1

Internal Quality Assurance (IQA)

Handbook

Process and Procedure V3 – updated March 18

2

Contents

P3 Introduction

P3 Role of Internal Quality Assurer (IQA) P4 Workplace Assessment Responsibilities P5 Quality Assuring Assessments P5 Sampling Assessments

Interim/Formative Sampling

Summative Sampling

P7 Monitoring Assessment Practice

P8 Standardising Assessment Judgements

P8 Developing and Supporting Assessors P9 Common issues with the Assessment Process

P11 Appendices

1. Formative Sampling Plan 2. Formative Sampling Activity 3. Internal Quality Assurance Commentary 4. Summative Sampling Plan 5. Development to Competence Sign off Sheet 6. Portfolio Evidence Record Sheets 7. Candidate Interview Review 8. Assessor Induction and Declaration Form 9. Assessor/IQA – CPD/Reflective Learning Log

3

Internal Verification of NVQs

Introduction This guidance has been produced to ensure that all the Internal Quality Assurers (IQA’s) for Cheshire Fire and Rescue Service understand the procedures, processes and their responsibilities required for internal quality assurance of assessment decisions.

There are tracking and auditing requirements at each stage of the process and in this handbook you are provided with examples of pro formas that can be used within the system. The appendices include these forms and it is important that IQA’s are familiar with all the paperwork. It is important that up to date records are kept of both formative and summative assessments that the IQA is involved in. Each IQA has a folder on the G drive to keep their paperwork in which will be monitored by both the Accredited Centre and visiting Standards Verifiers. Each IQA can password protect their folder if they wish but they must advise the Accredited Centre Manager of the password.

The Role of the Internal Quality Assurer

The IQA needs to be at the heart of the Quality Assurance process at Cheshire Fire and Rescue Service‘s Accredited Centre, working in conjunction with the lead Internal Quality Assurer.

The main aspects of the IQA role are:

Develop and support Assessors by monitoring the activities of the Assessors, ensuring they have time, resources and experience to carry out assessment duties and taking appropriate action when they do not. In order to properly monitor each Assessor an IQA has responsibility for they need to ensure that on an annual basis they monitor the Assessor in all assessment methods and update the sampling plan on the G drive.

Maintain communication with the Accredited Centre and act in strict accordance with the Centre’s guidelines, policies and procedures in order to manage the quality of the NVQ process

Meet with Assessors on a regular basis

Undertake risk assessment of Assessors, develop action plans and ensure these are agreed and supported by Managers

Quality assure assessments by undertaking sampling and quality assurance of Learner’s portfolios as stipulated in the Accredited Centre Sampling Strategy

It is important to understand that the role of the IQA is not to second assess a Learners work but is to monitor activities of the Assessors that they have responsibility for. Brief details showing the responsibilities of everyone involved in the assessment process can be found on the following page.

Workplace Assessment Responsibilities

4

Standards Verifier (Pearsons/EDEXCEL or Skills for Justice)

Monitor the standards of the Accredited Centre

Central IQA

Monitor the standard of IQA’s and the assessment process

IQA

Monitor the standard of Assessors

Monitor the activities of the Assessors, ensuring they have time, resources and experience to carry out assessment duties and taking appropriate action when they do not;

Maintain communication with the Accredited Centre and act in strict accordance with the centre’s guidelines, policies and procedures;

Meet with Assessors on a regular basis as stipulated in the Internal Quality Assurers process;

Undertake risk assessment of Assessors, develop action plans and ensure these are agreed and supported by Managers; and

Undertake sampling and quality assurance of Learner’s portfolios as stipulated in the Sampling Policy (section 8, Workplace Assessment Policy).

Assessor

Monitor the standard of the Learner

Support, encourage and motivate the Learners for whom they have responsibility;

Work with their Learners as stipulated in the Assessment Strategy and associated guidance documents;

Undertake assessment activities as stipulated in the Assessment Strategy and other relevant documents;

Ensure Learners’ work is submitted for sampling and quality assurance as stipulated in the Sampling Policy (section 8, Workplace Assessment Policy);

Attend, as necessary, Assessor standardisation meetings/activities;

Maintain effective communication with their Internal Quality Assurers; and

Alert Internal Quality Assurers and the relevant Line Managers when problems in assessment occur.

Learner

Produce evidence to satisfy the learning outcomes of their award

Attend relevant training and development as identified in any assessment plan which is

aligned to them;

Complete any training and development within any agreed time scale which has been stipulated in their development plan;

Work with their assigned Assessor;

Complete any written work as stipulated for their accredited award;

Keep both their Manager and their Assessor updated with the progress made towards their accredited award; and

Inform their Assessor and/or Internal Quality Assurers of any problems with completing

their accredited award.

5

Quality Assuring Assessments

The aim of quality assurance is to ensure consistent and reliable assessment and to monitor the quality of assessment and highlight any problems and development needs of Assessors.

There are three strands to verifying assessment

Sampling Assessments

Monitoring Assessment Practice

Standardising Assessment Judgements

The next sections will explain how these areas should be carried out.

Sampling Assessments

Sampling assessments should involve reviewing the quality of the Assessors’ judgements at both formative and summative stages. It is imperative to ensure that the Internal Quality Assurance is not “end loaded” and that accurate records are maintained throughout the process with the Accredited Centre Manager being kept up to date with the progress of Learners through Assessment/Development Plans which need to be saved onto the G drive (as detailed above).

Verification must not be end loaded and sampling must occur throughout the process.

Interim/Formative Sampling (during the construction of a portfolio)

The IQA must “dip in to” the assessment process undertaken with the candidate at different stages in the process. This could include:

I. Observation of an assessment taking place or reviewing the candidate’s work either before decisions have been made or after an assessment has taken place. This will entail checking the Assessment Development Plans given to the learner by their assessor and will allow the IQA to evaluate the quality of formative guidance on assessment and how effective the assessment planning has been.

II. Each IQA must have a formative sampling plan for all assessors that they have responsibility for and must monitor each Assessor in each assessment method at least once per year. Newly qualified Assessors should be monitored more frequently than experienced Assessors. This should be kept on the G drive/OPA/NVQ & Workplace Assessments and populated each time an assessment takes place. Your formative sampling plan will be monitored by the Accredited Centre Manager as part of the Centre’s Quality Assurance processes and will be made available to visiting Standards Verifiers.

III. Each IQA must make sure they have evidence of reviewing the assessments and process which must not be end loaded.

Examples of forms to use:

APPENDIX ONE – Formative Sampling Plan (found on the G drive as detailed above)

6

APPENDIX TWO - Formative Sampling Activity (Assessor Performance Record))

APPENDIX THREE – Internal Quality Assurance Commentary

Summative Sampling (complete portfolio)

Summative Sampling will involve the IQA reviewing the quality of the assessment decision by evaluating how the Assessor has reached that decision. The IQA must be able to provide an audit trail which demonstrates that the Assessor has checked all the evidence and it meets the rules of evidence. The rules of evidence are listed below. Evidence must have been confirmed by the Assessor as being:

I. Valid – relevant to the standards for which competence is claimed II. Authentic – produced by the candidate III. Reliable – accurately reflects the level of performance which has been

consistently demonstrated by the candidate IV. Current – sufficiently recent V. Sufficient – meets in full All the requirements of the standards

With regards to the rules of evidence the process must be transparent and anyone who looks at the evidence and/or assessment methods must be able to identify that the evidence complies with all the rules. If witness testimony or work products are used, as an IQA you must be clear that the assessor has taken steps to satisfy themselves of authenticity.

In order to ensure transparency when Summative Sampling takes place the IQA must access the Summative Sampling Plan which can be found on the G drive/OPA/NVQ & Workplace Assessments, where the next line must be populated and the relevant units selected for sampling.

Once the summative sampling has taken place and the IQA is satisfied that a portfolio is complete and the Assessor has deemed the Learner ‘competent’ the portfolio should be forwarded to the Accredited Centre for final sign off and certification. Where the portfolio relates to a FF becoming competent, the Development to Competence Sign-Off Form must also be completed and forwarded to the Accredited Centre together with the portfolio for accreditation. Once the portfolio has been submitted to the IQA, the IQA has no longer than 14 days to submit it to the Accredited Centre.

Examples of forms to use:

APPENDIX FOUR – Summative Sampling Plan (as found on the G drive as detailed above)

APPENDIX FIVE - Development to Competence Sign Off Form

Evidence Referencing It is important that the learner has used a relevant and understandable referencing procedure. EDEXCEL’s standard Portfolio Evidence Record Sheets must be used for this purpose so that the IQA (and then Awarding Bodies Standards Verifier) should not have to search extensively to find

7

evidence which supports the Assessors decisions. Portfolio Evidence Record Sheets are available for all NVQ’s/BTEC’s including FF, FS, Education & Training, Business & Admin, Assessor and IQA awards. These must be completed in conjunction with the relevant EDEXCEL specification paperwork covering Learning outcomes, assessment criteria and unit amplification. Copies of EDEXCEL’s Award Specifications can be found on the intranet.

Examples of form to use:

APPENDIX SIX – Portfolio Evidence Record Sheet

Sampling Strategy

It is not best use of the IQA resource to maintain 100% checks on assessment decisions, so checks should be made in line with the Service’s sampling strategy using the forms on the G drive which are shared with other IQA’s.

It is imperative that the review of the portfolio is not “end loaded” and that quality assurance occurs throughout the process.

Monitoring Assessment Practice

Monitoring assessment includes the IQA observing the Assessors and how they conduct an assessment and then giving feedback on their performance. It also includes reviewing the internal quality assurance records completed with each Assessor and evaluating all aspects of their performance (which can be used as CPD).

To carry out monitoring the IQA must know the standards set out in the Assessor units. As an IQA you must monitor all Assessors allocated to you and ensure that on an annual basis they cover the complete range of assessment methods which includes Direct Observation, Product Report, Questions and Answers, Witness Testimony, Product Evidence and Accredited Prior Learning. The IQA should look at the Assessor’s assessing and interpersonal skills and give feedback directly to the Assessor. Any development areas for the Assessor should be noted on a development plan and forwarded to the Accredited Centre Manager for monitoring.

Where possible it is good practice for the IQA to meet with a learner of each Assessor they have responsibility for and check that the candidate understands about the NVQ/BTEC process by completing a Candidate Interview Record. Alternatively the IQA can be present at the learner’s induction meeting.

Example of form to be used:

APPENDIX SEVEN – CANDIDATE INTERVIEW RECORD

Standardising Assessment Judgements

8

It is important that as an IQA you make sure that each Assessor consistently makes valid decisions and candidates are treated fairly as detailed in the Accredited Centre Policy and the Service’s Equal Opportunities Policy. Standardisation exercises with Assessors must be undertaken on a regular basis by the IQA with records kept on the G drive. Standardisation meetings will also be held once a quarter by the Accredited Centre to update both Assessors and IQAs and provide a platform to undertake a standardisation activity. Whilst it is important to relay information and track candidates at standardisation reviews it is imperative that assessment decisions are checked as being consistent and fair.

Developing and Supporting Assessors

As an IQA it is your duty to guide and support the Assessors aligned to you. New Assessors must have an induction and as an IQA you must ensure that the Assessors have access to all the policies and procedures. A checklist forms part of the Learner Induction & Declaration Form and should be used to ensure all component parts of the induction are included.

As an IQA you must check that a personal profile or C.V. demonstrating occupational competence at the appropriate level and relevant certificates have been sent to the Accredited Centre Manager.

All Assessors and IQAs should maintain a CPD/Reflective Learning Log in order to document all learning and continuous personal development in their Assessor/IQA role. Common issues with the assessment process

9

Templates are there to be used, but ensure if you cut and paste information into a

template that you check the whole document is relevant to what you are doing.

An Assessment/development plan needs to be produced by the Assessor for

every assessment carried out detailing the Assessors expectations of the Learner.

The IQA needs to be informed of every planned assessment to enable them to

attend if they feel they need to sample check the Assessor they are responsible

for, and to show EDEXCEL that there has been formative IQA within a portfolio.

During an assessment, the Assessor is assessing the Learner and any IQA

involvement is to check that the Assessor is following the assessment process

correctly, not to check the Learners work. This would be classed as double

assessing and is against the rules.

Be specific and constructive with your feedback. Your feedback will help

Assessors and Learners to improve and help them not to make the same mistakes

over and over again.

Follow the counter-signature policy, remember whilst in development as an

Assessor or IQA your signature is not valid unless it has been counter-signed by a

competent person in that role.

When marking reports ensure the Learner has actually answered the question and

provided evidence for the learning outcome. Take note of the verbs used in

questions.

Remember not to hold on to a portfolio for longer than 14 days before passing it

on or passing it back.

Remember to keep your Learning Log up to date.

Remember to re-do the e-learning package relevant to your role/s each year for

CPD.

Remember to refer to your Assessor or IQA handbook from time to time as a

refresher.

IQA’s - Remember to populate the G drive with any IQA activity.

Remember - you cant act as both an Assessor and IQA at the same time, you cant

wear two hats as they are completely different roles.

Example of forms to be used:

10

APPENDIX EIGHT - Assessor Induction Form

APPENDIX NINE – Assessor/IQA CPD/Reflective Learning Log

ALL FORMS CAN BE FOUND ON THE INTRANET UNDER WORKPLACE ASSESSMENT

Useful Reading Accredited Centre Policy Accredited Centre Sampling Strategy Accredited Centre Appeals Procedure CFRS Equal Opportunities Policy CRFS Level 3 Award – Guidance Document EDEXCEL (Pearson) Level 3 Award Specification Issue 2 CFRS Level 4 Award – Guidance Document EDEXCEL (Pearson) Level 4 Award Specification Issue 3 UK Vocational Quality Assurance Handbook 2013-14 Chapter 10 – Standards Verification for NVQ, SVQ and competence-based q2ualifications Pearson EDEXCEL NVQ’s, SVQ’s and competence based qualifications – Delivery Requirements and Quality Assurance Guidance JAB Guidance on Internal Verification of NVQ’s All documents can be found on the Intranet

11

APPENDIX ONE – FORMATIVE SAMPLING PLAN

Assessor Learner Unit Date sampling Assessment method Assessment Comments

activity DO P/R Q&A WT PE APL decision

planned correct (Y/N)

12

APPENDIX TWO- FORMATIVE SAMPLING ACTIVITY

Assessor Performance Record (Witnessing actual assessment)

Learner ________________________________ NVQ Level _________________________ Assessor _______________________________ Units _____________________________ Internal Quality Assurer __________________________

Checklist Y/N Examples

1. Learner put at ease

2. Assessment procedure explained and agreed

3. Learner understands how evidence relates to standards

4. Relevant questions asked

5. Evidence requirements met

6. Clear, evaluative feedback provided

7. All possible sources of evidence have been considered

8. Further action agreed with Learner where appropriate

9.

Necessary assessment documentation completed (including Learning and Development advised if learner deemed ‘competent’ or ‘not yet competent’ for unit assessment)

Assessment activity observed

Internal Quality Assurer _____________________________________ Date ___________

13

APPENDIX THREE- INTERNAL QUALITY ASSURANCE COMMENTARY Internal Quality Assurance Commentary IQA:______________________________ Assessor:_________________________ Learner:____________________________ Date:____________________________ Unit(s):______________________________________________________________ Commentary: Once the portfolio is submitted to the IQA, the IQA needs to populate the summative sampling plan on the G drive in order to ascertain which units to sample. This section should give an overview of the portfolio and relate to the Assessors performance in carrying out and following the assessment process. This area should also make reference to the Assessors decision of ‘competent’ or ‘not yet competent’. If the IQA feels that there are areas that need addressing before the portfolio can be forwarded to the Accredited Centre for certificate, the action points need to be listed in the next section and the portfolio returned to the Assessor to discuss with the Learner. The Assessor has 14 days in which to address any issues with the Learner and return the portfolio to the IQA. Once a portfolio is returned to the IQA they need to again populate the summative sampling plan in order to ascertain which units to sample. Immediate Action Points: These action points should relate to areas that need to be addressed prior to certification. Immediate Action Points Carried out: This section needs to be completed with the actions carried out and dated and signed by the Assessor and IQA to show that the portfolio is now ready for certification. Future Practice: This section can include areas of best practice to help the Assessor in future assessments.

IQA Sign:______________________________________ Date:________________

14

APPENDIX FOUR

Summative Sampling Plan - OCFF

IQA Assessor Learner Date FF1 FF2 FF3 FF4 FF5 FF6 FF7 FF8 FF9

X X X

NO

T R

EQ

UIR

ED

FO

R O

N C

AL

L F

F'S

WH

EN

EV

ER

SU

BM

ITT

ED

X X X

X X X

X X X

X X X X

X X X

X X X

X X X

X X

X X

X X X

X X X

X X X

X X X

X X

X X X

X X X

X X X

X X X

X X

X X

X X X

X X X

X X X

X X X

X X

X X

X X X

X X X

X X X

X X X

X X

15

APPENDIX FOUR – SUMMATIVE SAMPLING PLAN ASSESSOR

Summative Sampling Plan - ASSESSOR

Unit one Unit two

ASSESSMENT CRITERIA

Assessor Learner 1 2 3 4 5 6 7 8 1 2 3 4

X X X

X

X

X X X

X

X

X X

X

X

X X

X

X

X X X

X

X X X X X

X X

X

X

X X X

X

X

X X X

X

X

X X X

X

X

X X X

X

X

X X X

X

X

X X X

X X

X X X

X X

16

APPENDIX FOUR – SUMMATIVE SAMPLING PLAN IQA

Summative Sampling Plan - IQA

Unit one Unit two

ASSESSMENT CRITERIA

1 2 3 4 5 6 1 2 3 4 5

Name

X X X

X

X X X

X

X X

X

X

X X

X

X X X

X

X X X X

X X

X

X

X X X

X

X X X

X

X X X

X

X X X

X

X X X

X X X

X

X X X

X

APPENDIX FIVE –DEVELOPMENT TO COMPETENCE SIGN OFF

DEVELOPMENT TO COMPETENCE SIGN OFF FORM

(On receipt of this form at Human Resources the named individual will progress from development rate of pay to competent rate of pay)

Learner:________________________________ Number:_________ Role:_____

Assessor:_________________________________ Date Started Role:_________

YES NO

Is the evidence Valid – Authentic – Current – Sufficient - Reliable?

Does the evidence demonstrate that all performance criteria have been met?

Does the evidence demonstrate that all knowledge requirements have been met?

Has the learner been observed in the workplace?

Assessor Feedback (Usually line manager)

Assessor Name:______________________________________________________ Assessor Signature:____________________________ Date:_________________

Internal Quality Assurer Feedback

Unit Assessment Method

(Circle)

Valid

(

)

Au

the

nti

c

()

Cu

rren

t (

)

Su

ffic

ien

t

()

Reli

ab

le (

)

Assesso

r

Decis

ion

s

Co

rrect?

Y/N

Comments

DO P/R Q&A

WT PE APL

DO P/R Q&A

WT PE APL

DO P/R Q&A

WT PE APL

DO P/R Q&A

WT PE APL

DO: Direct Observation P/R: Project or Report Q&A: Question and Answer WT: Witness Testimony PE: Product Evidence APL: Accredited Prior Learning

Comments: Internal Quality Assurer Name:_________________________________________ Internal Quality Assurer Signature:___________________ Date:______________

Head of OPA

Signature:_______________________________________ Date:_____________

HR Business Support:

Date actioned:____________________

Name:_____________________________ Signature:________________________ Date of effective competent rate of pay:__________________________________

APPENDIX SIX

Portfolio Evidence Record Sheets

Unit 1: Understanding the Principles and Practices of Internally Assuring the Quality of

Assessment (Level 4)

Learning outcomes Assessment criteria Portfolio reference Date

1 Understand the

context and

principles of

internal quality

assurance

1.1 Explain the functions of internal quality

assurance in learning and development

1.2 Explain the key concepts and principles

of the internal quality assurance of

assessment

1.3 Explain the roles of practitioners

involved in the internal and external

quality assurance process

1.4 Explain the regulations and

requirements for internal quality

assurance in own area of practice

2 Understand how to

plan the internal

quality assurance

of assessment

2.1 Evaluate the importance of planning and

preparing internal quality assurance

activities

2.2 Explain what an internal quality

assurance plan should contain

Learning outcomes Assessment criteria Portfolio reference Date

2.3 Summarise the preparations that need

to be made for internal quality

assurance, including:

information collection

communications

administrative arrangements

resources

3 Understand

techniques and

criteria for

monitoring the

quality of

assessment

internally

3.1 Evaluate different techniques for

sampling evidence of assessment,

including use of technology

3.2 Explain the appropriate criteria to use

for judging the quality of the

assessment process

4 Understand how to

internally maintain

and improve the

quality of

assessment

4.1 Summarise the types of feedback,

support and advice that assessors may

need to maintain and improve the

quality of assessment

4.2 Explain standardisation requirements in

relation to assessment

4.3 Explain relevant procedures regarding

disputes about the quality of assessment

Learning outcomes Assessment criteria Portfolio reference Date

5 Understand how to

manage

information

relevant to the

internal quality

assurance of

assessment

5.1 Evaluate requirements for information

management, data protection and

confidentiality in relation to the internal

quality assurance of assessment

6 Understand the

legal and good

practice

requirements for

the internal quality

assurance of

assessment

6.1 Evaluate legal issues, policies and

procedures relevant to the internal

quality assurance of assessment,

including those for health, safety and

welfare

6.2 Evaluate different ways in which

technology can contribute to the internal

quality assurance of assessment

6.3 Explain the value of reflective practice

and continuing professional development

in relation to internal quality assurance

6.4 Evaluate requirements for equality and

diversity and, where appropriate,

bilingualism, in relation to the internal

quality assurance of assessment

Learner name: Date:

Learner signature: Date:

Assessor signature: Date:

IQA signature

(if verified)

Date:

Unit 2: Internally Assure the Quality of Assessment (Level 4)

Learning outcomes Assessment criteria Portfolio reference Date

1 Be able to plan the

internal quality

assurance of

assessment

1.1 Plan monitoring activities according to

the requirements of own role

1.2 Make arrangements for internal

monitoring activities to assure quality

2 Be able to

internally evaluate

the quality of

assessment

2.1 Carry out internal monitoring activities

to quality requirements

2.2 Evaluate assessor expertise and

competence in relation to the

requirements of their role

2.3 Evaluate the planning and preparation

of assessment processes

2.4 Determine whether assessment

methods are safe, fair, valid and reliable

2.5 Determine whether assessment

decisions are made using the specified

criteria

2.6 Compare assessor decisions to ensure

they are consistent

3 Be able to

internally maintain

and improve the

quality of

assessment

3.1 Provide assessors with feedback, advice

and support, including professional

development opportunities, which help

them to maintain and improve the

quality of assessment

3.2 Apply procedures to standardise

assessment practices and outcomes.

Learning outcomes Assessment criteria Portfolio reference Date

4 Be able to manage

information

relevant to the

internal quality

assurance of

assessment

4.1 Apply procedures for recording, storing

and reporting information relating to

internal quality assurance

4.2 Follow procedures to maintain

confidentiality of internal quality

assurance information

5 Be able to

maintain legal and

good practice

requirements

when internally

monitoring and

maintaining the

quality of

assessment

5.1 Apply relevant policies, procedures and

legislation in relation to internal quality

assurance, including those for health,

safety and welfare

5.2 Apply requirements for equality and

diversity and, where appropriate,

bilingualism, in relation to internal

quality assurance

5.3 Critically reflect on own practice in

internally assuring the quality of

assessment

5.4 Maintain the currency of own expertise

and competence in internally assuring

the quality of assessment.

Learner name: Date:

Learner signature: Date:

Assessor signature: Date:

IQA signature

(if verified)

Date:

APPENDIX SEVEN - CANDIDATE INTERVIEW RECORD

Candidate:

NVQ/Level

Assessor:

IQA

When did you start the programme?

How were you introduced to the programme? What topics were covered in your induction?

Was any of your prior experience considered?

Did anyone find out about the training you needed?

Did you undertake training whilst working towards award?

Who gave you the training? Where was it carried out?

Was the equal opportunities policy explained to you?

Was the process of getting your qualification explained to you?

Did you have a development plan for your achievement of the award?

Did your assessor involve you in planning of assessments in advance?

Where and when did the assessments take place?

Continued

What types of evidence have you collected?

Do you understand what aspects of the award the evidence covers?

How soon after your were inducted was your first assessment?

Who assesses your evidence?

How often do you see your assessor?

Does your assessor give your feedback after every assessment?

What units have you completed? Have you signed the documentation to confirm this?

What help and guidance have you received to put your portfolio together?

How will you use this learning in the future?

I agree the contents of this form may be shared with my assessor Candidate Signature

IQA Signature

Date

Date

APPENDIX EIGHT - INDUCTION FORM

Induction and Declaration

Learner

Service Number:

Station:

DOB:

Competent Assessor:

Service Number:

Station:

Award

We, both the Assessor and the Learner, confirm that all evidence will be produced by the Learner. We confirm that all evidence presented shall be current, valid, authentic, sufficient and reliable, and that competence will be demonstrated consistently over time, in accordance with the specifications of the award, and the policies and procedures of Cheshire Fire and Rescue Service.

I agree to my details being recorded on the Cheshire Fire and Rescue Service database and passed to the relevant awarding body for both registration and certification purposes. I agree to keep records relating to assessment decisions (Assessment Plans) for 3 years as required by the Awarding Body. I understand, and agree, that any evidence that I present to my Assessor may be shredded following external verification.

Learner sign:…………..……..…………... Date:………….. Assessor sign:…………… …………................ Date:……………

A copy of this form should be retained by both parties; the original should be forwarded to the Accredited Centre Manager

The Assessor standards (Guidance document) have been explained,

understood, and a copy provided to the Learner.

The Accredited Centre Policy has been reviewed and understood

The counter signatory procedure has been explained and understood.

The assessment process has been explained and understood.

The Appeals Procedure has been explained and understood.

The Accredited Centre Equal Opportunities Statement has been explained and understood.

The Plagiarism factsheet has been discussed and understood

The Internal Quality Assurer has been identified and notified.

The need for confidentiality has been explained and procedures agreed upon.

Any special arrangements have been identified, discussed and agreed to ensure assessment processes are fair and the Accredited Centre notified.

Any Recognised Prior Learning has been explored and considered.

Any required resources have been located and/or obtained and the Learner has been made aware of how to locate information on the Intranet.

APPENDIX NINE Assessor/IQA – CPD/Reflective Learning Log

Date Event/Activity Learning/information gained from event

How will I put the learning into practice/what will I do differently

1/1/14 Standardisation meeting Standardisation activity Email/telephone update Assessment activity Mentor/mentee discussion Peer meeting/discussion

Assessor/IQA learning logs to be introduced to capture learning through CPD and comply with EDEXCEL requirements of the role.

I will start to use the learning log template to keep records of learning/updates/activities I undertake in my role of Assessor/IQA. This will focus my thoughts and learning and show CPD is being undertaken in line with the EDEXCEL requirements of my Assessor/IQA role and will be made available for inspection as and when required by EDEXCEL.