Guidelines for Fetac Tutors - Montessori · PDF fileCouncil ( ) This document is the work of...
Transcript of Guidelines for Fetac Tutors - Montessori · PDF fileCouncil ( ) This document is the work of...
Investing in your Future
Fetac
Guidelines
Tutors
for
BTEI / Community Education / Special Projects – Revised March 09
Page 1 of 128
Researched & Compiled by Jean Rawson
Edited by the Staff of the Adult & Community Education Section of
Co. Wexford VEC
Proofread by Quality Assurance Co-ordinator Virgo Hynes
For BTEI, Community Education & Special Projects
Co. Wexford VEC
Published November 2008
Acknowledgments
Some of the examples used have been taken from publications by
Co. Dublin VEC, the Further Education Support Service
(www.fess.ie) & the Further Education and Training Awards
Council (www.fetac.ie)
This document is the work of Co. Wexford VEC Adult and Community
Education Service (BTEI & Community Education Programmes).
1. This document is protected by copyright
2. It can be used for educational purposes by other VEC’s involved in Fetac
Quality Assurance.
3. This document can be copied but recognition and acknowledgement must
be given to Co. Wexford VEC Adult and Community Education Service
(BTEI & Community Education).
4. The wording of such acknowledgement must be as follows
“ We ....................... acknowledge and recognise the original Guidelines for
FETAC Tutors produced by Co. Wexford VEC Adult and Community
Education Service (BTEI & Community Education) which have informed our
work”
Co. Wexford VEC Adult and Community Education Service kindly request
that other education providers inform us if they are using our material.
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CCoonntteennttss
CONTENTS .......................................................................................................................... 2
SECTION 1 GENERAL INFORMATION ................................................................................... 6
QUOTES TO SHARE WITH LEARNERS ............................................................................................... 7
FETAC – GENERAL INFORMATION ................................................................................................. 8
CREDITS ................................................................................................................................. 9
NATIONAL FRAMEWORK OF QUALIFICATIONS .................................................................................10
AWARD EQUIVALENTS ..............................................................................................................11
GLOSSARY OF TERMS FOR FETAC ASSESSMENT ...............................................................................12
GLOSSARY OF TERMS FOR FETAC ASSESSMENT CONT. .......................................................................13
USEFUL WEBSITES ...................................................................................................................14
SECTION 2 LEVEL 3 ............................................................................................................ 15
GENERAL INFORMATION ON LEVELS 1, 2 & 3 .................................................................................16
SCHEME OF WORK / COURSE PLAN AT LEVEL 3...............................................................................17
ASSESSMENT AT LEVEL 3 ...........................................................................................................18
ASSESSMENT AT LEVEL 3 CONT. ..................................................................................................19
ASSESSMENT BRIEFS AT LEVEL 3 ..................................................................................................20
HOW TO WRITE AN ASSESSMENT BRIEF AT LEVEL 3 ..........................................................................21
PROCEDURE FOR DEVISING AN ASSESSMENT BRIEF AT LEVEL 3 ............................................................22
EXAMPLE OF AN ASSESSMENT BRIEF AT LEVEL 3 ..............................................................................23
GUIDELINES FOR PREPARING AN INTEGRATED BRIEF AT LEVEL 3 ..........................................................24
PROCEDURE FOR DEVISING AN INTEGRATED ASSESSMENT BRIEF AT LEVEL 3 ...........................................25
PROCEDURE FOR DEVISING AN INTEGRATED ASSESSMENT BRIEF AT LEVEL 3 CONT. ..................................26
EXAMPLE OF AN INTEGRATED ASSESSMENT BRIEF AT LEVEL 3 .............................................................27
QUOTES TO SHARE WITH LEARNERS ..............................................................................................28
INTERNAL ASSESSOR / TUTORS RESPONSIBILITIES WHEN PREPARING FOR EXTERNAL AUTHENTICATION AT LEVEL
3 .........................................................................................................................................29
INTERNAL ASSESSOR / TUTORS RESPONSIBILITIES WHEN PREPARING FOR EXTERNAL AUTHENTICATION AT LEVEL
3 CONT. ................................................................................................................................30
QUOTES TO SHARE WITH LEARNERS ..............................................................................................31
SECTION 3 LEVELS 4, 5 & 6 ................................................................................................ 32
QUOTES TO SHARE WITH LEARNERS ..............................................................................................33
GENERAL INFORMATION ON LEVELS 4, 5 & 6 .................................................................................34
GENERAL INFORMATION ON LEVELS 4, 5 & 6 CONT. ........................................................................35
SCHEME OF WORK / COURSE PLAN AT LEVELS 4, 5 & 6 ....................................................................36
SCHEME OF WORK / COURSE PLAN AT LEVELS 4, 5 & 6 CONT. ...........................................................37
ASSESSMENT AT LEVELS 4, 5, 6...................................................................................................38
HOW TO WRITE AN ASSESSMENT BRIEF AT LEVELS 4, 5 & 6 ...............................................................39
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PROCEDURE FOR DEVISING AN ASSESSMENT BRIEF AT LEVEL 4, 5 & 6 ..................................................40
PROCEDURE FOR DEVISING AN ASSESSMENT BRIEF AT .......................................................................41
LEVEL 4, 5 & 6 CONT. ..............................................................................................................41
EXAMPLE OF ASSESSMENT BRIEF AT LEVEL 4, 5 & 6.........................................................................42
EXAMPLE OF ASSESSMENT BRIEF AT LEVEL 4, 5 & 6 CONT. ................................................................43
GUIDELINES FOR PREPARING AN INTEGRATED BRIEF AT LEVELS 4, 5 & 6 ...............................................44
GUIDELINES FOR PREPARING AN INTEGRATED BRIEF AT LEVELS 4, 5 & 6 CONT. ......................................45
PROCEDURE FOR DEVISING AN INTEGRATED ASSESSMENT BRIEF USING THE SAME ASSESSMENT TECHNIQUES
AND WEIGHTING AT LEVELS 4, 5 & 6 ...........................................................................................46
EXAMPLE OF INTEGRATED ASSESSMENT BRIEF USING THE SAME ASSESSMENT TECHNIQUES AND WEIGHTING AT
LEVELS 4, 5 & 6 ......................................................................................................................48
EXAMPLE OF INTEGRATED ASSESSMENT BRIEF USING THE SAME ASSESSMENT TECHNIQUES AND WEIGHTING AT
LEVELS 4, 5 & 6 CONT. .............................................................................................................49
PROCEDURE FOR DEVISING AN INTEGRATED ASSESSMENT BRIEF USING THE SAME ASSESSMENT TECHNIQUES,
BUT DIFFERENT WEIGHTING AT LEVELS 4, 5 & 6 .............................................................................50
PROCEDURE FOR DEVISING AN INTEGRATED BRIEF USING THE SAME ASSESSMENT TECHNIQUES, BUT DIFFERENT
WEIGHTING AT .......................................................................................................................51
LEVELS 4, 5 & 6 CONT. .............................................................................................................51
EXAMPLE OF INTEGRATED ASSESSMENT BRIEF USING THE SAME ASSESSMENT TECHNIQUES, BUT DIFFERENT
WEIGHTING AT LEVELS 4, 5 & 6 .................................................................................................52
EXAMPLE OF INTEGRATED ASSESSMENT BRIEF USING THE SAME ASSESSMENT TECHNIQUES, BUT DIFFERENT
WEIGHTING AT LEVELS 4, 5 & 6 CONT. ........................................................................................53
PROCEDURE FOR DEVISING AN INTEGRATED ASSESSMENT BRIEF USING DIFFERENT ASSESSMENT TECHNIQUES
AND DIFFERENT WEIGHTING AT LEVELS 4, 5 & 6 ............................................................................54
PROCEDURE FOR DEVISING AN INTEGRATED ASSESSMENT BRIEF USING DIFFERENT ASSESSMENT TECHNIQUES
AND DIFFERENT WEIGHTING AT LEVELS 4, 5 & 6 CONT. ....................................................................55
EXAMPLE OF AN INTEGRATED ASSESSMENT BRIEF USING DIFFERENT ASSESSMENT TECHNIQUES AND DIFFERENT
WEIGHTING AT LEVELS 4, 5 & 6 .................................................................................................56
EXAMPLE OF AN INTEGRATED ASSESSMENT BRIEF USING DIFFERENT ASSESSMENT TECHNIQUES AND DIFFERENT
WEIGHTING AT LEVELS 4, 5 & 6 CONT. ........................................................................................57
MARKING SCHEMES AT LEVELS 4, 5 & 6 .......................................................................................58
MARKING SCHEMES AT LEVELS 4, 5 & 6 CONT. ..............................................................................59
MARKING SCHEMES AT LEVELS 4, 5 & 6 CONT ...............................................................................60
EXAMINATIONS AT LEVELS 4, 5, 6 ...............................................................................................62
GUIDELINES FOR EXAMINATIONS AT LEVELS 4, 5, 6 ..........................................................................63
GUIDELINES FOR DEVISING QUESTIONS AT LEVELS 4, 5 & 6................................................................64
GUIDELINES FOR DEVISING QUESTIONS AT LEVELS 4, 5 & 6 CONT. .......................................................65
PROCEDURE FOR DEVISING SHORT ANSWERED QUESTIONS ................................................................66
PROCEDURE FOR DEVISING SHORT ANSWERED QUESTIONS CONT. .......................................................67
PROCEDURE FOR DEVISING STRUCTURED QUESTIONS .......................................................................68
PROCEDURE FOR DEVISING STRUCTURED QUESTIONS CONT ................................................................69
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MARKING & GRADING EVIDENCE AT LEVELS 4, 5 & 6 ......................................................................70
GRADING BANDS AT LEVELS 4,5 & 6 ............................................................................................71
INTERNAL ASSESSOR / TUTORS RESPONSIBILITIES WHEN PREPARING FOR THE EXTERNAL AUTHENTICATION AT
LEVELS 4, 5 & 6 ......................................................................................................................72
INTERNAL ASSESSOR / TUTORS RESPONSIBILITIES WHEN PREPARING FOR EXTERNAL AUTHENTICATION AT LEVELS
4, 5 & 6 CONT. .......................................................................................................................73
QUOTES TO SHARE WITH LEARNERS ..............................................................................................74
SECTION 4 EXAMPLES ....................................................................................................... 75
QUOTES TO SHARE WITH LEARNERS ..............................................................................................76
EXAMPLE 1 OF SCHEME OF WORK / COURSE PLAN AT LEVEL 3 ...........................................................77
EXAMPLE 1 OF SCHEME OF WORK / COURSE PLAN AT LEVEL 3 CONT. ..................................................78
EXAMPLE 2 OF SCHEME OF WORK / COURSE PLAN AT LEVEL 3 ...........................................................79
EXAMPLE 2 OF SCHEME OF WORK / COURSE PLAN AT LEVEL 3 CONT. .................................................80
EXAMPLE OF SCHEME OF WORK / COURSE PLAN AT LEVEL 5 ..............................................................81
EXAMPLE OF SCHEME OF WORK / COURSE PLAN AT LEVEL 5 CONT. .....................................................82
EXAMPLE OF SCHEME OF WORK / COURSE PLAN AT LEVEL 5 CONT. .....................................................83
EXAMPLE OF TIMETABLE OF ASSESSMENT AT LEVELS 4, 5 & 6 ............................................................84
EXAMPLE OF ASSESSMENT BRIEF FORMAT .....................................................................................85
EXAMPLE 1 OF ASSESSMENT BRIEF AT LEVEL 3 ...............................................................................86
EXAMPLE 2 OF ASSESSMENT BRIEF AT LEVEL 3 ...............................................................................87
EXAMPLE OF ASSESSMENT BRIEF FOR A LOG BOOK AT LEVEL 3 ...........................................................88
EXAMPLE OF ASSESSMENT BRIEF FOR AN ASSIGNMENT AT LEVEL 4 ......................................................89
EXAMPLE OF ASSESSMENT BRIEF FOR AN ASSIGNMENT AT .................................................................90
LEVEL 4 CONT. ........................................................................................................................90
EXAMPLE OF ASSESSMENT BRIEF FOR LEARNING JOURNAL AT LEVEL 4 ..................................................91
EXAMPLE OF ASSESSMENT BRIEF FOR LEARNING JOURNAL AT LEVEL 4 CONT. .........................................92
EXAMPLE OF ASSESSMENT BRIEF FOR SHORT REPORT AT LEVEL 4 ........................................................93
EXAMPLE OF ASSESSMENT BRIEF FOR SHORT REPORT AT LEVEL 4 CONT. ...............................................94
EXAMPLE OF ASSESSMENT BRIEF FOR ORAL PRESENTATION & BOOK REVIEW AT LEVEL 4 ..........................95
EXAMPLE OF AN ASSESSMENT BRIEF FOR A PROJECT AT LEVEL 5..........................................................96
EXAMPLE OF ASSESSMENT BRIEF FOR SKILLS DEMONSTRATION AT LEVEL 5 ............................................97
EXAMPLE OF ASSESSMENT BRIEF FOR SKILLS DEMONSTRATION AT LEVEL 5 CONT. ...................................98
EXAMPLE 1 OF MARKING SCHEME ...............................................................................................99
EXAMPLE 1 OF MARKING SCHEME CONT. .................................................................................... 100
EXAMPLE 2 OF MARKING SCHEME ............................................................................................. 101
EXAMPLE 2 OF MARKING SCHEME CONT ..................................................................................... 102
EXAMPLE OF EXAM COVER SHEET .............................................................................................. 103
EXAMPLE 1 OF SHORT ANSWER EXAM QUESTIONS ........................................................................ 104
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EXAMPLE 2 OF SHORT ANSWER EXAM QUESTIONS ........................................................................ 105
EXAMPLE 1 & 2 OF STRUCTURED EXAM QUESTIONS ...................................................................... 106
EXAMPLE 1 OF EXAM MARKING SCHEME & OUTLINE SOLUTIONS FOR STRUCTURED QUESTIONS .............. 107
QUOTES TO SHARE WITH LEARNERS ............................................................................................ 108
EXAMPLE 2 OF EXAM MARKING SCHEME & OUTLINE SOLUTIONS FOR STRUCTURED QUESTIONS .............. 109
EXAMPLE 2 OF EXAM MARKING SCHEME & OUTLINE SOLUTIONS CONT. ............................................. 110
EXAMPLE OF LEVEL 3 FETAC INDIVIDUAL CANDIDATE MARKING SHEET ............................................... 111
EXAMPLE OF LEVEL 3 FETAC INDIVIDUAL CANDIDATE MARKING SHEET CONT. ...................................... 112
EXAMPLE OF LEVEL 4 FETAC INDIVIDUAL CANDIDATE MARKING SHEET ............................................... 113
EXAMPLE OF LEVEL 5 FETAC INDIVIDUAL CANDIDATE MARKING SHEET ............................................... 114
EXAMPLE OF LEVEL 5 FETAC INDIVIDUAL CANDIDATE MARKING SHEET CONT. ...................................... 115
EXAMPLE OF FETAC LEVEL 5 RESULTS SHEET ................................................................................ 116
QUOTES TO SHARE WITH LEARNERS ............................................................................................ 117
SECTION 5 TEMPLATES..................................................................................................... 118
OTHER USEFUL WEBSITES ....................................................................................................... 129
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SSeeccttiioonn 11 GGeenneerraall IInnffoorrmmaattiioonn
- Fetac – General Information - Credits - National Framework of Qualifications - Award Equivalents - Glossary of Terms - Useful Websites
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QQuuootteess ttoo sshhaarree wwiitthh LLeeaarrnneerrss
The mediocre teacher tells.
The good teacher explains.
The superior teacher demonstrates.
The great teacher inspires.
- William A. Ward
What we do, if we are successful, is to stir
interest in the matter at hand, awaken
enthusiasm for it, arouse a curiosity, kindle a
feeling, fire up the imagination
- Professor Julius Sumner Miller, 1992
You cannot teach a man anything;
You can only help him find it within himself.
- Galileo
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FFeettaacc –– GGeenneerraall IInnffoorrmmaattiioonn
As the national awarding body for Further Education and Training in Ireland, the Further
Education and Training Awards Council (FETAC) gives people the opportunity to gain
recognition for learning in education or training centres, in the work place and in the
community.
Fetac was set up as a statutory body in June 2001 by the Minister for Education and Science
under the Qualifications (Education & Training) Act 1999.
Fetac has responsibility for making awards previously made by BIM, Fáilte Ireland (Cert), Fás,
NCVA and Teagasc.
The main functions of FETAC are;
• To make & promote awards
• To validate programmes
• To monitor & ensure the quality of programmes
• To determine standards
Courses leading to FETAC awards are made up of modules or components.
For each module/component in which the required standard has been achieved, a
candidate gains credits or a Minor Award.
To obtain a FETAC Major Award (formerly known as a full certificate), certain numbers
and combinations of modules/components must be successfully completed.
Module Descriptors for each module are available from www.fetac.ie
Major Awards
This is the main type of award which represents a significant volume of learning outcomes.
This is a combination of minor awards. Learners may accumulate the minor awards over time
in order to achieve the major award. A Certificate will be awarded to all learners who
successfully complete the major award requirements at Levels 1 – 5.
An Advanced Certificate will be awarded at Level 6.
Minor Awards
Minor awards form part of a major award but are smaller than the major award.
Achievement of the minor award provides recognition of learning that has relevance and
value in its own right.
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CCrreeddiittss
In general, each module carries a value of:
For example, a module completed at level 4 (worth one credit at level 4) will have a credit
value of 2 in a level 3 award and a credit value of 0.5 at level 5 award.
A maximum of two credits can be carried forward from one level to the next.
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NNaattiioonnaall FFrraammeewwoorrkk ooff QQuuaalliiffiiccaattiioonnss
This diagram illustrates the National Framework of Qualifications which allows qualifications
to be compared both nationally and internationally.
The framework will, in time include all awards available in the State from the most basic
(Level 1) to the most advanced (Level 10) levels of learning. It will include awards gained in
schools, the workplace, the community, training centres, colleges and universities. The award
types are listed in the outer rings of the diagram and on the NQAI website www.nqai.ie.
Awarding bodies whose awards are included in the framework are shown as coloured bands
extending across the levels of the framework as appropriate.
Fetac Awards are placed at levels 1 to 6 on the National Framework of Qualifications.
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AAwwaarrdd EEqquuiivvaalleennttss
National
Framework of
Qualifications
Levels Other Awards
Level 1 Level 1 Certificate
Level 2 Level 2 Certificate Primary Certificate
Level 3 Level 3 Certificate Junior Certificate,
Intermediate Certificate,
Group Certificate,
National Foundation Certificate (NCVA)
Level 4 Level 4 Certificate Leaving Certificate,
Leaving Certificate Applied,
National Vocational Certificate Level 1(NCVA)
Level 5 Level 5 Certificate Leaving Certificate,
Post-Leaving Certificate (PLC),
National Vocational Certificate Level 2 (NCVA)
Level 6 Level 6 Certificate Higher Certificate (HETAC/NCEA),
National Vocational Certificate Level 3 (NCVA)
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GGlloossssaarryy ooff TTeerrmmss ffoorr FFeettaacc AAsssseessssmmeenntt
ASSESSMENT BRIEF
An Assessment Brief is the set of instructions given to the candidate outlining:
• What they are required to do for the assessment of the module
• How the assessment will be marked
• When it must be submitted
ASSIGNMENT
An assignment is an exercise carried out over a short period of time. It is based on a brief
given by the assessor which includes specific guidelines and deadlines for Learners. It can
take a number of forms- it can be research based, a practical task or an evaluation of a
particular subject.
BOX COVER SHEET
This is a cover sheet which is placed on the box of portfolios when being presented for
External Authentication.
EXAMINATION
An examination is used to assess a learner’s ability to recall & apply skills, knowledge &
understanding within a set period of time and under certain specified conditions. An exam
may be practical, interview style, aural testing or theory based.
EXAMINATION ATTENDANCE RECORD
This is a record of candidates signatures which are taken by the Internal Assessor / Tutor
when an examination takes place.
FETAC INDIVIDUAL CANDIDATE MARKING SHEET
The Fetac Individual Candidate Marking Sheet is included with every module descriptor and
must be filled out, signed, and included with the candidate’s portfolio.
LEARNER RECORD
A learner record is a learner’s review of their learning experiences, tasks they have completed
and the new skills gained over a specific period of time. There are different types of learner
records, eg. structured logbook, diary, learning journal, science or laboratory notebook,
sketch book.
MARKING SCHEME
This is a breakdown of the marks that the Internal Assessor / Tutor has awarded for the
Candidate’s Assessment. It is a more detailed breakdown of the marking than the Fetac
Individual Candidate Marking Sheet.
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GGlloossssaarryy ooff TTeerrmmss ffoorr FFeettaacc AAsssseessssmmeenntt ccoonntt..
PORTFOLIO / COLLECTION OF WORK
A portfolio is a collection of some or all of the work a learner has produced over a period of
time that demonstrates achievement of a range of learning outcomes.
PORTFOLIO ASSESSMENT RECORDING SHEET
This is a record of candidates signatures which are taken by the Internal Assessor / Tutor
when the candidates submit their portfolios for assessment. It is also used to record when
the portfolios are received into the VEC and collected to be returned to the candidates.
PORTFOLIO COVER SHEET
This is a cover sheet which is placed on the outside of each portfolio when being presented
for External Authentication.
PROJECT
A project is a response to a tutors brief and is a substantial piece of work. It may involve
research, investigation of a topic, performance of an activity or organisation of an event. A
number of learners may be involved in an event and each learner must clearly state what they
are responsible for. When learners are undertaking a project they may be required to keep a
personal diary as it will record learning acquired and Specific Learning Outcomes (SLOs)
achieved.
SCHEME OF WORK / COURSE PLAN
This is a course plan which is done for each module. It shows how the course will to delivered
and in what time frame.
SKILLS DEMONSTRATION
Skills Demonstration allows the learner demonstrate their ability to perform a broad range of
practical skills. A skills demonstration may be assessed while students are on work placement.
There are different types of skills demonstration: practical, observation and oral.
SESSION / LESSON PLAN
This is a plan for each individual session or lesson. It is much more detailed than the scheme
of work
SUMMARY SHEET
This is a list of the candidates overall results and needs to be presented to the External
Authenticator when the portfolios are being assessed.
TIMETABLE OF ASSESSMENT
This is a timetable of what type of assessment is required and when it is required which must
be given to candidates at the beginning of their module.
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UUsseeffuull WWeebbssiitteess
www.fetac.ie
Fetac’s official website where all your module
descriptors can be found and downloaded
www.fess.ie
Further Education Support Service website where
you can gain access to resources for Fetac modules
www.fetaconline.ie
This site acts as a forum for tutors wishing to discuss
the delivery of FETAC courses. Tutors may also
upload their notes for sharing to the FETAC
Resources section. Notes belonging to other tutors
are also available to download.
Other useful websites available at the back of this
publication
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SSeeccttiioonn 22 LLeevveell 33
- General Information on Levels 1, 2 & 3 - Scheme of Work / Course Plan - Assessment - Assessment Briefs - How to write an Assessment Brief - Procedure for devising an Assessment Brief - Example of an Assessment Brief - Guidelines for preparing an Integrated Brief - Procedure for devising an Integrated Assessment Brief - Example of an Integrated Assessment Brief - Internal Assessor / Tutors Responsibilities when preparing for
External Authentication
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GGeenneerraall iinnffoorrmmaattiioonn oonn LLeevveellss 11,, 22 && 33
Modules/components at Levels 1, 2 and 3 are classified as Successful where a learner has
achieved all the Specific Learning Outcomes (SLO’s) required.
The Level 1 Certificate (Major Award) is awarded to learners who achieve a minimum
of four of the required certificate components.
The Level 2 Certificate (Major Award) is awarded to learners who achieve a minimum
of six of the required certificate components.
The Level 3 Certificate (Major Award) is awarded to learners who meet the required
standard in a minimum of eight module credits.
This includes three core modules (Communications, Mathematics, and Personal
Effectiveness or Personal and Interpersonal Skills) and any five elective modules,
which may be drawn from the list of approved modules.
Alternatively, it is awarded to a learner who meets the following requirements:
6 FETAC Level 3 module
credits (including core
modules)
plus 1 FETAC Level 4
module credit
or
4 FETAC Level 3 module
credits (including core
modules)
plus 2 FETAC Level 4
module credits
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SScchheemmee ooff WWoorrkk // CCoouurrssee PPllaann aatt LLeevveell 33
A Scheme of Work is a plan of what will be covered in session of the learning programme or
course. Under “Best Practice” procedures, a Scheme of Work is now required for every
course. Once it has been finalised, a Scheme of Work can be used to write lesson / session
plans.
The Scheme of Work / Course Plan consists of 3 Sections:
Course Details Section – including Group Name, Module Name, Code &
Level, No in Group, Module Start Date, Day & Time and Tutors Name.
Section 11 Requirements Section – The assessments techniques required
by FETAC, which are found in Section 11 of the module descriptor.
Scheme of Work / Course Plan – This gives the breakdown of what is to
be covered in each session of the course.
STEP 1
Download your module descriptor from www.fetac.ie
STEP 2
Fill in the course details of the Scheme of Work / Course Plan – you will need to consult with
the Programme Coordinator/Facilitator for those details.
STEP 3
Consult Section 11 of the Module Descriptor for the assessment criteria and complete
the Section 11 requirements on the Scheme of Work / Course Plan
Consult Section 12 of the Module Descriptor for the Specific Learning Outcomes
(SLO’s)
All Sections will be explained in more detail at a later stage
STEP 4
Fill in the Scheme of Work / Course Plan Section taking into account the time you have for
each session and how many hours you have in total for the module.
Guidelines for Creating a Scheme of Work
Please Note:
Level 3 involves continuous assessment. Please ensure that learners are informed that
continuous assessment will be done throughout the course.
Examples of Schemes of Work are shown in Section 4 of this publication.
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AAsssseessssmmeenntt aatt LLeevveell 33
Level 3 modules are assessed by means of a Portfolio (collection of work) and are not graded
but are judged either ‘successful’ or ‘refer’.
In order to fulfil the assessment criteria for FETAC, the Tutor must ensure that all the
Performance Criteria of the Specific Learning Outcomes (SLO’s) as laid out in Section 12 of
the module descriptor have been completed in addition to assessment criteria as laid out in
Section 11 of the module descriptor.
It is important to be aware that completing the SLO’s alone does not meet the assessment
criteria. It is also necessary to comply with the assessment criteria as laid out in Section 11
which can be found in the module descriptor (usually placed before the detailed breakdown
of each unit and the SLO list).
Section 11 will clearly dictate how a completed portfolio should be laid out, item by item,
explaining what each section requires. Many new Tutors mistakenly present a portfolio which
follows the SLO listing. This would not be sufficient if marking a candidate as successful.
Section 12 will clearly state if you need to only cover a percentage of the Performance
Criteria. If this is not stated it means that you must cover all of the performance criteria on
the right hand side as shown above.
All of the
Performance
Criteria on the
Right Hand
Side must be
completed
and shown in
portfolios
unless stated
in Section 12
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AAsssseessssmmeenntt aatt LLeevveell 33 ccoonntt..
EXAMPLE
Module: Level 3 - Personal and Interpersonal skills
SLO’s 1.1 – 3.6 cover a range of learning outcomes which include: creating
a personal profile, developing a plan of action, decision making, aggressive,
assertive and passive behaviour, listening skills.
Section 11 Tells us that the portfolio must contain the following:
Assignment, Log Book and other evidence
It then describes what each of the above is.
Portfolio The finished portfolio should be laid out as follows:
Section 1 Assignment
Section 2 Log Book
Section 3 Other evidence (this being most of the SLO class work)
In this example, if the Tutor had fully completed the SLO’s, but had not taken Section 11 into
account, the work would not be ready for assessment, as there would have been no
assignment or learner log books.
Example for Level 3 Assessment
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AAsssseessssmmeenntt BBrriieeffss aatt LLeevveell 33
Sometimes an Assessment Brief is needed for Level 3 – If this is necessary, the assessment
brief must be available for the External Authenticator, in WRITTEN FORM.
The instructions to the candidate which consists of:
WHAT The candidate is required to do for the assessment of the module:
Assignment
Collection of Work
Learning Journal
Project
Skills Demonstration(s)
HOW This assessment should be carried out:
Written report
Case study
Production of an artefact
Compilation of a daily diary
Demonstration of a skill
Investigation of a topic
MARKING How the assessment will be marked:
All assessment or performance criteria should be listed
WHEN It should be submitted:
The final date for submission of assessment as set out by the
Centre/ Provider
An Assessment Brief contains:
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HHooww ttoo wwrriittee aann AAsssseessssmmeenntt BBrriieeff aatt LLeevveell 33
STEP 1
Consult Section 11 of the module descriptor, the Portfolio of Assessment. This section
determines:
Which assessment technique to use
The percentage weighting for the assessment
On which units of the module the assessment is based (if
required)
Guidelines/ examples/ specific requirements as to topic
How the assessment might be presented
STEP 2
Go to Section 12 of the module descriptor. The Performance Criteria for each Specific
Learning Outcome – ie, the knowledge, skills & competence that learners will achieve on
successful completion of the module, are listed here.
It may be useful to complete a Learning/ Assessment Grid for your module, to identify the
Specific Learning Outcomes most likely to lend themselves to the assessment in question. For
Learning / Assessment Grids, please refer to www.fess.ie.
STEP 3
Write the Assessment Brief according to the Assessment Brief Format. (See Example in
Section 4 of this publication).
GOOD PRACTICE
At this stage it is good practice to present a draft Assessment Brief to the learners for
clarification, so that
Learners understand exactly what is required
Sources/ research opportunities can be identified
Learners understand that plagiarism is unacceptable
Learners understand how their assessments will be marked
Mode(s) of presentation can be agreed
On completion of this stage, it may be necessary to modify the Assessment Brief before
formally presenting it again to the learners.
NB : learners must be informed of their responsibility to attest in writing that their
assessments are their own original work.
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EXAMPLE: LEVEL 3 – GRAPHIC COMMUNICATION – AF0200
Step 1: Consult Section 11 (Portfolio of Assessment) of the Module Descriptor
Section 11: Portfolio of Assessment
Three finished pieces of work, each with support materials
STEP 2: Consult Section 12 (Specific Learning Outcomes) of the Module Descriptor
Section 12: Specific Learning Outcomes to be covered
Learners should be able to:
SLO 4: Produce a printed item
SLO 6: Prepare written text for publication
STEP 3: Consult with Section 12 (Performance Criteria) of the Module Descriptor
Section 12: Performance
STEP 4: Write the Assessment Brief, using the Assessment Brief Format
Specific Learning Outcomes
The learner should be able to: Performance Criteria
SLO 4 Produce a printed Item
• Use one or more printing techniques to
produce items which:
o Are appropriate to target audience
and purpose
o Clearly communicate a message or
idea
SLO 6: Prepare a written text for publication
• Use correct punctuation, paragraphs,
sentences and layout as appropriate to
audience and purpose.
• Proof-read and correct spelling,
punctuation and sentence structure
Please Note:
The following is an example of an Assessment brief for Graphic Communications. Other
examples of Assessment Briefs along with the Assessment Brief Format can be found in
Section 4 of this publication.
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ASSESSMENT BRIEF
Module Titles: Graphic Communication
Module Code: AF0200
Level: Level 3
Assessment Technique: Assignment
Weighting: n/ a
Title: Poster
Guidelines:
- Design a poster to advertise the Training Centre
- Use IT or other printing techniques
- The information on the poster should include:
o Information on programme content
o Advantages of attending
o Who may attend
o Contact details
Assessment Criteria:
- Use correct punctuation, paragraphs, sentences and layout
- Use the spell-check facility to correct spelling
- Include all stages of development and rough work, to show progress
The Assignment will cover the following SLO’s: SLO 4, SLO 6
Issue Date: 10 January 2003 Submission Date: 18 February 2003
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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To write a valid Assessment Brief integrating parts of the assessment requirements for two or
more modules, Internal Assessors should:
BEFORE WRITING THE ASSESSMENT BRIEF
READ both (or all) modules in full, to establish areas of similarity and overlap, and
to identify gaps
AGREE how this is to be communicated to learners
WRITING THE INTEGRATED BRIEF
Steps 1-2 as above on how to write an assessment brief but include the following:
GUIDELINES
Your Assessment Brief should be based on the guidelines given in Section 11 of both/all
modules, as well as specific indications regarding content, format and presentation.
ASSESSMENT
Include ALL the Assessment Criteria given on the Individual Candidate Marking
Sheet(s) for both/all) modules
- This will result in a more substantial Assessment Brief than for a single module
assessment.
The following may be appropriate and/or possible, but great care should be taken not to lose
the essential assessment requirements
To amalgamate some of the guidelines from each module
To amalgamate some of the assessment criteria from each module
To adapt the language used in the module descriptor to plain English
MARKING
The assessment should be photocopied so that each Internal Assessor may check it
separately, according to the separate Assessment Criteria for each module(s) and it will be
available for the External Authenticator in the Portfolio of Assessment for each module(s).
STEP 3 Write the Assessment Brief according to the Assessment Brief Format. (See Example of
Integrated Assessment Briefs in Section 4 of this publication).
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In this example, Specific Learning Outcome 3.3 of the Level 3 Communications [GF0001]
module was the incentive for an integrated assessment, using the material learned in Level 3
Food and Nutrition [DF0146] and the skills acquired through Personal Effectiveness [GF0033]
Specific Learning Outcome 3.3 Level 3 Communications [GF0001] states that “the learner
should be able to describe events, procedures and processes”
The Performance Criteria for that outcome are that the learner should be able to:
Accurately describe an event or process
Give accurate instructions for a simple task
Communicate with reasonable fluency
Present content in a structured way, with beginning, middle and end
Ensure that content and delivery are suitable for audience and situation
STEP 1: Consider other modules being delivered to this group
STEP 2: Consult Section 11 (Assessment) of the Module Descriptors
Examine Section 11 of each module whose assessment is to be integrated, eg.
Level 3 Food and Nutrition [DF0146]
Section 11 – 3 Assignments
SLO 1: Nutrition
SLO 2: Hygiene and Safety
SLO 3: Kitchen Orientation
Level 3 Personal Effectiveness [GF0033]
Section 11 – Individual Candidate Marking Sheet or Portfolio
STEP 3: Consult Section 12 (Specific Learning Outcomes) of the Module Descriptor
Go back to Section 12 of the modules chosen, and examine the Specific Learning Outcomes of
each, in order to select those most likely to provide you with a coherent assessment.
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STEP 4: Consult with Section 12 (Performance Criteria) of the Module Descriptor
Go to Section 12 of each module and examine the Performance Criteria for each of the
Specific Learning Outcomes chosen.
Choose the Assessment – eg Level 3 Food and Nutrition [DF0146]: Assignment 1
(Nutrition)
Identify the SLOs of the three modules which will best fit this Assignment – eg:
- Level 3 - Food and Nutrition [DF0146] SLOs 1.1 – 1.5
- Level 3 - Personal Effectiveness [GF0033] SLOs 1 – 5 and 8 – 10
- Level 3 - Communications [GF0001] SLO 3.3
STEP 5: Write the Assessment Brief, using the Assessment Brief Format
Level 3 - Food and Nutrition [DF0146] Level 3 - Personal Effectiveness [GF0033]
The learner should be able to: The learner should be able to:
Outline the key elements of nutrition
Recognise basic food-labelling symbols
Demonstrate basic shopping skills
Outline the key factors in storing food
Store food correctly and safely
Identify good personal hygiene practice
Identify safe work practices in the kitchen
Demonstrate basic First Aid
Safe use and storage – cleaning agents
Kitchen utensils and appliances
Weigh/ measure range of ingredients
Know temperature settings
Draw up a personal learning plan
Gather information needed to carry out tasks
Review and adapt the plan if necessary
Different learning - different situations
Evaluate the quality of work completed
Work as a member of a team
Evaluate the work of the team
Maintain safe, efficient working environment
Observe safe work practices
Observe hygienic work practices
Please Note:
The following is an example of an Integrated Assessment Brief for Level 3. Other
examples of Assessment Briefs along with the Assessment Brief Format can be found in
Section 4 of this publication.
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ASSESSMENT BRIEF
Module Titles & Codes: Communications GF0001
Food and Nutrition DF0146
Personal Effectiveness GF0033
Level: Level 3
Assessment Technique: Assignment
Weighting: n/ a
Title: Healthy Eating for Families
Guidelines:
It is National “Healthy Eating for Families” week and you have been asked to give a talk to
your group, who are parents of small children. You should be able to answer questions from
your audience
Assessment Criteria:
Your talk should include the following:
1: An outline of the key elements of nutrition
2: Examples and explanations of basic food labelling symbols
3: An outline of the key factors involved in storing food
4: How to make a shopping list (planned meals, budget, time)
5: How to store food correctly
6: A sample shopping basket with food correctly distributed between bags – raw/ cooked/
dairy
The Assignment will cover the following SLO’s:
Food and Nutrition [DF0146] SLOs 1.1 – 1.5, Personal Effectiveness [GF0033] SLOs 1 – 5 and 8
– 10, Communications [GF0001] SLO 3.3
Issue Date: 10 January 2003 Submission Date: 18 February 2003
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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QQuuootteess ttoo sshhaarree wwiitthh LLeeaarrnneerrss
Ability is what you are capable of doing
Motivation determines what you do
Attitude determines how you do it
- Lou Holtz
Put yourself in a state of mind where you
say to yourself “Here is an opportunity
for me to celebrate like never before, my
own power, my own ability, to get myself
to do whatever is necessary”
- Dr. Martin Luther King Junior
I hear and I forget
I see and I remember
I do and I understand
- Confucius
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The following procedures must be implemented by the Internal Assessor / Tutor for each
module:
Download the module descriptor from www.fetac.ie
Create the Scheme of Work following the module descriptor
Collate resources, exercises, worksheets and course notes to be used with the group
Create Assignment Briefs following the module descriptor if relevant
Complete the assessment and apply the assessment / performance criteria as
specified in each module descriptor.
No plastic sheets or poly pockets to be used in presentation of portfolios.
All candidates must have signed the Assessment Submission Record – Template
included in Section 5 of this publication.
All evidence must be marked clearly
- For written evidence you must tick each page with red or green pen to show the data
has been taken into account when correcting
- Each piece of evidence not included in the portfolio must be clearly labelled with the
group name, candidate name, PPS Number, module name and module code
The Learners “Fetac Individual Candidate Marking Sheet” (Fetac Individual Marking
Sheets are available in the relevant module descriptor) must be completed, signed by
the Internal Assessor and Candidate and inserted into the front of each candidate’s
portfolio.
- The candidate’s exam number which is their PPS number must be included on this.
Assessment Briefs must be placed in each candidates portfolios behind the Fetac
Individual Candidate Marking Sheet at the front of the portfolio
Each portfolio must have a cover sheet (See Template section) – attached to the
outside of the portfolio by bulldog clip, stating clearly the following:
~ Learners Name
~ PPS Number
~ Module Title
~ Module Code
~ Tutors Name
~ Tutors Contact Details
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The portfolios for the whole group should be arranged and boxed (in proper storage
boxes only) in alphabetical order of surname
- If there are extra pieces, for example art pieces – please ensure that each candidate’s
evidence is kept together – For example the candidate’s art pieces are in the same box
as the relevant candidate’s art portfolios.
Each box must have the Box Cover Sheet attached to the box (See Template Section)
An Internal Assessors / Tutors pack should be included in the box. This pack should
contain the following:
~ Module Descriptor
~ Completed Module Summary Sheet (Template in Templates Section)
~ Assessment Brief(s) if relevant
~ Completed Assessment Submission Record
~ Completed Checklist
TIP:
Photocopy the template – Write in the Module Title, Module Code, Tutors Name &
Tutors Contact Details as this information will be the same for all learners – It can then
be photocopied and attached to the portfolios and the individual learner’s name and
PPS number added afterwards.
PLEASE NOTE:
There is a check list which must be used and included in the tutors pack to ensure that
portfolios are presented for the visit of the External Authenticator correctly – This can
be found in the Template Section
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QQuuootteess ttoo sshhaarree wwiitthh LLeeaarrnneerrss
Logic will get you from A to B
Imagination will take you everywhere
- Albert Einstein
Great minds discuss ideas
Average minds discuss events
Small minds discuss people
Nothing is particularly hard if you
divide it into small jobs
- Henry Ford
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- General Information on Levels 4, 5 & 6 - Scheme of Work / Course Plan - Assessment at Levels - How to write an Assessment Brief - Procedure for devising an Assessment Brief - Example of an Assessment Brief - Guidelines for devising Integrated Briefs - Procedures for devising Integrated Assessment Briefs - Examples of Integrated Assessment Briefs - Marking Schemes - Examinations - Guidelines for Examinations - Guidelines for devising Exam Questions - Procedure for devising Short Answer Exam Questions - Procedure for devising Structured Exam Questions - Marking & Grading Evidence - Grading Bands - Internal Assessor / Tutors Responsibilities when preparing for
External Authentication
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QQuuootteess ttoo sshhaarree wwiitthh LLeeaarrnneerrss
Always be a first–rate
version of yourself,
instead of a second-rate
version of somebody else
- Judy Garland
Watch your thoughts; they become words
Watch your words; they become actions
Watch your actions; they become habits
Watch your habits; they become character
Watch your character; it becomes your destiny
- Frank Outlaw
I do it because I can
I can because I want to
I want to because you said I couldn’t
- Unknown
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Modules/components at Levels 4, 5 and 6 are graded as follows:
The Level 4 Certificate is awarded to learners who achieve the required standards in a
minimum of eight module credits. This includes four core modules (Communications,
Mathematics, Information Technology Skills, and Personal Effectiveness or Personal
and Interpersonal Skills) and four elective modules which may be drawn from the list
of approved modules.
Alternatively, it is awarded to a learner who meets the following requirements:
6 FETAC Level 4 module
credits (including core
modules)
plus 1 FETAC Level 5 module
credit
or
6 FETAC Level 4 module
credits (including core
modules)
plus 4 FETAC Level 3 module
credits
or
4 FETAC Level 4 module
credits (including core
modules)
plus 2 FETAC Level 5 module
credits
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The Level 5 Certificate is awarded to learners who reach the required standard in a
minimum of five vocational modules (including mandatory and elective modules), two
General Studies modules (one of which must be Communications) and one Work
Experience module.
Alternatively, it is awarded to a learner who meets the following requirements:
The Level 6 Advanced Certificate is awarded to learners who reach the required
standard as listed in the detailed description for that award. Learning at Level 6
includes advanced vocational/occupational skills. These skills may be linked to a
particular work related subject and/or of a general supervisory nature. They require
detailed understanding of the theories involved. All FETAC Level 6 awards are
currently at the pilot stage, and the requirements for each award differ.
7 FETAC Level 5 module
credits (including core
modules)
plus 2 FETAC Level 4 module
credits
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A scheme of work is a plan of what will be covered in each session of the learning programme
or course. Under “Best Practice” procedures a Scheme of Work is now required for every
course. Once it has been finalised, a scheme of work can be used to write lesson / session
plans.
The Scheme of Work / Course plan consists of 3 Sections:
Course Details Section – including Group Name, Module Name, Code &
Level, No in Group, Module Start Date, Day & Time and Tutors Name.
Section 11 Requirements Section – The assessments techniques required
by FETAC, which are found in Section 11 of the module descriptor.
Scheme of Work / Course Plan – This gives the breakdown of what is to
be covered in each session of the course.
STEP 1
Download your module descriptor from www.fetac.ie
STEP 2
Fill in the course details of the Scheme of Work / Course Plan – you will need to consult with
the Programme Coordinator/Facilitator for those details.
STEP 3
Consult Section 10 of the Module Descriptor for the Specific Learning Outcomes
(SLO’s)
Consult Section 11 of the Module Descriptor for the assessment criteria and complete
the Section 11 requirements for the Scheme of Work / Course Plan
Consult the Fetac Individual Candidate Marking Sheet at the back of the module
descriptor. The Assessment or Performance Criteria are listed here.
All Sections will be explained in more detail in “Assessment Briefs”
STEP 4
Fill in the Scheme of Work / Course Plan Section taking into account the time you have for
each session and how many hours you have in total for the module.
Guidelines for Creating a Scheme of Work
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For Levels 4, 5, 6 you must include a Timetable for Assessment in the Scheme of Work
/ Course Plan. This will show for example that on Lesson No 5 learners will have to
submit a Learner Record or an Assignment and on Lesson No 12 a Project or a Learning
Journal. It will also indicate the final date for feedback to be given to learners on their
draft work.
When this is done you will be able to produce a Timetable for Assessment which can
be given to the learners at the beginning of their programme.
Please Note:
Examples of Schemes of Work and Timetables of Assessment are shown in Section 4 of this
publication.
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At levels 4, 5 and 6, the tutor gives learners either an examination or a set of instructions
(known as an Assessment Brief) outlining requirements and assessment criteria for each
assessment.
The assessment brief or examination must be available to the External Authenticator, in
WRITTEN FORM.
The instructions to the candidate consists of:
WHAT The candidate is required to do for the assessment of the module:
Assignment
Collection of Work
Learning Journal
Project
Skills Demonstration(s)
HOW This assessment should be carried out:
Written report
Case study
Production of an artefact
Compilation of a daily diary
Demonstration of a skill
Investigation of a topic
MARKING How the assessment will be marked:
All assessment or performance criteria should be listed
WHEN It should be submitted:
The final date for submission of assessment as set by the Centre/
Provider
An Assessment Brief contains:
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STEP 1
Consult Section 11 of the module descriptor, the Portfolio of Assessment. This section
determines:
Which assessment technique to use
The percentage weighting for the assessment
On which units of the module the assessment is based (if
required)
Guidelines/ examples/ specific requirements as to topic
How the assessment might be presented
STEP 2
Consult Section 10 of the module descriptor, “Specific Learning Outcomes” – ie, the
knowledge, skills & competence that learners will achieve on successful completion of the
module.
It may be useful to complete a Learning/ Assessment Grid for your module, to identify the
Specific Learning Outcomes most likely to lend themselves to the assessment in question. For
more information on learning grids, please refer to www.fess.ie.
STEP 3
Consult the Fetac Individual Candidate Marking Sheet at the back of the module descriptor.
The Assessment or Performance Criteria are listed here.
STEP 4
Write the Assessment Brief according to the Assessment Brief Format. (See Example in
Section 4 of this publication).
GOOD PRACTICE
At this stage it is good practice to present a draft Assessment Brief to the learners for
clarification, so that
Learners understand exactly what is required
Sources/ research opportunities can be identified
Learners understand that plagiarism is unacceptable
Learners understand how their assessment will be marked
Mode(s) of presentation can be agreed
On completion of this stage, it may be necessary to modify the Assessment Brief before
formally presenting it again to the learners.
NB : learners must be informed of their responsibility to attest in writing that their
assessments are their own original work
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EXAMPLE: LEVEL 5 - LOCAL HISTORY STUDIES E20113
Project: 50%
STEP 1: Consult Section 11 (Assessment) of the Module Descriptor
Project
The internal assessor will devise an Assessment Brief which requires the candidates to
demonstrate
Use/ selection of relevant research/ survey techniques and sources of
information, referencing/ bibliography
Ability to analyse, evaluate, draw conclusions, make recommendations
Presentation/ display skills
The project Assessment Brief will require that the candidate select a specific topic for
comprehensive investigation. It should demonstrate good principles and practice of historical
research. The research findings should be presented in a manner that can be readily
understood by a member of the general public.
NB Before writing the Project Assessment Brief, the Internal Assessor should take note that:
Section 11.2 - Assignment assesses only Unit 2 of the module (Historical Context)
Section 11.3 - Learner Record should be carried out in conjunction with Section 11.1 - Project.
STEP 2: Consult Section 10 (Specific Learning Outcomes) of the Module Descriptor
When Unit 2 is removed, 27 Specific Learning Outcomes remain, grouped as twelve outcomes
in Unit 1 (Historical Research - Techniques and Approaches) and fifteen outcomes in Unit 3
(History Research Skills).
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STEP 3: Consult the Individual Candidate Marking Sheet for 11.1 Project
The Assessment Criteria for this Project are given as follows:
Research: 15 marks
theme chosen and justified appropriately
research/ survey techniques selected appropriately
range of media/ sources widely explored
theme comprehensively investigated
information systematically compiled
Analysis: 15 marks
evidence examined objectively
emerging themes/ conclusions tested systematically
conclusions and inferences logically drawn
Presentation: 20 marks
findings clearly and attractively explained
visual material attractively presented
language and medium appropriate to general audience
sources acknowledged clearly, bibliography included
STEP 4: Write the Assessment Brief, using the Assessment Brief Format
Please Note:
An Example of the Local History Studies Assessment Brief is shown on the following pages and
other examples of Assessment Briefs along with the Assessment Brief Format are shown in
Section 4 of this publication
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ASSESSMENT BRIEF
Module Title: Local History Studies
Module Code: E20113
Level: Level 5
Assessment Technique: Project
Weighting: 50%
Title: Lecture
Guidelines:
Your Local Heritage Society is holding a meeting with a view to recruiting new members and
they have asked you to give a lecture on a topic of local history.
- Select a topic, and write an essay (1,200 – 1,500 words) as the basis for your
lecture.
- You should use a wide variety of research techniques and sources of
information (primary and secondary), and document and acknowledge these
sources.
- The information should be analysed and evaluated and your essay should draw
conclusions and make recommendations.
- The findings should be illustrated by eg graphics or statistical date
- You should include a full bibliography.
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Assessment Criteria:
Assessment Criteria Max Marks
Research
- Theme chosen and justified appropriately
- Research/ survey techniques selected appropriately
- Range of media/ sources widely explored
- Theme comprehensively investigated
- Information systematically compiled
15
Analysis
- Evidence examined objectively
- Emerging themes/ conclusions tested systematically
- Conclusions and inferences logically drawn
15
Presentation
- Findings clearly and attractively explained
- Visual material attractively presented
- Language and medium appropriate to general audience
- Sources acknowledged clearly, bibliography included
20
Total Marks 50
Issue Date: 10 January 2003 Submission Date: 18 February 2003
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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To write a valid Assessment Brief integrating parts of the assessment requirements for two or
more modules, Internal Assessors should:
BEFORE WRITING THE ASSESSMENT BRIEF
READ both (or all) modules in full, to establish areas of similarity and overlap, and
to identify gaps
TAKE NOTE:
- Whether the same technique is used in each module (eg, two Learner Records,
or two Assignments)
- Whether different techniques are used in each module (eg – an Assignment in
one module being part of a Collection of Work in another module)
- Whether there are different percentage weightings for each assessment eg –
Learner Record: Level 4 Personal Effectiveness (G10033) - 25%
- Learner Record: Level 4 Plant Care & Maintenance (C10121) - 30%
- Whether there are different award requirements
For Example
TWO weeks placement in Level 5 Work Experience W20008
FOUR weeks placement in a childcare setting: Level 5 Childcare DCHSC
SIX weeks placement in a healthcare setting: Level 5 Healthcare Support
DHSXX
AGREE how this is to be communicated to learners.
WRITING THE INTEGRATED BRIEF
Steps 1-3 as before on how to write an assessment brief but include the following:
GUIDELINES
Your Assessment Brief should be based on the guidelines given in Section 11 of both/all
modules, as well as specific indications regarding content, format and presentation.
ASSESSMENT
Include ALL the Assessment Criteria given on the Individual Candidate Marking
Sheet(s) for both/all) modules
- This will result in a more substantial Assessment Brief than for a single module
assessment.
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The following may be appropriate and/or possible, but great care should be taken not to lose
the essential assessment requirements
To amalgamate some of the guidelines from each module
To amalgamate some of the assessment criteria from each module
To adapt the language used in the module descriptor to plain English
MARKING/ GRADING
The assessment should be photocopied so that each Internal Assessor may mark it separately,
according to the separate Assessment Criteria for each module(s) and it will be available for
the External Authenticator in the Portfolio of Assessment for each module(s).
STEP 4 Write the Assessment Brief according to the Assessment Brief Format. (See Example of
Integrated Assessment Briefs in Section 4 of this publication).
Please Note:
An example of an Integrated Assessment Brief is shown on the following page and other
examples of Assessment Briefs along with the Assessment Brief Format are shown in Section 4
of this publication
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In this example, assessment for Level 5 Retail Administration [B20035] and Level 5 Work
Experience [W20008] modules are being integrated:-
The Assessment Technique in each case is Assignment. The percentage weighting in each
case is 20%.
STEP 1: Read the guidelines given in Section 11 of each module descriptor
STEP 2: Consult the Specific Learning Outcomes in Section 10 of each module
In the case of Level 5 Retail Administration [B20035] the assignment is likely to be based on a
range of Specific Learning Outcomes from Unit 1 – Unit 4.
In the case of Level 5 Work Experience [W20008], the assignment will assess a range of
Specific Learning Outcomes from the whole module.
STEP 3: Consult the Assessment Criteria, listed on the Individual Candidate Marking Sheet
for each module
STEP 4: Write the Assessment Brief for this integrated Assignment, using the Assessment
Brief Format
Level 5 - Retail Administration [B20035]
11.2 Assignment 1 20%
Investigate and analyse a specific retail
organisation, with reference to location,
structure (organisational chart), ownership,
quality, human resources, administration,
stock control system, legal issues.
Level 5 - Work Experience [W20008]
11.1 Assignment 20%
Investigate vocational award area. Describe
the sector and range of occupations. Detail
qualifications and experience for one
occupation in the area. Discuss employment
and career opportunities in the area.
Level 5 - Retail Administration [B20035]
Relevant information collected and
appropriately presented. Comprehensive
analysis of a retail organisation. Detailed
description of a range of issues in relation
to the organisation. Findings presented
appropriately.
Level 5 - Work Experience [W20008]
Comprehensive profile of vocational area
with detailed description of occupation
and qualifications.
In-depth understanding and analysis of
employment and career opportunities in
the vocational area.
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QQuuootteess ttoo sshhaarree wwiitthh LLeeaarrnneerrss
“When one door closes, another opens,
but we often look so long and so
regretfully upon the closed door that
we do not see the one which is open”
-Unknown
Accordingly, a “genius
is often merely a
talented person who
has done all of his or
her homework
-Thomas Edison
As strong as my legs
are, it is my mind that
has made me a
champion
- Michael Jackson
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ASSESSMENT BRIEF
Module Titles & Codes: Retail Administration [B20035]
Work Experience [W20008]
Level: Level 5
Assessment Technique: Assignment
Weighting: 20%
Title: Profile of the Retail Organisation
Guidelines:
Investigate and analyse the retail organisation in which you did your work placement, under a
range of the following headings; location(s), structure (organisational chart), ownership,
quality, human resources, administration, stock control system, legal issues.
- Describe the retail sector and its range of occupations
- Detail the various qualifications required in the area
- Discuss employment and career opportunities in the area
The Assignment might be presented as a written report, an oral presentation, or other format
as appropriate
Assessment Criteria:
Assessment Criteria Max Marks
Retail Administration [B20035]
- Relevant information collected and appropriately presented. 5
- Comprehensive analysis of a retail organisation demonstrated 5
- Detailed description of a range of issues in relation to the
organisation provided
5
- Findings presented appropriately 5
Total Marks For Retail Administration 20
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Work Experience[W20008]
- Comprehensive profile of vocational area with detailed description
of occupation and qualifications 10
- In-depth understanding and analysis of employment and career
opportunities in the vocational area 10
Total Marks For Work Experience 20
Issue Date: 10 January 2003
Submission Date: 18 February 2003
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Please Note:
The Assignment should be photocopied so that it will be available for the External
Authenticator in the Portfolio of Assessment for each module.
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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In this example, assessment of two modules is being integrated. The modules are: Level 4 -
Plant Care and Maintenance [C10121] and Level 4 Personal Effectiveness [G10033].
The Assessment Technique in each case is Learner Record.
The percentage weighting is different:
Level 4 - Plant Care and Maintenance [C10121] - Learner Record = 30%
Level 4 - Personal Effectiveness [G10033] - Learner Record = 25%
STEP 1 : Read the Guidelines given in Section 11 of each module descriptor, ie.
Level 4 - Personal Effectiveness [G10033]
11. Learning Journal 25%
The journal should document the experience
gained while following a programme of study
– to include a brief account of selected
activities, a clear, well-structured action plan,
evaluation, reflection on the learning
experience, strengths and weaknesses,
evidence of time management and
Assessment Brief comment by the tutor.
Level 4 - Plant Care and Maintenance
[C10121]
11.2 Learner Record 30%
A personal record – must include details of
horticultural skills used while maintaining
plants over an extended period, an outline of
the decision making process during the
period and the steps taken to rectify
problems identified.
STEP 2: Consider the Specific Learning Outcomes stated in Section 10,
Consider the Specific Learning Outcomes upon which the content of the Learner Record will
be based.
In the case of Level 4 Personal Effectiveness [G1033], this is Unit 1- Self-managed
Learning.
In the case of Level 4 Plant Care and Maintenance [C10121] the Learner Record will
assess a range of Specific Learning Outcomes from the whole module.
STEP 3 : Consider the Assessment (Performance) Criteria for each module
In the case of Level 4 Personal Effectiveness [G10033] these are listed in Section 12.
In the case of Level 4 Plant Care and Maintenance [C10121] they are listed on the
Individual Candidate Marking Sheet.
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Level 4 - Personal Effectiveness [G10033]
Performance Criteria: page 6
Current skills and abilities are accurately
identified, analysed and recorded.
Details of short/ long-term learning goals
show insight into present situation, with
personal vision for future.
Entries comprehensive, critical reflection,
analysis and evaluation.
Responsibility for own learning and
development.
Level 4 - Plant Care and Maintenance
[C10121]
Individual Candidate Marking Sheet
Comprehensive record of plant maintenance
Detailed description of skills used.
STEP 4: Write the Assessment Brief for this integrated Assignment, using the Assessment
Brief Format
Please Note:
An Example of an Integrated Brief is shown on the following page and other examples of
Assessment Briefs along with the Assessment Brief Format are shown in Section 4 of this
publication
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ASSESSMENT BRIEF
Module Titles & Codes: Personal Effectiveness [G10033]
Plant Care and Maintenance [C10120]
Level: Level 5
Assessment Technique: Learner Record
Weighting: Personal Effectiveness [G10033] 25%
Plant Care and Maintenance [C10121] 30%
Title: Learning Journal
Guidelines:
Keep a journal throughout your Horticulture course, as follows:
The tutor should list all guidelines here, as read in STEP1 – in plain English, including time-
limits (eg three months, six months) as appropriate.
The tutor should also state how s/he would like the journal to be kept – daily, weekly,
monthly, as appropriate.
NB – “The journal may be presented as a written diary, or may include visual support such as
drawings, photographs, paintings or other audio-visual work. Video and audio journals are
also acceptable” Personal Effectiveness page 5.
Assessment Criteria:
Assessment Criteria Max Marks
Plant Care and Maintenance [C10120]
- Comprehensive record of plant maintenance 15
- Detailed description of skills used 15
Total Marks For Plant Care and Maintenance 30
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Assessment Criteria Max Marks
Personal Effectiveness [G10033]
Charting learning experiences 15
Identification of significant learning 20
Identification of learning styles 10
Identification of challenges 15
Awareness of progress 15
Reflection on impact of learning 25
Charting learning experiences 15
Total Marks For Personal Effectiveness 100
Weighed Total (Candidate Marks x 0.25) 25%
Issue Date: 10 January 2003 Submission Date: 18 February 2003
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Please Note:
The Assignment should be photocopied so that it will be available for the External
Authenticator in the Portfolio of Assessment for each module.
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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In this example, assessment from two modules is being integrated.-
Level 5 Caring for Children [D20159] and Level 5 Communications [G20001]
The Assessment Techniques being used are different
The Percentage Weightings are different
Level 5 Caring for Children [D20159] Project 40%
Level 5 Communications [G20001] Collection of Work - Structured Report 25%
STEP 1: Read the Guidelines given in Section 11 of both module descriptors
Level 5 - Caring for Children [D20159]
Project 40%
Candidates will demonstrate their
understanding and application of concepts
in caring for children. Use of relevant
research skills and sources of information.
Ability to analyse, evaluate, draw
conclusions, make recommendations.
May be presented using a variety of media
– written, oral, graphic, audio,
visual or any combination of these.
Audio/ video evidence must be on tape.
Level 5 - Communications [G20002]
Collection of Work - structured report 25%
Short, structured report, based on any topic,
information gathered from a variety of
sources. Could be based on vocational area
or on research done for another module.
May be handwritten or word-processed.
Approximately 500 words..
STEP 2: Consult the Specific Learning Outcomes in Section 10 of each descriptor.
In the case of Level 5 Caring for Children [D20159], this assessment is likely to be based
mostly on Unit 1 (Safety) and Unit 2 (Health) – though other parts of the learning programme
may also be of significance
In the case of Level 5 Communications [G20001], this assessment is likely to be based mostly
on Unit 2 (Reading and Writing) – though other parts of the learning programme may also be
of significance.
STEP 3: Consult the Assessment Criteria listed on the Individual Candidate Marking Sheet
for each module
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Level 5 - Caring for Children [D20159]
(synopsis)
Effective planning and research.
Comprehensive exploration of health and
safety issues in Childcare.
Thorough understanding of concepts in
caring for children.
Considered evaluation, conclusions
recommendations.
Level 5 - Communications [G20001]
(synopsis)
Well-structured, detailed, balanced. Terms
of reference well interpreted, on time.
Comprehensive, relevant research
references, bibliography.
Key issues discussed – original thinking
critical thinking, analysis.
Fluent, free from minor errors of spelling,
grammar, punctuation.
STEP 4: Write the Assessment Brief for this integrated assessment, using the Assessment
Brief Format
Please Note:
An Example of an Integrated Assessment Brief is shown on the following page. Other examples
of Assessment Briefs along with the Assessment Brief Format are shown in Section 4 of this
publication
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ASSESSMENT BRIEF
Module Titles & Codes: Caring for Children [D20159]
Communications [G20001]
Level: Level 5
Assessment Technique: Project
Collection of Work (Structured Report)
Weighting: Caring for Children Project 40%
Communications Report 25%
Title: Health & Safety in the Childcare Setting Written Report
Guidelines:
Write a report (1,200 – 1,500 words) on at least four of the Health & Safety issues you
observed during your four-week work placement. The report should include an exploration of
health and safety concepts in childcare. This should be substantiated by comprehensive and
relevant research, using both primary and secondary sources. Findings should be clearly
documented and sources should be acknowledged. A full bibliography should be included.
Assessment Criteria:
Assessment Criteria Max Marks
Caring For Children [D20159]
Effective planning and research 10
Comprehensive exploration of health and safety issues in Childcare.
10
Thorough understanding of concepts in caring for children. 10
Considered evaluation, conclusions recommendations. 10
Total Marks For Caring for Children 40
The Report asks for 1,200 – 1,500 words, because the 500 words required by the
Structured Report – Communications [G20001] would not be enough to allow candidates
to achieve all the assessment criteria for the Project – Caring for Children [D20159].
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Assessment Criteria Max Marks
Communications [G20001]
Report well structured, detailed, balanced, uses impersonal language,
good interpretation of terms of reference, submitted on time 5
Research is comprehensive, relevant, variety of sources acknowledged
through references and bibliography 5
Key issues discussed and explained with clarity, objectivity, evidence of
original thinking 5
Findings presented clearly and in own words,
recommendations/conclusions show evidence of critical thinking and
analysis
5
Fluent writing, well expressed, extensive vocabulary, freedom from
minor errors in spelling, grammar and punctuation 5
Total Marks For Communications 25
Issue Date: 10 January 2003 Submission Date: 18 February 2003
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Please Note:
The Assignment should be photocopied so that it will be available for the External
Authenticator in the Portfolio of Assessment for each module.
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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This is a breakdown of the marks that the Internal Assessor / Tutor has awarded for the
Candidate’s Assessment. It is a more detailed breakdown of the marking than that on the
Fetac Individual Candidate Marking Sheet and shows where every mark has been given .The
marking scheme needs to be completed and inserted into the front of every candidate’s
portfolio behind the Fetac Individual Candidate Marking Sheet.
The Marking Scheme consists of the following:
Details Section – including module name, module code, level, candidate
name
The breakdown of and total marks for each of the Assessment
techniques – the assessment techniques required can be found in the
module descriptor
The Overall marks for the module – This should show each of the
Assessment Techniques totalled together to get the candidates overall
marks
The Internal Assessor / Tutors Signature and date marked
STEP 1
Fill in the Details Section of the Marking Scheme
STEP 2
Consult the Marking Sheet in the module descriptor
STEP 3
Using the marking sheet – Break the marks down even further to show where every
mark have been given
There is no right or wrong way of devising a Marking Scheme as long as you have
shown where every mark has been given.
Guidelines for Preparing a Marking Scheme
Marking Schemes
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An Example of how a marking scheme has been broken down is shown below
STEP 4
The Internal Assessor / Tutor should Sign and Date the Marking Scheme
EXAMPLE OF HOW A MARKING SCHEME CAN BE BROKEN DOWN
The Marking Sheet for Level 5 Teamworking is shown below
As you can see from the above illustration – The maximum mark for Participating in a
Team is 20 marks.
This can be further broken down by giving each of the bullet points provided 5 marks
You must then show how you have broken those marks down further – This can be
done by a marking guide.
EXAMPLES OF MARKING GUIDES
Example 1
5 Mark Questions Guide
1 Marks Assignment presented, no evidence presented
2 Marks Evidence unclear
3 Marks Evidence provided minimal
4 Marks Very good evidence provided
5 Marks Excellent evidence provided
Example 2
3 Mark Questions 6 Mark Questions Guide
1 Mark 2 Marks Objective not evident or unclear
2 Marks 4 Marks Objective clear
3 Marks 6 Marks Excellent evidence of thinking through objective
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Example 3
5 Mark Questions 10 Mark Questions Guide
1 Mark 2 Marks Assignment presented, no evidence presented
2 Marks 4 Marks Objective present but unclear
3 Marks 6 Marks Objective somewhat clear
4 Marks 8 Marks Object present and very clear
5 Marks 10 Marks Excellent evidence of thinking through objective
Please Note:
Examples of the marking schemes are shown in Section 4 of this publication.
Please Note:
These marking schemes should not be given to the learners
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QQuuootteess ttoo sshhaarree wwiitthh LLeeaarrnneerrss
If we all did the things we are really capable
of doing, we would literally astound
ourselves
- Thomas Edison
If you think a thing is impossible, you will
make it impossible
- Bruce Lee
It does not matter how slowly you go, so long
as you do not stop
-Confucius
Knowing others is intelligence; knowing
yourself is true wisdom.
Mastering others is strength; Mastering
yourself is true power
- Lao Tzu
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An examination provides a means of assessing a candidate’s ability to recall and apply skills,
knowledge and understanding within a set period of time and under clearly specified
conditions.
An examination is an assessment instrument designed by the Tutor/Internal Assessor in
accordance with the instruction given in Section 11: ie. Portfolio of Assessment of the module
descriptor. Section 11 states the required number of sections in the examination, the
duration of the examination and the marks allocated for each section of the examination. The
examination paper assesses a range of Specific Learning Outcomes and can comprise of short
answer and/or structured questions. For each examination paper the Tutor/Internal Assessor
is required to devise a marking scheme and a set of outline solutions.
Examinations may be:
Practical, assessing the mastery of specified practical skills demonstrated in a set
period of time under restricted conditions
Interview-style, assessing learning through verbal questioning, one-to-one or
group
Aural testing, listening and interpretation skills
Theory-based, assessing the candidate’s ability to recall and apply theory,
requiring responses to a range of question types, for example, short answer,
structured, essay. These questions may be answered in different media for
example, in writing or orally
Where examinations are required as part of the assessment portfolio of the learner, such
examinations should be carried out under examination conditions. A tutor other than the
Internal Assessor should generally supervise these examinations.
Centres are required to keep examination papers and/or confidential assessment material in
safe custody at all times.
Centres should devise an Examination Attendance Roll, which should be signed by each
candidate and the supervisor.
Centres should retain these rolls in case of an appeal of a result by a candidate.
Stationery appropriate for examinations should be used.
In general, an examination centre should accommodate no more than 40 candidates,
supervised by one person.
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When devising an examination, the Internal Assessor should ensure that:
They have consulted Section 11 of the module descriptor
Questions or tasks reflect the Specific Learning Outcomes as identified in the
module descriptor
Where appropriate, examinations have a cover page outlining details for example,
date, duration, choice and number of questions (see Cover page in Section 5 of
this publication)·
Instructions are clear and unambiguous
Confidentiality is maintained during preparation and handling of examination
documents
Groups of candidates being assessed at different times in the same subject area
are provided with a different examination
A second written examination should be available for unforeseen circumstances
eg. a candidate falls ill or breaks a leg the night before
Sufficient opportunity is provided to candidates to enable them to reach the
required standard. Each opportunity requires a different examination to be
presented to candidates
Where specific resources or equipment is required, for example computers or
audio/visual equipment, these must be available and in good working order
An outline solution and marking scheme has been devised (see Example in
Section 4 of this publication)
The allocation of marks is clear to candidates (See Example Exam Questions with
Marks displayed in Section 4 of this publication)
Please Note:
Under no circumstances can the same exam be given to a candidate at a different time to
that of the group
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SHORT ANSWER QUESTIONS
Short-answer questions seek a direct response
Are easy to set and mark
Use active verbs at the recall and understanding levels of cognitive skill
Refer directly to Specific Learning Outcomes
Marks allocated should match the number of elements required in the answer for
example 2 elements at 1 mark each or 4 elements at 0.5 marks each
All short answer questions should carry the same marks
The marks for each part of the question should be indicated on the paper
The level of cognitive skill to be assessed may be identified through the verbs in the Specific
Learning Outcomes.
STRUCTURED QUESTIONS
Structured question will have 2 or 3 (preferably 3) parts
- The parts will be stepped in difficulty, the first part assessing the lower-order
skills eg recall, through to the higher-level skills eg application, analysis.
- The parts will be related, but will be independent of each other – ie candidates
should not lose marks in part (b) or part (c) because they couldn’t answer part
(a) correctly.
The marks for the whole question should be broken down according to the level
of difficulty of each part, eg, 2 marks for part (a) 3 marks for part (b) and 5 marks
for part (c). (eg. the smallest no of marks for question a and the most number of
marks for question c)
NB - when allocating marks for a part of a question, the marks should be divisible
by the number of items required by the answer – eg. for 2 marks, identify 2 or 4
elements.
The marks for each part of the question should be indicated on the paper
A structured question could be based on common information given as trigger
material (eg a scenario)
The level of cognitive skills to be assessed can be identified through the verbs in the Specific
Learning Outcomes. (Practical skills should be assessed through project/ assignment/ skills
demonstration).
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ACTIVE VERBS
The following table identifies a range of the verbs at each level:
Skills Active Verb (examples)
Cognitive – Recall Define, describe, identify, list, name, outline, state
Cognitive – Understanding
Distinguish, discuss, examine, explain, illustrate,
interpret, justify, predict, summarise
Cognitive – Application
Analyse, calculate, compose, evaluate, investigate,
organise, plan, select, solve
Practical
Assemble, communicate, construct, manipulate,
measure, perform, use
The verbs in the first box (Recall) are suitable for either short-answer questions, or for the
first part of a structured question.
The verbs in the second box (Understanding) are suitable for the second part of a structured
question, in that they demand more than simple recall of fact; they demand some
demonstration that the candidate understands information.
The verbs in the third box (Application) are the ones most likely to be used in the third part of
the structured question. They demand a more sustained answer than either of the first two
parts; it might take the candidate a number of paragraphs to make his/her points.
The question on each section should be independent of each of the other two sections. eg.
getting section (a) wrong should not impinge on sections (b) or (c).
Please Note:
Examples of the procedure for writing short and structured questions are shown on
following page. Examples of actual questions and outline solutions are shown in the
Section 4 of this publication.
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STEP 1 – Consult Section 11
Internal Assessors should consult Section 11 of the module descriptor (Portfolio of
Assessment – Assessment Summary), and the Individual Candidate Marking Sheet, for details
of allocation of marks per question.
STEP 2 – Prepare Learners
Tutors should prepare learners for the strategies associated with written examination papers
– eg, if the question is worth 4 marks, then they should make two or four points in their
answers
STEP 3 – Indicate What Is Required
Where possible, when devising the question, the Internal Assessor should indicate the
number of points/ items/ elements required in the answer.
STEP 4 – Writing Questions
The verb in the Specific Learning Outcome may be used again in the question.
Specific Learning Outcome
Learners should be able to:
Short Answer Questions
Explain the water cycle in terms of
condensation, evaporation, precipitation and
transpiration Level 5 - Everyday Science C10163
Q: Explain the water cycle under the four
headings: condensation, evaporation,
precipitation and transpiration [2 marks]
Identify appropriate examples which have
contributed to the law of Tort Level 5 - Legal Studies B20132
Q: Identify 2 appropriate examples which
have contributed to the law of Tort [2 marks]
List the factors which contribute to safe and
healthy working environments
Level 5 - Safety & Heath at Work D20165
Q: List 4 factors which contribute to safe and
healthy working [2 marks]
Specific Learning Outcomes should yield a number of short-answer questions, eg:
Specific Learning Outcome
Learners should be able to:
Short Answer Questions
Outline the advantages and disadvantages
respectively of coding HTML, and using HTML
editors Level 5 Web Authoring C20148
Q: Outline 2 advantages of using HTML
editors [2 marks]
Or Outline one advantage and one
disadvantage of coding HTML [2 marks]
Or Outline 2 disadvantages of using HTML
editors [2 marks]
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STEP 5 – Create Marking Scheme and Outline Solutions
Q1: Explain the water cycle under the FOUR headings: condensation, evaporation,
precipitation and transpiration [2 marks]
Assessment/
Performance Criteria
Mark Total Mark Outline Solution
ONE statement for each
of the four headings
Any 4 relevant,
correct statements
@ 0.5 mark each
2 marks
Full list of all
relevant
information under
each of these four
headings
Q2: Identify TWO appropriate examples which have contributed to the Law of Tort
[2 marks]
Assessment/
Performance Criteria
Mark Total Mark Outline Solution
TWO appropriate
examples correctly
given
Any 2 relevant/
appropriate/
correct examples
@ 1 mark each
2 marks
Full list all relevant
appropriate
examples
Q3: List FOUR factors which contribute to safe and healthy working environments
[2 marks]
Assessment/
Performance Criteria
Mark Total Mark Outline Solution
FOUR appropriate factors
correctly stated
Any 4 relevant/
appropriate/
correct factors @
0.5 mark each
2 marks
Full list all relevant
appropriate factors
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C20167: Level 5 - Engineering Workshop Theory
This module requires 3 structured questions to be answered (20 marks each).
Questions may be written as follows, using the Specific Learning Outcomes
STEP ONE - Part (a) example
Learners should be able to:
SLO 10.2.18 Describe the construction of drilling machines to include:
Bench
Pillar
Radial
Portable
The active verb in this Specific Learning Outcome is at the Recall level of cognitive skill,
suitable for a short-answer question or for part (a) of a structured question. In this case,
there is a possible choice of two part (a)-type questions:-
eg, “Describe the construction of radial drilling machines. (2 marks)”
or “Describe the construction of portable drilling machines. (2 marks)” etc
STEP TWO – Part (b) example
Learners should be able to:
SLO 10.2.20 Differentiate between hand and machine reamer
The active verb in this Specific Learning Outcome is at the Understanding level of cognitive
skill, suitable for part (b) of a structured question. In this case, the Specific Learning Outcome
gives the question directly:-
ie “Differentiate between hand and machine reamer. (6 marks)”
STEP THREE – Part (c) example
Learners should be able to:
SLO 10.2.21 Calculate drill speeds and feeds
The active verb in this Specific Learning Outcome is at the Application level of cognitive skill,
and will give you the basis for part (c) of a structured question. In this instance, for example,
an appropriate number of calculation exercises could be set, for a total of 10 marks.
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STEP FOUR – Marking Scheme and Outline Solutions example
Question Part Assessment
Criteria
Mark Total Mark
Outline
Solutions
1 (a) Recall
4 points made
Any 4
relevant
points
4 X 1 marks
4 marks
List of
acceptable
answers
(b) Understanding
Describe hand
reamer
Describe machine
reamer
State differences,
giving advantages
and disadvantages
of each
1 mark
1 mark
4 marks
6 marks
List of
acceptable
answers
(c) Application
(eg) Two
calculations, each
with 5 steps.
1 mark per
step
10 marks
Fully-
worked out
solutions
here
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Mark the candidate’s evidence according to the assessment criteria outlined in
the module
Mark the candidate’s work clearly (there should be marks, comments, etc on the
actual evidence, or a note showing where candidates gained/lost marks if
evidence is not paper-based eg. art piece, photograph or science experiment
Mark skills demonstrations using assessment criteria and, where appropriate,
supporting evidence as outlined in the module descriptor
Ensure that marking calculations are accurate
Internal assessors assign marks based on the evidence and the assessment criteria outlined
on the Individual Candidate Marking Sheet. The sum of the marks outline the candidate’s
grade. A candidate is awarded a Pass grade if they achieve greater than or equal to 50%, a
Merit if they achieve greater than or equal to 65%, a Distinction if they achieve greater than
or equal to 80%.
Internal assessors use their judgement and experience to grade evidence according to the
standards outlined in the module descriptor. The final grade should represent a true
statement of the candidate’s achievement.
The final grade is the sum of the marks of all the techniques.
Guidelines for Marking Evidence
Grading
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In general, the following statements indicate broadly what candidates have achieved at each
grade.
PASS
This indicates that the candidate has:
Reached the standard as outlined by the assessment criteria in the module
descriptor – a pass is the minimum acceptable standard
Used the language of the vocational area competently
Attempted to apply the theory and concepts appropriately
Provided sufficient evidence which has relevance and clarity
MERIT
This indicates that the candidate has:
Reached the standard as outlined by the assessment criteria in the module
descriptor – a merit implies a good standard has been achieved
Used the language of the vocational area with a degree of fluency
Expressed and developed ideas clearly
Demonstrated initiative, evaluation and analytical skills
Presented coherent and comprehensive evidence
DISTINCTION
This indicates that the candidate has:
Reached the standard as outlined by the assessment criteria in the module
descriptor - a distinction implies that an excellent standard has been achieved.
Used the language of the vocational area fluently and confidently
Demonstrated in-depth understanding of the subject matter
Demonstrated a high level of initiative and evaluation skills
Demonstrated analytical and reflective thinking
Expressed and developed ideas clearly, systematically and comprehensively
Presented coherent, detailed and focused evidence
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IInntteerrnnaall AAsssseessssoorr // TTuuttoorrss RReessppoonnssiibbiilliittiieess wwhheenn pprreeppaarriinngg ffoorr tthhee EExxtteerrnnaall AAuutthheennttiiccaattiioonn aatt LLeevveellss 44,, 55 && 66
The following procedures must be implemented by the Internal Assessor / Tutor for each
module:
Download the module descriptor from www.fetac.ie
Create the Scheme of Work following the module descriptor
Create Timetable of Assessment (This must be included in candidates portfolios)
Collate resources, exercises, worksheets and course notes to be used with the group
Create the Assignment Briefs / Examinations and Marking Schemes / Outline Solutions
following the module descriptor
Complete the assessment and apply the assessment / performance criteria as
specified in each module descriptor
No plastic sheets or poly pockets to be used in presentation of portfolios.
For examinations all candidates must sign an Examination Attendance Record (See
Template section)
In examinations, the internal assessor / tutor should mark all evidence present, and
then include the best answer for the final mark (in keeping with the choices offered, if
any)
Any work handed up to tutor for feedback must be documented on the Work Handup
Sheet.
All candidates must have signed the Assessment Submission Record – Template
included in template section
All evidence must be marked clearly
- For written evidence you must tick each page with red or green pen to show the data
has been taken into account when correcting
- For oral/aural/visual etc, the Fetac Individual Candidate Marking Sheet and marking
scheme should include a clear breakdown showing how marks were awarded
- Each piece of evidence not included in the portfolio must be clearly labelled with the
group name, candidate name, PPS Number module name and module code
The Learners “Fetac Individual Candidate Marking Sheet” (Fetac Individual Marking
Sheets are available in the relevant module descriptor) must be completed, signed by
the Internal Assessor and inserted in the front of each candidate’s portfolio.
- The candidate’s exam number which is their PPS number must be included on this.
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Assessment Briefs / Examinations with the Marking Scheme / Outline Solutions must
be placed in each candidate’s portfolio behind the Fetac Individual Candidate Marking
Sheet at the front of the portfolio
Each portfolio must have a cover sheet (See Template section) – attached to the
outside of the portfolio by bulldog clip, stating clearly the following:
~ Learners Name
~ PPS Number
~ Module Title
~ Module Code
~ Tutors Name
~ Tutors Contact Details
The portfolios for a whole group should be arranged and boxed (in proper storage
boxes only) in alphabetical order of surname
- If there are extra pieces, for example art pieces – please ensure that each candidate’s
evidence is kept together – For example the candidate’s art pieces are in the same box
as their art portfolios.
Each box must have the box cover sheet attached to the box (See Template Section)
An Internal Assessors / Tutors pack should be included in the box. This pack should
contain the following:
~ Module Descriptor
~ Completed Module Summary Sheet (Template in Templates Section)
~ Completed Fetac Summary Sheet (Results Sheet) if relevant (Can be
found in the relevant module descriptor)
~ Assessment Brief(s) if relevant
~ Marking Scheme(s) if relevant
~ Examination(s) if relevant
~ Outline Solution(s) if relevant
~ Work Hand up Sheet (Template in Template Section)
~ Timetable of Assessment
~ Completed Examination Attendance Record if relevant
~ Completed Assessment Submission Record (See Template Section)
~ Completed Checklist (Template in Template Section)
TIP:
Photocopy the template – Write in the Module Title, Module Code, Tutors Name & Tutors
Contact Details as this information will be the same for all learners – It can then be photocopied
and attached to the portfolios and the individual learner’s name and PPS number added.
There is a check list which must be used and included in tutors pack to ensure that portfolios are presented
correctly for the visit of the External Authenticator. – This can be found in the Template Section
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QQuuootteess ttoo sshhaarree wwiitthh LLeeaarrnneerrss
If we always do what we have
always done, then we will get
what we have always got
- Adam Urbanski
Man’s mind stretched to a new idea never goes back to its original
dimensions
- Oliver Wendell Holmes Junion
Shoot for the moon even if you miss
it you will land amount the stars
- Les Brown
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SSeeccttiioonn 44 EExxaammpplleess
- Example 1 of Scheme of Work at Level 3 - Example 2 of Scheme of Work at Level 3 - Example of Scheme of Work at Level 5 - Example of Timetable of Assessment at Levels 4, 5 & 6 - Example of Assessment Brief Format - Example 1 of Assessment Brief at Level 3 - Example 2 of Assessment Brief at Level 3 - Example of Assessment Brief for a Log Book at Level 3 - Example of Assessment Brief for Assignment at Level 4 - Example of Learning Journal Brief at Level 4 - Example of Short Report Brief at Level 4 - Example of Oral Presentation and Book Review Brief at Level 4 - Example of Project Brief at Level 5 - Example of Brief for Skills Demonstration at Level 5 - Example 1 of Marking Scheme - Example 2 of Marking Scheme - Example of Exam Cover Sheet - Example 1 of Short Answer Exam Questions - Example 2 of Short Answer Exam Questions - Example 1 & 2 of Structured Exam Questions - Example 1 of Exam Marking Scheme & Outline Solution - Example 2 of Exam Marking Scheme & Outline Solution - Example of Fetac Individual Candidate Marking Sheet – Level 3 - Example of Fetac Individual Candidate Marking Sheet – Level 4 - Example of Fetac Individual Candidate Marking Sheet – Level 5 - Example of Fetac Results Sheet
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QQuuootteess ttoo sshhaarree wwiitthh LLeeaarrnneerrss
What we thought was the horizon of our
potential turns out to be only the
foreground
- Tom Roberts Educator
Don’t wish it were easier, wish you were
better
- Jim Rohn
Strength and growth come only through
continuous effort and struggle
- Napoleon Hill
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Section 1 - Course Details
Group Name: Pixels
Module Name: Computer Literacy
Module Code: BF0133
Module Level: 3
Number in Group: 8
Module Start Date: 04th
September 2008
Module Day: Tuesday Morning
Module Time: 10.00 am to 13.00 pm
Module Duration: 15 Weeks – 45 Hours
Tutor: Joe Bloggs
Section 2 - Section 11 Requirements
Candidates present a portfolio of coursework which shows that they have achieved all of the
Specific Learning Outcomes.
The portfolio must contain the following: Three individual assignments
These should be designed by the centre to allow the candidate to show that s/he has
achieved all of the Specific Learning Outcomes.
Assignment 1 should show that the learner can carry out basic work processing, including the
loading of software, entering new text from typewritten copy and printing out documents.
Text should be entered to the following specifications:
• 90% accuracy or fewer than 6 errors
• Minimum 2 paragraphs, 50 – 60 words
• Alphanumeric text, upper and lower case characters
• Basic punctuation (. and ,)
• Be relevant to the candidate’s needs, interest or current circumstances.
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Assignment 2 & 3 should show that the candidates can operate two of the following
applications; Database, Spreadsheet, Graphics, Logo. S/he should be able to load software,
operate the menu, carry out two operations and print out a sample of the completed
operations. Examples of operations may include the following:
• Database Carry out 2 visual searches on field contents
• Spreadsheet Sum a column and / or row of numbers using the summation function
• Graphics Draw and fill in a box or other shape
• Logo Use 2 commands, forward and right
• Email Send and Receive an email
• Internet Open a URL and navigate through three pages.
Section 3 - Scheme of Work / Course Plan
Session /
Lesson Number
Content / SLO’s Covered
1 Introduction – Tutor Introduction / Candidate Introduction / Course
Content etc.
2 Icebreakers & Games
3 SLO 1.1 a – Main components of a computer system (Theory)
SLO 1.1 b & c – Input & output devices (Theory)
SLO 1.1 d – Hardware & Software (Theory)
SLO 1.4 – Operate computer with attention to safety procedures (Theory)
SLO 2.1 – Load a word processing system
SLO 2.2 – Keyboard Keys
SLO 2.6 – Exit from Software
4 SLO 1.2 – Computers in Everyday Life (Theory)
SLO 1.3 – Common Software Applications (Theory)
Typing Practice
5 SLO 2.3 – 2.5 – Word Processing
6 SLO 2.3 – 2.5 Word Processing
7 SLO 2.3 – 2.5 Word Processing
8 SLO 3.1 to 3.3 – Desktop Publishing
9 SLO 3.1 to 3.3 – Desktop Publishing
10 SLO 3.1 to 3.3 – Desktop Publishing
11 SLO 4.1 to 4.3 – Internet & E-mail
12 SLO 4.1 to 4.3 – Internet & E-mail
13 SLO 4.1 to 4.3 – Internet & E-mail
14 Preparing Portfolios
15 Preparing Portfolios / Games
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Section 1 - Course Details
Group Name: Artistic Development
Module Name: Drama
Module Code: EF0017
Module Level: 3
Number in Group: 10
Module Start Date: 04th
September 2008
Module Day: Thursday Morning
Module Time: 10.00 am to 1.00 pm
Module Duration: 20 Weeks – 60 Hours
Tutor: Joe Bloggs
Section 2 - Section 11 Requirements
Candidates present a portfolio of coursework which shows that they have achieved all of the
Specific Learning Outcomes.
The portfolio must contain the following:
• Evidence of Dramatic Presentation
• Other Evidence
Evidence of Dramatic Presentation; this may include a wide range of material, audio and
video, Presentation, tapes, photographs, reviews, written notes.
Other Evidence: candidates present other evidence which shows that all of the Specific
Learning Outcomes which are not covered by the Evidence of Dramatic Presentation have
been completed successfully.
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Section 3 - Scheme of Work / Course Plan
Session / Lesson
Number
Content / SLO’s Covered
1 Introduction – Tutor Introduction / Candidate Introduction / Course
Content etc.
2 Icebreakers & Games
3 SLO 16.1 - Elements of Theatrical Production, eg sets, props, lighting,
costume, make-up
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
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Section 1 - Course Details
Group Name: Childcare Enniscorthy
Module Name: Child Development
Module Code: D2005
Module Level: 5
Number in Group: 10
Module Start Date: 15th
January 2009
Module Day: Thursday Evening
Module Time: 7 pm to 10 pm
Module Duration: 15 Weeks – 45 Hours
Tutor: Joe Bloggs
Section 2 - Section 11 Requirements
Collection of Work 40%
Assignment 30%
Examination 30%
The Collection of work will include 5 child observations. Each observation will address one of
the five areas of development: physical; social; emotional; language; cognitive.
Each of the following age ranges will be represented in at least one observation: 0 to 1 years;
1 to 3 years and 3 to 6 years.
Candidates will be required to present written documentation in support of each observation.
The written documentation will consist of the following: Aim, background details,
observation record, evaluation & personal learning.
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The Assignment will require the candidate to produce an integrated study of one child. They
will present a snapshot of the physical, social, emotional, language and cognitive aspects of
the child’s development at a particular point in time.
Each candidate will submit a proposal of the study outlining background reading, links to
theory and the proposed means of gathering information about the child. A number of
observations of the child will be submitted as part of the study.
The observations will incorporate aspects of physical, social, emotional, language and
cognitive development for the child. They will be accompanied by background details and a
brief evaluation for each observation.
The candidate will develop an overall evaluation of the observations and integrate this with
their own learning and experience. Aspects of similarity and difference across the
observations will be outlined.
The candidate will also demonstrate an awareness of the following issues: objectivity,
individual variation, and influence of the environment on the child, influence of the observer
on the child, limitations of normative measurement, importance of research, sensitivity.
The Examination is a theory based examination that assesses the candidate’s ability to recall
and apply theory and understanding, requiring responses to a range of question types, short
answer and structured. These questions may be answered in different media such as in
writing or orally.
The examination will be based on the full range of specific learning outcomes and will be 1
hour 30 minutes in duration.
The format of the examination will be as follows:
Section A
12 short answer questions
Candidates are required to answer 10 (2 marks each)
Section B
3 Structured Questions
Candidates are required to answer 2 (20 marks each)
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Section 3 - Scheme of Work / Course Plan
Session / Lesson
Number
Content / SLO’s Covered
1 Introduction – Tutor Introduction / Candidate Introduction / Course
Content etc – Ice Breakers / Games
2
Unit 1 – Overview of Child Development
3
4
5
6
7
8
9
10
11
12 Deadline for Feedback (Final Draft to be handed in)
13 Examination
14 Assignment Deadline
15 Collection of Work Deadline - Preparation of Portfolios
Timetable of Assessment has been included
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TIMETABLE OF ASSESSMENT
Group Name: Childcare Enniscorthy
Module Name: Child Development
Module Code: D2005
Module Level: 5
Module Start Date: 15th
January 2009
Module Finish Date: 23rd
March 2009
Module Day: Thursday Evening
Module Time: 7 pm to 10 pm
Module Duration: 15 Weeks – 45 Hours
Tutor: Joe Bloggs
Date Session /
Lesson
Number
Assessment Required
2nd
Feb 09
12 Deadline for Feedback (Final Draft to be handed in)
9th
March 09 13 Examination
16th
March 09 14 Assignment to be handed in
23rd
March 09 15 Collection of Work to be handed in
Candidate Signature: ____________________________________
Tutors: Signature: ____________________________________
Date: ____________________________________
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EExxaammppllee ooff AAsssseessssmmeenntt BBrriieeff FFoorrmmaatt
Module Title: _________________________________
Module Code: ________________________________
Level: _______________________________________
Assessment Technique: ________________________________________________
Weighting: __________________________________________________________
Title: _______________________________________________________________
Guidelines:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Assessment Criteria:
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Date Brief issued: ___________________ Submission Date: ____________________
Candidate Name: ______________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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EExxaammppllee 11 ooff AAsssseessssmmeenntt BBrriieeff aatt LLeevveell 33
Module Title: Consumer Awareness
Module Code: BF0134
Level: Level 3
Assessment Technique: Assignment
Title: Making a Complaint
Guidelines:
In completing this assignment, you should ensure that you show that you are familiar with
consumer rights, responsibilities, redress and the procedures for making an effective
complaint. You may use the attached scenario to base you assignment on or if you are
currently involved in pursuing a consumer complaint, you may use that as the basic for your
assignment. You should include the following:
• A description of the problem, including a definition of consumer and consumer
contract and how it applies to your situation
• The basis on which redress is sought, including consumer rights and responsibilities,
reference to the terms used in consumer legislation and relate these to your
complaint, list the options open to you such as refund, repair etc.
• Plan of action for making your complaint including the following steps: specify cause
for complaint, specify the time-scale (how long since purchase), gather proof of
purchase, identify where responsibility lies, identify the person who should, receive
the complaint, specify redress sought and outline a plan of action.
• Write a letter of complaint – clearly state the nature of the complaint, include suitable
proof of purchase, direct letter to appropriate person, request suitable redress, follow
correct format, greetings, etc. and keep personal copy.
• Description of outcome – having planned the action that you are going to undertake,
consider the response (either real or one provided by the tutor based on the case) and
consider your options and plan what you will do if you have received an outcome that
is unacceptable to you, such as application to the small claims court
Assessment Criteria:
This assignment will cover the following SLO’s: 1.1, 1.3, 1.4, 1.5, 4.2, 4.3, 4.4, 4.8
Date Brief issued: ___________________ Submission Date: ____________________
Candidate Name: ______________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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ASSESSMENT BRIEF
Module Title: Self Advocacy
Module Code: GF0034
Level: Level 3
Assessment Technique: Assignment
Title: Information Leaflet on rights for people with disabilities
Guidelines and Performance Criteria:
You will design an information leaflet for new members informing them about rights for
people with disabilities. The following should be contained in the leaflet:
• An explanation of the term “rights
• An explanation of why rights are important to everyone
• An explanation of why people with disabilities need rights to protect them from
discrimination
• A list of three rights that people with disabilities already have by Irish law
• A list of two rights that people with disabilities do not have by Irish law and explain how
this affects a person with disabilities
• A proposal for two rights that people with disabilities should have, in the following areas:
� Relationships, transport and mobility, sports, leisure and recreation, two other
rights that you consider important
• For each of the areas above, explain how the implementation of these rights would affect
a person with disabilities
Date Brief issued: ___________________ Submission Date: ____________________
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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ASSESSMENT BRIEF
Module Title: Self Advocacy
Module Code: GF0034
Level: Level 3
Assessment Technique: Log Book
Title: Log Book
Guidelines and Performance Criteria:
You will produce an account of your learning during the programme, including personal
reflections on any learning or insights that occurred as a result of your experiences. You may
present your work in a variety of media including written, graphic, audio, audio-visual or a
combination of these.
The following should be included in your log book account:
• A report of a meeting you attended, giving details of who attended, what the meeting was
about, why the meeting was important to you and what you wanted to get out of it.
Explain whether the meeting was successful to you and why. Outline what you will do
next, as a result of the meeting.
• A record of a complaint you made, stating what the complaint was about, what you hope
to achieve by making the complaint and showing that you identified how the complaint
should be made (verbally or in writing) and to whom. Evidence of the complaint should be
provided (letter, e-mail, record of phone call or interview). The record should state
whether the complaint was successful (and why) and should indicate future action
required, if any.
Issue Date: 10 January 2008 Submission Date: 18 February 2008
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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EExxaammppllee ooff AAsssseessssmmeenntt BBrriieeff ffoorr aann AAssssiiggnnmmeenntt aatt LLeevveell 44
ASSESSMENT BRIEF
Module Title: Caring For Children
Module Code: D10124
Level: Level 4
Assessment Technique: 2 Assignments
Weighting: 60% (2 Assignments x 30% per Assignment)
Title: Assignment 1 – Diet and Nutrition for a Child 0-6 years
Assignment 2 – Health & Safety in a Childcare Setting
Guidelines:
ASSIGNMENT 1
- Learners must demonstrate their understanding of the advantages of a balanced diet.
- Learners must design a menu for seven days that is suitable for children 0-6 years.
- Learners should give reasons why mealtimes are an important part of family life.
ASSIGNMENT 2
- Learners should identify health and safety issues in a childcare setting and in a home
environment.
- Learners should list a good hygienic routine for a childcare setting to include personal
hygiene and cleaning routines which should be in place.
- Learners should demonstrate their knowledge of how to evacuate in the event of a fire
and how to report an accident. It is essential that learners fill out an accident report card
to support their understanding of how it should be done.
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Assessment Criteria:
Assessment Criteria Max Marks
Assignment 1
Evidence of planning 10
Aim / introduction 5
Content – development of subject/theme 20
Initiative/originality 5
Evaluation / conclusion 10
References / bibliography 5
Presentation 5
Assignment 2
Evidence of planning 10
Aim / introduction 5
Content – development of subject/theme 20
Initiative/originality 5
Evaluation / conclusion 10
References / bibliography 5
Presentation 5
Total Marks 120
Weighed Total (Candidate Marks x 0.6) 60%
Issue Date: 10 January 2008 Submission Date: 18 February 2008
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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EExxaammppllee ooff AAsssseessssmmeenntt BBrriieeff ffoorr LLeeaarrnniinngg JJoouurrnnaall aatt LLeevveell 44
ASSESSMENT BRIEF
Module Title: Communications
Module Code: G10001
Level: Level 4
Assessment Technique: Learning Journal – Portfolio of Coursework
Weighting: 10%
Title: Developing a Learning Journal
Guidelines:
LEARNING JOURNAL
During the course you will find it useful to keep a record of the subjects and topics that you
cover in class. This record is known as a Learning Journal.
In it you should record the hopes and concerns you have at the start of the programme. Once
a month you should enter how you consider your learning is progressing, items you have
found particularly interesting and/or challenging. You may also use it to make a note of pieces
of useful information that you have gathered from whatever source, newspapers, books,
magazines, T.V. and radio, internet etc.
Your finished journal should contain two different pieces of work:
- Details of activities, tasks, or work you have undertaken
- Your thoughts about what you have learned during the course
You may use the following headings as a guide to record your thoughts and insights:
- What I learned
- How I learned it
- How this learning challenged me
- What differences this learning has made to me
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Assessment Criteria:
Assessment Criteria Max Marks
Charting learning experiences
15
Identification of significant learning
20
Identification of learning styles
10
Identification of challenges
15
Awareness of progress
15
Reflection on impact of learning
25
Charting learning experiences
15
Total Marks 100
Weighed Total (Candidate Marks x 0.1) 10%
Issue Date: 10 January 2008 Submission Date: 18 February 2008
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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ASSESSMENT BRIEF
Module Title: Communications
Module Code: G10001
Level: Level 4
Assessment Technique: Short Report – Portfolio of Coursework
Weighting: 10%
Title: Short Report on a Survey of a Local Service
Guidelines:
Investigate a local service using research methods.
The report should contain:
- Title,
- Introduction
- Aims
- Evidence of research
- Your own conclusions/recommendations
- A bibliography/list of source
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Assessment Criteria:
Assessment Criteria Max Marks
Clear and written in impersonal language. 15
Document facts not opinions. 20
Presented in sections as per guidelines above. 20
Evidence of research included e.g. questionnaires or list of
references 30
Conclusions/recommendations 15
Total Marks 100
Weighed Total (Candidate Marks x 0.1) 10%
Issue Date: 10 January 2008
Submission Date: 18 February 2008
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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ASSESSMENT BRIEF
Module Title: Communications
Module Code: G10001
Level: Level 4
Assessment Technique: Oral Presentation and Book Review – Portfolio of Coursework
Weighting: 10%
Title: Oral Presentation and Book Review
Guidelines:
- Prepare an oral presentation (3-5 mins) on a book that you have read for the course.
- The oral presentation should deal with your personal response to the theme of the book.
- Only a very brief outline of the story and main characters should be given.
Assessment Criteria:
Assessment Criteria Max Marks
Evidence of planning and rehearsal obvious. 20
Cue cards used 10
Good eye contact and approach to holding interest of audience
essential. 10
A good introduction, main body and conclusion obvious. 20
Tone, stance and gesture positive and engaging. 20
Review well structured showing understanding of the plot and
characterisation. 20
Total Marks 100
Weighed Total (Candidate Marks x 0.1) 10%
Issue Date: 10 January 2008 Submission Date: 18 February 2008
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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ASSESSMENT BRIEF
Module Title: Caring for Children (0 – 6 years)
Module Code: D20159
Level: Level 5
Assessment Technique: Project
Weighting: 40%
Title: Project
Guidelines:
Learners will present a project on an issue relevant to the childcare environment. They will
identify issues in one of the following:
- Health, Safety & Hygiene in a Childcare Setting.
- The Importance of Teamwork in Childcare.
- The Importance of Play in a Child’s Development.
Assessment Criteria:
Assessment Criteria Max Marks
Effective planning and research. 10
Comprehensive exploration of health & safety issues in childcare. 10
Thorough understanding of concepts in caring for children. 10
Considered evaluation, conclusions and recommendations. 10
Total Marks 40
Issue Date: 10 January 2008 Submission Date: 18 February 2008
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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ASSESSMENT BRIEF
Module Title: Early Childhood Education
Module Code: D20007
Level: Level 5
Assessment Technique: Skills Demonstration
Weighting: 40%
Title: Plan, Organise, Perform and Evaluate either a Poetry Reading,
Reading or Story Telling Session with a group of Children
Guidelines:
- Select a technique, either poetry reading, reading or storytelling, which would be
beneficial and age/developmentally appropriate to the chosen group of children.
- The selected technique should be performed for the children, using appropriate visual
aids or other resources to support the presentation.
- This performance will be audio or video taped as evidence for the portfolio of
assessment.
- The presentation must be evaluated under the following headings:
- technique chosen
- Visual aids/resources used
- Value to the children
- Personal learning
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Assessment Criteria:
Assessment Criteria Max Marks
Selection of an appropriate technique 5
Effective performance including:
- Competent responses to verbal and non-verbal cues
- Effective interaction with the children
- Successful use of voice
- Appropriate use of visual aids/resources
20
Comprehensive evaluation of:
- The technique and visual aids/resources used
- The value of the performance for the children
- The candidate’s personal role in the performance
15
Total Marks 40
Issue Date: 10 January 2008
Submission Date: 18 February 2008
Candidate Name: _________________________
I hereby acknowledge this is my own original work:
Signed: _____________________________ Date: ________________________
Dates Feedback Received:
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
Date: __________________ Tutor’s Initials: _________ Candidate’s Initials: ________
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EExxaammppllee 11 ooff MMaarrkkiinngg SScchheemmee
MARKING SCHEME
Module Title: Teamworking
Module Code: G20034
Level: Level 5
Candidate Name: ___________________________
Tutor Name: ___________________________
Marking Guide
5 Mark Questions 10 Mark Questions Guide
1 Mark 2 Marks Objectives not evident
2 Marks 4 Marks Objectives present but unclear
3 Marks 6 Marks Objectives somewhat clear
4 Marks 8 Marks Objectives present and very clear
5 Marks 10 Marks Excellent evidence of thinking through objectives
Assessment Technique: Skills Demonstration Weighing: 60%
Assessment Criteria Max Marks Candidate
Marks
Participating in a Team
Positive contribution to discussions 5
Full participation in team activities 5
Excellent group skills - including others, accepting criticism 5
Effective communication with team members and team leader 5
Problem Solving in a Team Context
Clear setting of objective goals 5
Accurate and timely identification of problems 5
Accurate identification of possible solutions 5
Use of realistic implantation process 5
Leading a Team
Appropriate roles assigned to team members 5
Effective negotiation of decisions 5
Successful resolution of conflicts 5
Successful outcome, task completed 5
Total Marks 60
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Assessment Technique: Learning Journal Weighing 40%
Assessment Criteria Max Mark Candidate
Marks
Comprehensive description of activities, challenges and
positive experiences
10
Critical reflection and evaluation of experiences 5
Clear understanding of group processes 5
Effective use of insight in analysing own process 5
Realistic evaluation of strengths and weaknesses 5
Comprehensive description of skills acquired 10
Total Marks 40
Overall Marks
Assessment Technique Max Mark Candidate
Marks
Skills Demonstration 60
Learning Journal 40
Total Marks 100
Tutor Signature: _____________________________
Date: _____________________________
Please Note:
These Marking Schemes should not be returned to the learner
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EExxaammppllee 22 ooff MMaarrkkiinngg SScchheemmee
MARKING SCHEME
Module Title: Local History Studies
Module Code: E20113
Level: Level 5
Candidate Name: ___________________________
Tutor Name: ___________________________
Marking Guide
3 Mark Questions 6 Mark Questions Guide
1 Mark 2 Marks Objectives not evident or unclear
2 Marks 4 Marks Objective clear
3 Marks 6 Marks Excellent evidence of thinking through objectives
5 Mark Questions 10 Mark Questions Guide
1 Mark 2 Marks Objective not evident
2 Marks 4 Marks Objective present but unclear
3 Marks 6 Marks Objective somewhat clear
4 Marks 8 Marks Object present and very clear
5 Marks 10 Marks Excellent evidence of thinking through objective
Assessment Technique: Project Weighing: 50%
Assessment Criteria Max Marks Candidate
Marks
Research
Theme chosen and justified appropriately 3
Research survey techniques selected appropriately 3
Range of media/sources widely explored 3
Theme comprehensively investigated 3
Information systematically compiled 3
Analysis
Evidence examined objectively 5
Emerging themes/conclusions tested systemically 5
Conclusions and inferences logically drawn 5
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Presentation
Findings clearly and attractively explained 5
Visual material attractively presented 5
Language and medium appropriate to general audience 5
Sources acknowledged clearly, bibliography included 5
Total Marks 50
Assessment Technique: Assignment Weighing 30%
Assessment Criteria Max Mark Candidate
Marks
Theme placed chronologically 6
Theme broadly contextualised economically, socially
politically
6
Information factual and accurate 6
Evidence examined objectively 6
Emerging themes/conclusions identified and logically
presented
6
Total Marks 30
Assessment Technique: Learner Record Weighing 20%
Assessment Criteria Max Mark Candidate
Marks
Activities and research process comprehensively described 10
Research method underpinned by evidence of planning,
persistence and systematic investigation
10
Total Marks 20
Overall Marks
Assessment Technique Max Mark Candidate
Marks
Project 50
Assignment 30
Learner Record 20
Total Marks 100
Tutor Signature: ______________________ Date: ________________________
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EExxaammppllee ooff EExxaamm CCoovveerr SShheeeett
MODULE TITLE: [Enter Module Title]
MODULE CODE: [Enter Module Code]
CENTRE NAME: [Enter Centre Name]
Eg. BTEI – Artistic Development Group or SkillsVec.
DATE: [Enter Date of Exam]
TIME ALLOWED: [Enter Time Allowed for Exam]
Instructions to Candidates
Insert specific requirements and details eg, the format of the examination (eg
number of sections where applicable and question types used.
Eg. There are two sections in this exam. Section A – Short Answer Questions –
12 Questions – Answer any 10. All questions carry equal marks (2 marks each)
Section B – Structured Questions – 3 Questions – Answer Any 2 – All questions
carry equal marks (20 marks each)
Please Note
There is a template which can be photocopied in Section 5 of this publication
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EExxaammppllee 11 ooff SShhoorrtt AAnnsswweerr EExxaamm QQuueessttiioonnss
Organic Production Principles (C20195)
Question 1 (2 marks)
List two fertilisers acceptable in the organic system
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Question 2 (2 marks)
List four common pests encountered in organic production
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Question 3 (2 marks)
Identify four factors in consumer demand that influence the organic market
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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EExxaammppllee 22 ooff SShhoorrtt AAnnsswweerr EExxaamm QQuueessttiioonnss
Safety and Health at Work (D20165)
Question 1 (2 marks)
Outline two specific hazards when working with electrical equipment
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Question 2 (2 marks)
Outline four ways in which personal protective equipment is used in the workplace
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
Question 3 (2 marks)
State 2 of the main the reporting procedures for absence in the workplace
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
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EExxaammppllee 11 && 22 ooff SSttrruuccttuurreedd EExxaamm QQuueessttiioonnss
Example 1
Organic Production Principles (C20195)
Question 1 (10 marks)
(a) List two common diseases encountered in organic production
[2 marks]
(b) Outline three reasons why some pesticides are acceptable to the organic system
[3 marks]
(c) Examine the effects of three conventional pesticides on the food chain
[5 Marks]
Example 2
Safety and Health at Work (D20165)
Question 1 (10 marks)
(a) Outline two roles of the Health and Safety Authority
(2 marks)
(b) Describe three duties of employers as specified in Sections 6, 9, 12 and 13 of the
Safety, Health and Welfare at Work Act, 1989
(3 marks)
(c) Illustrate how you would promote safe working practices in relation to:
• Oneself
• Others
• The workplace
(5 marks)
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EExxaammppllee 11 ooff EExxaamm MMaarrkkiinngg SScchheemmee && OOuuttlliinnee SSoolluuttiioonnss ffoorr
SSttrruuccttuurreedd QQuueessttiioonnss
Organic Production Principles (C20195)
Question 1 (10 marks)
(a) List two common diseases encountered in organic production [2 marks]
(b) Outline three reasons why some pesticides are acceptable to the organic system [3 marks]
(c) Examine the effects of three conventional pesticides on the food chain [5 Marks]
Question Part Assessment
Criteria
Mark Total
Mark
Outline Solutions
1 (a) Recall
List two
common
diseases
two diseases *
1 mark each
2
marks
• Sooty blotch
• Fly speck
• Downy Mildew
• Gray Mould
• Lettuce Drop
1 (b) Understanding
Outline three
reasons why
some
pesticides are
acceptable to
the organic
system
three reasons *
1 mark each
3
marks
• No long term damage
• No harmful effects on the
produce
• Safe for humans to be in
contact with them
1 (c) Application
Examine the
effects of
three
conventional
pesticides on
the food chain
Naming of
three
conventional
pesticides * 0.5
marks each
Effects of this
pesticide on
the food chain
3 * 1 mark
each
Comprehensive
answer given
1.5
marks
3
marks
0.5
marks
• Strong smell or taste
• Withers leaves on the
produce
• Changes the colour of the
produce
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QQuuootteess ttoo sshhaarree wwiitthh LLeeaarrnneerrss
The world is full of willing people, some
willing to work, the rest willing to let them
- Robert Frost
The trouble with the world is that
the stupid are cock sure and the
intelligent full of doubt
- Bert Randrussell
There are two kinds of people, those who do the
work and those who take the credit.
Try to be in the first group; there is less
competition there
- Indira Gandhi
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EExxaammppllee 22 ooff EExxaamm MMaarrkkiinngg SScchheemmee && OOuuttlliinnee SSoolluuttiioonnss ffoorr
SSttrruuccttuurreedd QQuueessttiioonnss
Safety and Health at Work
Question 1 (10 marks)
(a) Outline two roles of the Health and Safety Authority (2 marks)
(b) Describe three duties of employers as specified in Sections 6, 9, 12 and 13 of the
Safety, Health and Welfare at Work Act, 1989 (3 marks)
(c) Illustrate how you would promote safe working practices in relation to:
Oneself, Others, The workplace (5 marks)
Part Performance
Criteria
Mark Total
Mark
Outline Solutions
(a) Recall
two roles
identified
Any two
relevant
roles
2 * 1 mark
2 • Secure health and safety at work
• Publish research on work place hazards
• Provide information and expert advice
• Promote workplace safety, health,
welfare, education
• Propose new legislation
(b) Understandin
g of duties
Any three
relevant
duties
3 * 1 mark
3 • To ensure, so far as is reasonably
practicable, the safety, health and
welfare at work of all his employees
• To prepare a statement in writing to be
known as a "safety statement" and what
this statement should deal with
• To consult his employees for the
purpose of the making and maintenance
of arrangements which will enable him
and his employees to co-operate
effectively in promoting and developing
measures to ensure their safety, health
and welfare at work and in ascertaining
the effectiveness of such measures
• No person shall intentionally or
recklessly interfere with or misuse any
appliance, protective clothing,
convenience, equipment or other means
or thing provided in pursuance of any of
the relevant statutory provisions or
otherwise, for securing the safety, health
or welfare of persons arising out of work
activities
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EExxaammppllee 22 ooff EExxaamm MMaarrkkiinngg SScchheemmee && OOuuttlliinnee SSoolluuttiioonnss ccoonntt..
(c) Application:
- practices
identified
according to:
oneself
others
workplace
Appropriaten
ess of
practices
identified
1.5 marks
1.5 marks
1.5marks
0.5 marks
5 • Draw up a safety policy
• Identify the hazards
• Carry out a risk assessment – decide who
might be harmed and how
• Decide what precautions are needed
• Record findings including who is
responsible for ensuring safety
• Review the programme and update as
necessary.
• Identify safe working practices in areas
such as: dust and fumes, transport,
electricity, manual handling, noise and
vibration, preventing falls etc
• Provide protective clothing and
equipment
• Identify a system of dealing with accidents
and emergencies
• Have a criteria for selection and training
of personnel
• Provide education and training
• Mutual respect for others
• Know the law
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EExxaammppllee ooff LLeevveell 33 FFeettaacc IInnddiivviidduuaall CCaannddiiddaattee MMaarrkkiinngg SShheeeett
PLEASE ENSURE:
That all SLO’s are completed and ticked and that any evidence which is not in the portfolio is
documented in the evidence Section
PLEASE NOTE:
All Fetac Individual Candidate Marking Sheets can be found in the back of the relevant module
descriptor
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PLEASE ENSURE:
For Fetac Level 3 – Please ensure that both the Candidate and Tutor sign the Fetac Individual
Candidate Marking Sheet
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EExxaammppllee ooff LLeevveell 44 FFeettaacc IInnddiivviidduuaall CCaannddiiddaattee MMaarrkkiinngg SShheeeett
PLEASE ENSURE:
That candidate marks are totalled correctly
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EExxaammppllee ooff FFeettaacc LLeevveell 55 RReessuullttss SShheeeett
PLEASE ENSURE:
That Candidate marks are totalled correctly on each marking sheet and transferred correctly to
the results sheet
PLEASE NOTE:
All Fetac Module Results Summary Sheets can be found in the relevant module descriptor
PLEASE ENSURE:
All Fetac Individual Candidate Marking Sheets, Fetac Summary Sheets along with the
Marking Scheme are taken out of the portfolios before they are given back to the Candidates
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QQuuootteess ttoo sshhaarree wwiitthh LLeeaarrnneerrss
God grant me the serenity to accept the
things I cannot change,
Courage to change the things I can,
And the Wisdom to know the difference
- Reinhold Niebuhr
An impressive proportion of great
original thinkers were educated at home,
stimulated and brought up by high
expectations
-Aquarian Conspiracy
Knowledge Speaks, but wisdom listens
- Jimmy Hendrix
BTEI / Community Education / Special Projects – Revised March 09
Page 118 of 128
SSeeccttiioonn 55 TTeemmppllaatteess
THESE TEMPLATES HAVE BEEN DESIGNED WITHOUT PAGE
NUMBERS TO BE PHOTOCOPIED WHEN NEEDED
- Tutor Learner Meeting Record - Examination Cover Sheet - Examination Attendance Record - Work Handup Sheet - Assessment Submission Record - Portfolio Cover Sheet - Summary Sheet - Box Cover Sheet - Checklist
Co Wexford VEC
Tutor/Learner Meeting Record
This form is used to record details of meetings with your tutor and to provide feedback on
your work and progress on the course/module. It will also record details of any issues or
concerns you may have and any action agreed to address same.
Learner Name
Tutor Name
Course/Module
Date of Meeting
Matters Discussed
Agreed Actions
Tutor Signature: _________________ Learner Signature: __________________
BTEI / COMMUNITY EDUCATION / SPECIAL PROJECTS
EXAMINATION COVER SHEET
MODULE TITLE: _______________________
MODULE CODE: _______________________
CENTRE NAME: _______________________
DATE: _______________________
TIME ALLOWED: _______________________
Instructions to Candidates
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
BTEI / COMMUNITY EDUCATION / SPECIAL PROJECTS
EXAMINATION ATTENDANCE RECORD
Group Name: __________________________
Module Title: __________________________
Module Code: __________________________
Tutor Name: __________________________
Date of Exam: __________________ Time of Exam: ______________________
STUDENT NAME STUDENT SIGNATURE
BTEI / COMMUNITY EDUCATION / SPECIAL PROJECTS – WORK HANDUP SHEET
Tutor Name _______________________________
Module Name _______________________________
CANDIDATE NAME TYPE OF
ASSIGNMENT
DATE
SUBMITTED
DATE
RETURNED
CANDIDATE
SIGNATURE
TUTOR
INITIALS
BTEI / COMMUNITY EDUCATION / SPECIAL PROJECTS – ASSESMENT SUBMISSION RECORD
Head office use only:-
Received date ________________________ Received by ________________________
Collected date ________________________ Collected by ________________________
Group Module Name
Assessment Period Module Code
Tutors Name Tutors Contact No
Facilitators Name Facilitator Contact No
CANDIDATE NAME
(Alphabetical Order)
NO. OF FOLDERS /
PORTFOLIOS
NO. OF
PIECES
CANDIDATE SIGNATURE TUTOR
INITIALS
Any other comments
BTEI / COMMUNITY EDUCATION / SPECIAL PROJECTS - PORTFOLIO COVER SHEET
BTEI – Community Education, Special Projects
Co. Wexford VEC
Centre No. 38145 O
Learners Name: _____________________________________________
Learners PPS No.: _____________________________________________
Module Title: _____________________________________________
Module Code: _____________________________________________
Tutors Name: _____________________________________________
Tutors Contact No.: _____________________________________________
Facilitators Name: _____________________________________________
Facilitators Contact
Details: _____________________________________________
I hereby acknowledge this is my own original work:
Signed: ______________________________ Date: ____________________
BTEI / COMMUNITY EDUCATION / SPECIAL PROJECTS – SUMMARY SHEET
Group Name: ____________________________________________
Module Title: ____________________________________________
Module Code: ____________________________________________
Internal Assessor: ____________________________________________ Date: _____________________
SURNAME FORENAME PPSN. D.O.B. Medical
Card
Number
Marks
1
Marks
2
Marks
3
Total
Marks
Grade Title of Full
Cert
BTEI / COMMUNITY EDUCATION / SPECIAL PROJECTS - BOX COVER SHEET
Centre Code: BTEI, Community Education, Special Projects
38145 O
External Authenticator: ___________________________________________
Date: ___________________________________________
Roll Class Code:- ___________________________________________
MODULE TITLE: ___________________________________________________________________
MODULE CODE: ___________________________________________________________________
NO. OF PORTFOLIOS: __________________________NO OF PIECES:___________________________
TUTOR NAME: ___________________________________________________________________
TUTOR CONTACT DETAILS: ___________________________________________________________________
FACILITATORS NAME: ___________________________________________________________________
FACILITATORS CONTACT DETAILS: ___________________________________________________________________
BTEI / COMMUNITY EDUCATION / SPECIAL PROJECTS
FETAC ASSESSMENT CHECKLIST – PAGE 1
Group Name: ________________________________
Tutor Name: ________________________________
Facilitator Name: ________________________________
Level 3 marking sheet Level 4 and Level 5 and marking Sheet(s)
All Specific
Learning
Outcomes clearly
evidenced
Candidate’s marks
completed
Tutor’s signature &
date
Internal assessor’s/tutor’s
signature & date
Candidate’s
signature & date
Marks totalled correctly
Grades awarded correctly
PORTFOLIOS
Tick to
Complete
For
Office
Use
Each portfolio must be presented with the portfolio cover
sheet secured on the front by a bulldog clip with all
information completed
FETAC Individual Candidate Marking Sheet as the first page of
portfolio
Exam number is candidate’s PPS No
NO plastic sheets or poly pockets to be used in presentation
of portfolios
For written evidence you much tick each page with red or
green pen to show the data has been taken into account
when correcting
For any oral/aural/visual etc. the Fetac Individual Candidate
Marking Sheet and marking scheme must include a clear
breakdown showing how marks were awarded
Each piece of extra evidence must be clearly labelled with:
The Learners Name and PPS No
Module Name & Module Code
Group Name
Timetable of Assessment if relevant
BTEI / COMMUNITY EDUCATION / SPECIAL PROJECTS
FETAC ASSESSMENT CHECKLIST – PAGE 2
MOST IMPORTANT
Tick to
Complete
For
Office
Use
CHECKLIST TO BE INCLUDED IN TUTOR PACK IN BOX
For Office Use Only:-
Internally verified and checked again by:
Name: ___________________________________ Date: __________________________________
PORTFOLIO BOXES
Tick to
Complete
For
Office
Use
Portfolios to be stored in recommended cardboard
storage box(es) with handles
2 portfolio box cover sheet completed per box
1 completed sheet attached to the left side of box
1 completed sheet attached to right side of box
DO NOT ATTACHED BOX COVER SHEET TO SIDE WITH
HANDLES
PACK TO BE INCLUDED WITH BOX
Tick to
Complete
For
Office
Use
Completed Module Summary sheet must be included
for each module detailing learners names and results
Completed Fetac Summary Sheet (Results Sheet) if
relevant
A module descriptor
Assessment brief if relevant
Written examination papers if relevant
Completed Examination Attendance Record if relevant
Marking Scheme if relevant
Outline Solutions if relevant
Work Hand Up Sheet if relevant
Completed Assessment Submission Record
The portfolios for the whole group should then be
arranged and boxed in alphabetical order of surname
BTEI / Community Education / Special Projects – November 08
Page 129 of 129
OOtthheerr UUsseeffuull WWeebbssiitteess
www.careersportal.ie Careers Information
www.careerdirection.ie Information on Careers
www.cao.ie Central Applications Office
www.daycourses.ie Day Courses Directory
www.egsa.ie Education Guidance Service for Adults
www.education.ie Department of Education and Science
www.aontas.ie Irish National Association of Adult Education
www.nala.ie National Adult Literacy Agency
www.nqai.ie National Qualifications Authority of Ireland
www.nfq.ie Information on the National Qualifications Framework
www.ncge.ie National Council for Guidance in Education
www.careerdirections.ie Information on Careers
www.literacytools.ie Tools for Improving Spelling Reading & Numeracy
www.rehab.ie Information on Programmes & Services for People with
Disabilities
www.qualifax.ie National Information Database on Full-time and Part-
time Courses & Guidance Events etc.