|ACCESS TO FAIR ASSESSMENT POLICY (2020/21)|
This policy covers UK Graduate’s requirements for Equality of Opportunity, Diversity and considerations for Special Access and Particular Assessment Requirements for learners. The policy details UK Graduate’s commitment to Equality of Opportunity and Diversity.
As a Further Education centre we must have in place the necessary systems and procedures to allow the provision of access arrangements, including reasonable adjustments. These should reflect the needs of individual learners and must also ensure that assessment continues to enable a valid, reliable and consistent judgment to be made about achievement of learning outcomes against the stated assessment criteria.
Statement of Assessment
Access arrangements allow learners to show what they know and can do without changing the demands of the assessment. For example, through the use of readers, scribes and Braille question papers. Access arrangements are agreed before an assessment. They allow learners with special educational needs, disabilities or temporary injuries to access the assessment.
Learners are made aware of the existence of this policy and have open access to it. All tutors are made aware of the contents and purpose of this policy. This policy is reviewed annually and may be revised in response to feedback from learners, tutors and external organisations.
What Learners can expect from us:
We aim to ensure that all assessment of work is carried out fairly and in keeping with the Awarding Organisations requirements.
Learners can also expect:
Tutors (anyone involved in the assessment of learners) must consider the follow points when determining suitable access arrangements:
For specific vocational qualifications (this will be explained in the learners induction onto the course), learners must achieve the required number of unit credits in order to gain the full qualification. They must meet all the learning outcomes and assessment criteria. It may be possible to achieve a certificate of unit credit where the learner is not able to achieve the full qualification.
Where health and safety forms part of the qualification requirements the learner will need to provide evidence that they can meet the learning outcomes of the qualification. Assumptions about health and safety implications must be avoided; where there is reason to think that in particular circumstances there is a risk for the learner then UK Graduate must carry out and document a full risk assessment. This must be referenced to individual circumstances and carried out by a competent and qualified person. This must take account of any access arrangements which might reduce or remove the risk.
If there is any doubt about the acceptability or appropriateness of an access arrangement then UK Graduate will consult with the appropriate Awarding Organisation.
Language other than English/Welsh/Irish (Gaelige)
There is an implicit assumption that someone holding a certificate in England will have a competence in English at least to the level of the qualification. This is reflected in the regulations laid down by Ofqual and the other qualification regulators, as appropriate.
For learners whose first language is not English, Welsh or Irish (Gaelige), it is not sufficient for them to be competent to operate only in the context of their first language. The Ofqual document ‘Regulatory Arrangements for the Qualifications and Credit Framework (2008)’ has regulations in place for the assessment being carried out in languages other than English; Welsh or Irish (paragraph 5.21, page 31). This document applies to all accredited qualifications within the QCF. It has a further statement that it is the Awarding Organisations responsibility to ensure that ‘…lack of proficiency in English, Welsh or Irish (Gaelige) does not prevent the learner from properly carrying out the role that is supported by the qualification’ (paragraph 5.21(b) page 31).
If assessment is carried out in a language other than English, Welsh or Irish (Gaelige), clear evidence must be provided that the learner is also competent in English, Welsh or Irish (Gaelige) to the standard required for competent performance throughout the Great Britain.
Evidence of need
UK Graduate must keep evidence on file for access arrangements. Awarding Organisations may ask to see copies of the evidence held for specific learners. UK Graduate must keep copies of access arrangements confirmations from the Awarding Organisations.
The learner should always be consulted by the centre before an access arrangement is made by UK Graduate, or an application is submitted to the Awarding Organisation.
Learners with learning difficulties
Where an assessment requires the learner to demonstrate practical competence or where criteria have to be met fully, or in the case of qualifications that confer a License to Practice, it may not be possible to apply special consideration. Special consideration should not give the learner an unfair advantage; the learner’s result must reflect his/her achievement in the assessment and not necessarily his/her potential ability.
Cheating and Plagiarism
A fair assessment of Learner’s work can only be made if that work is entirely the Learner’s own. Therefore Learners can expect an Awarding Organisation to be informed if:
All allegations of cheating and plagiarism will lead to a full investigation which will follow the guidance of the relevant Awarding Organisation and/or Centre Management. If a Learner feels he/she has been wrongly accused of cheating or plagiarism, then they have the right to be referred to the Complaints Policy.
UK Graduate must consider any access arrangements that may be required before a learner is enrolled on to a qualification. An arrangement must not invalidate the learning outcomes or assessment criteria and where possible must reflect the learners normal way of working within the training environment or workplace.
Special consideration may be given following a dated examination for learners who are present for the examination but may have been disadvantaged, for example, by temporary illness or adverse circumstances during the Assessment. Where an assessment requires a competence, criterion or standard to be met fully or in the case of a License to Practice it may not be possible to apply special consideration.
APPEALS POLICY (2020/21)
UK Graduate provides a high quality training solution. However we recognise that problems, disagreements and disputes can occur. In order to ensure that these events are resolved promptly UK Graduate has the following appeals procedure in place.
The appeal procedure consists of three stages:
Upon receipt of an appeal request, the IQA or the Centre Coordinator will either investigate the appeal or make decision or it will be forwarded to the Director to investigate and make a decision.
GROUNDS FOR APPEAL
Such appeals will only be allowed to proceed if:
OUTCOMES OF AN APPEAL
These can be:
HOW TO LODGE AN APPEAL
PROCEDURE AT THE PANEL
At the hearing of an appeal before the Panel, the original assessor, the appellant and their representatives shall be present at the same time together with any witnesses. At this stage it shall be made clear by both sides who is presenting the case. The Panel will ask all to leave when an appeal has been heard. The Panel in making its recommendations to the Management Board and shall observe the following procedure:
EXAM REGISTRATION POLICY (2020/21)
Please read these terms and conditions carefully. You should understand that by registering for any exam/final assessment(s), you agree to be bound by these terms and conditions.
Registration & Exam Procedures
Learners should only register for an exam/final assessment(s) upon completion and understanding of the required coursework.
Learners must be able to provide copies of:
The Admission Office will verify all documents before any exam date(s) are issued.
The Internal Assessor will verify all previous coursework prior to approving any final exam(s)
ID checking process:
For exams to be taken on-site we will need you to present the original photographic ID and proof of address to the examiner to verify your identity on our records as follows:
Our centre is committed to creating an ethical environment for examinations. Failure to abide by the Examination procedures can result in disciplinary action. During an examination, students:
Examination Honour Code Process
The UK Graduate Ltd’s decision to adopt an honour system for examinations is a significant one, the abuse of which will fracture the ethical framework central to our mission. The following instances constitute violations of the Examination Honour Code and can lead to serious sanctions including suspension or expulsion from the UK Graduate Ltd:
General Practices and Procedures
Suspected violations of the Examination Honour Code may be reported by speaking directly with the lecturer or the Director.
Any questions regarding the Examination Honour Code should be referred to the Head of Administration.
HEALTH AND SAFETY POLICY (2020/21)
UK Graduate Ltd (“the Company”) recognises and accepts its responsibilities under the Health and Safety at Work etc Act 1974 including the responsibility to:
General Health and Safety
Health and Safety Director’s / Responsible Person’s Duties:
This policy will be reviewed annually or when there is a change in circumstances, in work practices or the introduction of new legislation.
INTERNAL QUALITY ASSURANCE POLICY (2020/21)
It is the responsibility of:
The Chief Quality Assurer will also:
Teachers to complete Course Reviews by:
MONITORING, REVIEW AND EVALUATION
MALPRACTICE POLICY (2020/21)
UK Graduate is committed to ensuring that all forms of malpractice in connection with any qualification are dealt with and are reported to the appropriate awarding body under their procedures for reporting such activity.
We require Assessors to ask learners to declare that their work is their own, for instance:
We take positive steps to prevent or reduce the occurrence of learner malpractice. These steps include:
Learner Malpractice: Attempting to or actually carry out any malpractice activity is deemed academic dishonesty. The following are examples of malpractice by learners: this list is not exhaustive and other instances of malpractice may be considered by the awarding body at its discretion:
Dealing with Malpractice: The Director is responsible for carrying out investigations into allegations of malpractice, we will make the individual fully aware (in writing) at the earliest opportunity of the nature of the alleged malpractice and of the possible consequences should malpractice be proven.
Evidence required to prove that malpractice has occurred may include:
If malpractice is suspected, the learner will be given an opportunity to explain what has happened. Formal action will only be initiated where:
RECOGNITION OF PRIOR LEARNING POLICY (2020/21)
A method of assessment [leading to the award of credit] that considers whether a learner can demonstrate that they meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and do not need to develop a course of learning.
UK Graduate seeks to enable learners to avoid the duplication of learning and assessment. There are two ways in which this will be achieved:
In order to achieve the above, a learner must produce valid and reliable evidence of learning to support any claims based on experience. A learner may claim RPL against a whole unit or several units. It is not possible to award part units, but where the RPL evidence does not fully meet the needs of a complete unit, the missing information may be provided via the same assessment processes that are undertaken by a taught group of learners.
In order to achieve recognition of achievement there are two options open to the learner:
Under some circumstances there may be a limit to the proportion of a qualification that can be achieved by either credit transfer or RPL. Full details of these requirements will be indentified in the rules of combination for any qualifications offered by certain awarding bodies.
Learners wishing to avail themselves of this method of accreditation must negotiate the procedure with the organisation through which they wish to claim the award of credit. The learner must play an active role in the process as s/he must produce evidence and map it to the learning outcomes and assessment criteria of all units they wish to claim. Our Assessors/IQA will be available to give specialist advice on this process. The individual wishing to make the claim may also require the support of their employer or other organisation (e.g. if they have worked as an unpaid volunteer) in order to be able to confirm achievement of assessment criteria for which there is no tangible evidence, e.g. practical tasks.
Principles of RPL:
According to ‘Claiming Credit –Guidance on the recognition of prior learning within the Qualifications and Credit Framework’ the five principles of RPL are as follows:
Guidance for implementation
Awareness raising regarding claiming of credit, information, advice and guidance
Once learners have decided to consider their learning for RPL purposes, they will need to know about:
Pre-assessment gathering, evidence and giving information
When an individual has decided to pursue an RPL route towards achievement it is vital that the learner is fully informed of the RPL process and has sufficient support to make a viable claim and to make decisions about evidence collection and presentation for assessment. During this stage the candidate will carry out the evidence collection and develop an assessment plan. The evidence required for the award of credit will depend on the purpose, learning outcomes and assessment criteria for the relevant unit within the QCF.
Assessment or Documentation of evidence
Assessment as part of RPL and within the QCF is a structured process for gathering and reviewing evidence and making judgments about a candidate’s prior leaning and experience in relation to unit standards. Assessment must be valid and reliable to ensure the integrity of units and qualifications and the RPL system as a whole. The assessment process for RPL must be subject to the Awarding body quality assurance processes as any other of the assessment process. Learners’ work which contributes towards their claim for credit via the RPL process should be internally and externally verified and all achievement documented as for conventional learner achievement, all RPL –related achievement should be marked as such in all documentation.
Awarding organisations are responsible for awarding credit. The procedure is the same as for other forms of assessment. The credit is recorded in the learner record.
After the assessment the assessor will need to give feedback to the candidate, discussing the results and giving support and guidance on the options available to the candidate, which may include, for example; further leaning and development.
If claimants wish to appeal against a decision made about their claim for credit (via the RPL process) they would need to follow the standard appeals process that exists within UK Graduate appeals procedure.