make assessment decisions

The learner can:

explain how to ensure that assessment decisions are:

made against specified criteria

TAQA Level 3 and 4 v2 030512

Understand quality assurance of the assessment process

The learner can: