Download Prospectus →

CommonWealth College of Excellence (CCE)

Assessment policy

Assessment Objective

• To ensure the maintenance of academic quality and standards

• To ensure the awarding bodies play an active part in the student assessment process

• To provide information on whether a student is ready to proceed or to qualify for the award at the level specified.

• To enable students to obtain feedback on their learning and assist them in improving their performance.

• To enable staff to evaluate the effectiveness of their teaching.

• The assessment requirements comply with those issued by the Awarding bodies.

• Modules are assessed by the methods and criteria described in the syllabus and are provided by the Awarding body on its website.

• It is the responsibility of the Programme Leader to ensure that the assessment procedures are followed fully at the final module and assessment points. Staff are required to perform regular checks of the documentation and assessment regulations and dialogue with the relevant Awarding Bodies.

• The Academic head/Programme Leader is responsible for liaising with the Awarding Bodies to send work to be assessed. The College ensures that its lines of communication with the Awarding Bodies are constantly updated.

Assessment Regulations

Objectives

To ensure the integrity of the assessment process.

• The Assessment Regulations are provided as standard regulations for levels 3/4/5/6/7 by the relevant Awarding Bodies and the College works per these regulations.

Module Assessment

Objectives

  • To ensure that marking is fair and accurate.
  • To ensure that the Learning Outcomes have been appropriately achieved.
  • To ensure that the process is transparent and verifiable by moderators and external examiners.

The Awarding bodies fully describe assessment criteria. Module forms and project briefs also contain detailed information.

  • The Programme Leader/ tutor is responsible for the overall approved content of each module, briefing students and conducting critiques.
  • The Programme Leader is responsible for coordinating the teaching team and ensuring the approved assessment criteria as explained in the Student Prospectus.
  • The process should be accompanied by full oral and written feedback from students using the official form provided by the college. (Refer to Appendix A for a sample student feedback form)
  • There are visits to the college from the Awarding Bodies to ensure the delivery standards required by them are being met, normally once a year.

Assessment Process

Objective

To provide a step-by-step guide to the Assessment Process.

Introduction

This section describes the Assessment Process, covering setting, marking, moderation, and return of results. A schedule of dates of the various stages in the process is produced by the Awarding body. This information is collected from the Awarding bodies. The schedule is published and made available to staff and students on the Awarding body’s website.

Feedback to students

The College conducts assessment in the form of assignments and mock examinations. But some courses (e.g. those of Pearson) are based on a continuous assessment system. Here, assessment judgments are based on achievement of learning outcomes at the standards set by the assessment criteria designed by the awarding body. Students must demonstrate that they have met all the criteria in order to achieve success in the qualification as a whole. Students are given written and sometime oral feedback after work has been marked. The College expectations are that a student should receive summative feedback within 3 weeks of the submission date. The feedback should include the identification of areas of improvement and commend positive aspects of the work and should reflect the stated Learning Outcomes.

Oral feedback to the students will be recorded to ensure that the students understand it and be able to use advice given for future submissions.

Oral feedback would be in English language which the learner should be able to understand and comprehend. At the end of the feedback the assessor should get confirmation from the learner whether or not he/she understood the feedback.

The written feedback should have the following features:

• It should be in simple English language which should be easily understood by the learner.

• It should be brief and concise.

• It should be developmental.

• It should be legible if hand written.

• It should identify areas of improvement.

• It should be positive and commend on the areas of improvement.

Tutorial Support

Academic staff provides personal and tutorial support to students to help them in their studies and to support them in their progress.

Internal and external Verification Policy and Procedure

• The internal verification of assessed student work is an important aspect of quality assurance and contributes to the rigour and robustness with which assessment is conducted by the Faculty. The internal verifier/Course Tutor is central to the quality assurance procedures in all programmes, both within the national framework and within the quality and management systems. The role in terms of managing assessment is that it consistently meets set standards.

• Internal verifiers/Tutors will have the knowledge and qualifications relevant to the vocational qualification(s) and other competence-based award(s) for which they are responsible to enable accurate judgments to be made regarding candidate performance concerning competence criteria.

• Internal verifiers/Tutors may be qualified in the respective units of the course.

• Internal verification of student assignments will be carried out by using the college policy in conjunction with relevant bodies. The tutors will continuously receive relevant training in Assessing and Verification through the CPD programme

• Awarding Bodies will work with the College in establishing the Internal Verification process and CCE will adhere to it to make the programme run smoothly. The College IV system will cover all items as follows:

• Equal opportunity

• Candidates satisfaction

• Carrying out and evaluating internal assessment and quality assurance systems

• Supporting assessors

• Monitoring the quality of assessor’s performance

• Meeting external quality assurance requirements

• Monitoring and supporting others in placements

What is the key to making valid assessment decisions?

All assessors need to be very clear about how to assess learner work. For example Pearson units are written in terms of learning outcomes (LO) which must be achieved for learners to succeed.

The learning outcomes state what the learner will be expected to know, do, or understand.

Assessment criteria (AC) are the standards that a learner must meet for the learning outcomes to be achieved. Therefore, to be successful a learner must achieve the learning outcomes at the standard stated by the assessment criteria. Tutors need to ensure that the learner has demonstrated the understanding required by the Learning Outcome (LO) or been able to show that they can do what is required when the Learning

The outcome starts with ‘Be able to’. This is an active command, and learners must show that they can actually do what is required by the LO. In these cases, learners cannot simply use theoretical information.

It is important that learners are clear about how they can meet the standards. They must know how to reference their work clearly so that they are not at risk of plagiarising the work of others. We must ensure that all learners understand how to reference their work and awarding bodies often provide guidance for learners on referencing.

Learners must also know what is required by the command verbs stated in each of the assessment criteria. It is essential that all this information is shared with learners verbally and visually (hand-outs, flipcharts, etc.). For example, Pearson has produced definitions of the command verbs and descriptions of the qualification levels. This will be issued to learners and staff.

Pearson for example assignments reinforce all of this information, as they relate to the learning outcomes and the separate tasks in the assignment state the specific criteria they refer to. This is reinforced by the cover sheet for assignments, which assessors can use to record their judgments and provide feedback to learners.

One task in an assignment may assess several learning outcomes at once and provide learners with opportunities to meet a range of assessment criteria. In addition, an assignment may cover more than one unit.

When completing assignments learners must produce the outputs required by the tasks.

Pearson for example has provided clarification on these outputs.

Assessment should be:

• Open and transparent.

• Authentic.

• Reliable, consistent, and rigorous.

• Relevant to the target group.

• Inclusive

Formal assessment is structured, usually takes place in clearly stated conditions, and is usually used for summative assessment.

Forms of non-paper-based formal assessment may include:

• Practical activity.

• Structured discussion.

• Questions and answers.

• Presentation

Paper-based formal assessment is normally in the form of assignments which may include:

• Case studies.

• Projects.

• Dissertation.

• Reports.

• Reflective journal.

• Diaries or logs.

• Timed assignments under controlled conditions.

Learners may build up a portfolio of evidence. Pearson assignments, for instance, are vocationally relevant and are normally set in a vocational context. It is entirely appropriate for learners to research and complete assignments in the workplace.

Assessment provision should involve:

• The rigorous application of assessment criteria at the appropriate levels for the qualification to show that learning outcomes have been achieved.

• A documented process or processes of standardisation to ensure consistency across learners, sites, and units to meet standards.

• Feedback to learners which is specific, and directly linked to the learning outcomes and assessment criteria. This allows the learner to understand where they have been successful and what they need to do to improve. This might lead to an action plan for improvement.

Assessment practice must have processes in place to ensure that the evidence for assessment is the learners’ work. Staff involved in assessment must at all times be aware of the necessity of confirming the authenticity of learners’ work. This has become more important with the advent, and increasing use, of information technology such as word processing, the Internet, Intranets, and CDs, all of which have contributed to the risk of plagiarism and copying.

While it is almost impossible to eliminate all opportunities for plagiarism and other forms of malpractice such as copying, collusion, ghostwriting etc., it is possible to take steps to reduce the risks of it occurring. Therefore:

• A statement confirming the authenticity of the work must be included with the learner’s file or portfolio

• We will use software to check for plagiarism in learner work and a copy of the plagiarism report must be attached to learner work at external verification. Whenever possible draft copies of learner work will be retained. Apart from indicating authenticity, the practice should be encouraged as it provides evidence of the development and planning of a larger piece of work.

• A learner’s work, or passages within a piece of work, that are substantially different in level, tone, or vocabulary from previous samples of similar work must be queried. Learners should at an early stage be introduced to an acceptable standard system of referencing so that external sources can be properly attributed.

• The learner’s name and Awarding body Learner ID should be clearly stated on their work. We must comply with the policy of the awarding body on Malpractice and Maladministration. Failure to do so may mean that certification will be blocked for all or some learners. Pearson for example has produced Guidelines for Centre Malpractice Policies. Find this information on the Qualification Guidance page of the awarding body website.

 

What does the validity of evidence mean?

Valid assessment is reliable, and it enables the results of assessment to be used with confidence.

What does sufficiency/fitness for purpose mean?

The assessment must be appropriate to the credit value and level. There must be sufficient evidence so that an accurate assessment judgment can be made.

What does fairness mean?

Assessment must be free from gender, ethnic, or other types of discrimination. There should be a balance of approaches to assessment.

Assessment should be manageable for:

• Learners.

• Tutors, and assessors.

• Administrators.

• The center/college.

• The awarding organisations

This is in terms of time, cost, resources, etc.

How should assessment decisions be documented?

Evidence of achievement must be mapped against the specific learning outcomes and assessment criteria. Learners cannot be awarded credit for partial achievement of a unit. Learner evidence must be made available to any External Verifier to confirm the award of credit for the learner/group of learners.

The following are examples of acceptable forms of evidence that are straightforward to cross-reference to learning outcomes and assessment criteria within units:

• Portfolios.

• Assignments.

• Written examinations.

• Time-constrained internally assessed work.

• Reflective diary.

• Projects.

• Research.

• Dissertations

The following are examples of acceptable forms of evidence that will have to be accompanied by signed tutor observation or witness statements to ensure that adequate evidence exists to confirm that individual learners took part in the activity and personally achieved the assessment criteria:

• Questions and answers.

• Talks and presentations.

• Roleplay.

• Group work.

Learners taking part in these types of activities as part of the assessment process must keep any preparatory notes/plans etc. which will make the assessment decisions more reliable and transparent. Evidence should ALWAYS be clearly cross-referenced to relevant learning outcomes and assessment criteria. Taped or video evidence must have an introduction identifying the unit and learning outcome/assessment criterion for which it is providing evidence. Both the tutor and individual learner(s) should be identified by name. Pearson for example has produced a form that can be used by assessors who are assessing oral work.

When dealing with oral evidence tutors must keep an ongoing record of achievement of all learners in the group. If individual assessment/achievement records are lost this will be the only proof of achievement. The internal verifier within a center should sample this form of evidence by attending the assessment.

It is important for tutors/course co-ordinators to remember that assessments can be adjusted to take into account the needs of individual learners e.g. descriptions can be given orally where learners have difficulty with committing work to paper or extensions to deadlines may be given when a learner has an illness which is certificated by a doctor. However, this should not be the norm.

Before submitting learners for certification, it is very important to ensure that all the information about assessment decisions is authentic, accurate, and ready for scrutiny by an external verifier.

Pearson for example has also provided an example of a tracking grid that records learners’ achievements across the qualification.

How do I design an assignment brief?

An assignment brief is the document issued to learners at the start of the assessment process for any given unit(s). The creation of assignment briefs that are fit for purpose is essential if learners are to be given every opportunity to succeed.

There is no prescribed layout or format for the brief, but it is recommended that it contains the following information:

• Title and level of the qualification.

• Title and number of unit(s) under assessment.

• Title/reference of the assignment.

• Date the assignment is set.

• Submission date.

The brief should include the following sections:

• Opportunity for the assessor to place the assignment within a context; perhaps referring to prior teaching and learning, where the project fits into the overall programme, etc.

• This is also an opportunity to state which learning outcomes and assessment criteria the activities and assessment address.

Tasks and Preparation

• A description of specific activities the learners will undertake to produce assessment evidence to address the assessment criteria targeted by the assignment and ensure that learning outcomes can be achieved.

• Tasks must be clear, relevant, current, and realistic.

• Wherever possible there should be variety in the tasks set.

• The design of the brief should refer to the criteria and learning outcomes that individual tasks address.

Forms of evidence

A clear statement of what the learner is expected to produce as evidence, and how that evidence will be assessed. Other information may include:

• Resources and reference materials.

Feedback Process

All modules on CCE programmes require two types of feedback – formative and summative.

Formative Feedback

Each Unit should contain a formative assessment opportunity, but this can take many forms.

The following is good guidance providing formative feedback.

  • Formative feedback should include at least one positive and 3 development points ‘to get a higher grade’.
  • ONE comment on content must be included e., while referencing and presentation is important, this should not dominate feedback.
  • Particular attention needs to be paid to whether the student has answered all the parts of the question and included any examples.
  • The work should not be graded.
  • Students are entitled to obtain one formative feedback for each unit.
Summative Feedback

Summative feedback is given to students at the end of a unit and should measure the skills and knowledge a student has gained over the entire instructional period. Summative feedback is essential for students to understand how far they have come in meeting the learning goals of the course, what they need further work on, and what they should study next. This can affect later choices that students make, particularly in contemplating and pursuing their major fields of study. Summative feedback can also influence how students regard themselves and their academic disciplines after graduation. Summative feedback should identify strengths of learner work as well as areas for further development.

Students should expect to receive feedback within three weeks of the deadline for submission of each piece of assessed work (including weekends and vacations).

Assessment Board Procedures

All modules on CCE programmes require two types of feedback – formative and summative.

Procedure Statement

The Assessment Board Procedures are designed to safeguard academic standards and the quality of assessment practice for the benefit of learners and to ensure that learners have access to redress if they require it. The procedures also have the following aims:

  • To create fairness and consistency in the assessment
  • To ensure that assessment is carried out in line with the requirements of the awarding bodies
  • To ensure that assessment is conducted in line with the indicators of sound practice detailed within the Quality Assurance Agency’s UK Quality Code for Higher Education (Part B; Chapter B6: Assessment of students and accreditation of prior learning)
Assessment Board and their authority

Assessment Boards are held for all programmes, in order to make recommendations on:

  • The grades achieved by students on the individual units
  • Mitigating circumstances
  • Cases of cheating and plagiarism
  • Progression of students onto the next stage of the programme
  • The awards to be made to students
  • Referrals and deferrals
  • Arrangements for assessment are consistent and fair

Assessment Boards shall be responsible for determining all assessments that contribute to the granting of an award. Nobody other than an Assessment Board shall have the authority to recommend the conferment of an academic award for a taught programme. Similarly, no other body shall have the right to amend the decision of a properly constituted Assessment Board acting within its approved terms of reference and in accordance with the Assessment Regulations for the particular programme, other than when results are modified as a result of academic offences, successful appeals or on the authority of the awarding organisations.

Constitution of Assessment Board

Those attending the Assessment Board must normally include:

  • Principal or Head of Academics (Chair)
  • Programme Leader(s)
  • Programme Coordinator or Academic Registrar
Assessment Board Procedures
  • All unit staff involved in the assessment are expected to attend the Assessment Board. Where a valid reason prevents attendance, a unit report and all results must be passed to the Programme Coordinator in good time and notification of non-attendance should be recorded.
  • If a member of an Assessment Board is aware of any potential conflict of interest, for example being related to or a close friend of a student under consideration, this must be declared and recorded in the minutes of the meeting. The person involved shall not take part in any further discussion covering the areas or students concerned. At the discretion of the Chair, the member concerned may be permitted to remain in attendance for the duration of these discussions and invited to respond to queries of a factual nature relating to them.
  • The College academically operates term-wise, hence there should be an assessment board on each term after marking and moderation are completed. Where candidates are undertaking Resubmissions, then a resit board will be constituted.
  • All unit staff within the team should forward assessment results to the Programme Coordinator well in advance of the meeting to allow for collation and presentation to the Assessment Board. In accordance with the Assessment and Internal Verification procedure, these results should have been through the appropriate processes for internal verification. Printouts or electronic copies of the results for all students by unit should be made available at the meeting.
  • Each student group within the cohort should be dealt with chronologically. i.e., year 1, year 2, etc. Unit leaders will be expected to confirm the accuracy of the results and that the results have been internally verified. Students with any outstanding work or issues will be discussed by the team. Decisions reached by the team, including recommendations on Resubmission/s, should be recorded in the minutes of the meeting.
  • The recording of the Assessment Board minutes should be made on the Assessment Board Minutes template.
  • Decisions on Resubmissions and Repeat Units should agree on a common approach to deadlines for resubmissions in line with this procedure.
  • The chair of the Assessment Board should sign off results at the end of the assessment board.

 

Date of Next Review: July, 2025