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0 | P a g e Quality Assurance Policies and Procedures for the Fair and Consistent Assessment of

Learners –Version 2.0

Quality Assurance Policies and

Procedures for the Fair and

Consistent Assessment of Learners

Issued: 6th October 2020

Version: 2.0



Assessment sub-Committee Members

• Sarah Barron (Adult Education Officer)

• Amanda Butler (Quality Assurance Co-ordinator)

• Helena Comerford (Training Services)

• David Forde (Carlow Institute of Further Education and Training)

• John Kavanagh (Ormonde College of Further Education - Chair)

• Tara Kelly (Adult Literacy)

• Christine Matthews (Ormonde College of Further Education)

• Kevin O’Shea (Quality Assurance Officer)

• Fiona Power (Ormonde College of Further Education)



Table of Contents

Assessment sub-Committee Members ...................................................................................... 1

Glossary of Terms ...................................................................................................................... 8

Assessment Policy Flow Chart ................................................................................................. 11

1. Introduction ...................................................................................................................... 12

2. Assessment Planning ........................................................................................................ 12

1.1. Policy Statement ................................................................................................................... 12

1.2. Procedures of this policy area ............................................................................................... 12

3. Role of the Internal Assessor ............................................................................................ 14


3.2. Role of the Internal Assessor ................................................................................................ 14

4. Communication of Assessment Policy Information to Learners ...................................... 15



5. Assessment Deadlines ...................................................................................................... 16



5.2.1. Assessment Deadlines ....................................................................................................... 16

5.2.2. Assessment Calendar ........................................................................................................ 16

5.2.3. Responsibility .................................................................................................................... 16

5.2.4. Adherence to Deadlines .................................................................................................... 16

5.2.5. Approved Extension .......................................................................................................... 17

5.2.6. Declaration of Authenticity ............................................................................................... 17

5.2.7. Format ............................................................................................................................... 17

5.2.8. Record of Submission ........................................................................................................ 17

6. Reasonable Accommodation ............................................................................................ 18



6.2.1. Reasonable accommodation ............................................................................................. 18

6.2.2. Request for accommodation............................................................................................. 18

6.2.3. Evidence ............................................................................................................................ 18

6.2.4. Confidentiality ................................................................................................................... 18

6.2.5. 5.2.5 Review ...................................................................................................................... 18

6.2.6. Communication of Outcome ............................................................................................. 19

6.2.7. Adaptation of assessment ................................................................................................. 19



6.2.8. Review ............................................................................................................................... 19

6.2.9. Resource Database............................................................................................................ 19

6.2.10. Appeal ............................................................................................................................... 19

7. Compassionate Consideration .......................................................................................... 20



7.2.1. Circumstances for compassionate consideration ............................................................. 20

7.2.2. Application for Compassionate Consideration ................................................................. 20

7.2.3. Information regarding Compassionate Consideration ..................................................... 21

7.2.4. Application Submission ..................................................................................................... 21

7.2.5. Adjudication on Application .............................................................................................. 21

7.2.6. Communication of Outcome ............................................................................................. 21

7.2.7. Re-scheduled Examinations .............................................................................................. 21

7.3. Special consideration in Specific Circumstances................................................................... 21

7.3.1. Hospitalisation .................................................................................................................. 21

7.3.2. Absence on the day of a scheduled examination due to special circumstances .............. 21

7.3.3. Illness or physical incapacity during the examination ...................................................... 21

7.4. Appeal ................................................................................................................................... 21

8. Assessment Feedback ....................................................................................................... 22


8.2. Informal Formative Feedback ............................................................................................... 22

8.3. Formal Summative Feedback ................................................................................................ 22

9. Assessment Malpractice ................................................................................................... 23


9.2. Definitions ............................................................................................................................. 23

9.2.1. Assessment System Irregularity and Assessment System Malpractice ............................ 23

9.2.2. Assessment System Malpractice ....................................................................................... 23

9.2.3. Learner Assessment Malpractice ...................................................................................... 23

9.2.3.1. Plagiarism ...................................................................................................................... 23

9.2.3.2. Unacceptable behaviour in relation to assessment ...................................................... 24

9.3. Procedures in this Policy Area............................................................................................... 25

9.3.1. Malpractice in relation to assessment events (i.e. examinations, skills demonstrations) 25

9.3.2. Malpractice in relation to coursework (i.e. assignments, projects, collection of work) ... 25

9.4. Reporting and investigation process..................................................................................... 25

9.4.1. Initial Referral .................................................................................................................... 25

9.4.2. Referral for Investigation .................................................................................................. 26



9.4.3. Investigations of Alleged Assessment Malpractice - Underpinning Principles ................. 26

9.4.4. Conducting the investigation ............................................................................................ 27

9.5. Notification of outcome of investigation .............................................................................. 29

9.5.1. Unsubstantiated ................................................................................................................ 29

9.5.2. Substantiated .................................................................................................................... 29

9.6. Sanctions ............................................................................................................................... 30

9.7. Assessment Malpractice Appeals ......................................................................................... 31

9.7.1. Notification of Intention to Appeal ................................................................................... 31

9.7.2. No Appeal lodged .............................................................................................................. 31

9.8. Review and Corrective/Preventative Action Planning .......................................................... 32

10. Secure Storage .............................................................................................................. 33

10.1. Policy Statement ............................................................................................................... 33

10.2. Procedures of this policy area ........................................................................................... 33

10.2.1. Submission of Learner Evidence ....................................................................................... 33

10.2.2. Security of Assessment Material prior to Scheduled Examinations ................................. 33

10.2.3. Post- Assessment .............................................................................................................. 33

10.2.4. Secure storage of Learner Assessment Evidence by staff ................................................. 34

10.2.5. Learner Assessment Evidence: Hard copy and Practical/Artefact .................................... 34

10.2.6. Learner Assessment Evidence: Soft copy .......................................................................... 34

10.2.7. Marking and Grading ........................................................................................................ 34

10.2.8. Security of Evidence during Internal Verification ............................................................. 34

10.2.9. Security of Evidence during External Authentication ....................................................... 34

10.2.10. Duration of Storage ....................................................................................................... 35

10.2.11. Retrieval or Return of Work .......................................................................................... 35

10.2.12. Assessment Process Material ....................................................................................... 35

11. Examinations: Planning, Conducting, Concluding and Correcting................................ 36


11.2. Underpinning Principles .................................................................................................... 36

11.2.1. Validity .............................................................................................................................. 36

11.2.2. Reliability ........................................................................................................................... 36

11.2.3. Fairness ............................................................................................................................. 37

11.2.4. Quality ............................................................................................................................... 37

11.2.5. Transparency ..................................................................................................................... 37

11.3. Procedures in this policy area: Examination Planning ...................................................... 37

11.3.1. Communication ................................................................................................................. 37

11.3.2. Notice of Examinations ..................................................................................................... 37



11.3.3. Specific Information .......................................................................................................... 37

11.3.4. Submission and Security of Examination Papers .............................................................. 38

11.3.5. Examination Venue Preparation ....................................................................................... 38

11.3.6. Designated Seating ........................................................................................................... 39

11.3.7. Examination Resources ..................................................................................................... 39

11.4. Procedures in this policy area: Conducting Examinations ................................................ 39

11.4.1. Collection of Examination Materials ................................................................................. 39

11.4.2. Learner Identification ........................................................................................................ 39

11.4.3. Examination Materials Check ............................................................................................ 39

11.4.4. Reasonable Accommodation ............................................................................................ 40

11.4.5. Designated Seating Plan .................................................................................................... 40

11.4.6. Mobile Phones/Internet-Enabled Devices/Miscellaneous materials ............................... 40

11.4.7. Attendance Register .......................................................................................................... 40

11.4.8. Opening of the Examination Envelope and Distribution of Examination Papers ............. 40

11.4.9. Commencement of the Examination ................................................................................ 41

11.4.10. Conduct during the Examination .................................................................................. 41

11.4.11. Candidates Seeking to Leave the Examination while in Progress ................................. 41

11.4.12. Erratum Notice - Examination Papers ........................................................................... 41

11.4.13. Occurrence of Unexpected Events during Examinations .............................................. 42

11.5. Procedures in this policy area: Concluding Examinations ................................................ 42

11.5.1. Notice of Conclusion of an Examination ........................................................................... 42

11.5.2. Conclusion of an Examination ........................................................................................... 42

11.6. Correcting Assessments .................................................................................................... 42

11.6.1. Consistency of marking and standards ............................................................................. 43

12. Authentication Processes ............................................................................................. 44


12.2. Procedure Overview ......................................................................................................... 44

12.3. Roles and responsibilities .................................................................................................. 44

12.4. Scope ................................................................................................................................. 45

12.5. Sampling ............................................................................................................................ 46

12.6. Planning ............................................................................................................................. 46

12.7. Reports .............................................................................................................................. 46

12.8. Internal Verification Process ............................................................................................. 46

12.8.1. Internal Verifiers ............................................................................................................... 46

12.8.2. Preparation of learner assessment evidence for Internal Verification ............................. 46

12.8.3. Internal Verification – Sampling Rate ............................................................................... 47



12.8.4. Internal Verification – Procedure ...................................................................................... 47

12.8.5. Internal Verification – Corrective Action .......................................................................... 47

12.8.6. Internal Verification – Report ........................................................................................... 48

12.9. External Authentication process ....................................................................................... 48

12.9.1. External Authenticators – Practical arrangements ........................................................... 48

12.9.2. 11.9.1 External Authentication – Sampling ....................................................................... 48

12.9.3. External Authentication– Procedure ................................................................................ 49

12.10. Certification Audit – Training Services .............................................................................. 50

13. Results Approval Panel ................................................................................................. 51


13.2. Procedures for Results Approval (QQI awards) ................................................................ 51

14. Assessment Process Appeals ........................................................................................ 53



14.2.1. Validity .............................................................................................................................. 53

14.2.2. Reliability ........................................................................................................................... 53

14.2.3. Fairness ............................................................................................................................. 53

14.2.4. Quality ............................................................................................................................... 54

14.2.5. Transparency ..................................................................................................................... 54

14.3. Assessment Process Appeals ............................................................................................ 54

14.3.1. Information on Assessment Process Appeals ................................................................... 54

14.3.2. Assessment Process Complaints/Objections .................................................................... 54

14.3.3. Assessment Process Appeals ............................................................................................ 55

14.3.4. Viewing of Assessment Material ....................................................................................... 55

14.3.5. Formal Submission of Appeal............................................................................................ 55

14.4. Assessment Appeals Roles and Responsibilities ............................................................... 56

14.4.1. The Centre Manager or their Nominee ............................................................................ 56

14.4.2. The Learner ....................................................................................................................... 57

14.4.3. The Independent Appeals Committee .............................................................................. 57

15. Assessment Results Appeals ......................................................................................... 58



15.3. Procedures in this policy area ........................................................................................... 58

15.3.1. Assessment Results Appeal ............................................................................................... 58

15.3.2. Viewing of Assessment Material ....................................................................................... 58

15.3.3. Formal Submission of Appeal............................................................................................ 59



15.4. Assessment Appeals Roles and Responsibilities ............................................................... 60

15.4.1. The Centre Manager or their Nominee ............................................................................ 60

15.4.2. The Learner ....................................................................................................................... 60

15.4.3. The Independent Appeals Committee .............................................................................. 60

16. Requesting Certification ............................................................................................... 61


16.2. Procedures of this policy area ........................................................................................... 61

17. List of Documents/Forms .............................................................................................. 62



Glossary of Terms

Approved Result An assessment result that has been processed through the internal

verification, external authentication and results approval process

Assessment

Instruments

Tasks used to measure if a learner has achieved the required standard

to succeed at an assessment

Assessment Load The total amount of assessment work on an individual learner at a

given time

Assessment

Malpractice

Any behaviour engaged in by assessor or learner which enhances the

learners’ attainment in assessment beyond what they might have

attained unaided.

Assessment malpractice also includes any action that compromises

the integrity of the process.

Assessment

Material

The documents/ items relating to an assessment e.g. exam papers/

portfolios

Assessment

Mode

The type of assessment used - Formative or Summative

Assessment

Regulations

The rules governing the assessment

Assessment

Results Appeal

Refers to an appeal made by a learner based on their dissatisfaction

with an approved result and their contention that the result is not

reflective of the quality of work submitted for assessment.

Assessment

Techniques

Ways of assessing learning e.g. portfolio or exam

Assessment

Validity and

Reliability

Assessment Validity refers to the degree to which a method

accurately assesses what it claims or intends to assess.

Assessment Reliability refers to the extent to which an assessment

method or instrument measures consistently the performance of the

student.

Award A certification showing success in a specific subject/ parcel of learning

Award

Specification

The specific items that must be assessed in order to

Centre In the context of these policies, centre is comprehended to be a

school, college or training centre/facility operated by Kilkenny and

Carlow Education and Training Board



Collusion Collusion is defined as two or more learners who collaborate on a

piece of work, beyond the level that is permitted. It also includes

permitting the work to be copied

Compassionate

Consideration

Compassionate consideration is a process to support learners facing

extenuating circumstances whose assignment opportunities or

outcomes might otherwise be compromised

External

authentication

Independent authentication of a sample of learner evidence by

personnel external to KCETB

Fabrication of

Evidence

Making up assessment evidence e.g. pretending to have completed a

practical task that you did not do

Formative

Assessment

Assessment for checking that learning is happening during the course

and to develop learning and teaching plans

Impersonation Pretending to be someone else for the purpose of assessment

Integration of

Assessment

Using assessment tasks that meet the learning outcomes of more than

one minor component

Internal Assessor The person who sets and corrects the assessment

Internal

verification

The independent verification of assessments by KCETB personnel

Learner

Malpractice

Any behaviour engaged in by a learner which enhances their

attainment in assessment beyond what they might have attained

unaided e.g. copying

Learning

Outcome

Specific pieces of learning that a learner should be able to

demonstrate having completed their programme of learning

Major Award A certification showing success in a number of listed pieces of learning

forming a complete programme

Marking Scheme A plan of marks awarded for specific criteria in an assessment

Minor Award A certification showing success in a single specific piece of learning

Plagiarism Using/ quoting the work or ideas of another person without showing

from where you got the ideas/ work

Policy Statement A statement by an organisation of how it goes about particular jobs –

it tells the way things are done in an organisation

Portfolio A collection of work made showing your learning throughout your

course

Reasonable

Accommodations

Practical changes that can be made to ensure that people can do the

best that they can in learning without a particular issue like a disability

holding them back



Relevant Person A person designated with a particular job/task in the context of this

document

Summative

Assessment

Assessment for checking what the learner knows for certification at

the end of the course

System

Irregularity

A failure in the system which affects the assessment of learners e.g.

failure to correctly store assessment material



Assessment Policy Flow Chart

Please consult main body of document for the detail of each step in the assessment policy.



1. Introduction

This policy document contains the Quality Assurance Policies and Procedures for the Fair and Consistent Assessment of Learners for Kilkenny and Carlow Education and Training Board (KCETB) Further Education and Training (FET) Provision. The policy document (Version 1.0) and all associated forms and procedures are effective from September 2020. Updated versions of this document will be available on the KCETB QA Website. For assistance on the implementation of these policies and procedures you can contact your centre’s assessment working group representative or the Quality Assurance Office ([email protected] 056-7813098).

2. Assessment Planning

1.1. Policy Statement

Kilkenny and Carlow Education and Training Board adopts a holistic approach to planning for assessment. This means that each assessment instrument is designed to be mindful of the total assessment load of the learners across the various modules that they are undertaking. Integration of assessment, where possible, is considered good practice. Assessment relates to professional or occupational standards and learners are assessed through occupationally relevant tasks. Learners should be given adequate opportunity to generate the evidence to demonstrate the standards of knowledge, skill and competence required for the assessment.

1.2. Procedures of this policy area

Assessment for each individual module is planned by the Internal Assessor in advance of the commencement of learning activity. Centres, or departments within centres, convene assessment planning meetings at which the following matters are considered:

• The range of specific learning outcomes to be assessed

• Opportunities for integration of assessment • Assessment techniques and instruments, including

consideration of occupational context and learner needs

• What constitutes sufficient evidence to meet the standards for the award

• The timing and scheduling of assessment activities including deadlines and due dates

• How assessment criteria are applied

• How marking criteria are applied

From this meeting, the Internal Assessor contributes to the formation of an Assessment Calendar. The Assessment Calendar is collated by an individual who has specific responsibility in relation to a cohort of learners e.g. Programme Coordinator or Centre Manager. The assessment calendar includes:

• All assessment associated with the programme across its duration

• When the assessment will take place (issue and deadline dates) - with consideration of an adequate interval between

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https://kcetbqa.ie/?page_id=33

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issue and deadline dates

• How learning will be assessed – the assessment technique

The Assessment Calendar is distributed to all learners at the commencement of the programme e.g. at induction. See AP01 Assessment Calendar.

Following distribution of the calendar, changes can only be implemented if the following criteria are fulfilled:

• The change does not disadvantage the learners in any way

• The relevant person (Programme Coordinator or Centre Manager) is

notified of the suggested changes in a timely manner

• The relevant person (Programme Coordinator or Centre Manager)

approves the suggested changes

• Changes do not affect the duration of time allowed for an assessment

• On approval, the Internal Assessor notifies the learners of the changes and distributes an updated calendar

All instructions pertaining to assessment, other than examinations, must be contained within an assessment brief, see AP02 Assessment Brief. Therefore, an assessment brief may refer to an Assignment, a Project, Skills Demonstration etc., depending on the assessment method employed.

Assessment briefs include all of the information that a learner will need to provide evidence in respect of the assessment. This includes the following:

• The deadline for submission

• The learning outcomes for the assessment

• The percentage weighting or marks associated with the assessment

• Clear instructions of what task or activity the learner is expected to complete

• Clear details of the evidence required to successfully fulfil the requirements of the

brief

• Other requirements as relevant e.g. format, word limits or guides that may apply

• A Declaration of Original Work that the learner will be required to sign on

submission Briefs are issued for each assessment on the planned issue date.

https://kcetbqa.ie/wp-content/uploads/AP01-Assessment-Calendar.docx

https://kcetbqa.ie/wp-content/uploads/AP02-Assessment-Brief.docx



3. Role of the Internal Assessor


The title Internal Assessor refers to the individual who sets an assessment for a learner or a group of learners. The Internal Assessor must ensure the fair and consistent assessment of learner evidence in line with the specific awards standards.

3.2. Role of the Internal Assessor

The role of the Internal Assessor is to: • Provide opportunities for the learner to generate assessment

evidence in accordance with the award specification

• Evaluate learner evidence in accordance with the marking scheme

• Make an assessment decision/judgment on whether the outcomes of knowledge, skill or competence, as outlined in the Award Specification, have been achieved

• Report outcomes of assessment to the relevant personnel within the centre and submit all documentation and reports as required by Kilkenny and Carlow Education and Training Board and the relevant awarding bodies

• Maintain the integrity of the assessment process at all times

The Internal Assessor must have appropriate skills and experience regarding:

• The subject/technical area in which they are assessing

• The award standards (learning outcomes) being assessed

• Kilkenny and Carlow Education and Training Board’s Assessment Policy

• Assessment processes including assessment design, delivery, marking, feedback, documentation and the submission of results.

• The relevant awarding body assessment policy and guidelines



4. Communication of Assessment Policy Information to Learners


Kilkenny and Carlow Education and Training Board commits to ensuring that learners are fully informed of all aspects of their course, including how assessment is conducted. To this end, assessment information is communicated clearly and in a timely manner to all learners on commencement of a module or programme. Centres are required to provide opportunities for learners to clarify their understanding of the assessment process.


Learners are made aware of Kilkenny and Carlow Education and Training Board’s Assessment Policy and where to locate it.

All information relevant to the assessment process is made available to learners prior to the commencement of the programme, e.g. at induction. This information will include the following:

• The award(s) to which the programme leads

• How the assessment will be conducted

• What is required to be successful for each part of the assessment

• The grading criteria associated with the award(s)

• Rules and regulations relevant to the assessment technique (including examinations)

• The relevant policy of assessment submissions modes and deadlines

• Specific deadlines and key dates for submission of evidence (Assessment Calendar)

• Information on eligibility and application for Reasonable Accommodation

• Information on eligibility and application for Compassionate Consideration

• Information on Appeals Policy and Procedures

Where attendance and participation in scheduled classes is essential for skills acquisition, or for statutory requirements including, for example, Health and Safety, this must be communicated clearly and formally to learners at the commencement of the programme e.g. at induction. Learners who fail to attend and/or participate in the required scheduled classes will not be permitted to complete practical assessments where health and safety are primary concerns.

Where absence is authorised under the terms of the centre’s Attendance Policy e.g. medically certified leave, the assessment will only be re-arranged where practicable.

Some awarding bodies have specific regulations regarding minimum attendance as a pre- requisite for participation in assessment. All centres will observe these regulations where they are relevant.



5. Assessment Deadlines


It is the policy of Kilkenny and Carlow Education and Training Board that deadlines are set for all formal assessment activities, that deadlines are communicated in advance and that all learners are expected to submit work by the deadline. A process is given in section 6 of this policy – 6. Compassionate Consideration– which details arrangements for those circumstances where a learner is unable to meet a deadline.

Learners must submit work on or before the deadline identified by the Internal Assessor unless an extension has been authorised under the 6. Compassionate Consideration process.


5.2.1. Assessment Deadlines

An assessment deadline is a final date and time on which evidence in response to an assessment brief must be submitted. The Internal Assessor sets the assessment deadline, having due regard to the overall schedule of assessment for the learner(s).

All assessment is subject to deadlines (final dates and time for submission). These include:

• Submission dates and times for projects and assignments

• Submission dates and times for scheduled practical events,

performances or demonstrations

• Dates, times and duration of scheduled examinations

5.2.2. Assessment Calendar

All assessment deadlines are published as part of the Assessment Calendar, see AP01 Assessment Calendar.

5.2.3. Responsibility

It is the responsibility of the centre and internal assessor to ensure that fair and consistent submission deadlines are set and communicated to the learner. It is also the responsibility of the centre to ensure that the sanctions for non-compliance with deadlines are fair and proportional, and communicated to the learner(s).

It is the learner’s responsibility to ensure that they are aware of and comply with these deadlines.

5.2.4. Adherence to Deadlines

Internal Assessors may not accept evidence from learners after the deadline has passed, unless an agreed extension has been authorised through the Compassionate Consideration process.





5.2.5. Approved Extension

Evidence submitted after the initial deadline with an approved extension (through the Compassionate Consideration process) will be marked and graded in accordance with the standards for the award. No penalty applies to work submitted after a submission deadline if an extension has been authorised, unless this is a specific condition of the awarding body assessment protocols.

5.2.6. Declaration of Authenticity

A Declaration of Original Work forms part of the Assessment Brief, and learners are required to declare the authenticity of submitted work. Material submitted for assessment must include a copy of the issued assignment brief, with the Declaration of Original Work signed by the learner. Work submitted electronically is declared authentic by alternative means e.g. by a tick box.

5.2.7. Format

Learners are required to submit work in the format prescribed on the Assessment Brief and adhere to the arranged mode of submission e.g. submission at a specific time, location and/or to a specific individual and/or online submissions.

5.2.8. Record of Submission

Learners are required to sign a Record of Submission sheet when evidence of assessment is submitted. The Record of Submissions also indicates where submitted learner evidence is stored by the Internal Assessor. See AP03 Record of Submission.

https://kcetbqa.ie/wp-content/uploads/AP03-Record-of-Submission.docx



6. Reasonable Accommodation


In accordance with the Equal Status Act 2000 (Section 4), Kilkenny and Carlow Education and Training Board will provide Reasonable Accommodation to meet the needs of learners who have a disability (Government of Ireland, 2000).

In the context of assessment, reasonable accommodation is the term for the adaptation of assessment, as necessary, to cater for the needs of learners whose personal situation means that the assessment would otherwise be unfair.


6.2.1. Reasonable accommodation

Information regarding the procedures for accessing reasonable accommodation for assessment will be made available to learners at the point of application to a programme. Personnel with responsibilities in relation to reasonable accommodations will be identified as part of the centre’s information on procedures to learners.

6.2.2. Request for accommodation

It is the responsibility of the learner to make a formal request for reasonable accommodation in assessment using a standard form, see AP04 Reasonable Accommodation. This is required to be submitted to the Internal Assessor at the start of the programme or at least 30 working days before the assessment is scheduled. This time is required to allow the reasonable accommodation request to be processed and arranged by the Internal Assessor.

6.2.3. Evidence

The formal request for reasonable accommodation must be supported by current, valid evidence of a disability or special educational need that warrants reasonable accommodation. This evidence must include one or more of the following:

• Medical/Consultant Report

• Educational Psychologist Report compiled within the last five years

• Occupational Therapist Report • Previous evidence of support provided during a state exam within the last

three years

6.2.4. Confidentiality

Evidence submitted by a learner in respect of a request for reasonable accommodation will be subject to Kilkenny and Carlow Education and Training Board’s procedures for confidentiality and security of personal data.

6.2.5. 5.2.5 Review

On receipt of application, the application will be reviewed by the Internal Assessor to consider possible adaptations regarding the timing of the application, the nature of the adaptations requested and the resources available. Where possible every effort will be

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made to facilitate reasonable accommodation requests. 6.2.6. Communication of Outcome

The learner is informed of the outcome of a request for reasonable accommodation within five working days of receipt of the application by the Internal Assessor.

6.2.7. Adaptation of assessment

Where reasonable accommodation involves an adaptation of the assessment, that adaptation should facilitate the student to demonstrate their achievement of the standards without altering the standard of the award.

Adaptations may include the following, subject to student eligibility and available resources:

• Modified presentation of assignment briefs/examination papers (e.g. enlargements)

• Appointment of scribes and/or readers

• Appointment of Sign Language Interpreters

• Appointment of Practical Assistants

• Rest periods and/or additional time

• Adaptive technology, equipment and/or software

• Use of approved assistive technology

• Oral or audio evidence • Separate and/or adapted assessment/examination centres

6.2.8. Review

Procedures for reasonable accommodation will be reviewed and evaluated by every Kilkenny and Carlow Education and Training Board FET centre as part of its programme review process.

6.2.9. Resource Database

Kilkenny and Carlow Education and Training Board will maintain a database of all adaptive technologies (software and hardware) retained as stock and available to FET centres.

6.2.10. Appeal

The learner may appeal the decision from a request for reasonable accommodation to the Centre Manager. This can be done by completing part C of AP04 Reasonable Accommodation. This appeal process should be completed within 5 working days.





7. Compassionate Consideration


Compassionate Consideration is a process to support learners facing extenuating circumstances whose assessment opportunities or outcomes might otherwise be compromised. To ensure that learners who face extenuating circumstances are not disadvantaged, Kilkenny and Carlow Education and Training Board considers applications for compassionate consideration.


7.2.1. Circumstances for compassionate consideration

The following are examples of circumstances under which Kilkenny and Carlow Education and Training Board centres will consider granting compassionate consideration to the learner:

• A physical injury or emotional trauma occurring during a period of three weeks

previously

• An incapacitating illness affecting the learner

Certification, provided by a medical practitioner, must be submitted in respect of

the above.

Other circumstances that may be given due consideration include:

• Bereavement of an immediate or close family member

• Domestic crisis

• Terminal illness of a close family member

• Other extenuating circumstances

7.2.2. Application for Compassionate Consideration

Compassionate consideration is applied where a learner is unable to complete an assessment task by the deadline or feels that their performance in the assessment will be seriously impaired due to extenuating circumstances. In such instances, the learner is required to make the application for compassionate consideration using the Compassionate Consideration form, see AP05 Compassionate Consideration. An extension on submission and new deadline date may be issued to learners in exceptional circumstances, and where the assessment mode and conditions of the programme accommodates such an extension.

The possible outcomes of the application for compassionate consideration are:

• Short term extension (maximum of 2 working days)

• Long term extension (maximum of 10 working days)

• Deferral1 • Refusal

1 Deferrals are considered on a case by case basis and permission to defer an assessment will depend on the individual centre’s admissions policy

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7.2.3. Information regarding Compassionate Consideration

Information regarding the procedures for applying for compassionate consideration is made available to learners at the commencement of the programme e.g. at induction. 7.2.4. Application Submission

Application for compassionate consideration must be submitted to the Internal Assessor in writing, using the AP05 Compassionate Consideration form. An application should be submitted at the earliest possible opportunity and no later than one week after the assessment deadline has passed. Applications received after this will be considered on their merit.

7.2.5. Adjudication on Application

The Internal Assessor adjudicates on an application for compassionate consideration, having due regard to the grounds on which the application is made and the implications for the assessment process. In making this decision, he/she must consult with the Centre Manager or another person with designated responsibility for assessment. 7.2.6. Communication of Outcome

The Internal Assessor communicates the decision in respect of an application for compassionate consideration to the learner within two working days.

7.2.7. Re-scheduled Examinations

Examinations may be re-scheduled for individual learners if compassionate consideration is authorised in respect of that examination. Examination papers devised for re-scheduled examinations must adhere to rules and recommendations issued by certifying bodies governing such situations.

7.3. Special consideration in Specific Circumstances

7.3.1. Hospitalisation

A learner may complete an examination paper in hospital, provided appropriate resources and staffing are available.

7.3.2. Absence on the day of a scheduled examination due to special circumstances

If a learner is absent on the day of the examination due to an approved, special circumstance then they may sit the paper at the next available sitting if possible.

7.3.3. Illness or physical incapacity during the examination

If a learner is unwell or incapacitated on the day of, or during an examination, and this is considered an approved special circumstance, then they may sit the paper at the next available sitting if this is possible. Certification by a medical practitioner is required to support this. 7.4. Appeal

The learner may appeal the decision arising from a request for compassionate consideration to the Centre Manager through the Assessment Process Appeals process see section 13.3




8. Assessment Feedback


Kilkenny and Carlow Education and Training Board believes that ongoing, relevant, timely feedback plays a central role in assisting learners to improve their assessment performance. In accordance with good assessment practice, and effective teaching and learning, regular feedback (informal and formal) is offered to learners on their work.

8.2. Informal Formative Feedback

Teachers/Tutors offer learners regular informal formative feedback on their work during scheduled classes as part of teaching and learning. Informal formative feedback is offered to learners so that they can improve their performance to achieve their full potential. It is dependent on regular attendance and learners are advised to attend to avail of this feedback and support.

Informal formative feedback may take a range of forms including guidance and observations on draft work, verbal feedback, advice and guidance on the work in progress. Informal feedback, as part of teaching and learning is not recorded, nor contributes to any indicative or final grade. This must not be confused with process-based assessment feedback, which leads to a formal summative grade.

8.3. Formal Summative Feedback

Formal summative feedback is given to learners on work submitted for assessment in accordance with the assessment deadlines. Formal summative feedback indicates a provisional grade or mark (depending on the type of assessment). Any mark or grade indicated is provisional and subject to change during the internal verification, external authentication and results approval processes.

Formal summative feedback includes guidance on the achievement of learning outcomes, and, where necessary, guidance on areas that could be improved in subsequent assessments, if any. Following assessment, the Internal Assessor will record formal summative feedback on the assessment brief, see AP02 Assessment Brief.

Assessment feedback is also informed by individual Awarding Body requirements – i.e. if an Awarding Body requires a particular approach to feedback to learners, this must be observed.




9. Assessment Malpractice


Kilkenny and Carlow Education and Training Board considers Assessment Malpractice/Maladministration to be any act or omission which undermines the integrity and validity of assessment. Such acts damage the authority and reputation of those responsible for conducting assessment and certification. Centres involved in the assessment of learners must take all reasonable measures to ensure that the assessment of learners is conducted in accordance with Kilkenny and Carlow Education and Training Board’s Assessment Policy. Centre managers will implement procedures to ensure that cases of suspected or actual malpractice/maladministration are dealt with expediently, thoroughly and effectively, and in accordance with the principles of fairness and natural justice. 9.2. Definitions

9.2.1. Assessment System Irregularity and Assessment System Malpractice

Kilkenny and Carlow Education and Training Board recognises the distinction between assessment system irregularity and assessment system malpractice. Assessment system irregularities are typically accidental omissions or errors which are usually detected by mechanisms within the assessment system, are rectified, and which do not impact on the validity of the assessment. Typically, this involves test administration errors, omitted assessment detail, errors in transcription etc. Errors and omissions of this nature should be rectified when detected and noted in the programme review.

9.2.2. Assessment System Malpractice

Assessment system malpractice is any act or practice which brings into question, the integrity or validity of the assessment process and which are intentional rather than accidental in nature. Within the scope of Assessment System Malpractice, Kilkenny and Carlow Education and Training Board recognises the two further sub-categories of Maladministration/Staff Malpractice and Learner Malpractice. These procedures relate to Learner Assessment Malpractice in assessment only. The areas of Maladministration/Staff Malpractice are dealt with through the appropriate channels.

9.2.3. Learner Assessment Malpractice

Learner Assessment Malpractice is defined as intentional malpractice perpetrated by a learner during the assessment process. Within the scope of Learner Assessment Malpractice, Kilkenny and Carlow Education and Training Board recognises two further sub- categories of plagiarism and unacceptable behaviour in relation to learner malpractice in assessment.

9.2.3.1. Plagiarism

Plagiarism is defined as the practice of learners submitting work for assessment that is not their own original work but work that has been copied from published work, online sources, other learners’ work and/or other sources and not referenced as such. Plagiarism in assessment may include practices that involve, but are not limited to:



• Copying work from any source or medium without reference (i.e. website, book, journal article)

• Representing as their own, work completed by and/or authored by another person, including other learners

• Procuring work from a company or external source including the internet

• Submitting work that was previously submitted for assessment by another learner

• Passing off a design or an idea as one’s own without acknowledging the original

source • Submitting collaborative work as one’s own without acknowledging the

contribution of others

Kilkenny and Carlow Education and Training Board considers such practices as malpractice and fraudulent and all suspected cases will be investigated and dealt with appropriately in accordance with the procedures that follow.

Kilkenny and Carlow Education and Training Board expects all work submitted by learners for assessment to be accompanied by a copy of the relevant Assessment Brief, with the Declaration of Original Work signed by the learner. Work submitted electronically must also be authenticated e.g. by tick box. All suspected cases of plagiarism will be investigated in accordance with these procedures if the work has been signed and deemed as authentic by the learner.

9.2.3.2. Unacceptable behaviour in relation to assessment

Unacceptable behaviour in assessment may include but is not limited to: • Engaging in behaviour that undermines the integrity of the assessment event

or process

• Violent, disruptive or offensive behaviour in relation to assessment

• Impersonation of another person for the purpose of completing an assessment

• Fabrication or falsification of data, results or evidence for the purpose of assessment

• Unauthorised removal of assessment material from the assessment location

• Deliberate tampering, interference with, damage to or demolition of assessment related materials including those of other learners

• Unauthorised use of electronic communication technology or other materials during the assessment

• Unauthorised assisting of other learners during the assessment

• Any form of unauthorised communication with other learners during an assessment event such as an examination

• Collusion with other learners on an assessment, beyond what is authorised

• Engaging in unsafe practices in assessment

This list is not exhaustive.



9.3. Procedures in this Policy Area

9.3.1. Malpractice in relation to assessment events (i.e. examinations, skills demonstrations)

Suspected learner malpractice in an assessment event e.g. examination or skills demonstration, will be dealt with promptly by the Assessment Invigilator and in accordance with procedure outlined in Kilkenny and Carlow Education and Training Board’s policy and procedures pertaining to Examinations: Preparing, Conducting and Concluding. These instances must be recorded and where applicable, evidenced on the Examination Invigilation Report, see AP15 Exam Invigilation Report. Material that forms the basis for the suspicion of malpractice will be confiscated. The learner will be permitted to continue and complete the examination or skills demonstration. 9.3.2. Malpractice in relation to coursework (i.e. assignments, projects, collection of work)

The Internal Assessor may be able to check learner evidence in respect of assessment as it progresses or develops. This may include draft submissions of work in progress. Where the Internal Assessor is not able to directly observe or verify the work in progress, he/she may employ a number of approaches designed to enhance the reliability of the evidence and discourage/detect malpractice. These include:

• Learner’s Declaration of Original Work (Mandatory)

• Personal diaries/logs/statements

• Independent testimony from third parties

• Peer reports (for group assessments)

• Questioning/Interviewing

• Use of plagiarism detection software

Cases of suspected Assessment Malpractice involving coursework (assignment, project, collection of work) must be reported by the Internal Assessor who has detected malpractice and is unable to verify the reliability of the evidence.

9.4. Reporting and investigation process

9.4.1. Initial Referral

If an Internal Assessor suspects assessment malpractice and is unable to verify the reliability of learner evidence with confidence, then he/she is required to report the suspected malpractice to the Centre Manager or his/her nominee by completing and submitting Section One of AP06 Alleged Assessment System Malpractice Report Form. It is recommended that the Centre Manager or his/her nominee should receive this report within 24 hours of the detection of the Assessment Malpractice by the Internal Assessor.

*Refers to working days

https://kcetbqa.ie/wp-content/uploads/AP15-Exam-Invigilation-Report.docx

https://kcetbqa.ie/wp-content/uploads/AP06-Alleged-Assessment-Malpractice-Report.docx



The Centre Manager or his/her nominee, having considered the evidence, may consult with the learner and the Internal Assessor who has reported the alleged malpractice. If the learner acknowledges that malpractice has been perpetrated, the potential sanctions are as follows:

• The learner evidence for that element of the assessment is awarded 0 marks

• Re-submission is not permitted

• A written warning is issued to the learner if it is a first offence • Additional sanctions will apply where it is not a first offence

This process is concluded within three (3) working days from the receipt of the initial notification.

9.4.2. Referral for Investigation

If the issue remains unresolved, i.e. the learner denies that malpractice has been

perpetrated, then the Centre Manager or his/her nominee must refer the matter for

further investigation. This referral for investigation is initiated by the completion of

Section Two of the AP06 Alleged Assessment System Malpractice Report Form.

Investigations into Alleged Assessment Malpractice are underpinned by a number of

fundamental principles. The process of referral for investigation is completed within

three (3) working days.

9.4.3. Investigations of Alleged Assessment Malpractice - Underpinning Principles

Investigations into allegations of Learner Assessment Malpractice is underpinned by

these principles:

Principle Key Issues

Natural Justice Investigations will not disadvantage the person against whom

the allegations have been made.

The learner has the right to be made aware of the full facts and

evidence associated with the allegation and given the

opportunity to respond. The learner must not be penalised or

excluded from any aspect of their course or other assessments

pending the outcome of an investigation.

Pending the outcome of an investigation, the learner will be

permitted to continue and complete the assessment which

should be marked on its own merit.




Confidentiality Information pertaining to the investigation will be confined to

those who have a role in the investigation.

The learner must be informed that the outcome may be

shared with other parties as is deemed necessary and

procedural (e.g. examination and accrediting bodies, other

relevant authorities where a crime has been committed). In

cases of serious malpractices, it may be necessary for

information to be exchanged amongst other relevant parties

within Kilkenny and Carlow Education and Training Board.

Transparency Kilkenny and Carlow Education and Training Board’s policy and

procedures pertaining to assessment malpractice will be

communicated to learners as part of the initial induction

process, at various stages throughout the duration of the

programme and before and during assessment processes and

events.

The terms of reference of an investigation of assessment

malpractice will be clear and communicated to the learner(s).

All individuals involved in the process should be made fully

aware of the process and informed of relevant dates,

arrangements and decisions in relation to the investigation.

Avoidance of Conflict of

Interest

The process will seek to ensure that those involved in an

investigation of assessment malpractice do not have

conflicting interests that may unfairly influence, or appear to

influence, the outcome of an investigation. This includes

situations where personnel:

• were engaged in any aspect of the assessment process

• have a personal relationship or family relationship with

the party being investigated

• have a professional relationship with the party being

investigated, that may be perceived to unfairly influence

the investigation process

9.4.4. Conducting the investigation

The learner under investigation must be notified in writing, by post or email, that an

allegation of assessment malpractice has been received and that the matter has been

referred for investigation. The Centre Manager or his/her nominee has responsibility

for organising this notification and must provide the learner with the salient

information in relation to the terms of reference and how the investigation will be

conducted. A template for this notification – AP10 Notice of Allegation of Assessment

Malpractice Template Letter is provided. This notification must be provided to the

learner within three (3) working days of the receipt of a report alleging that malpractice

has occurred.

https://kcetbqa.ie/wp-content/uploads/AP10-Notice-of-Allegation-of-Assessment-Malpractice.docx




Investigations into allegations of learner assessment malpractice will commence

within three working (3) days of receipt, by the Centre Manager or his/her nominee,

of the initial notification alleging the malpractice. Investigations should be processed

in accordance with the timelines indicated in this policy. These timeline guidelines

must be factored into the Terms of Reference devised by the Centre Manager or

his/her nominee to guide the investigation process. Investigations should not exceed

five (5) working days in total, except in exceptional circumstances i.e. where there

are multiple incidences of suspected malpractice in a single assessment event or

within a short timeframe or when other extenuating circumstances may apply. In the

event of exceptional circumstances, the centre manager has responsibility for

communicating the estimated duration of the investigation to all concerned.

The Centre Manger or his/her nominee will appoint an independent person to conduct

the investigation. Alternatively, they may refer the matter to Kilkenny and Carlow

Education and Training Board for appointment of an investigator external to the centre.

A staff member from Kilkenny and Carlow Education and Training Board’s Quality

Assurance Team may act as the investigator. In each case and prior to an investigation

commencing, the investigator must confirm that no conflict of interest exists by

completing and signing AP09 Declaration Regarding Conflict of Interest Issues.

The investigation will commence with a collation of all the relevant facts pertaining

to the alleged Learner Assessment Malpractice. This may include the following:

• The AP06 Alleged Assessment System Malpractice Report Form or AP15

Examination Invigilation Report pertaining to the alleged malpractice.

• The materials, documentation or other evidence giving rise to the allegation

• Relevant evidence e.g. reports generated by software that have substantiated

malpractice

• Notes resulting from any interview with the Internal Assessor/teacher making

https://kcetbqa.ie/wp-content/uploads/AP09-Declaration-of-Conflict-of-Interest.docx






the allegation

• Notes resulting from any interview with the learner under investigation

• Notes/ statements resulting from interviews with other relevant parties e.g.

other learners

• Review of related or relevant assessment reports

• Other records deemed to be relevant to the investigation

9.5. Notification of outcome of investigation

The outcome of the investigation is recorded on AP07 Alleged Assessment System

Malpractice Investigation Form. The report will indicate the outcome of the

investigation as Substantiated or Unsubstantiated Assessment Malpractice. The report

outlines the individuals consulted and documentation reviewed as part of the

investigation. The report must be submitted to the Centre Manager or his/her nominee

within the timeframe outlined in the Terms of Reference for the investigation.

9.5.1. Unsubstantiated

If the investigation fails to conclusively substantiate malpractice, having considered all of the evidence and submitted documentation, the Centre Manager or his/her nominee will convey these findings to the learner under investigation within three (3) working days from the receipt of the investigators report. No sanctions are applied, and no further action is taken. This outcome is communicated in writing. See here for a sample (AP12) Notice of Outcome of Investigation Template Letter (Unsubstantiated). The Centre Manager or nominee will follow-up with a well-being check with the learner.

9.5.2. Substantiated

If the investigation concludes that the allegation of Learner Assessment Malpractice is

substantiated, the Centre Manager or his/her nominee must convey this finding in

writing to the learner under investigation within three (3) working days from the receipt

of the investigators report. This communication must also outline the

sanction/consequence that will apply, the appeal process and relevant details with

regard to the appeal procedure e.g. documentation, timelines. See here for a sample

(AP11) Notice of Outcome of Investigation Template Letter (Substantiated). The Centre

Manager or his/her nominee is also responsible for the decision as to the sanction that

is to be applied in the case of a substantiated malpractice outcome, having regard to

the guidelines on sanctions (System of Sanctioning). The sanction to be applied is

outlined in the written notification to the learner. The Centre Manager or his/her

nominee must also ensure that the learner is made aware of the actual and/or potential

impact on certification.

https://kcetbqa.ie/wp-content/uploads/AP07-Alleged-System-Malpractice-Investigation-Report.docx


https://kcetbqa.ie/wp-content/uploads/AP12-Notice-of-outcome-of-Investigation-unsubstantiated.docx

https://kcetbqa.ie/wp-content/uploads/AP11-Notice-of-outcome-of-Investigation-substantiated.docx



The outcome of the investigation must also be communicated to other relevant personnel including the Internal Assessor and the co-ordinator of the programme on which the learner is registered. A summary of the substantiated findings and the subsequent sanction applied must be included in all reporting pertaining to the Internal Verification, External Authentication and Results Approval process. Recommendations from assessment malpractice reports should inform planning for corrective and/or preventative action within the centre and Kilkenny and Carlow Education and Training Board as required.

An investigation involving a learner for alleged Assessment Malpractice does not

preclude the learner being referred to the centre’s Code of Conduct and associated

process and procedures.

9.6. Sanctions

Sanctions will be applied where Learner Assessment Malpractice is substantiated.

Depending on the nature and extent of the malpractice and with reference to the Code

of Acceptable Behaviour/Conduct of the centre, disciplinary actions may be required.

In devising a fair and consistent system of sanctioning in respect of substantiated

instances of Learner Assessment Malpractice, centres must have due regard to:

• The extent/severity of the malpractice

• The history of substantiated assessment malpractice by the specific learner

within the centre

• The nature of the assessment activity

System of Sanctioning

Occurrence Recommended Sanction Procedure Learner Assessment Malpractice has been substantiated and the following conditions occur: The learner did not submit draft material for feedback in advance of the submission date thus negating the opportunity for issues of malpractice to have been detected and resolved.

Formal notification of outcome (see AP11 Notice of Outcome of Investigation - substantiated) and assessment element is marked as zero and submitted.

The learner is issued with a formal notification of outcome by the Centre Manager.

The assessor awards zero for that assessment element (assignment, examination, project) and this result is submitted.

Learner Assessment Malpractice has been substantiated in all elements of the assessment requirements of a minor award/module.

Formal notification of outcome and the entire minor award/module is marked as zero and submitted.

The learner is issued with a formal notification of outcome by the Centre Manager.

The assessor awards zero for the module and this result is submitted.

A history of substantiated assessment malpractice by the learner. Serious unacceptable behaviour in respect of assessment practice.

Disciplinary Action is taken according to the Centre's Code of Acceptable Behaviour/Conduct and/or Kilkenny and Carlow Education and Training Board guidelines.

The Centre Manager takes appropriate steps in accordance with the Centre's Acceptable Behaviour/Conduct and/or Kilkenny and Carlow Education and Training Board guidelines.

The Centre Manager or his/her nominee will follow up with a well-being check on





all learners who have been the subject of an investigation. 9.7. Assessment Malpractice Appeals

A learner is entitled to appeal the outcome of the Learner Assessment Malpractice

investigation. The appeal can be activated on the following grounds:

• The alleged malpractice was not processed in accordance with fair procedures

and underpinning principles

• The process did not adhere to the Terms of Reference or timelines outlined for the process

• The decision was erroneous and not based on sound evidence

• New evidence/information has become available that was not available at the

initial investigation stage

The learner may also appeal the sanctions imposed on the grounds that they feel that

the sanction is disproportionate and/or unfair.

9.7.1. Notification of Intention to Appeal

Notification of intention to appeal must be received by the Centre Manager within five

(5) working days of the receipt of the outcome of the investigation by the learner. All

appeals must be made in writing by completing and submitting the AP 13 Appeal of

Outcome of Assessment Malpractice Allegation/Investigation Form to the Centre

Manager or his/her nominee.

Appeals are referred by the Centre Manager to the Board of Management of the centre,

where relevant. A Board of Management may decide to refer the appeal to the Director

of Further Education for independent adjudication by Kilkenny and Carlow Education

and Training Board’s Quality Assurance Department/personnel. Personnel who were

involved in the original investigation are not permitted to adjudicate on appeals

applications.

If the grounds for appeal are deemed to be legitimate, a new investigation may be

ordered by the appeals board/personnel. The outcome of an appeal application should

be communicated to the learner as promptly as is practicable, having regard to the

scheduling of Board of Management meetings and availability of Kilkenny and Carlow

Education and Training Board Quality Assurance staff. Subsequent investigations must

be conducted by investigators who were not involved in the original investigation.

9.7.2. No Appeal lodged

If no appeal has been lodged, after five working days from the date of receiving

notification of the findings of the investigation, the Centre Manager or his/her nominee

can proceed to implement the sanctions.

https://kcetbqa.ie/wp-content/uploads/2020/08/AP13-Appeal-of-Outcome-V1.docx





9.8. Review and Corrective/Preventative Action Planning

Kilkenny and Carlow Education and Training Board centres are required to review all

aspects of their assessment procedures at the conclusion of a programme. This includes

instances of malpractice and this review should inform planning for corrective and

preventative action. Corrective and preventative actions arising from review of

malpractice incidents may include but are not limited to:

• Amendments to learner information pertaining to assessments

• Refresher briefing for personnel involved in assessment

• Amendments to assessment rules, procedures and/or regulations



10. Secure Storage


Kilkenny and Carlow Education and Training Board ensures that adequate provision is made for storing all assessment materials securely. Kilkenny and Carlow Education and Training Board ensures that all assessment, verification records and documentation are available both for internal verification and external authentication in line with the relevant awarding body’s criteria.

The security of assessment materials remains the responsibility of the Internal Assessor while it is in their possession for marking.

Assessment procedures and systems incorporate secure mechanisms for recording, storing and accessing learner assessment evidence. Kilkenny and Carlow Education and Training Board has approved the SOLAS approved Moodle and KCETB Office 365 as platforms for electronic submission of assessment material, this is subject to change as required. Specific assessment techniques such as examinations require secure mechanisms for storage and confidentiality to preserve the integrity of the assessment.


10.2.1. Submission of Learner Evidence

Each centre ensures that procedures exist to confirm the submission of work by a learner to an internal assessor i.e. Record of Submission Sheet.

Specific procedures relate to evidence that is submitted electronically as follow: a) Where learner assessment evidence is submitted via e-mail, e-mail receipts are

provided by the internal assessor b) Where learner assessment evidence is submitted electronically via an online

platform which automatically generates a confirmation notification (e.g. Moodle, Turnitin), the internal assessor is not responsible for confirming receipt of this learner assessment evidence

c) Where learner assessment evidence is submitted via an online platform which does not automatically generate a confirmation notification (e.g. Google docs, cloud etc.), the internal assessor will issue confirmation of receipt electronically e.g. e-mail

10.2.2. Security of Assessment Material prior to Scheduled Examinations

Examination papers are stored securely by the Centre Manager or his/her nominee in advance of the examination date.

10.2.3. Post- Assessment

On completion and submission of an examination or assignment, all learner assessment evidence together with relevant assessment documentation must be stored securely, with authorised access only. Any breaches to the integrity of assessment evidence, e.g. loss or damage must be disclosed to the Centre Manager immediately.



10.2.4. Secure storage of Learner Assessment Evidence by staff

Learner assessment evidence is considered personal data of the learner. Storage arrangements for both hard and soft copy evidence must have regard to Kilkenny and Carlow Education and Training Board’s Data Protection Policy and Procedures. Learners have a right of access to their personal data. Right of access to assessment evidence is in addition to an appeal of an assessment result or assessment process.

10.2.5. Learner Assessment Evidence: Hard copy and Practical/Artefact

Centres provide a secure room or secure facilities, with authorised access, to facilitate the storage of all hard copy learner assessment evidence. All evidence must be held securely over the course of the programme and until all QA Assessment Procedures have been completed. Assessors must comply with Kilkenny and Carlow Education and Training Board’s Data Protection Policy and Procedures while they are in possession of assessment evidence.

10.2.6. Learner Assessment Evidence: Soft copy

Centres must provide storage for learner assessment evidence on a computer network or online platforms (with backup capacity) which is accessible to the Centre Manager and Internal Assessors. The learner assessment evidence is then made available for the Internal Verifier and the External Authenticator. Appropriate security should be in place for networks and online platforms and login details made available for the IV and EA with live/active accounts that can be accessed even after the programme has ended. Assessment evidence stored on mobile devices must comply with Kilkenny and Carlow Education and Training Board’s Data Protection Policy on Use of Mobile Devices.

10.2.7. Marking and Grading

Space is made available for Internal Assessors to mark and grade assessment evidence in a secure location within the Centre. Additionally, each centre will ensure that a procedure exists for Internal Assessors to sign out assessment evidence for marking and grading. The Internal Assessor is responsible for assessment evidence until the evidence is signed back in.

10.2.8. Security of Evidence during Internal Verification

Prior to and during the Internal Verification process, the Centre Manager or his/her nominee must ensure that learner assessment evidence is tracked using the Centre’s tracking process (evidence of the signing in and out of assessment evidence).

10.2.9. Security of Evidence during External Authentication

On completion of the Internal Verification learner assessment evidence is moved into the allocated storage facilities with authorised access (using the Centre’s tracking processes) for relevant programme in preparation for External Authentication. During the External Authentication process, only authorised staff should have access to the allocated rooms/storage facilities. On completion of External Authentication, learner assessment material should be moved to the appropriate secure storage space using the centre’s tracking process. All learner evidence and associated assessment material are stored in such a way as to facilitate ease of access in the event of learner appeals.



10.2.10. Duration of Storage

All learner evidence submitted for assessment is retained until after the appeals process concludes (unless stated otherwise by the relevant awarding body) after which it will be disposed of securely (e.g. shredded/deleted from the relevant drive). All learner evidence must be retained for the maximum term in line with current legislation and GDPR (General Data Protection Regulation). Learners are encouraged to maintain copies of work submitted for assessment.

10.2.11. Retrieval or Return of Work

In some instances, learners may request the return of work submitted for assessment e.g. portfolios of work, sketchbooks, artefacts. Learner evidence submitted for assessment is not returned to learners until the assessment process, including the appeals process, has been completed. Centres will implement procedures for the return of work where the work is deemed to be of value to the learner in terms of progression or personal value, and in such instances where the work was original and making duplicate was not practicable. These arrangements are communicated to the learners in advance and a timescale and practical arrangements for retrieval or return is clearly stated.

10.2.12. Assessment Process Material

All assessment process materials, for example Invigilation Reports, will be retained until after the appeals process concludes unless stated otherwise by the awarding body or due to a funding requirement or an on-going investigation into Assessment Malpractice, after which it will be disposed of securely (e.g. shredded/deleted from the relevant drive) by the centre. All records retained must be retained in line with current legislation and GDPR (General Data Protection Regulations).



11. Examinations: Planning, Conducting, Concluding and Correcting


The fair and consistent assessment of learners, in line with award standards, is a central principle of a quality assured assessment system. Kilkenny and Carlow Education and Training Board is committed to ensuring that learners are provided with the opportunity to demonstrate that they have achieved the required standards of knowledge, skill and competence for the relevant award. Therefore, Kilkenny and Carlow Education and Training Board centres plan, conduct, conclude and correct all assessment, including examinations, in a manner that adheres to the fundamental underpinning principles of validity, reliability, fairness, quality and transparency.

11.2. Underpinning Principles

Quality assured assessment ensures that in criterion referenced assessment “learners

are assessed and the assessment judgment is made based on whether the learner has

reached the required national standards of knowledge, skill and competence for the

award” (QQI, 2013 p.5).

Kilkenny and Carlow Education and Training Board’s policy on Planning, Conducting, Concluding and Correcting Examinations is underpinned by the following principles:

11.2.1. Validity

Validity is a fundamental assessment principle ensuring that an assessment measures what it is designed to measure: the relevant standard of knowledge, skill or competence required for an award should be assessed.

Validity in assessment occurs when:

• Assessment is fit for purpose i.e. a practical assessment assesses a practical skill

• Learners can produce evidence which can be measured against the award standard

• Assessors are enabled to make accurate assessment decisions

• Assessment is accessible to all candidates who have the potential to achieve it

11.2.2. Reliability

Reliability in assessment ensures that assessment measurement is accurate, i.e. the knowledge, skills and competence, which the assessment measures, should produce reliable and accurate results. Reliability in assessment ensures that results are consistent under similar conditions. Reliability in assessment occurs when:

• The assessment is based on valid assessment techniques

• Assessment conditions are consistent

• Learner evidence is reliable • Results are consistent across various assessors, contexts, conditions and

learners over time



11.2.3. Fairness

Fairness in assessment supports the validity and reliability principles and provides equal opportunity to all learners. Fairness in assessment ensures;

• Learners have access to appropriate resources/equipment in assessment

• Assessment design and implementation are fair to all learners and

• Policies and procedures exist to ensure fair assessment of learners

11.2.4. Quality

Quality in assessment ensures that all assessment processes are quality assured.

11.2.5. Transparency

Transparency in assessment ensures that assessment policy and procedures provide clarity to all relevant stakeholders.

11.3. Procedures in this policy area: Examination Planning

11.3.1. Communication

All centres publish and communicate examination dates to learners at the commencement of the programme or module, in line with the policy of Communication of Assessment Information to Learners. Where it applies, dates of commencement and conclusion of examinations will form part of the Assessment Calendar. Where examinations are organised outside of this schedule, learners are provided with at least one month’s notice of the scheduling of an examination.

Kilkenny and Carlow Education and Training Board considers it good practice for internal assessors to subject their examination papers to peer review prior to administration in order to detect errors. This process must maintain the integrity of the assessment process.

11.3.2. Notice of Examinations

The period of notice must be at least one calendar month in advance of the scheduled date of the examination. This notice is published through the centre’s communication system (noticeboard, Moodle, e-mail) and is available for learners to consult in the interim period. A copy of Kilkenny and Carlow Education and Training Board’s AP 14 Examination Handbook, is available for staff. This includes details of examination regulations and the responsibility of learners/candidates with regard to examinations.

11.3.3. Specific Information

In publishing notice of an examination, the centre ensures that the following information is included:

• Title of examination (or module/minor award to which it pertains)

• Day and date

• Commencement time

• Duration of examination

• Venue/centre

• The operation of a designated seating plan, if necessary

https://kcetbqa.ie/wp-content/uploads/2020/08/AP14-Examination-Handbook-Staff-Version-V1.docx





• Whether photographic identification will be required for admission

• Any other relevant information deemed to be important

11.3.4. Submission and Security of Examination Papers

Internal Assessors are required to submit copies of the examination paper(s) to the Centre Manager or their nominee at least two weeks in advance of the date of the examination. Examination papers must be submitted in a sealed envelope labelled with the particulars of the examination. In the case of some awarding bodies, these will arrive pre-sealed and labelled.

In the case of assessor-prepared examinations, sufficient examination papers for the number of candidates scheduled to take the examination must be prepared in advance by the designated nominee (or the assessor) and maintained under secure conditions in accordance with Kilkenny and Carlow Education and Training Board’s policy on the Secure Storage of Assessment Materials.

All examination procedures adhere to the regulations set down by the certification bodies and the general examination regulations set out by Kilkenny and Carlow Education and Training Board.

An invigilator is appointed for each examination from the available staff. It is the responsibility of the assigned individual to carry out the functions of the invigilator as set down by Kilkenny and Carlow Education and Training Board and the relevant awarding body.

11.3.5. Examination Venue Preparation

It is the responsibility of each centre to provide adequate facilities for conducting examinations. All venues designated as examination centres are prepared in advance of the date of commencement of examinations to ensure that they are fit for purpose. It is the responsibility of the Centre Manager or his/her nominee to ensure that the following arrangements are in place:

• Adequate space for the number of learners scheduled to take the examination

• Fit-for-purpose furniture

• Adequate space between desks to maintain assessment integrity

• Adequate lighting, heat and ventilation

• All posters or wall signs which may impact the validity of the specific assessment or constitute a distraction must be removed

• A designated, secure storage area for bags and personal belongings

• Appropriate, examination-relevant signage will be posted in each examination centre prior to the date of commencement of examinations. A copy of the regulations is prominently displayed within the examination centre. A notice prohibiting the use or display of mobile phones is posted in each centre

• A functioning clock, reading the correct time, is visible from everywhere in the examination centre

• A sign is placed on all doors to the examination centre. The sign will display the date, day, commencement and finishing time of the examination and be placed



in such a way as to discourage unauthorised entry while the examination is in progress

11.3.6. Designated Seating

Centres, or individual assessors, may opt to use designated seating for learners for examinations. If designated seating is to be employed, these arrangements are included as part of the communication of specific information to candidates.

11.3.7. Examination Resources

All resources required for the examination, e.g. answer booklets, graph paper, printer paper, personal computers, internet access, are checked by the Centre Manager or their nominee in advance of the examination.

11.4. Procedures in this policy area: Conducting Examinations

11.4.1. Collection of Examination Materials

On the day of the examination, the Centre Manager or his/her nominee ensures that the invigilator has access to all of the materials required for the examination. This includes the Invigilation Report Form, examination papers, answer booklets and other materials relevant to the examination.

An Examination Invigilation Report Form (AP15), is made available to invigilators for every examination. Invigilators have a responsibility to ensure that the Examination Invigilation Report is completed accurately and returned after conclusion of the examination.

The invigilator signs out the examination materials and brings the materials to the examination centre. The invigilator should arrive at the examination venue no later than 20 minutes prior to the commencement of the examination.

11.4.2. Learner Identification

In some cases where they are not known to the invigilator, candidates may be asked to verify identity. Examples of acceptable candidate identification include but are not limited to:

• Photographic Identification e.g. passport, driving license, public services card, student card)

• Teacher/assessor verification

11.4.3. Examination Materials Check

If materials such as logbooks and dictionaries have been authorised for candidate use,

the materials must be submitted to the invigilator for checking prior to the

commencement of the examination.




11.4.4. Reasonable Accommodation

If reasonable accommodation has been authorised e.g. candidates completing the

examination in separate centres, care must always be taken to ensure the integrity of

the assessment/examination. Invigilators appointed to separate centres are required

to collect and sign out the relevant examination materials from the main examination

centre prior to proceeding to the designated separate centre. Attendance registers

must clearly indicate where candidates take the examination in any location other than

the main examination centre.

11.4.5. Designated Seating Plan

If designated seating is required, candidates must adhere to the plan. The invigilator

ensures that candidates are seated according to the pre-arranged plan.

11.4.6. Mobile Phones/Internet-Enabled Devices/Miscellaneous materials

Unless specifically necessitated by the examination and authorised by the Awarding

Body, mobile devices must be powered off and out of reach of candidates for the

duration of the examination. Possession of a powered-on device constitutes a violation

of examination regulations. The Centre Manager or his/her nominee ensures that there

is adequate, secure space designated for the storage of all devices or materials that

could jeopardise the integrity of the examination or constitute an obstruction or a

tripping hazard in the examination centre.

11.4.7. Attendance Register

The invigilator has responsibility for distributing an attendance register and ensuring

that all candidates sign. This may be conducted in conjunction with the identification

check should that be relevant. Where a seating plan is not required, the attendance

register should be completed in such a way as to provide a guide to the seating of

candidates. The attendance register forms part of the Invigilation Report Form and

must be returned to the Centre Manager or his/her nominee with the examination

materials at the conclusion of the examination.

11.4.8. Opening of the Examination Envelope and Distribution of Examination Papers

The opening of the examination envelope is performed by the invigilator and

witnessed by two candidates, both of whom sign as witnesses. The invigilator co-signs

the examination envelope. Answer books, if required, are distributed face-down by

the invigilator.

Candidates are not permitted to commence the examination, which includes reading

the instructions, until instructed to do so by the invigilator. In the case where personal

computers are used, they may be powered on and the candidate is permitted to be

logged- on prior to the commencement of the examination.



11.4.9. Commencement of the Examination

It is the responsibility of the invigilator to manage the pre-commencement procedures

and ensure that the examination commences at the designated time. The invigilator

should verbally provide the following information to all candidates immediately prior

to commencement:

• The start time

• Duration

• Time at which the examination will end

• The significant points of the examination regulations (e.g. leaving the examination

venue) The assessment starting time is noted on the Invigilation Report

11.4.10. Conduct during the Examination

Invigilators are required to remain vigilant for the duration of the examination. No

candidate is authorised to enter the examination after thirty (30) minutes from the time

at which the examination began. No candidate is authorised to leave the examination

until after at least thirty (30) minutes from the time at which the examination began.

No learner is permitted to leave the examination in the final ten (10) minutes of the

examination. Strict silence must be observed during the examination. Due to the nature

of some specific events e.g. oral assessments, some practical assessments, this

guideline may not apply.

11.4.11. Candidates Seeking to Leave the Examination while in Progress

A candidate is not permitted to leave the examination centre and return while the

examination is in progress unless the invigilator is satisfied that the need to leave the

examination is genuine e.g. illness, urgent need to use the toilet. A candidate who

leaves the examination venue while the examination is in progress will not be re-

admitted unless the candidate has been under the supervision of a representative of

the centre. In the case where the candidate is permitted to leave, his/her examination

paper and all examination materials must be handed to the invigilator for the duration

of their absence from the venue. The time of departure and return is noted on the

attendance sign-in section of the Invigilation Report.

A candidate cannot be compensated for time lost due to a temporary absence from an

examination.

11.4.12. Erratum Notice - Examination Papers

If an error in the examination paper is noted, the Invigilator seeks clarification from the

assessor (or centre manager if assessor is unavailable) who should be available to clarify

the query and make an amendment. This amendment is communicated to all learners

and noted on the Invigilation Report. The integrity of the examination must always be

maintained.



11.4.13. Occurrence of Unexpected Events during Examinations

If an unexpected event occurs during an examination e.g. fire alarm, medical

emergency, the Invigilator must ensure that integrity of the examination is maintained.

Any unexpected events should be noted in the Examination Invigilation Report. In some

instances (e.g. critical illness, fire, etc.) the examination may need to be abandoned.

11.5. Procedures in this policy area: Concluding Examinations

11.5.1. Notice of Conclusion of an Examination

The Invigilator will provide candidates with a verbal notice when ten (10) minutes

remain to the end of the examination. At this stage, candidates must remain in their

seats until the assessment concludes. At the designated time, the Invigilator is required

to advise all candidates that the examination has concluded and instruct them to stop

working.

11.5.2. Conclusion of an Examination

At the end of the examination, candidates are reminded to ensure that all scripts are

signed. Candidates must remain in their seats until all assessment materials have been

collected by the Invigilator. Once all assessment materials have been collected, learners

are permitted to leave the centre. The Invigilator should check the completed answer

books against the attendance section of the Examination Invigilation Report to ensure

that all candidates have submitted. The invigilator must complete all sections of the

Examination Invigilation Report and enclose with the examination material.

The Invigilator is responsible for the collection and packaging of all examination

material in the manner required by the centre and transporting it to the designated

member of staff for safe and secure storage.

11.6. Correcting Assessments

It is the responsibility of the Internal Assessor to correct the learner’s work (see 2.2.

Role of the Internal Assessor). The Internal Assessor should demonstrate fairness and

consistency and observe objectivity, confidentiality, and avoid conflicts of interest. For

QQI level 4 to 6, marking sheets should be devised indicating the marks awarded for

each assessment criteria. For QQI levels 1 to 3, sample answers should be devised.

When correcting the assessment material, the Internal Assessor should reference the

learner evidence against the assessment criteria and award an appropriate mark. This

mark should be recorded on the marking sheet and, where possible, on the learner

evidence. It is considered good practice for the Internal Assessor’s marks and

comments to be distinguishable from any other text (e.g. in a different colour). Where

possible, clarify why marks are being deducted to allow for structured feedback to

learners. Assessors should be alert to plagiarism during the correcting process (see



8.2.3.1. Plagiarism).

Learners undertaking team-based assessment tasks are assessed as individuals based on their contribution.

When all marks have been allocated, the marks should be added and the totals

recorded. Separate summary sheets are usually used to record the overall marks

awarded. A percentage mark is then awarded as set out on the marking sheet.

QQI awards are graded and classified as follows:

• Awards at level 1, level 2 and level 3 are classified as ‘Successful’ where a learner

has achieved all the outcomes for the award.

• Awards at level 4, level 5 and level 6 are classified as Pass, Merit or Distinction

where a learner has achieved the standards for the award within the grading

criteria.

Learners who do not achieve the outcomes of the awards are recorded as ‘unsuccessful’ or ‘referred’.

The final grade being awarded is recorded on the marking sheet and on the learner

evidence, where possible. Results are transferred to the Learner Provisional Results

sheet.

11.6.1. Consistency of marking and standards

In order to provide a fair and consistent assessment process, a number of checks and

protocols are in place in relation to consistency of marking and standards, including the

following:

• Induction and ongoing continuous development opportunities for staff involved

in assessment processes

• Cross checking of assessments internally by the internal verification process

• Moderating and checking of assessments externally by the external

authentication process

• Opportunity to highlight and discuss issues identified as part of the results

approval process

• A Pass is a grade awarded to a learner who has attained the minimum standard. To be awarded a pass grade a learner must have achieved a mark of between 50-64%.

Pass

• A Merit is a grade awarded to a learner who has exceeded the minimum requirements. To be awarded a merit grade a learner must have achieved a mark of between 65-79%.

Merit

• A Distinction is a grade awarded to a learner who has substantially exceeded the minimum requirements. For a learner to be awarded a distinction he/she is must have achieved a mark of 80% or over.

Distinction



12. Authentication Processes


Authentication Processes include Internal Verification (IV) and External Authentication (EA). The processes of IV and EA are key quality assurance activities. They are central to the consistent application of Kilkenny and Carlow Education and Training Board’s Assessment Policy and assure that grading decisions are made according to national standards. IV and EA are undertaken in accordance with the regulations of the relevant awarding body.

The process for authentication of assessment results varies according to the requirements of the awarding body. Details for the procedure for QQI awards are outlined in this document. Other awarding bodies publish their own procedures and are followed by Kilkenny and Carlow Education and Training Board as part of the quality assurance arrangements agreed with the relevant awarding body. In addition to IV and EA there is a certification audit process in Training Services.

In general, the various awarding bodies’ authentication processes share common features; i.e. monitoring the consistency of the application of assessment procedures, ensuring fairness and verifying standards. These procedures include processes for addressing errors or other issues identified and the relevant corrective action taken. The reports of these processes are reviewed annually by each centre and strategies are put in place to facilitate improvement when required.

12.2. Procedure Overview

This section describes IV and EA of learner assessment evidence for QQI Awards. IV is a verification of learner assessment evidence designed to check the validity of the assessment process. IV is followed by EA; i.e. the independent authentication of a sample of learner assessments.

Certification audits are conducted by Training Services. The certification audit is a final review of the systems and processes that are in place and occurs prior to submission of results to QQI or other awarding bodies.

12.3. Roles and responsibilities

An overview of the roles and responsibilities involved in the authentication processes is outlined in table 1:

Table 1 Roles and responsibilities for authentication

Internal Verifier Lead Verifier External Authenticator

Verify that the provider’s assessment procedures have been applied across the range of assessment activities

Co-ordinate the IV process by assigning IV work

Confirm the fair and consistent assessment of learners consistent with the provider’s procedures and with QQI policy



Confirm assessment results by Checking learner evidence exists and confirming marks and grades are recorded accurately

Ensure results are entered on QBS system

Review internal verification report(s) and authenticate the findings/outcomes

Check that the QQI facility for gaining exemptions for other certification is properly implemented

Review corrective actions

Apply a sampling strategy as directed

Complete an internal verification report

Provide guidance to IV team where issues arise

Moderate assessment results consistent with QQI requirements and as outlined in the Award Specification

Review all relevant IV reports

Visit the centre and meet with appropriate staff and learners (unless remote arrangements are in place)

Co-ordinate with external authenticator

Participate in the results approval process as required

Issue the overall IV report

Identify any issues/irregularities in relation to the Assessment Process

Recommend results for approval

Produce an external authentication report

12.4. Scope

The authentication processes in this document relate principally to programmes leading to QQI awards. It is Kilkenny and Carlow Education and Training Board’s policy that the relevant internal and external quality assurance processes of other awarding bodies are applied fully.

The scope of Internal Verification and External Authentication and certification audit is as follows:

Internal Verification

All QQI minor awards are internally verified

External Authentication

A specified range of QQI minor awards are sampled for external authentication

Certification Audit

Training services conduct a review of the Internal Assessor’s folder which includes IV report, EA report, previous EA report, peer review and marking sheets. A copy of the folder is retained by Training services for a specified period of time – depending on the retention requirements of the awarding body.



The range of QQI minor awards selected for external authentication is determined annually. The determination is based on either programme-based Quality Assurance needs, identified priority needs (e.g. new provision) or is a proportional calculation. The range is agreed between the Centre and Kilkenny and Carlow Education and Training Board’s Quality Assurance department.

All QQI minor awards must presented for external authentication over a 2-year timeframe at the minimum. 12.5. Sampling

Sampling means that a selection of learner evidence is examined. Sampling is a selection of a smaller range of material that is representative of a larger group. Where the required checks are satisfied within the sample, professional trust is applied to the remaining material. Where the required checks are not satisfied, a broader selection is examined.

12.6. Planning

The centre will plan appropriately for IV and EA as part of their annual management calendar. Key dates will be agreed with the Kilkenny and Carlow Education and Training Board Quality Assurance team in a timely manner to allow for booking of External Authenticators.

12.7. Reports

The following reports are completed during the authentication process

• AP IV 01 Contents Verification

• AP IV 02 Internal Verification Checklist

• AP IV 03 Internal Verifier Report

• AP EA 01 External Authentication Report

• AP EA 02 EA Corrective Action

• AP CA 01 Certification Audit Report

12.8. Internal Verification Process

12.8.1. Internal Verifiers

The Internal Verifier role is based on a peer support and trust relationship. Centres will provide a briefing and training process for staff to ensure they are aware of the requirements of the process. The allocation of verifier work is managed by the centre.

12.8.2. Preparation of learner assessment evidence for Internal Verification

The Internal Assessor is responsible for the preparation of learner assessment evidence in advance of the IV Process in a manner appropriate for internal verification. This includes collating and assessing submitted material and recording results.

A checklist is shown as Contents Verification sheet (AP IV 01) which indicates what is

required, and is to be completed and attached to the collated learner evidence for IV.

Centre storage procedures should be followed.

https://kcetbqa.ie/wp-content/uploads/AP-IV-01-IV-Contents-Verification.docx


https://kcetbqa.ie/wp-content/uploads/AP-IV-02-IV-Checklist.docx


https://kcetbqa.ie/wp-content/uploads/AP-IV-03-IV-Report.docx


https://kcetbqa.ie/wp-content/uploads/AP-EA-01-EA-Report.docx


https://kcetbqa.ie/wp-content/uploads/AP-EA-02-EA-Corrective-Action.docx


https://kcetbqa.ie/wp-content/uploads/AP-CA-01-Certification-Audit.docx





12.8.3. Internal Verification – Sampling Rate

For all QQI minor awards for Internal Verification, learner assessment evidence will be internally verified and will be subject to the following sampling calculation:

• Each class group for the QQI minor award must be sampled (i.e. if there are several class groups for a given QQI minor award, it is not appropriate to combine these)

• A sample rate of 30% of learner assessment evidence is required. If there is fewer than nine pieces of evidence presented, then a minimum of 3 pieces of evidence must be sampled

12.8.4. Internal Verification – Procedure

When conducting the Internal Verification, the learner evidence is cross-checked to internally verify (as per form AP IV 02) that:

• only specified assessment evidence is included

• required assessment evidence exists

• that a grade is recorded

• mark totalling is accurate

• percentage calculations are accurate

• mark transfer to provisional results form / marking sheet is accurate

• consistent application of QQI grading criteria and bands

The Internal Verifier will complete form AP IV 02, and will advise the Lead Verifier / centre manager. A copy of the form AP IV 02 is secured to the collated evidence.

12.8.5. Internal Verification – Corrective Action

Where inaccuracies, or matters for attention are noted, the Internal Verifier will advise the Internal Assessor of this immediately. Both colleagues will agree a timescale for any required corrective action, mindful of the general flow of the Internal Verification process. The Internal Verifier must never make any changes or alterations to the learner evidence – this is the responsibility of the Internal Assessor.

It is the Internal Assessor’s responsibility to address errors or omissions in a timely manner, and to advise the Internal Verifier when this is complete. It is recommended that the Internal Assessor undertakes a thorough check of all work presented. The Internal Assessor will collaborate with the Lead Internal Verifier / centre manager to update results sheets.

The Lead Internal Verifier /centre manager will record required corrective action changes and outcomes, will update any altered marks or grades and provide updated provisional results sheets as appropriate.

The Internal Assessor advises the Internal Verifier when the corrective action is complete, and the Internal Verification process can resume.

The Internal Verifier checks and verifies that the evidence sample is correct, and signs to confirm. The Internal Verifier indicates the status according to centre procedures.

If corrective action is not undertaken, or issues still exist, the Internal Verifier refers the matter to the Lead Verifier / centre manager who takes charge of this process. The






Internal Verification process remains incomplete until corrective action is complete.

12.8.6. Internal Verification – Report

The Lead Internal Verifier completes a Centre Internal Verification Report (Form AP IV 03) based on collated completed forms AP IV 02. This report is reviewed by the Centre Manager/Leadership team, and made available to the External Authenticators. 12.9. External Authentication process

12.9.1. External Authenticators – Practical arrangements

All External Authenticators are booked by the QA department in consultation with the centres by completing the EA request form which is available from the QA department. Appropriate EAs are sourced from the ETB Ireland EA directory and booked for planned date(s) when IV is due to be complete but before the scheduled RAP. The QA department will notify the centre of the details of the appointed EA.

The centre will make appropriate arrangements for External Authenticator visits once dates are agreed. These arrangements will include:

• Practical matters (directions, hospitality)

• Details on centre visitor protocols (visitors’ badges, sign-in, emergency procedures etc.)

• Details of key centre contacts (names, contact details) • Agreed start and end times for visits

• Instructions on who to approach for support or queries

• Specify support for accessing online materials

• Appropriate working spaces, guest Wi-Fi access codes etc.

The centre will ensure that External Authenticators are able to work undisturbed and that a named contact person is available throughout their visit. Should an External Authenticator need clarification on any matter, they should direct their query to the Lead Verifier / centre manager in the first instance for support and the Lead Verifier /centre manager will contact staff as required. Internal Assessors are to be available to the Lead Verifier in the event of any queries.

12.9.2. 11.9.1 External Authentication – Sampling

External Authenticators will be assigned a work list of QQI Minor Awards to sample based on the agreed External Authentication sampling plan for the visit. Where the work list includes multiple class groups for a given QQI Minor Award, samples are taken from all class groups.

The sampling rate for learner evidence for External Authentication is established as follows: Sampling Range

The range is agreed between the Centre and Kilkenny and Carlow Education and Training Board’s Quality Assurance department and will be one of the following:

Programme based sample






All QQI Minor awards associated with a defined range of programmes – for example a given occupational field, department or faculty suite of programmes. This range will take account of the overall time-scale required to externally authenticate all programmes in the centre.

Specific purpose sample

All QQI Minor awards associated with a specific programme – for example a new, or substantially revised programme, a short duration award or as a support to newly appointed assessors.

Proportional sample (numeric)

A minimum 50% of the total QQI minor awards for which learners are entered, will be subject to External Authentication each year, with the remainder undertaken in the subsequent year i.e. all QQI minor awards are subject to External Authentication on a two-year basis.

Sampling Rate

Of the minor awards chosen for External Authentication, learner assessment evidence will be subject to the following sampling calculation:

• A sample rate of 30% of learner assessment evidence is required. If there is fewer

than nine pieces of evidence presented, then a minimum of 3 pieces of evidence

must be sampled. Where possible, this should include borderline grades:

o Highest Unsuccessful, Lowest Pass, Highest Pass o Lowest Merit, Highest Merit, Lowest Distinction

• Each class group for the QQI minor award must be sampled (i.e. if there are

several class groups for a given QQI minor award a sample should be selected

from each class group within the overall 30%).

• Where several internal assessors are assessing within an award each assessor

should be included within the overall 30% sampled

• The actual sample learner evidence submissions are chosen by the External

Authenticator at their visit, within the above rate guidelines

12.9.3. External Authentication– Procedure

External Authenticators will follow QQI guidelines in the external authentication of

learner assessment evidence and will adhere to Kilkenny and Carlow Education and

Training Board‘s ‘Assessment Policy’ and ‘Guidelines for Completing External

Authentication on behalf of KCETB’. The External Authenticator will examine the

prescribed sample of learner evidence to:

• Authenticate that the Award has been subject to Internal Verification and a

completed Internal Verification Report has been provided

• Authenticate that Assignment briefs, examination papers and other assessment

material are available

• Confirm the total number of learner evidence presented and the number



sampled

• Authenticate that evidence has been generated in accordance with appropriate

assessment techniques and instruments

• Authenticate that evidence has been assessed in accordance with appropriate

assessment techniques and instruments

• Authenticate that the results are consistent with national standards for the

award. This should be achieved by focussing on borderline grades to allow for

the moderation of results.

• Confirm if the results of the award are recommended for certification

As part of form EA 01, the External Authenticator is required to give qualitative feedback on the following matters:

• Observations on the application and effectiveness of the Internal Verification

process

• Observations on assessment and consistency with national standards

• Evidence of consideration of previous External Authentication

recommendations

• Good practice observed

• Areas to improve

• Overall recommendations from the authentication

• Number of grade changes

• Summary of external authentication findings (Effective / Unsatisfactory)

• Recommendation on whether the learners results should be submitted for

certification

12.10. Certification Audit – Training Services

After the IV and EA process is complete and before the RAP; Training Services Providers

are subject to a Certification Audit. This provides an assurance that the Assessment

Policy has been implemented. The objectives of the certification audit are to:

• Confirm that the provider has followed the Kilkenny and Carlow Education and

Training Board Assessment Policy and procedures

• Confirm the availability of robust evidence relating to the certificate requests

from the relevant awarding body as a result of the implementation of the

Kilkenny and Carlow Education and Training Board Assessment Policy and

procedures

• Identify any issues arising

o If necessary, identify preventative actions

• Identify any trends

• Identify good practice

https://kcetbqa.ie/wp-content/uploads/2020/09/AP-EA-01-EA-Report.docx



13. Results Approval Panel


A Results Approval Panel (RAP) must approve assessment results in advance of results being sent to an awarding body for certification. Once the results authentication processes (IV and EA) are completed a RAP meeting is convened. At this meeting the RAP confirms, or otherwise, that assessment of learner evidence and authentication of assessment results (including IV and EA) has been carried out in line with Kilkenny and Carlow Education and Training Board’s quality assurance process. It reviews fairness and consistency in the assessment process and reviews the validity of the results produced. It is Kilkenny and Carlow Education and Training Board‘s policy that all results are provisional until they have been formally approved at a RAP meeting. The outcome of a RAP meeting may result in improvement actions arising from the verification and authentication processes. If an External Authentication report proposes a change to grading, this is considered at a RAP meeting and a decision is made to uphold or reject the proposed changes. The Results Approval Panel may recommend corrective action arising from any step in the assessment process. 13.2. Procedures for Results Approval (QQI awards)

Detailed information on the Results Approval Process are available to download from:

https://www.fess.ie/assessment/quality-assuring-assessment

Action By whom

Schedule RAP for centre notifying required members and providing an agenda

Centre Manager / QA Team

Ensure all relevant documentation are available (IV report, EA report, Learners results (original and moderated)

Centre Manager

Review IV report Results Approval Panel

Review EA report Results Approval Panel Review moderated results Results Approval Panel

Approve moderated results (where appropriate) and sign off on final results

Results Approval Panel

Sign all documents, record decisions made and record meetings of minutes


Conclude RAP meeting ensuring all decisions or recommendations are reported as appropriate


Make arrangements for the storing or destroying material as required


https://www.fess.ie/assessment/quality-assuring-assessment



Forward results to Centre Manager For entry into QQI QBS system


Issue results to learners and inform learners of appeals process

Centre Manager

DOCUMENT LIST

Proforma documents for Result Approval Panel process

Form Title Used By

AP16 RAP Process Provider Checklist Centre Manager/Kilkenny and Carlow Education and Training Board Quality Assurance team/Results Approval Panel

AP17 RAP Meeting Agenda Results Approval Panel

AP18 RAP Process Report Results Approval Panel AP19 RAP Confidentiality Statement Results Approval Panel

https://kcetbqa.ie/wp-content/uploads/AP16-RAP-Process-Provider-Checklist.docx

https://kcetbqa.ie/wp-content/uploads/AP17-RAP-Meeting-Agenda.docx

https://kcetbqa.ie/wp-content/uploads/AP18-RAP-Process-Report.docx

https://kcetbqa.ie/wp-content/uploads/AP19-RAP-Confidentiality-Statement.docx



14. Assessment Process Appeals


The fair and consistent assessment of learners, in line with award standards, is a central tenet of a quality assured assessment system. Kilkenny and Carlow Education and Training Board is committed to ensuring that learners are provided with the opportunity to demonstrate that they have achieved the required national standards of knowledge, skill and competence for the relevant award. Consequently, Kilkenny and Carlow Education and Training Board believes that learners have the right to appeal an assessment process, within a specific timeframe, where they contend that irregularities or circumstances have impacted negatively on their performance.


Quality assured assessment ensures that in criterion referenced assessment ‘learners are assessed and the assessment judgment is made based on whether the learner has reached the required national standards of knowledge, skill and competence for the award’. (QQI, 2013 p.5)

Central to quality assured assessment is the assumption that learners are assessed in a fair and consistent manner in line with the award standard. Kilkenny and Carlow Education and Training Board’s Assessment Policy for Assessment Appeals is underpinned by the following principles of assessment.

14.2.1. Validity

Validity is a fundamental assessment principle ensuring that an assessment measures what it is designed to measure: the relevant standard of knowledge, skill or competence required for an award should be assessed. Validity in assessment occurs when:

• Assessment is fit for purpose (i.e. a practical assessment assesses a practical skill)

• Learners can produce evidence which can be measured against the award standard

• Assessors are enabled to make accurate assessment decisions

• Assessment is accessible to all candidates who have the potential to achieve it

14.2.2. Reliability

Reliability in assessment ensures that assessment measurement is accurate, i.e. the knowledge, skills and competence, which the assessment measures should, produce reliable and accurate results. Reliability in assessment ensures that results are consistent under similar conditions. Reliability in assessment occurs when:

• The assessment is based on valid assessment techniques

• Assessment conditions are consistent

• Learner evidence is reliable

• Results are consistent across various assessors, contexts, conditions and learners over time

14.2.3. Fairness

Fairness in assessment supports the validity and reliability principles and provides equal opportunity to all learners. Fairness in assessment ensures; learners have access to appropriate resources/equipment in assessment; assessment design and implementation are



fair to all learners; and policies and procedures exist to ensure fair assessment of learners.

14.2.4. Quality

Quality in assessment ensures that all assessment processes are quality assured.

14.2.5. Transparency

Transparency in assessment ensures that assessment policy and procedures provide clarity to all relevant stakeholders.

14.3. Assessment Process Appeals

An Assessment Process Appeal refers to an appeal made by a learner based on their contention that procedural irregularity, negatively impacting their performance, has occurred during the assessment process. This may include the following circumstances in which the learner contends that:

• The assessment was not valid i.e. the assessment did not assess what it purported to assess

• The assessment did not adhere to the format specified for the award as outlined in the award descriptor

• Insufficient notice or information was provided to the learner in relation to the assessment

• The assessment regulations were not properly implemented

• There is evidence of irregularity in the conduct of the assessment

• The regulations did not adequately cover the learner’s circumstances • Approved compassionate or medical circumstances existed which were not taken into

account

• Significant performance-related information was not considered by the assessor

14.3.1. Information on Assessment Process Appeals

All information relating to appeals is provided to learners as part of Kilkenny and Carlow Education and Training Board’s policy of clear and unambiguous communication with learners on matters relating to assessment.

14.3.2. Assessment Process Complaints/Objections

As a matter of procedure, learners are entitled to lodge formal complaints relating to procedural irregularities or occurrences that they feel may have negatively impacted on their performance in an assessment. Such complaints or objections can be made prior to the issuing of formal and approved results. Assessment Process Complaints/Objections of this nature, relating to examinations or skills demonstrations must be lodged within two (2) working days from the date on which the assessment event was scheduled. Objections related to assignments must be made before the submission date of the assignment. Complaints or objections are made, in the first instance, to the assessor. Learners who contend that their legitimate objection has not been adequately addressed by the assessor may make a formal written complaint to the Centre Manager or their nominee e.g. Programme Coordinator or Assessment Coordinator. In such cases, an investigation of the complaint/objection is conducted by the Centre



Manager or their nominee as part of the normal complaints procedure operated by the centre. Where an assessment process is deemed to have been compromised to the extent that it is judged to have had a negative impact on a learner’s performance, the Centre Manager or their nominee will seek to address the cause of the irregularity and to provide remedial action where it is deemed to be warranted. Depending on the circumstances and the extent of the irregularity, this may include a repeat of the assessment element for the learner(s) affected by the irregularity. It is the responsibility of the Centre Manager to ensure that a written report of the objection, the investigation process and the outcome is recorded.

14.3.3. Assessment Process Appeals

Notwithstanding the entitlement of learners to make formal objections relating to procedure, learners may also submit assessment process appeals following the issue of formal and approved results. Such appeals must be received within five (5) working days of receipt of the results of the assessment.

14.3.4. Viewing of Assessment Material

Where possible, the learner will be afforded the opportunity to view the assessment material and the marking sheets relating to the assessment and to discuss the appeal application with the assessor and/or the Centre Manager or their nominee. The purpose of this procedure is to facilitate the learner in making an informed decision about whether to proceed with an appeal. This procedure must take place within the allocated five (5) day timeframe for lodging an appeal.

14.3.5. Formal Submission of Appeal

Assessment Process Appeals must be submitted using an Assessment Appeals Application Form (AP20). The appeal must be submitted to the Centre Manager or their nominee with responsibility for operation of the policy. Only appeals requests submitted on the standard Assessment Appeals Application Form and received within the permitted timeframe will be processed.

A fee of €40 is payable in respect of an appeal request. Learners who seek to appeal must submit payment with the Assessment Appeals Application Form using the standard method of payment operated by the centre. This fee is refunded in the case of a successful appeal. The learner who seeks to appeal has responsibility for ensuring that all documentation relating to the appeal, including supplementary documentation in support of their appeal, has been correctly submitted.

The Centre Manager or their nominee has a responsibility to formally acknowledge receipt of the appeal. Once the appeal is received and acknowledged, the Centre Manager or their nominee must ensure that the appeal is forwarded to the Independent Appeals Committee. The Centre Manager must also ensure that, where applicable, the relevant awarding body is notified of the impending appeal.

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Notification of impending appeals is made to the Results Approval Panel as part of the normal procedure for seeking approval of results.

The Independent Appeals Committee is established by the Director of Further Education and Training. It will be composed of three (3) members deemed competent to make an independent adjudication on an Assessment Process Appeal. The role of this committee is to process the appeal, examine the available documentation and evidence and adjudicate whether an assessment process was compromised to the extent that it impacted negatively on the performance of the appellant.

The committee may seek further information and documentation in order to discharge its function. This may include:

• An interview with the appellant or other learners.

• An interview with, or report from the Centre Manager and their nominee and/or other persons directly involved in the assessment.

• Access to the Invigilator’s Report in the case of an examination.

• Access to any record/recordings of skills demonstrations/performances.

All appeals must be processed promptly within a reasonable timeframe and an Assessment Appeals Committee will endeavour to complete its investigation within ten (10) working days of the receipt of the appeal by the committee.

The outcome of the investigation will be communicated to the Centre Manager and/or their nominee in the most efficient and expedient manner (e.g. e-mail or telephone) to be followed by a formal notification of the decision of the committee. See Appendix Twenty- Two.

The Centre Manager has a responsibility to inform the learner of the outcome using a standard format letter, see Appendix Twenty-Two. The Centre Manager must also ensure that the result of the appeal, and any change in grade that it affects, is communicated to the relevant awarding body, the programme coordinator and other relevant personnel within the centre e.g. the assessor.

Formal notification of the outcome must be communicated to the Results Approval Panel for approval prior to submission to the awarding body.

The decision of the Assessment Appeals Committee is final in terms of the Kilkenny and Carlow Education and Training Board appeals process. 14.4. Assessment Appeals Roles and Responsibilities

14.4.1. The Centre Manager or their Nominee

The Centre Manager or their Nominee has responsibility to: • Ensure that all learners are made aware of the grounds for making an appeal

(assessment result appeal and assessment process appeal)

• The timeframes are observed in relation to an appeal

• Receive and acknowledge an appeal application from a learner

• Submit Assessment Appeals Application Form to the Independent Appeals Committee



• Inform the awarding body of impending appeals and the result change (if successful)

• Inform the learner (and other relevant stakeholders) of the outcome of the appeals application

14.4.2. The Learner

A learner who appeals the outcome of an assessment process has responsibility to:

• Note the grounds for appeal (assessment process appeal or assessment results appeal) • Make an informed decision to appeal based on a real conviction that their assessment

performance was negatively impacted by irregularities in the way that the assessment process was conducted

• Note and adhere to the timeframe for appeal (within 5 days of results)

• Lodge an appeal in accordance to the regulations and conditions established for appeals where they feel this is relevant (including payment of the appeal fee)

14.4.3. The Independent Appeals Committee

The Independent Appeals Committee must: • Examine the learner appeal and all supplementary documentation required to decide

within the allocated timeframe

• Investigate whether relevant assessment procedures were followed

• Decide on the appeal

• Communicate the outcome to the Centre Manager with expediency. Thereafter, to notify the Centre Manager of the outcome formally by standard letter.



15. Assessment Results Appeals


The principles that underpin Kilkenny and Carlow Education and Training Board’s approach to Assessment Process Appeals are also applicable to Assessment Results Appeals


The fair and consistent assessment of learners, in line with award standards, is a central principle of a quality assured assessment system. Kilkenny and Carlow Education and Training Board is committed to ensuring that learners are provided with the opportunity to demonstrate that they have achieved the required national standards of knowledge, skill and competence for the relevant award. Consequently, Kilkenny and Carlow Education and Training Board believes that learners have the right to appeal an approved result, within a specific timeframe, where they contend that the result/mark awarded is not reflective of the quality of the work submitted for assessment.

15.3. Procedures in this policy area

15.3.1. Assessment Results Appeal

All information relating to appeals is provided to learners as part of Kilkenny and Carlow Education and Training Board’s policy of clear and unambiguous communication with learners on matters relating to assessment.

Approved results of assessment are issued to learners following Kilkenny and Carlow Education and Training Board’s results approval process. Reference to appeal procedures and/or a summary of same will be issued to learners with the formal notification of results. Application for results appeals must be received within ten (10) working days of receipt of the results of the assessment.

An Assessment Results Appeal refers to an appeal made by a learner based on their dissatisfaction with an approved result and their contention that the result is not reflective of the quality of work submitted for assessment. Only approved results for evidence submitted in respect of an assessment event can be appealed under this procedure. No new assessment evidence can be submitted.

15.3.2. Viewing of Assessment Material

Where possible, the learner is afforded the opportunity to view the assessment material and the marking sheets relating to the assessment and to discuss the appeal application with the assessor and/or the Centre Manager or his/her nominee. The purpose of this procedure is to facilitate the learner in making an informed decision about whether to proceed with an appeal. This procedure must take place within the allocated ten (10) working day timeframe for lodging an appeal.



15.3.3. Formal Submission of Appeal

Assessment Results Appeals must be submitted using the same Assessment Appeals Application Form as applies to Assessment Process Appeals; see AP20 Assessment Appeals Application Form. The appeal must be submitted to the Centre Manager or their nominee with responsibility for operation of the policy. Only appeals requests submitted on the standard Assessment Appeals Application Form and received within the permitted timeframe will be processed.

A fee of €40 is payable in respect of an appeal request. Learners who seek to appeal must submit payment with the Assessment Appeals Application Form using the standard method of payment operated by the centre. This fee is refunded in the case of a successful appeal.

The learner who seeks to appeal has responsibility for ensuring that all documentation relating to the appeal, including supplementary documentation in support of their appeal, has been correctly submitted.

The Centre Manager or their nominee has a responsibility to formally acknowledge receipt of the appeal. Once the appeal is received and acknowledged, the Centre Manager or their nominee must ensure that the appeal is forwarded to the Independent Appeals Committee and that the assessment evidence and all relevant marking sheets pertaining to the result are securely delivered to the location designated for the appeal process.

The Centre Manager must also ensure that, where applicable, the relevant awarding body is notified of the impending appeal.

Notification of impending appeals is made to the Results Approval Panel as part of the normal procedure for seeking approval of results.

The Independent Appeals Committee is established by the Director of Further Education and Training. It will be composed of three (3) members deemed to be independent of the case and suitably qualified to make an independent adjudication on an Assessment Results Appeal. The role of this committee is to process the appeal, examine the available documentation and evidence and adjudicate whether an assessment result is reflective of the quality of the work submitted for assessment.

All appeals must be processed promptly within a reasonable timeframe and an Assessment Appeals Committee will endeavour to complete its investigation within ten (10) working days of the receipt of the appeal by the committee.

The outcome of the investigation will be communicated to the Centre Manager and/or their nominee in the most efficient and expedient manner (e.g. e-mail or telephone) to be followed by a formal notification of the decision of the committee. See Document to be created.

The Centre Manager has a responsibility to inform the learner of the outcome using this standard letter: AP22 Assessment Appeals Result Notification Letter. The Centre



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Manager must also ensure that the result of the appeal, and any change in grade that it affects, is communicated to the relevant awarding body, the programme coordinator and other relevant personnel within the centre e.g. the assessor.

Formal notification of the outcome is communicated to the Results Approval Panel for approval prior to submission to the awarding body.

The decision of the Assessment Appeals Committee is final in terms of the Kilkenny and Carlow Education and Training Board appeals process.

15.4. Assessment Appeals Roles and Responsibilities

15.4.1. The Centre Manager or their Nominee

The Centre Manager or their Nominee has responsibility to: • Ensure that all learners are made aware of the grounds for making an appeal

(assessment result appeal and assessment process appeal)

• The timeframes in relation to an appeal

• Receive and acknowledge an appeal application from a learner

• Submit Assessment Appeals Application Form to the Independent Appeals Committee

• Inform the awarding body of impending appeals and the result change (if successful)

• Inform the learner (and other relevant stakeholders) of the outcome of the appeals application.

15.4.2. The Learner

A learner who makes a decision to appeal the outcome of an assessment process has responsibility to:

• Note the grounds for appeal (assessment process appeal or assessment results appeal).

• Make an informed decision to appeal based on a real conviction that they are dissatisfied with the assessment result and that the result was not reflective of the quality of the evidence submitted.

• Note and adhere to the timeframe for appeal (within 5 days of receipt of results).

• Lodge an appeal in accordance to the regulations and conditions established for appeals (including payment of fee fee).

15.4.3. The Independent Appeals Committee

The Independent Appeals Committee must: • Examine the learner appeal and all supplementary documentation/evidence

required to decide within the allocated timeframe.

• Investigate whether the approved result is reflective of the assessment evidence submitted.

• Decide on the appeal. • Communicate the outcome to the Centre Manager with expediency. Thereafter,

to notify the Centre Manager of the outcome formally by standard letter.



16. Requesting Certification


Following the conclusion of the results approval and appeals process, the Centre Manager or his/her nominee will request certification for the learner from the relevant awarding body. At the point of requesting certification for the learner the centre manager or designated person confirms that it has implemented all elements of the relevant verification/authentication process and adhered to all agreed procedures.


• The outcome of the Results Approval Panel meeting is forwarded to the Centre

Manager.

• Certificates are requested within two weeks of results approval and in adherence with timelines established by the awarding body.

• Having completed the checklist in AP21 Requesting Certification Checklist, the centre manager or designated person proceeds to request certification from the awarding body.

• Results data is recorded on Programme Learner Support System (PLSS) • Upon receipt of the requested certificates, the Centre Manager or his/her

nominee confirms receipt

• The procedures pertaining to the Secure Storage of Assessment Material extend to the storage of certificates

• Centres have responsibility for the distribution of certificates to learners. The approach they employ e.g. registered post, formal conferring ceremony, is at the discretion of the centre.

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17. List of Documents/Forms

Document / Form title: AP01 Assessment Calendar

AP02 Assessment Brief

AP03 Record of Submission

AP04 Reasonable Accommodation

AP05 Compassionate Consideration

AP06 Alleged Assessment Malpractice Report

AP07 Alleged System Malpractice Investigation Report

AP08 Assessment System Malpractice Sanctions

AP09 Declaration of Conflict of Interest

AP10 Notice of Allegation of Assessment Malpractice

AP11 Notice of Outcome of Investigation (substantiated)

AP12 Notice of Outcome of Investigation (unsubstantiated)

AP13 Assessment Malpractice - Appeal of Outcome

AP14 Examination Handbook (Staff Version)

AP15 Exam Invigilation Report

AP IV 01 Contents Verification

AP IV 02 Internal Verification Checklist

AP IV 03 Internal Verifier Report

AP EA 01 External Authentication Report

AP EA 02 EA Corrective Action

AP CA 01 Certification Audit Report

AP16 RAP Process Provider Checklist

AP17 RAP Meeting Agenda

AP18 RAP Process Report

AP19 RAP Confidentiality Statement

AP20 Assessment Appeals Application Form

AP21 Requesting Certification Checklist

AP22 Assessment Appeals Result Notification Letter














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