Fair Assessment Policy

Introduction

The key role of Tove Leeds is to secure standards for those qualifications we certificate i.e. accredited or non-accredited. As part of our commitment to quality assuring standards we aim to provide guidance and support to help leaners achieve learning and development goals. We also ensure that any regulatory requirements are met, and in turn we support leaners to meet those requirements.

We review all our policies annually or in response to regulatory changes to ensure that they remain fit for purpose.

Scope of Policy

This policy applies to the assessment of learners’ work that leads to partial or full completion of Tove Leeds qualifications and accredited or endorsed learning programmes.

Policy Statement

Assessment made possible by, facilitated and supported through, the use of postal means, information and communication technologies such as telephone and internet-based communications, e-assessment and the use of web-based assessment materials, are included in this policy.

We must ensure that the method of assessment meets in full any specified requirements for the delivery and assessment of the qualifications and units being delivered.

Assessment Design

Tove Leeds qualifications deliver and assess higher level skills and knowledge from L1 to L6. Tove Leeds has a strong view that assessment of these skills should be flexible to suit learner needs and delivery methods.

Tove Leeds considers a range of assessment strategies when developing or reviewing qualifications in order to ensure that it will meet the needs of learners, industry and employers.

Tove Leeds expect that assignment-based assessment is the predominant method, allowing holistic assessment of the full range of skills and knowledge to be applied to a real-world context.

Tove Leeds recognises that reliability and comparability of standards for the assignment method is a challenge. Tove Leeds therefore provide training for leaners, assessors and Internal Quality Assurers (IQAs).

Tove Leeds also provide specific guidance on:

• the make-up of the assignment;
• the evidence that needs to be generated by the learner;
• the marking criteria used by the assessor.

Tove Leeds will include a clear outline of the assessment method required for each unit within the qualification specification. Where a particular assessment method can be delivered across a range of units this will be highlighted.

Tove Leeds approach to assessment design is outlined as follows:

• Tove Leeds will develop at least one assessment brief for each unit (or unit range). This will assist Centres to get started with delivery of its selected qualifications and provide Centres with examples of good practice.
• Centres are encouraged to devise their own assessments which must be quality assured by Tove Leeds prior to their use.
• Tove Leeds will limit or remove the use of the Centre-devised option where it deems appropriate for a specific qualification due to issues of comparability, reliability, delivery method, or regulatory compliance.
• Guidance for marking and assessing assessment outputs will be provided to Centres in the qualification documents, in training and during EQA guidance. Additional guidance documents and/or specialised training may be developed for individual qualifications as deemed appropriate.

Tove Leeds designed assessments are available for Centres to use at any time and can be used in combination with Centre devised assessments.

Appendices guidance

Learner work should aim to minimise the amount of unnecessary attachments or appendices. Information that is essential to the learners to meet the Assessment Criteria should be included within the main body of the report.

All use of tables, graphs, diagrams, Gantt chart and flowcharts should be incorporated into the main text of the assessment, but not included in the word count. Any published secondary information such as annual reports and company literature, should be referenced in the main text of the assessment but not included.

Bibliography guidance

Where required, learners should use a recognised referencing convention and should be mindful of the risk of plagiarism and collusion.

Learners’ work authentication

Centres must have robust systems in place to ensure that it does all that is possible to identify and minimise opportunities for learner malpractice.

Through rigorous assessment and internal quality assurance processes, Centres must take all reasonable steps to ensure that:

• evidence submitted by each learner for assessment is authentic;
• where an assessment is required to be completed under specified conditions, learners complete the assessment under those conditions (other than where any Reasonable Adjustments or Special Consideration require alternative conditions);
• a declaration of authenticity is signed by learners and assessors for each submitted assessment;
• evidence of authenticity is made available to Tove Leeds as part of the External Quality Assurance process.

Guidance for Distance Learning Assessments

Centres engaged in distance learning must ensure that the distance learning assessment for qualifications they deliver:

• allows each learner to generate evidence which is valid and can be authenticated;
• ensures access to fair assessment for all learners;
• allows each specified level of attainment detailed in the specification to be reached by a learner who has attained the required level of knowledge, skills and understanding;
• allows assessors to be able to differentiate accurately and consistently between a range of attainments by learners; is conducted accurately, effectively and efficiently.

Policy Review Date

January 2024

Useful Contacts

For more information our qualifications and services visit: www.toveleeds.co.uk  alternatively, call at: +44(0) 744 058 7612 or email at: info@toveleeds.co.uk