Co. Cavan VEC
FETAC Quality Assurance
4th September 2012
Why?
• Without adhering to our QA agreement,
we would not be able to run any
programmes, or have any learners
certified.
Areas of our QA
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B1 - Communications
B2 - Equality
B3 – Staff recruitment and development
B4 - Access, transfer and progression
B5 – Programme development, delivery and
review
B6 – Fair and consistent assessment of
learners
B7 – Protection for learners
B8 - Subcontracting
B9 – Self evaluation
Review of the QA policy
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2006 – Developed
2009 – Reviewed
Since 2011, on-going review of our policy
B1, B5, B6 – Amended
New policies and procedures have been
developed
• Currently looking at B9 Self Evaluation
• The policy is available on
www.cavanadulteducation.ie
New policies and procedures
Some of the new/revised policies and procedures
include:
• Admissions Policy
• Reasonable accommodation
• Equality Plan
• ESOL Attendance
• Assessment Malpractice
• Appeals procedure
• Examination procedures
• IV/EA Procedures
• Compassionate Consideration, etc…
All available on the website: www.cavanadulteducation.ie
B1 Communications
This procedure describes :
• How Co. Cavan VEC communicates with
learners
• How staff communicates with each other
• How the centres communicate with
external stakeholders
B1.1 Communications with learners
Method(s) used to carry out
this procedure
Learners have access to
programme / course
information
Who does it
Tutors
Evidence generated by this
procedure
Programme overview
Programme documents (CALC)
Website:
www.cavanadulteducation.ie
(general information, including
ATP)
Information leaflet including
general information, FETAC, ATP
routes and opportunities
Learner induction - notes
A FETAC information sheet is being devised.
This will also be available on the website.
Programme overview
• This is a brief synopsis of what the course
entails
• This must now include weighting and
assessment information
• Must be signed and dated by the learner
• Must be included in the portfolio
• Must be given out at the start of a course
*See example in your pack
B1.1 Communications with learners
Method(s) used to carry out
this procedure
Learners are aware of the
Health and Safety Policy and
the implications of it while
they are using the centre/s
Who does it
Centre Heads, programme coordinators, ALOs
Evidence generated by this
procedure
Health and Safety Policy
available to all learners, on
noticeboards, in resource
area, website
Health and Safety should form part of
every course. Tutors need to make
learners aware of the centre’s Health
and Safety Statement and where it can
be found.
B1.2 Communication with staff
General information on
all centres – web-based
Staff meetings
(general)
Staff meetings
(QA/FETAC)
Staff meetings
(Programme Planning
and Programme
Review)
Cavan VEC
Website
All staff
Meeting agendas &
minutes
Meeting invitations,
agendas and minutes
Emails to staff to inform
them of programme
planning and programme
review
Agendas and minutes of
meetings
AEO and FETAC coordinator
ALOs and co-ordinators
Not only are meetings important, but they also have to be
conducted according to our policy!
B1.2 Communication with staff
Method(s) used to carry out
this procedure
Staff handbook
Who does it
Continuous Professional
Development
CEO and AEO, CPD
Committee
Cavan VEC
Evidence generated by this
procedure
Staff Handbook – one hard
copy per centre
Tutor Handbook (CALC/YR)
Website:
www.cavanadulteducation.ie
(hard copies for Loughan
Powerpoint
presentations,
House)
folders, worksheets,
agendas, calendar/diary
entries
CPD details in online QA folder
CPD Planning/Away Day
The staff handbook is being currently developed.
All staff are encouraged to attend CPD.
B2 Equality
This procedure describes:
• How Cavan VEC aims to make its staff
aware of equality issues and encourages
its staff to promote equality
• How Cavan VEC aims to realise equality
planning through regular audits
B3 Staff recruitment and development
This procedure describes how Co. Cavan
VEC:
• Recruits and allocates staff
• Provides induction for new staff
• Identifies and prioritises the training,
development and support needs of staff
B3. 3 Staff development
Method(s) used to carry Who does it
out this procedure
In-service training provided VEC
by VEC
Staff development needs are VEC
identified by the centre and
built into annual Continuous
Professional Development
programmes
Evidence generated by
this procedure
Records of training
Records, tutor
questionnaires / evaluations
Staff must give suggestions for CPD!
Tutors must complete a Tutor Evaluation at the
end of each course. These are to be left in the
centre.
*Available in your pack and on the website
B4 Access, transfer and progression
This procedure describes how:
• Information on programmes and services
is made available
• Learners are entered onto a programme
• Learners may have RPL (Recognition of
Prior Learning) recognised
• Learners’ needs are accommodated
RPL
• RPL stands for Recognition of Prior
Learning
• Some learners may be exempt from
particular assessments / components
B5 Programme development, delivery
and review
This procedure describes how Co Cavan VEC:
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Develops programmes
Designs programmes
Submits programmes for validation
Plans for the delivery of programmes
Delivers programmes
Maintains records
Provides and maintains resources
Maintains Health and Safety standards
Reviews programmes
B5.1 Need identification
Method(s) used to carry
out this procedure
Programme development
groups established to
develop new programmes
at levels 1, 2, 3 and 4
Who does it
Evidence generated by
this procedure
FETAC coordinator, resource Agendas, minutes of
workers, tutors from different meetings, written
centres
programmes, FETAC
application documents
The new FETAC Level 4 programmes have been
written nationally. Co. Cavan VEC were part of the
process. There was a national approach at Levels
4 and 5.
* The new level 4 and 5 programmes must be
used!
More programmes will be put up for sharing
around the country.
B5.2 Programme design
Method(s) used to carry
out this procedure
Who does it
Evidence generated by
this procedure
Diverse teaching
methodologies reflect
individual learners
Assignments are designed for
the learners while meeting
FETAC criteria
Recommended assessment
tasks are built into new
programmes development
All tutors
Lesson plans, tutor records,
programme records, schemes of
work
Portfolios
All tutors
FETAC coordinators, programme Assessment briefs,
writers, tutors
programmes
Templates for lesson plans and assessment briefs
are available.
*Available in your pack and on the website
Writing your scheme of work
• Read through the programme.
• Match the indicative content to the
learning outcomes.
• Remember what indicative content is! It’s
only an indication of what can be done, but
does not have to be strictly followed,
provided the learning outcomes can be
evidenced.
Schemes of work
• Schemes of work should include:
o General information about the course
o Objectives
o Lesson activities
o Resources / Materials
o Assessment
*These are to be handed in shortly after your
course begins.
*Template on the website
The standard
• Before you prepare for the course, check
the Grid of Level Indicators.
Assessment tasks
• Assessment tasks included as evidence in
the portfolio should be:
o At the required standard
o Clear
o Up to date / reflective of today’s times
o Covering at least one learning outcome or
more, if possible
o Marked
o Relevant
o Integrated where possible
Assessment briefs
• These must contain the following:
o FETAC logo (just until it changes…)
o Component title and code
o Weighting
o Type of assessment, e.g. skills demonstration
o Assessment guidelines
o Assessment criteria
o Declaration by the learner that it is their own
work
o Date received and submission date
Assessment briefs cont.
• Assessment guidelines – these are what
you expect the learner to do
• Assessment criteria – this is how you
expect the assessment to be carried out
• No more SLOs. Also unnecessary to
included LOs in the assessment brief,
unless the learner has access to the
component specification
*NB - The assessment task must match the
brief! *See example in your pack
Assessment criteria
• This is an important part of the
assessment brief as it tells the learner the
standards which must be achieved in
order to be successful in the assessment
task.
• There are examples of phrases on the
website that can be used when devising
the assessment criteria.
Types of assessment
• Types of assessment could
include:
oPortfolio / Collection of work
oSkills Demonstration
oProject…etc.
B5.5 Programme delivery
Method(s) used to carry out
this procedure
There are on-going reviews of
programmes
Who does it
All involved in programme
delivery
Evidence generated by this
procedure
Records of review, e.g.
programme review forms (tutor
and learner), questionnaires
Programme Review is an important part of our
agreement. Programmes will be reviewed annually.
Our Level 3 programmes were reviewed in June. All
amended programmes have been uploaded to the
website.
*Ensure that you are using new Level 3 programmes.
Amended Level 3 programmes
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Communications
Breakfast Cookery
ESOL
Career Preparation
Internet Skills
Computer Literacy
Word Processing
Application of Number
Art and Design
B5.6 Learner records
Method(s) used to carry
out this procedure
Who does it
Evidence generated by this
procedure
There is recording of
attendance
Centre head, tutors
Attendance records, registers,
sign in sheets
It is the tutor’s responsibility to keep
accurate records of learners’ attendance.
B5.8 Health and safety
Method(s) used to carry out
this procedure
Who does it
There is a nominated Health
Centre heads
and Safety Officer in each
centre, a safety committee in
some centres
There is a recording procedure Centre heads
for hazards and opportunities
to discuss Health and Safety at
every Adult Education
Services/staff meeting
Evidence generated by this
procedure
Records of meetings of safety
committee
Records – risk assessment,
Health and Safety on the agenda
for AES/staff meetings, minutes
of meetings
Know who the Health and Safety Officers are for your
centre.
Ensure that you know the procedures for reporting a
hazard.
Health and Safety Policy
• This policy should be available to all
learners.
• It should be available in public areas.
• It is also available on the website.
• It has been updated in August 2012. (Adult
Learning Centre)
B5.9 Programme review
Method(s) used to carry out
this procedure
Who does it
Evidence generated by this
procedure
Learners have the opportunity
to review programmes
All tutors
Records of programme review,
e.g. programme review forms
filled in by learners, evaluation
forms
Learner programme review forms have been
amalgamated with learner evaluations so that
there is only one form for learners to fill in at the
end of the course.
*Available in your pack and on the website
B6 Fair and consistent assessment
This procedure describes how Co. Cavan VEC:
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Coordinates planning of assessment
Gives information to learners
Secures assessment related processes and material
Provides reasonable accommodation
Ensures consistency of marking between assessors
Ensures assessment by third parties is consistent
Ensures consistency of marking with national standards
Gives feedback to learners
Provides a process whereby learners can appeal their results
Returns certification data
B6.1 Coordinated planning of
assessment
Method(s) used to carry
out this procedure
There is training for staff
on writing assessment
briefs
Programmes are designed
with the integration of
assessment in mind, where
applicable
Who does it
FESS, centre heads,
resource workers
PDT (programme writing
team), tutors
Evidence generated by
this procedure
Training schedules,
handouts, presentations
Evidence of integrated
assessment within centres,
where possible
Integration, where possible, is
encouraged to reduce the amount of
assessment for a learner.
Assessment plans
• To be included with scheme of work
shortly after the course begins
• Now includes Peer Review dates
• To be included in the tutor pack
• Not to be included in the portfolios
• *Available in your pack and on the website
B6.2 Information to learners
Method(s) used to carry out this
Who does it
procedure
The learner handbook contains information Team of staff, learners
regarding assessment
The website contains information about
Staff, learners
assessment
Evidence generated by this
procedure
Learner Handbook
Website:
www.cavanadulteducation.ie
A new Learner Handbook is being developed.
This will be available on the website and can
also be printed as needed.
B6.4 Reasonable accommodation
Method(s) used to carry
Who does it
out this procedure
Assessment is
All tutors
adapted/modified in
accordance with the
learner’s ability, while
meeting the same standard
Evidence generated by
this procedure
Adapted assessments,
reasonable accommodation
forms
There is a new procedure for Reasonable
Accommodation with an accompanying form that
needs to be filled in when reasonable
accommodation is requested.
*Available on the website
B6.5 Consistency of marking between
assessors
Method(s) used to carry
out this procedure
Training in FETAC
assessment procedures is
given
Cross moderation takes
place across the Adult
Education Centre in Co.
Cavan VEC
Peer review takes place
across the centre
Who does it
FETAC coordinators
Evidence generated by
this procedure
Attendance records, training
notes
FETAC coordinators
Logs of cross moderation,
cross moderation forms
All tutors, centre heads
Records of meetings, peer
review forms
Cross moderation will take place at least once a year, tutors
will be notified. Peer review will take place throughout the
year. This is a compulsory process.
There are new forms for Peer Review. *Available in your pack
and on the website
Tutor packs
These must be handed in with your portfolios, and
should contain the following:
• Assessment plan
• Assessment briefs
• Programme overview
• Assessment tasks
• Solutions
• Marking schemes
• Schemes of work
* Note: Tutor packs need to be handed in,
regardless of the level.
Evidence
• The evidence in the portfolio must be:
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Of the right standard
Sufficient
Covering the learning outcomes
Following the guidelines in the Programme
Descriptor
Easy to locate in the portfolio
Clearly labelled if on CD/DVD/memory key
Not in plastic sheets
Necessary (Extra evidence should be at the end, with
a separate cover sheet)
B6.7 Consistency of marking with
national standards
Method(s) used to carry
out this procedure
Internal verifier’s reports
are available
There is preparation for
external authentication
Who does it
Nominated internal verifiers
FETAC coordinators
Evidence generated by
this procedure
IV Reports
Guidelines for tutors,
minutes of meetings
• An IV panel is being put together.
• There are new procedures relating to the
IV panel.
• Procedures relating to IV and EA will be
available on the website.
*IV forms are available on the website
Preparing for EA
• There are forms available that tutors can
use to ensure that they have included
everything with their portfolios.
*These are available in your pack and on the
website
• When using file dividers, number them.
The IV panel
• These are some things that the IV panel
looks at:
Does the evidence in each portfolio match the techniques in the component specification /
validated programme?
Are marks totalled / percentage marks calculated /grades allocated correctly?
Are the marks transferred correctly from learner marking sheets to the provisional results
sheet/report?
Is there a signed statement/s in the portfolio indicating that the work is the learner’s own?
Is there evidence that deadline dates for the submission of assessment evidence were issued to
learners?
Is there evidence that feedback was given to learners?
Also: assessment briefs, outline solutions, marking schemes,
assessment plans, etc.
*Note: All portfolios submitted must be accompanied by a Tutor
Pack.
Level 4 – Results Summary Sheet
• There is a new Results Summary sheet for
Levels 4 and up.
• Transfer marking sheet totals, where
applicable
*Available on the website
B6.8 Feedback to learners
Method(s) used to carry
Who does it
out this procedure
Exercises are marked and Subject tutors
handed back to learners,
feedback forms are given
to learners
Results are sent to learners Centre heads
immediately following sign
off from the approval
panel, with offer of access
to internal appeals
Evidence generated by
this procedure
Marked exercises, feedback
forms
Records of correspondence
Feedback forms - Generally, one feedback
form per assessment brief or as relevant
Feedback forms
• One per assessment brief/one per term is
sufficient
• They should be a reflection of the learner’s
assessment, not their overall progress
leading up to the assessment
• They should be personal to the learner
*A template is available on the website
B6.9 Learner appeals
Method(s) used to carry
out this procedure
Results are sent to
learners immediately
following sign off from the
approval panel, with offer
of access to internal
appeals
An internal appeals
procedure is in place
A FETAC appeal procedure
is in place
Who does it
Centre heads
Centre heads, tutors
FETAC coordinators, centre
heads
Evidence generated by
this procedure
Correspondence records
Minutes of appeals
meetings, records of appeal
Records of appeal
The Appeals Process will be available on the
website.
B6.10 Return of certification data
Method(s) used to
carry out this
procedure
Results are checked
by internal assessors
Who does it
Evidence generated
by this procedure
Tutors/assessors
Internal verification
report, IV initials on
report form
Peer moderation forms,
emails
Results are checked
Tutors/assessors
under peer
moderation
Results are checked at Internal verifiers
internal verification
stage
Results are checked at External authenticator
external
authentication stage
Records of checking, IV
report
External authenticator
report
Peer Review
• This has to form a part of EVERY tutor’s
course
• It is the tutor’s responsibility to get in touch
with other tutors
• A list of tutors and expert subject areas will
be emailed to you
• The form must be filled in – a copy given
to the tutor and one retained in the centre
Cross Moderation
• This process follows Peer Review.
• Portfolios must be complete.
• You will be notified when Cross
Moderation is taking place.
The assessment process
Initial Assessor
(usually the tutor)
Peer Review and
Cross Moderation
Internal Verification
Process
External
Authentication
Results Approval
Learner Appeals,
where applicable
B9 Self Evaluation
This procedure describes how Co. Cavan
VEC:
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Involves all staff in self evaluation
Establishes the range of self evaluation
Decides the frequency of the process
Gets access to, selects and involves EA
Involves learners in the process
Policies and Procedures
Reasonable accommodation
• It is the adaptation of assessment,
without altering the standard, as
necessary to cater for the needs of
learners whose personal situation
means that the assessment would
otherwise be unfair e.g. learners with
a disability
Process for reasonable accommodation
• Application form - section on the form which
may highlight any support required
• Learner meets with Centre/Programme
Coordinator
• Learner fills out a ‘Request for Reasonable
Accommodation for Assessment’ Form.
• Form submitted along with supporting
documentation, for example, a doctor’s
certificate.
• The Programme Coordinator meets with
Assessor
The appeals process
• The procedure is as follows:
o Results signed off by Results Approval Panel,
issued to learner
o Learner may appeal within 7 working days from
the date of the letter.
o Appeal Assessor, not the original Assessor, but
who has the subject matter expertise in the area
of the programme - given the same assessment
documentation
o Decision of the Appeal Assessor - writing - the
Centre Head.
The appeals process cont.
• Learner informed in writing of the outcome
• If appeal is successful, the Centre Head - inform
FETAC - new certificate can be issued
• Appeals will be processed, and where possible,
a decision -within 14 days of the centre having
received the application.
• Learner -unsatisfied, they may appeal Co.
Cavan VEC’s Assessment Process to FETAC.
Procedures for examinations
• Regulations for learners
• Regulations for supervisors
• Regulations for the centre:
o Centres are required to keep examination
papers and/or confidential assessment material
in safe custody at all times.
o There should be a ‘bank’ of examinations for
each subject and these will be handed out by
the centre to the supervisor.
Procedure for deferred examinations
Application for a deferred examination
• A candidate who, through illness or other
exceptional cause beyond the candidate’s
control, is unable to attend an examination is
required to lodge with the tutor/ALOs, not later
than five working days after the day of the
examination, an Application for Deferred
Examination form.
• Evidence must be supported by documentation
• ALO/Centre Head will make the decision
Assessment malpractice
• Assessment malpractice will include any
situation where the assessment of the
learner has been compromised. Examples
of assessment malpractice could include:
o Dishonesty in an examination
o The assessment piece is not the learner’s
own work
o Plagiarism
Assessment malpractice cont.
• If a Tutor suspects that plagiarism has occurred,
they must inform the learner of their concern.
• The co-ordinator/ALO must also be informed.
The work should be returned to the learner
• The learner, if they so wish, can have their work
reviewed by another member of staff.
• If plagiarism is confirmed, it will be recorded on
the learner’s file.
• The learner will be asked to re-submit their work.
Compassionate consideration
• To apply for an extension on an
assessment piece, or in the case of an
examination, to take the examination on a
different date, a learner must apply for
such through the ALO. The correct form
must be filled in, which will be sent to the
ALO / centre head for a decision.
ESOL
• Registration only at specific times
• Learners to attend a minimum of 80% of classes in any
particular course; otherwise they will not be presented for
certification. It is the tutor’s responsibility to discuss this with
the learner
• Social Welfare or Community Welfare office may request a
letter of confirmation of registration and/or attendance but the
learner must be in regular attendance for a period of four
weeks and only after consultation with the course tutor will a
letter be then issued. This stipulation is non-negotiable and
will apply to all learners at all times. The tutor is not in a
position to issue any confirmation of attendance to any
letter/agency.
The Equality Plan
• An equal status policy is a statement of
organisational commitment to equality,
diversity and non-discrimination for staff,
learners and other stakeholders from
across the nine grounds covered by the
equality legislation.
The Admissions Policy
• This policy gives information about how a
learner is admitted onto a course /
programme.
Using the website
• All staff need to have a User name and
password to access the Staff side of the
website.
Learners on the website
• Draw learners’ attention to policies and
procedures on the website, for example:
o The Equality Plan
o The Appeals Process
o Assessment Malpractice
o Reasonable Accommodation, etc…
Summing up
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Familiarise yourself with Co. Cavan VEC’s QA policy.
Integrate assessments wherever possible
Tutor and learner evaluations at the end of the course
Include assessment in the course overview
Include a tutor pack with your portfolios
Use the correct forms for reasonable accommodation and
assessment extensions
• Take part in Peer Review and Cross Moderation.
• Check the website for all new policies and procedures.
Make learners aware of these!
• Check the website regularly for updates.
Thanks for listening.
If you have any queries or
concerns, please email me:
jannatiearney@calc.ie