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Quality Assurance Policy

Resolve Quality Assurance Policy

 

1.Policy statement

Resolve aims to provide the best quality and value teaching, learning and assessment which is delivered by specialist trainers and consultants. We strive to meet the needs of individuals and employers and will work in partnership to enhance the quality of staff development.

Resolve is committed to providing high quality, reflective evaluation of learning, teaching and assessment to enhance the learning experience. There will be rigorous Internal Quality Assurance to ensure all aspects of teaching, learning and assessment meet the highest standards and are compliant with awarding organisation requirements, where applicable.

Quality assurance is fundamental to Resolve and is embedded in all of our teaching and learning processes, programmes and services. It guarantees the integrity and value of our teaching, learning and assessment. We ensure that quality is embedded in the design and delivery of our qualifications and programmes, and work with our learners and employers to ensure this.

This policy refers to an Internal Quality Assurer (IQA) as those responsible for quality within a qualification.

2.Quality Assurance Strategy

Resolve is committed to the following:

  • To hold Quality Meetings regularly for standardisation and development of best practice in teaching, learning and assessment which all relevant staff are expected to attend
  • Ensuring occupational competency and expert knowledge of all teaching and quality assurance staff
  • Ensuring valid, reliable and authentic assessment of learning and progress throughout the programme
  • Strict adherence to the awarding organisation policies and procedures.
  • Observations of staff members on a yearly cycle, with all training and assessing staff members receiving a minimum of two observations per year. Action plans and support will be in place for any staff members identified as ‘requiring improvement’.
  • All observations will be documented and moderated.
  • All Resolve staff members will receive access to regular, continuous professional development (CPD) and shall be encouraged to undertake reflective practice. CPD Logs will be updated by tutors and reviewed with the Learning & Development Manager within 1:1 meetings.
  • Learner & employer feedback will be regularly obtained and analysed and improvements shall be highlighted and implemented across the organisation, where required. On completion of their learning aim eg. Functional Skills, learners will be asked to complete a feedback questionnaire including the assessment environment, learning resources and quality of support provided by the tutor.
  • All documents relating to IQA activities will be held securely, in line with Data Protection and confidentiality requirements. Access will be granted to all relevant awarding organisations to any assessment documents and related materials.

3.Strategic analysis of quality

As part of the annual quality review all external moderator reports, achievement rates, learner, employer & teacher surveys will be reviewed and summarised by the directors to inform planning and the Quality Improvement Plan.

The Quality Improvement Plan is designed to improve teaching, learning and assessment, meet changing demands for employers, qualification changes and updates and maximise opportunities for further business growth.

Internal Quality Assurance

It is the responsibility of all Resolve Internal Quality Assurers to fully carry out the Internal Quality Assurance procedure.

4.INTERNAL QUALITY ASSURER COMPETENCE

All Internal Quality Assurers (IQAs) will be occupationally knowledgeable within the occupational area where they are carrying out their verification activity. Knowledge will be demonstrated at recruitment, on their curriculum vitae and within their ongoing Continuous Professional Development Log.

Internal Quality Assurers will hold a D34 qualification, the V1 award or its current equivalent. Trainee Verifiers will be qualified within the time limit dictated by the awarding organisation. All verification decisions made by trainee Internal Quality Assurers’ will be checked, authenticated and countersigned by a Resolve qualified Internal Quality Assurer who has the relevant occupational knowledge.

A copy of all Verifiers D34, V1 or equivalent certificates will be held at the centre with a copy of their current curriculum vitae.

 Copies of these certificates will be available to a Standards Verifier at the next visit after an Internal Quality Assurer is appointed.  Internal Quality Assurers will have a clear understanding of the national occupational standards so that they can competently support and advise their allocated tutors.

The role and support from the IQA is of paramount importance to the overall success, achievement and positive outcomes for the learning journey.

The Internal Quality Assurer (IQA) will :

  • Co-ordinate the monitoring, review and evaluation of the quality of the delivery of teaching and learning throughout the business.
  • Co-ordinate the Self-Assessment Reporting (SAR) process including the production of Self-Assessment Reports and of action plans.
  • Support and develop trainers and/or assessors
  • Monitor and improve the quality of teaching, learning & assessment practice
  • Apply policies, procedures and legislation to meet external and regulatory requirements
  • Ensure all staff have an awareness of company policies including Safeguarding, Prevent, Health & safety, Complaints and Equality & Diversity policies
  • Ensure that all internal and external Audit recommendations are addressed.

 

5.DEVELOPING AND SUPPORTING TUTORS

An essential part of the Internal Quality Assurer’s role will be to develop and support their allocated tutors with their continuing professional development.

All feedback will be constructive and directed at developing and improving the tutors confidence and skills in all aspects of assessment. The accessibility of a learner’s evidence via e portfolio allows for early IQA sampling and possible identification of areas of assessment practice that need to be developed with the tutor.

6.SAMPLING STRATEGY

Internal Quality Assurers will assure the quality and consistency of assessments through a system of sampling. Each Internal Quality Assurer will complete a Sampling Plan for each tutor/standard.

Internal Quality Assurers will ensure:

  • That the sampling plan adheres to CAMERA:

- all candidates are sampled

- Tutors experience,and qualifications, workload, occupational experience are taken into account

- All methods of assessment are sampled across the plan

-  All types of evidence are sampled across the pan

- All records are taken into account e.g. Plans, feedback, assessment practices, Previous IQA feedback etc

- All workplaces locations are taken into account

  • The IQA will ensure that once sampled the IQA sampling plan is fully updated.
  • The Sampling plan includes both interim and summative sampling for all learners.
  • That they record all decisions, judgments and feedback using the identified media eg. Aptem
  • All planned visits to observe and or support tutors will be recorded on the OTLA/IQA matrix
  • All learner portfolios/programmes will be sampled by the allocated IQA, feedback will be clearly presented to the tutor with agreed deadlines for any actions identified.
  • In line with all schemes of work, during the Interim IQA, the Internal Quality Assurer must ensure that the learner is progressing across all parts of the Apprenticeship. If it is deemed that the learner is not progressing or developing their skills and/or knowledge the IQA must determine why this is the case and ensure that an appropriate action plan is implemented to ensure that the learner will be a timely achiever or if applicable ready for End Point Assessment.
  • Interim Sampling will enable the Internal Quality Assurer to identify problems at an early stage and thus assist in avoiding a final verification not being passed. Refer to the IQA sampling plan for Tutor Risk Bandings (RAG rating e.g. Red, Amber, Green) and individual programme sampling.
  • The Sampling size for each tutor will be based on their RAG rating as follows:

Red (High Risk) – 100%

Amber (Medium Risk) – 50%

Green (Low Risk) – 10%

  • New tutors will be ranked as High Risk and sampled at 100% as above, until the IQA is satisfied that they may progress to Amber/Green.
  • The Final IQA sample will ensure that a full auditable journey has been recorded for each learner, including the following:-
  • Progress reviews have taken place at regular intervals.
  • The ILP has been updated and is fully completed at the exit review.
  • The session plan has been completed with appropriate feedback provided to the learner following each recorded visit.

7.Quality measure of progress reviews

Resolve recognise the importance of the learner progress review in the overall effectiveness of the provision, the reviews are carried out every 12 weeks. The main objective as part of the review process is to measure progress over the last period and provide feedback as to the progression towards shared goals. This then informs the targets which will be SMART and supportive for learner progression. It is vital to the learner’s progress that the review process is supported by the employer in a 3-way discussion. Tutor, Learner and Employer will be present during the reviews to agree steps required to support the learning journey.

We will complete QMPR quality measures of progress reviews, assessment feedback and sessions plans each month across the delivery team and provide developmental feedback to support the quality of the review content and its effectiveness during 121 monthly caseload reviews.  The Head Of Learning and Development will liaise with the relevant IQA for feedback on any IQA that has been carried out in the previous month as well as any Observations or OTLA.

During any stage of the Quality Assurance process, where there is a change in confidence in the assessment decisions of a tutor, or group of tutors, then the appropriate sampling will be amended accordingly.

 

8.Risk Banding Definitions;

LOW – where no concerns about performance exist, e.g. all criteria is considered as a minimal Risk.  This is achieved by meeting all the performance indicators at a Low Grade and there are no areas that require improvement. All portfolios will be sampled a minimum of once with every portfolio being sampled at the end of the programme.

MEDIUM – where some concerns regarding performance exist and where no very serious consequences are thought likely to results from these. To achieve medium risk, strengths must outweigh significant areas that require improvement in the key risk banding criteria.  All portfolios will be interim and final sampled with clear actions set if required.

HIGH – major concerns regarding performance exist or where the consequences of particular errors are thought to be critical to the business.  All new tutors are to be risked banded high where no track record is available to allow for judgments to be made, this will be reviewed after 6 months. This also relates to any new qualifications being delivered.  Tutors will be sampled (unless risk banding is reduced) at the following interim periods: 3 months, 7 months, 12 months and end of programme to ensure that the standard is maintained.

9.High risk action planning for improvement

On reviewing a tutor's risk band, if he/she is considered as HIGH risk, a detailed action plan should be devised by the Head of Learning and Development and IQA and agreed with the tutor at their 1:1 meeting. This must contain actions that the tutor must carry out in order for their performance to improve.  This action plan should be reviewed frequently (at least at every 1:1 meeting) to ensure progress and improvements are being made.

If the tutor remains HIGH risk the Head of Learning and Development should liaise with Directors to instigate Performance Management process with the individual.

10.Observation of Teaching and Learning

  • All Tutors will be observed on a minimum of two occasions throughout the year. An OTLA Report will be completed and any development actions identified will be documented with a target completion date. If it is identified that an OTLA is unsatisfactory/high risk, an action plan will be agreed and implemented with the tutor and a further OTLA conducted within 8 weeks for further monitoring.  If further concerns are identified, this may lead to disciplinary action.
  • Moderation will be carried out annually for any member of the IQA team undertaking Observations of Teaching and Learning.

11.Sector Specific Standardisation  

The Internal Quality Assurance Team will meet regularly to monitor and review areas of assessment and verification across all awards and address the following:

  • Feedback from recent External Verifier visits will be discussed and action agreed and implemented by the IQA through their own team standardisation meetings.
  • Learner progression towards EPA and any other aspects of development.
  • Activities for individual units within the qualification are planned and delivered.
  • Assessment processes for problem units/elements, new programmes will be discussed and action agreed.
  • Information gained by Internal Quality Assurers from attending relevant courses/workshops will be shared with the group. Any action required will be agreed.
  • Minutes of The Internal Quality Assurance meeting will be taken and shared with all attendees and the Head of Learning and Development

12.Invigilation

Resolve will ensure the following when undertaking Invigilation:

  • All invigilators will undertake the relevant training prior to any testing
  • All new Invigilators will be observed during their first test session (for each Awarding Body) and annually thereafter to ensure all assessment regulations are being followed.
  • All Invigilators will have received copies of each Awarding Bodies guidance on conducting and invigilating examinations.
  • Resolve’s Equality and Diversity Policy is followed.

13.External Verification

The awarding body will allocate a Standards Verifier/ External Verifier (depending upon awarding organisation) and a quality review and development Verifier to quality monitor systems and structures through the following means:

  • Interviewing and observing tutors
  • Interviewing and observing Internal Quality Assurers
  • Interviewing learners
  • Sampling assessment and Internal Quality Assurance judgments
  • Monitoring minutes of meetings and policies
  • Monitoring policies/systems and procedures

The Verifiers will support the centre with any updates and training opportunities, and also any complaints or appeals the centre is unable to deal with.

14.Quality Management systems

The Head of Learning and Development will:

  • Undertake Monthly 121 meetings with all delivery staff
  • Following monthly quality checks undertaken by the IQA of learners’ portfolios and documentation; set actions and agree deadlines for Tutors across OTJ logs, assessment plans, progress reviews and feedback.
  • Attend IQA meetings where required.
  • Standardise practice of the tutors through team meetings.
  • Updating on EV visits
  • Updating IQAs on centre and external changes.
  • Being first point of contact for any verification issues.
  • Monitoring IQAs in practice.

15.Appeal Procedure (Learner)

In the instance that a learner wishes to appeal a decision then they should be directed to the Learners Appeal Procedure and appropriate support provided.

APPEALS PROCEDURE (TUTOR)

This procedure can be invoked if a verification decision has been made and the tutor does not agree with it.

In the first instance, the tutor will need to speak with the IQA and question the decision. An alternative IQA may be asked to look at the evidence if an agreement cannot be reached. If the tutor remains unsatisfied, they will need to make their appeal in writing to their dedicated IQA.

If the IQA upholds their decision and the tutor wishes to take the matter further then the appeals form together with all relevant documentation e.g. IQA reports, should be emailed to the Head of Learning and Development at:

jacky@resolveuk.org.uk

The Head of Learning and Development will judge the evidence and within 7 days they will advise the tutor of their decision in writing

16.Assessment Malpractice Policy

Policy

Resolve will not tolerate actions (or attempted actions) of malpractice by:

  • Learners;
  • Resolve employees (including full-time, part-time and freelance employees)

in connection with technical certificate qualifications, vocational qualifications,# Functional Skills or any other accredited qualifications.

Malpractice consists of those acts which undermine the integrity and validity of assessment, the certification of qualifications and/or damage the authority of those responsible for conducting the assessment and certification.

 

Responsibility

The tutor will ensure that learners sign a written statement or DVR (Digital Voice Recording) at the end of each unit/programme declaring that their work is their own. Electronic signatures for those learners on e-portfolio is permissible.

The tutor will sign a statement or DVR at the end of each unit/programme declaring that the evidence is authentic and the assessment was conducted under the requirements of the assessment specification. Electronic signatures for those learners on e-portfolio is permissible.

The tutor will inform all learners at induction about Resolve’s policy in relation to malpractice and the penalties for attempted and actual incidents of malpractice.

The tutor will include in their programme delivery procedures for assessing learner work in a way that reduces or identifies malpractice, e.g. plagiarism, collusion, cheating etc.

Dealing with Malpractice; for example:

If the tutor suspects that 2 or more learners have worked collaboratively on a piece of work, and a further investigation shows that the tutor was correct in their judgment the set procedures will be followed:

  • Report to the relevant Awarding Body
  • periods of supervised sessions during which evidence for assignments/tasks/coursework is produced by the learner;
  • altering assessment assignments/tasks/tools on a regular basis;
  • the tutor assessing work for a single assignment/task in a single session for the complete cohort of learners;
  • using oral questions with learners to ascertain their understanding of the concepts, application, etc within their work;
  • tutors getting to know their learners styles and abilities; etc.

All Centre Staff will be inducted and trained in the operation of the Assessment Malpractice Policy. 

 

 

 

 

Dealing with Malpractice

The Head of Learning and Development will investigate all alleged incidents of malpractice.  They will write to the individual(s) involved to inform them about the nature of the alleged malpractice and inform them of the consequences if the malpractice is proven.  If a judgment is made then the individual(s) will be informed about their right of appeal under the Resolve Appeals Procedure.

The Head of Learning and Development will inform the relevant Awarding Body about the alleged incident of malpractice and about any judgment made. in line with Regulatory requirement. The Awarding organisation has the right to carry out their own investigation and if malpractice is proven then they may take steps to protect the integrity of their assessments and tests.   The Awarding Organisation may withdraw programme and certification approval.  In extreme cases of malpractice the Awarding Organisation may have to notify funding bodies and the police.

In all cases of proven malpractice the Head of Learning and Development will work closely with the Awarding Organisation concerned and inform them immediately of reported or suspected incidents of Malpractice.

Examples of Learner Malpractice

The following are examples of malpractice by learners; this list is not exhaustive and other instances of malpractice may be considered by Resolve  or the Awarding Organisation at their discretion:

  • plagiarism by copying and passing off, as the learners own, the whole or part(s) of another person’s work, including images, works, computer generated work with or without the originator’s permission and without appropriately acknowledging the source;
  • Collusion by working collaboratively with other learners to produce work that is submitted as individual learner work. Learners should not be discouraged from teamwork, as this is an essential key skill for many subject areas;
  • Impersonation by pretending to be someone else in order to produce the work for another or arranging for another to take one’s place in an assessment/test;
  • Fabrication of results and/or evidence;
  • Failing to abide by the instructions or advice of a tutor, a supervisor, an invigilator, or the Awarding Organisation conditions in relation to the assessment/test rules, regulations and security;
  • Misuse of assessment or test material;
  • Introduction and /or use of unauthorised material contrary to the requirements of supervised assessment/test conditions for example: notes, study guides, calculators, personal organisers, dictionaries, mobile phones etc;
  • Obtaining, receiving, exchanging or passing on information which could be assessment/test related (or attempt to) by means of talking or written papers/notes during supervised assessment/test conditions;
  • Behaving in such a way as to undermine the integrity of the assessment/test;
  • The alteration of any results document, including certificates;
  • Cheating to gain an unfair advantage.

Centre Staff Malpractice

The following are examples of malpractice by centre staff.  The list is not exhaustive and other instances of malpractice may be considered by Resolve and/ or the Awarding Organisation concerned.

  • Failing to keep any Awarding Organisation mark schemes secure;
  • Alteration of any Awarding Organisation mark schemes;
  • Alteration of Awarding Organisation assessment and grading criteria;
  • Assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner;
  • Producing falsified witness statements, for example for evidence the learner has not generated;
  • Allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/portfolio/coursework;
  • Facilitating and allowing impersonation;
  • Misusing the conditions for special learner requirements;
  • Failing to keep learner computer files secure;
  • Falsifying records/certificates, for example by alteration, substitution, or by fraud;
  • Fraudulent certificate claims, that is claiming for a certification prior to the learner completing all the requirements of assessment;
  • Failing to keep assessment /test papers secure prior to the assessment/test;
  • Obtaining unauthorised access to assessment/test material prior to an assessment/test.

Quality Monitoring

All Internal Quality Assurers/Quality Monitoring staff will incorporate into their monitoring any evidence/signs of possible malpractice.  Any alleged incidents will be reported to Head of Learning and Development immediately.   

17.Monitoring

 

The policy will be reviewed every two years, or in the following circumstances:

  • changes in legislation and/or government guidance
  • as a result of any other significant change or event.