This is crucial information to know. It will be dependent on the size and make up of a qualification.
Some of our qualifications are internally-assessed short courses where assessment paperwork has been provided for centres to show how learners have met criteria. Using the paperwork supplied by us will sufficiently support you in delivery, assessment and IQA.
However, for larger portfolios of evidence we would typically expect to see the following:
- Individual Learner Plan (ILP) – this is a document that an assessor starts at the beginning of the learner’s qualification. It tracks the learner’s journey including initial discussions concerning the learner’s prior achievements, goals, current role and how the assessor can support them through the qualification. The assessor will then use this information to provide a timeframe for the qualification and map out assessment milestones, such as when a unit or certain assessment criterion should be met or when an observation should take place.
- The Evidence Matrix/Evidence Tracking Sheet – this document outlines the units the learner is undertaking, as well as specifying the learning outcomes and assessment criteria. It is formatted as a grid so that the assessor can review the learner’s evidence, decide if it meets criteria and then reference this with a number or letter within the portfolio, which is then identified in the Evidence Matrix. Essentially, the Evidence Matrix is like a table of contents which shows the assessor that evidence has been met and through what methods. It also shows the IQA and EQS teams where the evidence is for sampling purposes. An example Evidence Matrix can be found within our Assessment Packs, which you can locate within the download area of the members’ area.
- Assessor feedback – for internally-assessed qualifications, it is important that learners are supported throughout the duration of their learner journey. This includes formative and summative assessor feedback.
- Formative – this gives the learner support during their qualification. It could be provided verbally in meetings or written on the learner’s work, but it should always be supportive and developmental.
- Summative – this is a final piece of feedback at the end of the learner’s qualification on what they have achieved. It also provides final rationale for the IQA on the learner’s completion of the qualification.
- SPaG – this stands for Spelling, Punctuation and Grammar. An assessor must ensure that the learner is supported throughout their qualification in not only producing evidence that meets criteria, but also by identifying areas for improvement in their written English.