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Procedure Title: BTEC Assessment Procedures
Procedure Reference:
Version: 5
Document Owner(s): Quality Nominee
Governors’ Committee Responsible: Education and Standards
Status: Non statutory
Next Review Date May 2023
Change Record Version Date Summary of Changes 1 September 20 17 Initial Document 2 May 2019 procedures reviewed due to change in college structure 3 Dec 2019 Name change to UTC Derby Pride Park – policy agreed by Sheffield 4 Sept 2020 Updated to include reference to blended learning procedure 5 April 2022 Reviewed in line with changing guidance on blended learning and Covid “UTC Derby Pride Park promotes the safeguarding and welfare of children in its care; all policies support the “Safeguarding Policy”.
BTEC Assessment Procedures Rationale The purpose of this document is to ensure that all BTEC programmes are appropriately implemented and meet the guidelines set by the examination board and JCQ assessment policies. This document is to be used in conjunction with the UTC’s examinations and assessment policy and a range of guidance available on the Edexcel website. Aims: This document contains several separate procedures, which collectively aim to ensure that the UTC has in place administrative systems, policies and procedures to ensure that there is effective management of the delivery and assessment of qualifications, ensuring that:
- qualification approvals are accurate and timely and reflective of a centre delivery
- the centre continues to meet all Qualification Approval criteria for each qualification
- adequate records are maintained to meet Pearson requirements and made available to Pearson representatives, as required. This document includes the following: BTEC Registration and Certification Procedures BTEC Assessment and Internal Verification Procedures BTEC Assessment Malpractice Procedure BTEC Learners Appeals Procedure BTEC Blended Learning Procedure
BTEC Assessment and Internal Verification Procedures Aim:
- To ensure that assessment methodology is valid, reliable and does not disadvantage or advantage any group of learners or individuals.
- To ensure that the assessment procedure is open, fair and free from bias and to national standards.
- To ensure that there is accurate and detailed recording of assessment decisions. The Centre will:
- Before starting any assessment the assessor must ensure that each student understands the assessment requirements – this includes having access to the content of what is required for the assessment and also the importance of time management and submission deadlines. The students must also be aware of the restrictions in how the assessor can provide support once the assessment has been started. (Details can be found in the BTEC learner handbook).
- Once the assignment brief has been given out the assessor must not provide specific assessment feedback directly related to the achievement of specific assessment criteria. Students must use their knowledge / notes / textbook to work independently towards the task
- Only one submission is allowed for each assignment task. This must be handed in to the assessor on the designated deadline day outlined within the assessment plan, unless there has been an agreed extension between the assessor and the student. The Lead IV must be informed of any agreed extensions.
- For each assignment task the student must submit the following: ✓ An assignment which consists of evidence towards the targeted assessment criteria ✓ A signed and dated declaration of authenticity which confirms the evidence has been produced independently ✓ Appropriate references
- The feedback from the assessor must be completed on the Pearson approved assessment feedback form and within the specified time allocated within the assessment plan. Each assessment is an opportunity for the internal verifier to check the assessment of different students. Internal verification should be within a maximum of 10 working days of the assessor’s decision. The date for this must also be identified within the assessment plan
- The assessor must formally record and confirm the achievement of specific assessment criteria on the assessment feedback form. They should also complete a confirmation that the evidence they have assessed is authentic and is the student’s own work. Feedback confirms which assessment criteria have been achieved and what evidence has been provided towards criteria not achieved. The assessor must not provide feedback on how to improve the evidence to achieve higher grades.
- If the internal verifier questions the award of grades the ‘loop’ must be completed by the assessor before the work is given back to the student.
- The Lead IV may authorise one opportunity for the student to resubmit evidence to meet assessment criteria targeted by an assignment. This can only be authorised if the following conditions are met: a. The student has met the initial deadline set in the assignment, or has met an agreed deadline extension b. The assessor judges that the student will be able to provide improved evidence without further guidance c. The original work has been authenticated by both the student and the teacher If any of the above three conditions are not met the Lead IV must not authorise a resubmission
- If the Lead IV authorises a resubmission it must be a. Recorded on the assessment feedback form b. Completed within 15 working days of the student receiving the results of the assessment c. Undertaken by the student without any further guidance
- The student and the assessor must complete the appropriate forms to confirm the authenticity of the re submitted work
- If the student has not achieved the targeted pass criteria following resubmission of the assignment the Lead IV may authorise one retake opportunity to meet the pass criteria only. This should only be authorised in exceptional circumstances. The following conditions apply: a. The retake must be a new task targeted at only the pass criteria, and a merit or distinction cannot be achieved. b. An agreed deadline must be agreed and recorded between the assessor and the student c. The student and the assessor must complete the appropriate forms to confirm the authenticity of the re submitted work A full paper trail of all student work from resubmissions and re takes must be kept by the assessor, as this needs to be made available for standards verification Reference – ‘Guide to Internal Assessment for BTEC Firsts and Nationals’ This can be accessed through the Pearson web site > www.btec.co.uk > quality assurance .> key documents. What is BTEC Assessment?
- All BTEC programmes are made up of units. Each unit is assessed and counts towards an overall qualification.
- All BTEC programmes are assessed by reference to the assessment and grading criteria published in the programme specifications. The specifications can be downloaded from each BTEC qualification subject page.
- Units in some BTECs are graded (for example Pass, Merit, or Distinction); others are only achievable as a Pass.
Internal Verification Internal verification is a requirement of BTEC delivery. It is carried out on two levels in subject areas:
- Internal verification of assignment briefs.
- Internal verification of assessment decisions. It is the responsibility of the Lead IV to ensure all of this has been completed within the agreed time frame specified on the assessment plan. There are planning documents from Pearson which can be used to ensure staff are confident with the IV process. What is Internal Verification? Internal Verification (IV) is a system of quality checks made by someone in the centre to ensure that assignments have been written correctly and that assessment decisions are accurate. It is a recorded discussion between two professionals to ensure accuracy, fairness, consistency and quality of assessment. It does not involve the learner. The Lead IV will produce an IV schedule as part of the annual assessment plan, and will keep a record of which learner work has been sampled, and in which units. The amount of work to be internally verified will be determined by the Lead IV – it should be made up wherever possible of a piece of work at all three levels of achievement (P, M & D) and one more of the most common grade. It is recommended that this number is increased for either new assessors to BTEC (> to 50% for first assessed piece of work) or for programmes with large cohorts of students (>20) Why is it important? Assessment is a crucial part of BTEC delivery because most BTEC assessment are written and developed by staff in the centre. It is essential that the assessment and verification of learner work is accurate, rigorous and in line with national standards promoted by the exam board Assessment decisions of internally assessed units are totally in the hands of centre staff. Internal Verification checks that the standards set by the awarding body are being maintained. Further guidance can be found in the Centre Guide to Managing Quality on the Key Documents page of the BTEC website: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx New Staff Any new member of staff will need an induction programme to make sure they fully understand all the BTEC requirements of their role they must also review the relevant UTC policies. This will normally be a Faculty responsibility but extra support will be offered by the Quality Nominee if necessary. Full details are also provided in the BTEC staff handbook which is updated annually. Standards Verification When a Principal Subject Area is going through standards verification the following will apply:
- The Quality Nominee will initially take the lead in liaising with Pearson regarding the standards verifier.
- After the initial contact the Quality Nominee or Programme Manager will liaise with the allocated standards verifier regarding the sample requested.
- If there is an unsuccessful outcome from the 1st sample there will be a 2nd sample.
- It is essential at this stage that the Programme Manager consults with the Quality Nominee to ensure that the second sample is checked thoroughly and that the advice and guidance given by the Standards Verifier is applied to this sample.
- If the second sample has an unsuccessful outcome the Regional Quality Manager will set up a remedial action plan.
- Before the agreed sample date the standards verifier will need the following:
- A list of all completed units.
- A list of anticipated learner grades.
- A list of which learner work has been Internally Verified.
- The Standards verifier will then select a sample from the list and for the sample they will require:
- The assignment brief(s) for the whole unit with evidence of internal verification • For each learner sampled, a portfolio of work for the complete unit with, evidence of assessment and internal verification
- For graded qualifications, learner work at all grades.
- Any mark/grade awarded for work in question will be withdrawn. Work will need to redone with supervision.
- In cases of severe and deliberate malpractice, the individual will be withdrawn from the course and Edexcel advised.
- Individual has right of appeal. Circumstances will be investigated by Quality Nominee / Examinations Officer plus School Governor. Definition of Malpractice by Learners This list is not exhaustive and other instances of malpractice may be considered by this centre at its discretion:
- Plagiarism of any nature.
- Collusion by working collaboratively with other learners to produce work that is submitted as individual learner work.
- Copying (including the use of ICT to aid copying).
- Deliberate destruction of another’s work.
- Fabrication of results or evidence.
- False declaration of authenticity in relation to the contents of a portfolio or coursework.
- Impersonation by pretending to be someone else in order to produce the work for another or arranging for another to take one’s place in an assessment/examination/test. Definition of Malpractice by Centre Staff This list is not exhaustive and other instances of malpractice may be considered by this centre at its discretion:
- Improper assistance to candidates.
- Inventing or changing marks for internally assessed work (coursework or portfolio evidence) where there is insufficient evidence of the candidates’ achievement to justify the marks given or assessment decisions made.
- Failure to keep candidate coursework/portfolios of evidence secure.
- Fraudulent claims for certificates.
- Inappropriate retention of certificates.
- Assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner.
- Producing falsified witness statements, for example for evidence the learner has not generated.
- Allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/task/portfolio/coursework.
- Facilitating and allowing impersonation.
- Misusing the conditions for special learner requirements, for example where learners are permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment.
- Falsifying records/certificates, for example by alteration, substitution, or by fraud.
- Fraudulent certificate claims that is claiming for a certificate prior to the learner completing all the requirements of assessment.
leader. If this is the case, the Quality Nominee or the Senior Management Line Manager for the subject area should be approached. Stage 2 – formal review. Quality Nominee and IV/Lead IV review the assessment decision. A written reply will be given to the learner within 2 school week Stage 3 – Appeal hearing. The learner must apply to the Head of Centre in writing within 4 school weeks of the initiation of the stage 2 formal review. An appeal panel, appointed by the Head of Centre, will meet and review the evidence. A formal response will be given to the learner. Stage 4 – External appeal: The grounds for appeal and any supporting documentation must be submitted by the centre to Edexcel within 14 days of the completion of Stage 4: a fee is levied. Appeals Process Summary
- Students will be informed about the appeals procedure and have access to a copy of the written procedure.
- The Quality Nominee and the Exams Officer will be responsible for the management of internal appeals.
- The Head of the Centre will be provided with any appeals and their outcome.
- Appeals will be considered by at least 2 people (none of whom should have been involved with the assessment decision).
- A clear timescale in terms of the student getting a response to the appeal is laid out on the appeals form.
- Students will be allowed representation by a parent/guardian/friend if requested.
- Written records of all appeals will be kept by the school including the outcome of the appeal and reasons for the outcome.
- A copy of the appeals record will be given to the student.
- Edexcel will be informed by the school if any outcome of an appeal has implications for the conduct of assessments of the issue of results at the school.
- Full details of any appeal must be made available to Edexcel on request.
- Students can only appeal on the following grounds:-
- If they feel the grading criteria is being met.
- If they feel that they have not been supported during the assessment of the unit.
- If the teacher is not willing to accept alternative evidence as meeting the evidence requirement.
BTEC Blended Learning Procedure Aims:
- To ensure that blended learning delivery meets the guidelines set by the awarding organisation.
- To ensure that assessment methodology is valid, reliable and does not disadvantage any group or individual learners. In order to do this, this centre will:
- Ensure that teaching/delivery/assessment staff are timetabled to support blended learning when learners are working remotely
- Ensure there is a process to manage feedback on assignments, questions are constructively answered, and feedback is provided in a timely manner
- Ensure the setting of assignments is undertaken in the face-to-face sessions and that deadlines are clear
- Ensure that when learners submit work measures are taken to ensure the work is authentic and has been completed by the learner
- Maintain and store securely all assessment and internal verification records in accordance with Pearson Centre Agreement.
- Prepare parents and pupils in advance of the arrangements in place for the continuity of education Responsibilities Teachers : In as far as is possible we will attempt to replicate the timetable that students follow through the course of a normal school day. When providing remote learning, teachers should be available between 08: 4 0 and 15:30. This may occur whilst the teacher is in school or at home in self-isolation, unless unable to provide learning. If they’re unable to work for any reason during this time, for example due to sickness or caring for a dependent, they should report this using the normal absence procedure. Staff should ensure that they: ✓ Have received appropriate training. ✓ That their computer-based teaching resources are available outside of school (on Microsoft Teams, OneDrive or OneNote). ✓ That they have access to key resources not available online at home e.g. key textbooks. ✓ That they have access to a suitable device for home use and if this is not the case then staff should alert their line manager or IT manager. When providing remote learning, teachers are responsible for: Setting work ✓ Work should be set for the classes they teach.
- Monitoring the security of remote learning systems, including data protection and safeguarding considerations. IT staff: IT staff are responsible for:
- Fixing issues with systems used to set and collect work.
- Helping staff and parents with any technical issues they’re experiencing.
- Reviewing the security of remote learning systems and flagging any data protection breaches to the data protection officer.
- Assisting pupils and parents with accessing the internet or devices. Pupils and parents : Staff can expect pupils learning remotely to:
- Be contactable during their timetabled lesson time – although consider they may not always be in front of a device the entire time.
- Complete work to the deadline set by teachers.
- Seek help if they need it, from teachers.
- Alert teachers if they’re not able to complete work. Staff can expect parents with children learning remotely to:
- Make the school aware if their child is sick or otherwise can’t complete work. Seek help from the school if they need it.
- Be respectful when making any complaints or concerns known to staff. Governing board : The governing board is responsible for:
- Monitoring the schools approach to providing remote learning to ensure education remains as high quality as possible.
- Ensuring that staff are certain that remote learning systems are appropriately secure, for both data protection and safeguarding reasons. Who to Contact If staff have any questions or concerns about remote learning, they should contact the following individuals:
- Issues in setting work – contact the relevant Curriculum Director or SENDCo.
- Issues with behaviour – contact the Learning Managers.
- Issues with IT – contact IT staff.
- Issues with their own workload or wellbeing – talk to their line manager.
- Concerns about data protection – talk to the data protection officer.
- Concerns about safeguarding – talk to the DSL. Data Protection
Accessing personal data: When accessing personal data for remote learning purposes, all staff members will:
- Make sure they know how they can access the data, such as on a secure cloud service or a server in your IT network
- Know which devices they should use to access the data e.g. school provided laptop or iPad. Staff should not be using their personal devices Processing personal data : Staff members may need to collect and/or share personal data such as parent email addresses as part of the remote learning system. As long as this processing is necessary for the school’s official functions, individuals won’t need to give permission for this to happen. However, staff are reminded to collect and/or share as little personal data as possible online. Keeping devices secure: All staff members will take appropriate steps to ensure their devices remain secure. This includes, but is not limited to:
- Keeping the device password-protected – strong passwords are at least 8 characters, with a combination of upper and lower-case letters, numbers and special characters (e.g. asterisk or currency symbol).
- Making sure the device locks if left inactive for a period of time.
- Not sharing the device among family or friends.
- Installing antivirus and anti-spyware software.
- Keeping operating systems up to date – always install the latest updates.
BTEC Qualification: Unit Number: Student: Assessor: Internal Verifier: Quality Nominee: Stage Two (Internal Verifier) Response within 5 working days Please enter here the reason for disagreement with outcome of first stage of appeal: Outcome: Date: Date: Assessor Signature: IV Signature: I agree/disagree with the outcome of Stage Two of the Appeal: Student Signature:
BTEC Qualification: Unit Number: Student: Assessor: Internal Verifier: Quality Nominee: Stage Three (Senior Manager): Response within 5 working days Please enter here the reason for disagreement with outcome of second stage of appeal: Outcome: Date: Date: Student Signature: Assessor Signature: IV Signature: Name of Head of Centre: I confirm that I have received and read a copy of this internal appeal record form. Signature of Head of Centre:
