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Centre Quality Assurance

Centre Quality Assurance. Briefing for AIVs January 2013. Agenda topics. The Regulatory Framework Centre Monitoring – risk and sanctions Direct Claim Status Impact on AIVs Pre-issue verification of assessment tasks. QAA Regulates Access to HE Diplomas

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Centre Quality Assurance

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  1. Centre Quality Assurance Briefing for AIVs January 2013

  2. Agenda topics • The Regulatory Framework • Centre Monitoring – risk and sanctions • Direct Claim Status • Impact on AIVs • Pre-issue verification of assessment tasks

  3. QAA Regulates Access to HE Diplomas Licenses Access Validating Agencies (AVAs) Requires AVAs to regulate Centres Regulations stable for last few years Ofqual Regulates other qualifications Licenses Awarding Organisations (AOs) Requires AOs to regulate Centres Regulations changed in May 2011 1. Regulatory Framework

  4. 1.1 OFQUAL’s role • ensure assessments and qualifications are reliable and consistent over time • promote public confidence in regulated qualifications and assessments • secure efficiency and value for money

  5. 1.2 OFQUAL Regulations • Introduced May 2011 • More stringent than previous regulations • General Conditions of Recognition • apply to recognised Awarding Organisations • Criteria for Recognition • apply to AOs seeking recognition

  6. 1.3 Impact of Conditions on Centres • Directly – none • However Conditions affect: • the way AOs regulate Centres • policies and procedures required • how qualification and assessment standards are set and maintained • quality assurance arrangements

  7. 2.1 Centre Monitoring: Risk-Based Approach • Each Centre allocated to a risk band based on: • risk rating for the qualifications at the Centre • as indicted by Ofqual • as indicated from EV reports • outcomes of annual monitoring visits • Centre’s record of responding to action • Risk band re-assessed at each visit

  8. 2.2 Risk Indicators

  9. Exercise In groups, use the information provided to allocate the fictitious Centres to a risk band. Be prepared to share your group’s reasoning.

  10. 2.3 Sanctions • Five Sanction Levels • Applicable where Risk Band is 3 or 4 • Not always used, even where Risk is 3 or 4 • Intention is to apply Sanctions where they will help to ensure the required action is implemented

  11. Exercise In groups, decide whether any of the fictitious Centres should be sanctioned, and if so, how. Be prepared to share your group’s reasoning.

  12. 3. Direct Claims Status (DCS) • DCS awarded to Centre for particular qual, if: • Centre has an Accredited Internal Verifier (AIV); • Centre has delivered the qual for at least a year; • assessors & IVs satisfactory, Centre Risk Band = 1 or 2. • Criteria reviewed during compliance visit • Sample of assessed & verified work scrutinised • Direct Claims Status removed if: • AIV no longer verifies, or Centre stops delivering qual; • Centre Risk = 3 or 4, or monitoring reveals concerns.

  13. 4.1 Impact on AIVs - role of the AIV AIVs act on behalf of OCNYHR: • To conduct and/or oversee internal quality assurance activity: • Assessment tasks are high quality • Assessment is high quality • Internal verification is robust • To ensure and assure that standards are met • To enable RACs to be signed off

  14. 4.2 AIVs uphold standards • AIV must check additional work where initial samples identify an issue. • If assessment decisions incorrect, AIV can: • reverse assessment decisions; • ask for work to be re-assessed; • not sign off achievements. • If previous decisions could be affected, AIV to ask for review of assessment tasks and/or all relevant work to be re-assessed.

  15. 4.3 AIV & Centre Monitoring visits • Visits check robustness of IV process • QRs/EVs look for evidence that: • Assessment tasks fit for purpose • Learner work meets required standard • Assessment is accurate • IV robust, effective feedback to assessors • If QR/EV needs to see more, integrity of Centre’s IV is in question

  16. Exercise In groups: • Discuss the implications of the Ofqual regulations on your work as an AIV, considering: • challenges that arise • how you might address them • how you might use the risk-based approach to help • what OCNYHR could do to support you

  17. 5.1 Verification of assessment tasks • Every task must be verified • before using the tasks with learners • Includes tasks that are revised • And extras devised for learners who need to re-do an assessment

  18. 5.2 Assessment tasks must: • be fit for purpose; • permit reasonable adjustments while minimising the need for them; • allow learners to generate evidence that can be authenticated; • allow learners to reach the specified level of attainment; • allow assessors to differentiate accurately

  19. Further information • www.ocnyhr.org.uk • www.nocn.org.uk • www.ofqual.gov.uk • www.qaa.ac.uk • www.accesstohe.ac.uk

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