City~ Guilds Internal NVQ Programme- Learning AgreementLearn… · Web viewInternal customers wishing to complain should be offered a complaint procedure form, or a private area,

Learner Handbook Internal Assessment Centre

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Learner

Handbook

Version 11 Updated: January 2017 Page 1 of 46 Owner: Internal Assessment Centre Manager

/tt/file_convert/60183aa670c0675bf274fcb7/document.doc Revision date: January 2018


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Introduction

This handbook contains information on the necessary documents and paperwork to complete a portfolio of evidence ready for assessment, together with advice and guidance on your Qualification. It should be used in conjunction with regular meetings and support from your assessor.

Contents of Pack

Listed below are the contents of this pack. You will be given guidance on their use where necessary during development.

PageIntroduction 2Organising your portfolio 3How you will be assessed 4Assessor support 5Recognition of Prior Learning 5Evidence requirements 6Definitions 7Sources of Evidence 7Witness Testimony 9Plagiarism, Collusion and Cheating 10Conflicts of Interest 11Quality Assurance 11Programme Evaluation 12Who’s who 12Service Standards 14Resources 15Access to Assessment 16Equal Opportunities 17Data Protection and Confidentiality 18Appeals procedure 19Complaints procedure 22Documents you will need 26Forms for Completion and Return: 32

Confirmation of Receipt 33 Learner Induction Checklist 34 Learning Agreement 35-37 Declaration of Interest Form 38

Appendix 1: Suggested Resource ListAppendix 2: ILM Assessment Verbs

The National Standards for your qualification will be provided separately.Good luck in your development and progress, if in any doubt - please ask!

Bill TempletonAssessment Centre Manager (Ext. 2544)




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Centre Guidelines for Organising a Portfolio of Evidence

A portfolio is a structured collection of evidence which demonstrates that the learner’s performance meets the standards in the qualification or unit(s) for which he/she is being assessed. Although there are different structures in operation, that suggested below is the City and Guilds recommended approach.

The portfolio has to structure evidence in a way that helps assessment and internal verification. There should be a good, clear style of presentation, all hand-written entries need to be legible and assessment / quality assurance documentation completed correctly and signed by learner and assessor [and internal quality assurer if appropriate]. Witness testimonies and learner statements should be suitably detailed.

Portfolio structure

1. Personal section • Cover sheet with learner name, location / business address and telephone

number• Participants & Roles sheet – page 24 (this should be completed by everyone

involved with the evidence and does NOT replace the witness list)• List of contents• A short statement explaining reasons for undertaking the qualification• Current CV• Copies of relevant certificates [originals to be made available to assessor]• Job description• Organisation chart

2. Assessment documents and standards • Assessment and Action Plan and Progress report• Assessment summary reports• Individual unit achievement record• National standards for chosen units only • Witness list

Other assessment documentation such as observations reports, assessor questions etc should be included in Section 4 with other evidence.

3. Evidence reference sheets • One for each unit in the qualification.

4 Evidence • Index of evidence• Numbered evidence which may include: Work products; Witness testimony;

Record of observation; Record of professional discussion; Assessor questions; Personal statement.

Learners are recommended to index evidence numerically, from 1 to 50 for example, thereby supporting consistency within the Centre and ensuring that the portfolio is easy for assessors and verifiers to follow. Your assessor can help you with this.




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How you will be assessed

The Assessment CycleQCF NVQs require the involvement of an assessor who will work with you in the workplace. He/she will explain the Standards, give you advice and guidance on your evidence and feedback on your portfolio. He/she will meet you regularly – most learners meet their assessor on a monthly basis – will observe you at work and record professional discussions to add to your evidence.



Plan assessment(Assessor and

Learner)

Judge evidence(Assessor)

Feedback(Assessor)

Collect evidence(Learner)


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Assessor Support

To achieve a QCF NVQ, a learner must produce evidence that is assessed against national standards by the allocated assessor.

There are different types of performance evidence: Observed performance. Examination of a product: Products of the learner’s work – items that the learner

produced or worked on, documents produced as part of a work activity, records of telephone calls taken by the learner, details of the minutes of meetings, email notices, memos, letters, etc.

Records of performance: Evidence of the way the learner carried out activities and evidence of the processes involved in demonstrating competence. This often takes the form of witness testimonies, assessor observation, authenticated learner reports of the activity, audio/video recordings and photographs.

Knowledge / Understanding evidence

Knowledge is about knowing what should be done, how it should be done, why it should be done and what should be done if circumstance change.It includes: knowledge of facts and procedures. understanding of principles and theories. ways of using and applying knowledge in competent performance. knowledge of legal, statutory and regulatory requirements.

In many cases the Standards dictate what evidence should be collected and presented, although it is a requirement that evidence should be varied and presented in a suitable format (portfolio).

The joint planning of the assessment between assessor and learner is an important part of the assessment process, which helps to identify opportunities for collecting evidence efficiently, including

opportunities to collect evidence from more than one unit (holistic assessment). ensures that the evidence collected is authentic and valid. encourages the learner to stay keen and motivated. allows discussions with the internal quality assurer or other colleagues for support

and advice. provides an opportunity to make arrangements for observations and reviewing

learner’s progress.

Recognition of Prior Learning

This is a process that allows accreditation and learning from previous qualifications and learning environments to be considered towards a new qualification. In the case of evidence being offered for RPL, this will be discussed with the trainer/assessor who will




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check for VARCS (validity, authenticity, reliability, currency and sufficiency) and compliance with the Rules of Combination for the appropriate qualification. The outcome will be recorded on the Assessment/Action Plan or Tracking Records. This will be sampled by the IQA at an early stage of the programme to ensure the appropriate process has been applied. If you feel that you have evidence of prior learning, please discuss this with your assessor.

Evidence requirements

It is the assessor's responsibility to judge whether the evidence presented by the learner meets the VACS requirements.

There are a number of assessment principles that the assessor will need to consider:

Validity An assessor will need to make sure that the evidence presented really does reflect what is being assessed. For example, a letter of validation may attest to a learner's time keeping abilities or personal effectiveness but this provides no clues as to competence in a particular setting or to the achievement of objectives.

Authenticity Refers to ownership of the evidence. It will be the job of the assessor to verify that the evidence submitted by the learner is genuinely their own work. Many learners work as a member of a team and it may be difficult to distinguish individual contributions to evidence produced through a team effort.

Currency Is crucial within the context of RPL/APL. Although learners may use a range of evidence from past or current contexts, the assessor will always be assessing current competence.

Sufficiency Refers to the amount of evidence required to make a judgement.

This is difficult to define due to wide differences in the quality and quantity of evidence which the assessor is likely to see. The assessor will refer to the Standards to define the minimum amount of evidence which is acceptable before making a judgement about a learner's competence.

Reliability A reliable assessment is one which could be expected to yield the same results over time or where different assessors make similar judgements based upon the same evidence.

Confidentiality Is also important principle in assessment, particularly an issue when company or state security prevents certain evidence being used for external assessment. In some cases learners may be able to delete identifiable information in order to make use of confidential information. The assessor will guide and advise learners in matters




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of confidentiality. And, of course, the learner's confidentiality must also be respected.

Transferability The learner should be able to clearly demonstrate how his or her competence against the Standards could be transferred to different situations. This may be met through questioning, “what if” statements, or performance evidence from different sources covering the range or scope statements.

Definitions

Competence: Competence is defined as

the ability to PERFORM whole work roleso (to really do, not just to “know” or “understand” and not just isolated

tasks/skills) to the STANDARDS expected in employment

o (to national “best practice” at work, not just standards determined within educational establishments or training departments)

in REAL WORK environments o demonstrated within the pressures and uncertainties of the workplace

Competence-Based Assessment

Performance is judged against explicit standards which focus on 'outcomes'. Individualised assessment. No percentage rating. No comparison with other individuals' results. All standards must be met. Only 'competent' or 'not competent' judgements made. Where possible individuals are assessed in the workplace. Individuals can work towards achieving QCF S/NVQs at their own pace. On going process (leads to further development and assessment).

Sources of Evidence

Performance Evidence: There are 3 categories of performance evidence:

Observed PerformanceIn the workplace: Observed performance in the workplace is often regarded as the best source of evidence as it enables you to demonstrate competence in a real life context. This evidence is the only type that takes into account both the time pressures and pressures from interpersonal relationships, which can interfere with performance.

Carefully drawn up assessment plans should ensure that sufficient evidence is gathered during an observation.




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Set projects/simulations: Test conditions can be standardised and streamlined without the interference of daily work routines. More efficient time can be made of assessment time by including activities that may take months to arise naturally in the workplace. However, many elements of the QCF NVQ specifically state that simulation is not acceptable and this form of evidence should only be considered as a last resort in the absence of other evidence.

Examination of a Product: This is a tangible result of performance and may be drawn from a wide range of documents, artefacts, materials etc. Other sources of evidence will support this type of performance evidence, for example a witness testimony, questioning or a personal report.

Records of Performance: There are many ways of recording performance for example: Learner’s personal report; case studies; Learner’s diary or log; photographs of products; video and audio tapes; report on a project undertaken

These sources of evidence reduce assessment time and in many cases this is the most effective way of gathering evidence.

The assessment-planning phase can ensure that a good mix of evidence is achieved and any special needs can therefore be taken into account and built into the assessment activity.

Supporting evidence

Questioning: The primary method of gathering supporting evidence is questioning. This can either take the shape of written questions or questions can be asked orally. Questioning can cover a wide range of contexts in a short period of time. It is relatively quick to assess the answers.

Professional Discussion: This is an important addition to the methods of assessment and can in many instances prove a more satisfactory alternative to set questions. When hard evidence is either unwieldy in terms of paperwork or inappropriate in terms of the assessor happening to be in the 'right place at the right time' a short discussion, led by the assessor using a few key questions, can clear confusion, fill gaps and give you the opportunity to explain your claim for competence more fully.

Witness Testimony: A number of different people may be able to provide evidence that you are competent. These people may play a role in observing you performance on activities and so support your claim to competence. It is your assessor’s responsibility to judge the value of other people’s observations.

A witness testifies that what you said happened, actually did happen. Witnesses may simply endorse a particular piece of work that you have completed by signing, dating and/or making a statement at the bottom of the work or else they may offer a written or oral account of your performance. Such accounts are often called testimonies or endorsements. These accounts can refer to achievements in support of past experiences or current performance.




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A witness is likely to be from your organisation or a client organisation. a colleague or a line manager, a customer or a supplier. available when you ask them to be. able to testify that the activities were undertaken by you.

You need to plan how you involve a witness. You may require someone to authenticate your evidence, or to be present when you are carrying out an activity.

Furthermore, you should explain to the witness why the testimony is required. provide the witness with a copy of the relevant standards. explain how the activity/experience/achievement relates to the specified performance criteria. explain how the activity/experience/achievement relates to the specified range

statements. ensure the witness responds on letterhead paper, or provides contact details. not ask the witness for a subjective judgement of your ability or personality.

You should include a list of all the witnesses who provide evidence of your competence. A form for recording this information is included with this pack.

Your assessor may also wish to know if the witness is one of the following: an occupational expert who is familiar with the Standards and has D32/33 or A1/A2 (for example, another assessor) D32/D33 or A1/A2 certificated assessor with little or no occupational competence an occupational expert who is familiar with the standards (for example, a line manager) an occupational expert who is not familiar with the standards (for example, a supplier) a non-expert not familiar with the standards (for example a customer)

A Witness Testimony should be written on either headed or company memo paper, and include contact details

eg office address and telephone number or using the witness testimony form included with this pack (for internal witnesses).

be dated. state “Witness Testimony for ......”. state “ QCF NVQ in ......”. refer to the specific Unit or Units. include a confirmation of understanding, eg “I have read and understood the

Standards as indicated and confirm that the learner has demonstrated competence to those Standards.”.

state the relationship with the learner, eg manager, colleague. state witness’ occupation and also whether the witness is qualified as an assessor. state how long the witness has known the learner. be signed by the witness.




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A statement written by the learner and countersigned by someone else is not a witness testimony. This is an endorsed personal statement. A witness testimony is a statement written by someone other than the learner. The witness should also sign the Witness list which is to be included in the portfolio. Plagiarism, Collusion and Cheating

Learners will be made aware of the seriousness of practices involving plagiarism, collusion and cheating. Learners will be made aware that breaching plagiarism, collusion and cheating policies could result in legal action being taken by an author for plagiarised materials and/or learners being withdrawn from a qualification. Learners will be required to complete The Submission Cover Sheet to confirm the authenticity of their evidence.

Plagiarism is defined as using or copying the work of another, without acknowledging the source of that work. This could include books, magazines, journals, materials from websites and the work of other learners or colleagues.

“ILM’s definition is that plagiarism is the unacknowledged incorporation into a learner’s work of materials derived from published or unpublished work by another person and presented as if it were the learner’s own work. A strict interpretation could include the original ideas, as well as the actual words, produced by another.” (D8 ILM Plagiarism, Collusion and Cheating Policy V3 February 2016)

Therefore assessors and learners will ensure that all outside sources are quoted, stating the title, author, publication date and page numbers, if applicable.

An example of the Harvard referencing system would be:

AUTHOR-DATE-TITLE-PUBLISHER-CITYBloggs, D (2010) Title, Pergamon Press, Oxford

Or, for a journal article:Bloggs, D (2010) Title The Management Review, Vol.2 No 1 Vol. 2 No. 1, 3-21.

Include website links, if appropriate, even if the materials are taken from a copyright-free site.

Collusion is defined by ILM as “a form of plagiarism that involves unauthorised co-operation between at least two people with the intent to deliberately mislead or deceive.” (D8 ILM Plagiarism, Collusion and Cheating Policy V3 February 2016)

ILM Examples include: Two or more learners conspiring to produce a piece of work that is then presented

as the work of each individual. Submitting the work of another learner as an individual’s own work. Purchasing and submitting the work of a third person and presenting it as an

individual’s own work.




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Action would be taken against all learners involved in acts of collusion in line with the ILM 2016 policy.Cheating refers particularly to examinations and online tests but could also refer to the tampering of completed results after they have been submitted.

In the event of an incident of plagiarism, collusion or cheating, the Centre will ensure that all procedures are followed in line with City & Guilds organisational policies and ILM requirements.

A completed copy of the authenticity statement at page 26 should be included in ‘Personal Section’ of the portfolio.

Conflicts of Interest

Learners, Assessors and Internal Quality Assurers are required to report to The Centre Manager any conflicts of interest that could affect their objectivity in the development, delivery, assessment and quality assurance of the qualifications, either through direct links with a competing organisation or through familial links to learners or staff supporting learners. Learners are required to complete a Declaration of Interest Form on page 38 of the Learner Handbook.

Quality Assurance

The quality assurance system includes the following aspects: Maintaining the criteria and procedures for approving and re-approving Centre to

offer QCF NVQs. Monitoring to ensure the ongoing quality of QCF NVQ assessment practice and

decisions is consistent. Appointing, training and monitoring performance of competent assessors and

internal quality assurers. Reviewing procedures for the frequency and outcomes of EQA (External Quality

Assurance) monitoring visits, including taking follow up action when needed. Procedures for responding to queries about the content, assessment and quality

assurance of QCF NVQs. Ensuring that the appropriate number of credits have been achieved for either unit

or full accreditation. Evaluation of QCF NVQ delivery.

Quality assurance relates to the day-to-day delivery of NVQs, and the quality assurance of the system as a whole. It is the process of confirming that assessment decisions are made by competent assessors, are the product of sound assessment practice, are recorded properly and meet the requirements of awarding organisations.




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It involves:

monitoring the way assessment is carried out sampling evidence, actual assessment and learners to verify assessment decisions sampling assessment and certification records to confirm their accuracy and

authenticity assuring the quality of the systems and procedures used for assessment and

verification supporting and advising assessors and internal quality assurers keeping records and other documentation up to date providing information to the centre and the awarding organisation attendance at EQA visits if requested

There are two types of quality assurance in QCF NVQs:

External quality assurance - it is an awarding organisation’s responsibility for verifying that assessment in an approved centre has been carried out consistently and to national standards. This is achieved through external quality assurers appointed by the awarding organisation.

Internal quality assurance - it is an approved centre’s responsibility to carry out verification within the centre.

Programme Evaluation

As part of the quality assurance process, feedback is obtained from learners and line managers to evaluate the quality of programme delivery and assessment and its appropriateness and benefit to the learner and the learner’s department. This takes place in three stages:

Stage One: the Centre Manager sends a Questionnaire to the learner when he applies for the certificate.

Stage Two: a Follow-up Questionnaire is sent to the learner four months later. Stage Three: the Line Manager Questionnaire is sent to the line manager six months

after completion of the qualification.

Results from the questionnaires enable development of the programme, as required.

Who’s who in the Qualification ProcessWho are they? What is their role?Learners: Individuals seeking credit for their achievements and competence.

Show they can perform to national standards in order to be awarded a qualification and demonstrate the specified knowledge, understanding and skills.

Take some responsibility for the quality of evidence provided to assessors.

Assessors: Appointed by approved centres to assess

Judge learner’s evidence against the national standards.




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learner evidence. Direct contact with learners. Hold A1/A2 or D32/D33.

Decide whether the learner has demonstrated competence

Ensure that their assessment practice meets awarding body guidance and A1/A2 or D32/33.

Internal Quality Assurers: Appointed by an approved centre to ensure consistency and quality of assessment within the centre. Hold V1 or D34 (and preferably A1/A2 or D32/D33).

Work with assessors to ensure the quality and consistency of assessment.

Sample learner assessments to ensure consistent assessment.

Ensure that their own quality assurance practice meets V1 or D34.

Make sure that assessment and quality assurance records and documents are fit for purpose and meet awarding body requirements.

Ensure that requests for certificates to the awarding organisation are based on assessments of consistent quality.

Provide support and guidance for the centre’s assessors.

Centre Co-ordinators: May take on some of the internal quality assurer’s functions, particularly relating to administration. Not all centres have centre co-ordinators.

Act as a contact for the awarding organisation and the external quality assurer.

Ensure that there are accurate assessment and quality assurance records for the QCF NVQ.

Request certificates from the awarding organisation.Approved Centres: Organisations approved by awarding organisations to assess and verify qualifications

Manage assessment and quality assurance on a day-to-day basis.

Have effective assessment practices and internal quality assurance procedures.

Meet awarding organisation requirements for qualification delivery.

Have sufficient competent assessors and internal quality assurers with enough time and authority to carry out their roles effectively.

External Quality Assurers: Appointed by awarding organisations to monitor the work of approved centres. They are the key link between the awarding organisation and the centre, Hold V2 or D35 (and preferably A1/A2 or D32/D33).

Make sure that decisions on competence are consistent across centres.

Make sure that the quality of assessment and quality assurance meets national standards.

Sample learner assessments and monitor assessment and quality assurance practice in centres.

Provide feedback to centres. Make regular visits to centres and assessment

locations. Ensure that their own quality assurance practice meets

V2/D35.Awarding Organisations: Organisations approved by OfQual to award qualifications (or by SQA in Scotland).

Ensure the quality and consistency of assessment for qualifications nationally.

Produce guidance for centres. Appoint, support and develop external quality assurers;

allocate them to centres; and monitor their work.




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Approve and monitor centres against the approved centre criteria.

Collect information from centres to inform national decisions about qualification delivery.

Provide information to OfQual.Sector Skills Councils (SSC’s) and Standard Setting Bodies (SSB’s): Develop the national occupational standards on which QCF NVQs and related qualifications are based.

Work with awarding organisations to produce an assessment strategy.

Provide information about, and clarification of, the national occupational standards.

OfQual: The regulatory body responsible for qualifications in England, Wales and Northern Ireland.

Accredits qualifications put forward by awarding organisations, it they meet the published criteria.

Ensures the quality of the overall QCF NVQ system through work with awarding organisations.

Monitors the performance and effectiveness of awarding organisations through quality audits.

Service Standards for the City & Guilds Internal Qualifications Centre

The Assessment Centre Manager will keep all assessors and learners up to date on any changes to the standards or assessment methods.

All learners should have access to their assessor and be provided with the relevant contact details for them.

Portfolios submitted for assessment will be assessed within 3 weeks of receipt.

Portfolios assessed by the Centre will be internally quality assured within 3 weeks of assessment.

Learners will be informed of the assessment / quality assurance judgement within one week of the decision having been reached.

Assessors will be given clear and constructive feedback from the internal quality assurer(s) within 3 weeks of sampling taking place.

The Centre aims to undertake consistent and reliable assessment and quality assurance details reflected by the External Quality Assurance Reports.

All staff, both permanent and contracted, employed by the Centre will be knowledgeable about the procedures and policies offered by the Centre and will be qualified or working towards the relevant occupational standards.




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The Centre will provide learners and prospective learners with the information relating to the relevant Qualifications.

The Centre will provide learners with underpinning knowledge workshops (if required), learning materials, documentation and instructions of suitable quality.

Advice given to learners by representatives of the Centre will always be accurate and in line with the latest information available from the Awarding Organisation and advice received from the current Code of Practice.

All correspondence with the Centre will be handled promptly.

Meetings run by the Centre will be scheduled with as much notice as is feasible, will have an agenda and will start and finish at the agreed times.

The Assessor / Quality Assurer / Advisor / Centre acknowledge individual learners, each of whom is registered by name with both the Awarding Organisation and as a full/ part time member of staff.

The Assessor/ Quality Assurer/ Advisor Centre acknowledges individual need(s) and always upholds the City & Guild’s Equal Opportunities Policy.

The Assessment Centre acknowledges that staff have different qualification needs, both in the regional offices and at head office. The Centre will undertake to meet these differing needs in the most appropriate way.

The Centre will employ, where possible, the City & Guilds house style in all literature produced by the Centre.

At no time will personnel within the Centre undertake any actions likely to harm the reputation of City & Guilds.

Resources

The Internal Qualifications Centre is based within Learning & Development, part of City & Guilds Shared Services Directorate, which has direct access to a suite of training and development facilities.

Staff have access to a range of materials including ebooks and elearning courses available through the Learning Management System – Aspire. Details can be found on CityNet.

Many City & Guilds’ offices are designed on an open plan environment. Communication is by news and notices, email (internal and external) intranet and internet.




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Access to the full range of resources can be made via Aspire. This applies to learners in all locations, whether regional, national or London office-based. Please contact a member of the Learning and Development Team for further details.




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Access to assessment

Below is an extract from the City & Guilds’ Group policy for providing equal opportunities.

CommitmentWe are committed to giving everyone who wants to gain one of our awards an equal opportunity of achieving it in line with current UK legislation and EU directives. We support equal opportunities in education, training and employment and will take positive action to promote practice and procedures in our centres that give equal opportunities to

everybody, regardless of their culture, sex, ability, disability, age, ethnic background, nationality, religion, sexual orientation (sexuality), marital status, employment status or social class.

work towards removing all practice and procedures that discriminate unfairly (directly or indirectly).

widen access to our awards to include people who are under-represented. set the awards standards according to equal opportunities best practice.

AimsTo meet our commitment we will deliver advice that is sensitive to the widest possible range of our learners’ needs. assessments that are based on awards requirements only and do not discriminate

against anyone. documents that are easily understood, and that do not reflect a stereotyped or

biased attitude. promotional material that reflects the diversity (different backgrounds and different

needs) of our learners. quality assurance that applies fair processes.

The Centre will use our equal opportunities policy and maintains an effective appeals procedure.

Putting this policy into practiceTo put this policy into practice successfully we will issue a copy of this policy to all our quality assurers, assessors and learners, and

make it readily available to anyone who asks for it. organise regular development activities for our quality assurers and assessors. include the aims of this policy when we develop and review our awards and

assessment guidance. maintain a working party to monitor and review the effectiveness of our policy and

to look for ways of improving it.”




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Equal Opportunities and QCF NVQs

The successful establishment of QCF NVQs at City & Guilds can contribute to equality of opportunity in two ways. Firstly, QCF NVQs may open up pathways for staff by providing a framework for certification of competencies that may previously have been unrecognised or undervalued. Secondly, OfQual’s commitment to equal opportunities and their requirements provide a structure and discipline that may impact on City & Guilds.

To realise this potential, City & Guilds must consider the following:

A. Policy commitment to Equal OpportunitiesThe City & Guilds Internal Qualifications Centre should operate within the context of the Organisation’s Equal Opportunities Policy. add any supplementary statements that are appropriate for specific QCF NVQs.

Learners who are keen to pursue QCF NVQs will be selected fairly. reflect the diversity of people employed across the organisation. have equality of opportunity for assessment.

Ensure that any agreements with Specialist training providers include statements that the provider is willing to meet the requirements of the above. Specialist QCF NVQ Training Providers are expected to demonstrate their commitment to equality of opportunity in staff development and assessment.

B. Implementing the policy commitment to equal opportunitiesThe City & Guilds Internal Qualifications Centre will consider the following in the strategic planning process.

Developing materials and strategies to attract suitable learners, recognising that in many occupational areas people from certain groups or with particular needs have been historically under-represented.

Provision of information, on the Centre’s commitment to equal opportunities, to learners and specialist training providers e.g. in information packs, through region wide information systems, through induction sessions. Copies of the City & Guilds policies may be obtained from the HRD Department.

Developing approaches that identify and meet any particular needs of learners, which may arise from disabilities, personal or working circumstances. Assessors need to choose assessment methods that are appropriate for learners and need to be supported by the Centre in working flexibly with learners. A number of issues may need to be considered e.g. resources, support for flexible working times and location.

Prevention of bias in assessment. All staff involved in QCF NVQ assessment need their practice to be informed by a thorough understanding of equal opportunities




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principles. Requirements for staff development on equal opportunities can be discussed with the HR staff.

The Centre should also require staff to discuss with the Centre Assessment Manager, or Learning & Development Manager, any extra professional relationships they have had with learners that may lead to a (claim of) bias in assessment. The choice of assessor should be negotiated with appropriate personnel, prior to the assessment plan. The Centre needs to consider how it can encourage diversity within the pool of assessors and verifiers.

Making arrangements for unit certification. This should be included in the action planning process and by negotiation with the assessor. The Centre will schedule regular meetings to ensure all assessors and verifiers have an opportunity to share best practice, network and sample portfolios.

Data Protection and Confidentiality

When handling data, the Centre follows the requirements of The Data Protection Act, City & Guilds organisational policies and ILM requirements.

All information is held securely either in locked cupboards or password-protected electronic files. Only authorised Centre staff have access to this information. Learners are not allowed to gain access to this information, without authorisation from The City & Guilds Internal Qualifications Centre Manager.All learner information, including assessment records are stored for 3 years. Learner information is collected for the purposes of registration, assessment and quality assurance and will only be used for these purposes.




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Appeals Procedure

A learner has the right to appeal if they are dissatisfied with the outcome of an assessment. the conduct of the assessment. the assessment decision relating to the coverage of the National Standards and

evidence requirements. insufficient opportunity offered to demonstrate competence. the failure to provide assessment within the assessment plan agreed with the

learner.

The ProcedureThe Assessor completes the paper work for the appeal. This is forwarded to the Internal Quality Assurer, who has to respond within 10 working days.

The Internal Quality Assurer reconsiders the Assessment decision by evaluating:

1. The learner’s evidence records and opinion.2. The basis for the decision.3. Through seeking an opinion from an assessor from the same occupational area.

Then the Internal Quality Assurer confirms or changes the decision. This process should be completed within 5 working days to ensure that neither the learner nor the assessor are kept waiting unduly.

If the learner is unhappy with the outcome then the Centre Assessment Manager should be notified within 10 working days. The Internal Quality Assurer must forward all details on the assessment outcome to the Centre Assessment Manager. This is now termed the ‘Appeal’.

The Appeals process involves 3 parties: the Centre Assessment Manager, an Internal Quality Assurer not involved in the process and a member of the Steering Committee. The learner can attend, if they wish, they may also take a friend. The Internal Quality Assurer and Assessor may attend.

If the Centre Assessment Manager is involved in the assessment/quality assurance process the position in the appeals procedure will be taken by the L&D Manager.

The decision, from the onset of the last stage of appeal, is made to uphold or reconsider the appeal. Whatever the outcome, oral notification must be issued within 72 hours. This will be substantiated in writing within 10 days of the final outcome.

The External Quality Assurer may be consulted for advice about the appeal. The Learner also has the right of appeal to the Awarding Organisation, who ultimately has the right to decide if competence has been demonstrated.




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Application to Appeal against an Assessment Decision

This form should be completed by the learner, then passed to the assessor. It should then be passed to the Internal Quality Assurer and completed within 10 working days.

A learner has the right to appeal if they are dissatisfied with the outcome of an assessment.

Name of Learner: Date:

Date submitted to Assessor:

Name of Assessor: Date submitted by Assessor:

Date submitted to Internal Quality Assurer:

Unit Element Date of Assessment/ Observation

Please state the reason for this Appeal:Assessment DecisionConduct of AssessmentInsufficient evidence to cover National Standards and evidence requirementsInsufficient opportunity offered to demonstrate competenceFailure to provide assessment within the progress and action plan agreed with the learner.Other (please explain)

Learner’s reason(s) for disagreeing with the assessment decision.

Internal Quality Assurer’s outcome. This must be completed within 5 days of receiving the Appeal.




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The Centre Assessment Manager’s comments (if applicable).

Other Internal Quality Assurers involved in the process. Please List

Did the Learner bring a colleague to the Appeal?

Was the External Quality Assurer consulted on this Appeal? Yes / NoOutcome of the External Quality Assurer’s meeting

Has the Learner been informed of the outcome of the appeal?

Has the Assessor been informed of the outcome of the appeal?

Management of the AppealPlease indicate how time- scales, applying to the appeals processes have been met.

Any other points?




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Complaints Procedure

The Centre recognises that appeals and complaints are not the same thing and need to be treated in a separate way. For this reason the Centre has established a code of Practice for dealing with dissatisfied, internal customers. The Centre recognises the publications produced by City & Guilds, offering guidance on complaints. However, these documents are geared towards the external market and are not geared towards learners undertaking an internal qualification (non-tested). Forms are available from the Centre.

1. All complaints received by the centre, written or verbal should be acknowledged by the Centre Co-ordinator, within 4 working days.

2. Internal customers wishing to complain should be offered a complaint procedure form, or a private area, to discuss concerns in a quiet room with no distractions.

3. Internal Learners will be asked if they are comfortable with the person nominated to listen to the complaint.

4. If it is felt that it is inappropriate that the Centre Assessment Manager should listen to the complaint then an alternative nominated person will do so.

5. In the first instance acknowledgement will be a courtesy note explaining that the complaint has been received and will be investigated within an appropriate time-scale, but not exceeding 10 days.

6. Where possible, complaints should be recorded on the official form. See attached example.

7. The complainant will be informed of the course of action to be taken by the Centre. The complainant will be given an opportunity to decide if they wish for the Centre to proceed with their proposed course of corrective action.

8. In the course of investigating the complaint, all appropriate sources will be contacted for opinions, advice and guidance.

9. Information received by the Centre regarding the complaint will be recorded on the appropriate form. All complaints will be monitored for patterns or themes of occurrence




___________________________________________________________________________________________________

The Centre Standards for Dealing with Complaints

1. All complaints will be used as a learning opportunity to assess how the Centre is operating and to see if anything is to be learnt from the complaint.

2. Complaints, handling and procedures will be reviewed as part of the internal committee’s steering group.

3. Whoever deals with the complaint will remain calm and in control.

4. The complainant will be listened to in a fair, non-judgmental and supportive manner.

5. The complainant will be told what form of action the centre will take. They will be asked what they would like to see happen and they will be informed how the Centre intends to put things right.

6. The Centre must be aware of all possible sources of corrective action, be familiar with the procedures of the Centre and aware of its limitations.

7. If there is no appropriate person, with authority to deal with the complaint, the complaint should be referred upwards to someone who does have the authority to deal with it.

8. The complaint will be investigated quickly. It will not be allowed to fester, as the opportunity to make amends and salvage credibility will be lost.

9. A record of time-scales taken to resolve a complaint and any resulting action will be recorded on the complaint form.

10. The Centre will inform the Steering Committee of any complaints. This information will be monitored as part of the Centre’s own quality assurances, and will be useful in there is any comeback.




___________________________________________________________________________________________________

Internal Qualifications Centre Notification of Complaint

Name of Learner Date

Department

Contact Details: Telephone E-mail

Name of Assessor

Date of Incident

Please detail the nature of your complaint, include, where possible, dates and times of occurrences and any other information that will help the Centre establish a solution.

Signature of Complainant Date




___________________________________________________________________________________________________

Complaint Action

Information recorded by Date

Nature of Complaint Personal Personality Missed Appointment Time Progress Support

Other (please specify)

Action by CentreVerbal / Written acknowledgement. Attach record

Proposed Action

Outcome of Action

Complaint resolved?

Forwarded to Steering Committee Date Comments

Learning Outcome:

Signed Date Position




___________________________________________________________________________________________________

Participants Signatures and Roles

Position Print Name Signature used DateInitials Full Signature

Learner

Assessor

Counter Signing Assessor

Internal Quality Assurer (IQA)

Counter Signing IQA(Assessor/IQA learners only)

Advisor(where applicable)

Witnesses(where applicable – as per Witness List)




___________________________________________________________________________________________________

Authenticity Statement

Statement of confirmation of authenticity

I confirm that the evidence presented for this qualification is my own work. When materials have been used from other sources, they have been properly acknowledged. I have read the Plagiarism and Cheating Procedure in the Learner Handbook. I am aware that non-compliance could result in my withdrawal from the qualification.

Centre name C&G Internal Qualifications Centre

Centre number 700002

Qualification

Learner Name

Learner signature

Date

Assessment standardisation by City & Guilds Internal Qualifications Centre and ILM

If you are unwilling to allow your evidence to be used for assessment standardisation, please refuse by ticking the box:




Witness ListLearner Name ...................................................... QCF NVQ ....................................... Assessor..............................................................

Name Position Status Signature Date

Status: 1 = Occupationally competent expert A1/A2 or D32/D33 assessor 2 = A1/A2 or D32/D33 assessor without occupational competence3 = Occupational expert, familiar with the standards 4 = Occupational expert, not familiar with the standards5 = Non-occupational expert, not familiar with the standards

Version 4 Created: January 2011 Page 29 of 46 Owner: Assessment Centre Manager

G:\L&D\NVQ\QA docs 2011\Learner Handbook V4


EVIDENCE REFERENCE SHEET (Example only)

Level: I confirm that the learner has demonstrated competence in this element by meeting all the learning outcomes/assessment criteria/national standards of work within the unit and that the learner has the necessary knowledge and understandingUnit title:

Assessor signature: Date:

Learner signature: Date:

Ev No

Evidence Title Learning outcomes

Initials of Internal Quality Assurer (if sampled) Date

Version 8 Created: January 2011 Page 30 of 46 Owner: Assessment Centre Manager/tt/file_convert/60183aa670c0675bf274fcb7/document.doc Revision date: January 2018


LEARNER NAME: JOB TITLE:OCF NVQ and LEVEL: ASSESSOR:START DATE: EXPECTED ACHIEVEMENT DATE:

DATE & TIME OF VISIT/

ASSESSMENT:

TARGETUNIT/LEARNING

OUTCOME:

METHOD OF ASSESSMENTS TO BE USED

(Observation / Questions / WT / Personal Statement / APL etc..):

1. EVIDENCE TO BE COLLECTED / WORK TO BE COMPLETED PRIOR TO ASSESSMENT DATE: and REVIEW DATE.

2. FEEDBACK ON LEARNER PROGRESS.

Signed (Learner): ........................................................................................................ Signed (Assessor):...................................................................................

Date: ............................................................................................................................... Date: .......................................................................................................



WITNESS TESTIMONY

Learner:- Date:-

QCF NVQ and Level:- Assessor:-

Witness:- Witness Job Title:-

Contact details:- City and Guilds Department:-

To help me with evidence for my QCF NVQ would you please comment on the activitiesbelow

Tasks I have worked on

This will help towards unit:

Witness comments

Witness signature Date

Signature of Witness Date:

Signature of Learner Date



Forms for Completion and Return.

The pages which follow (pages 30 to 35) need to be completed and returned to the NVQ Centre as soon as possible. You will not be registered for the QCF NVQ until these have been received by the Centre.

After completion please take a copy of all forms for your records and send the originals to:

Diane Faux, Assessment Centre Manager, Human Resources & Development, WS6.



RECEIPT & AGREEMENT

Learner Name: …………………………………………………

QCF NVQ and level: ……………………………………………………

Date:………………………………………………………………..

I confirm that I have received the City & Guilds Internal Qualifications Centre Learner Handbook.

I confirm that I will submit my portfolio to the Centre for assessment and quality assurance when requested and that I give my consent for assessors and quality assurers to examine my portfolio.

I understand that after one year of registration I may be asked to meet with a representative of the Centre and my line manager to discuss the options for continued support for the qualification, including currency of evidence, and agree to attend.

I have read and understood the Plagiarism, Collusion and Cheating guidance provided on page 10 of the City & Guilds Internal Qualifications Centre Learner Handbook.

I have read and understood the Appeals Procedure.

Signed: ………………………………………………………….

Note: This page to be returned to the Centre



LEARNER INDUCTION CHECKLIST

Completion of learning agreement (to be returned to the Centre)

Initial assessment/skill scan review (to be returned to the Centre)

Assessment process and procedures

Appeals Procedure

Plagiarism, Collusion and Cheating Policy

QCF Qualification standards

I confirm that the above topics were discussed with my Assessor.

Learner: _____________________________________ Date: _______________

Assessor: ______________________________________ Date: _______________

Note: This page to be returned to the Centre



Learning Agreement

Learner name: __________________ Manager Name: ___________________

Extension Number: ______________ Extension Number: _________________

Learner Job Title and Dept: ____________________________________________

Directorate / Location: ___________________________________________________

QualificationQualification Title:Start Date: *End Date:*Anticipated completion date must be provided

PurposeThis document is to be completed by all staff undertaking vocational qualifications that are funded and supported by City & Guilds. The purpose is to ensure that the Learner and their Line Manager / Supervisor share the same understanding of the development goals for the learner. the key time frames for the development activity. dates and activities for agreed review points. how individual learning will be built upon through work place activities. the commitment of the learner in terms of assessments and assignments. what support the manager will provide to the learner to help ensure success. what support the ‘organisation’ will provide to the learner during this activity the link between continuous performance improvement, business objectives and

their development.

It is hoped that greater clarity at the outset of such activities will provide a strong basis for learner success in their pursuit of the qualification.

CompletionThis document should be a record of one or more discussions between the line manager and the member of staff. It is intended for you to capture, by way of an agreement, the commitments by all three parties involved in making this development activity a success i.e. the learner, the learner’s line manager and the organisation as represented by the L&D Department. It must be completed and returned to L&D prior to the commencement of the activity. After receiving the signed form, L&D will then be able to process the paperwork and register the learner.

Note: This page to be completed and returned to the Centre



Learning Agreement – LearnerLearning Objectives: I have discussed the qualification requirements with my line manager and my learning objectives for achieving this qualification are listed below:1

2

3

4

5

Learner Learning Agreement

In the pursuit of these objectives I, the learner, also agree that, as part of my learning agreement with the organisation, I have read and understood the Guidelines document for undertaking a QCF NVQ and will complete and submit any assessments promptly. ensure that I complete the requirements of the agreed action plan with my

assessor. keep my manager up to date with my progress. keep the Centre informed of any changes to my place of work and contact details. keep the Centre informed of any obstacles which have occurred that hinder my

progress with the qualification. enjoy the experience!

By signing I agree that I am keen to undertake this qualification and will strive to make it a success through the steps outlined in this learning agreement.

Learner name: _______________________________________________________(Print name)

Learner signature: _____________________________ Date: _________________

Note: This page to be completed and returned to the Centre and copy retained in the portfolio



Line Manager Learning AgreementI have discussed the qualification requirements with the learner and agree to undertake the following: Demonstrate my interest and support through regular reviews and discussions

about the learner’s progress in attending the course. Keep the learning objectives under review and offer positive feedback on the

application of this learning in the workplace. Act as a positive role model. Ensure that the learner has sufficient time and opportunities within the working day

and in the workplace to meet the requirements of the agreed assessor/learner action plan.

Provide opportunities for the learner to practise new skills and abilities through their own work or by visiting other departments.

Where assessments require work-based activity (e.g. projects) to provide the learner with appropriate opportunities.

To participate with any activities to evaluate the success of this learning activity.

Line Manager

By signing I commit my support to this learner in their endeavours to achieve this qualification through the steps proposed in this learning agreement.

Line Manager name: _________________________________________________(Print name)Contact details: _____________________________________________________

Line Manager signature: ______________________ Date: ___________________

City & Guilds Internal Qualifications Centre Manager Learning AgreementThe requirements of the successful pursuit of this qualification has been discussed with the learner and the line manager and the Centre agrees to the following: To meet with the learner and their manager as appropriate to evaluate the

achievement of the learning objectives and the value of the course overall. To financially support the learner on this programme within a reasonable timescale

(review progress after one year). The funding will be subject to review annually.

City & Guilds Internal Qualifications Centre ManagerBy signing the centre commits to providing practical support and City & Guilds resources to support this learner through the steps outlined in this learning agreement.

Centre Manager: ________________________

Signed: ______________________ Date: _________Note: This page to be completed by the Line Manager and returned to the Centre



Declaration of interest for Qualifications and Awards

This form must be completed by all members of staff who are entering for any qualification operated by the City & Guilds Group (or partner organisation, where relevant). For further information refer to City Centre, Functional Information, Human Resources and Development, Policies, Disclosure of interests policy.

All sections must be completed

Your DetailsFull nameDepartmentStaff NumberDate of BirthSexEthnicityDisability Yes / NoWork pattern Full time / part timeHome post code (required for ULN)

Details of qualification(s) to be undertakenQualification numberQualification title (including level)Awarding Body City & Guilds / ILMName of centre City & Guilds Internal Qualifications CentreCentre number 700002Enrolment Number(if known)Start date

Anticipated completion date

I hereby agree to comply with the policy as outlined in Human Resource Policies and will not divulge any confidential information relating to such assessments or tests, nor interfere in any way with the processing of the subsequent results.

Signed: Date:by person making the declaration

Manager's name:

Manager's signature: Date:


The line-manager should forward the completed form to the Assessment Centre Manager to enable learner registration.


APPENDIX 1Suggested Resource List for Management Qualifications

Books

Principles of Leadership and Management

Adair J - The Inspirational Leader: How to Motivate, Encourage and Achieve Success (Kogan Page, 2009) ISBN 978-0749454784

Gold G, Thorpe R and Mumford A – Leadership and Management Development (Chartered Institute of Personnel and Development, 2010) ISBN 978-1843982449

Honey P – Teams and Teamwork (Peter Honey Publications, 2001)ISBN 978-1902899152

Kouzes J and Posner B – The Leadership Challenge, 4th Edition (Jossey-Bass, 2008)ISBN 978-0787984922

Leigh A and Maynard M - Leading your Team: How to Involve and Inspire Teams (Nicholas Brealey Publishing, 2002) ISBN 978-1857883046

Jim Collins – Good to Great: why some companies make the leap and other don’t(Cornerstone Publishers, 2001) ISBN 978-0712676090

Liz Wiseman with Greg McKeown – Multipliers: how the best leaders make everyone smarter (HarperBusiness 2010) ISBN 978-0062390660

Brooks I and Robbins S – Organisational Behaviour: Individuals, Groups and Organisation 4th Edition ( Financial Times/Prentice Hall, 2008) ISBN 978-0273715368

Cherniss C and Goleman D (editors) – The Emotionally Intelligent Workplace(Jossey-Bass, 2001) ISBN 978-0787956905

Lefton R and Buzzotta V – Leadership Through People Skills (McGraw-Hill Professional, 2003) ISBN 978-0071420358

Nahavandi A – The Art and Science of Leadership, 6th Edition (Prentice Hall, 2011)ISBN 978-0132544580

Rollinson D – Organisational Behaviour and Analysis: An Integrated Approach, 4th Edition (Financial Times/Prentice Hall, 2008) ISBN 978-0273711148

Thompson LL – Making the Team: A Guide for Managers, 4th Edition (Pearson Education, 2010) ISBN 978-0132479042

Dutton JE – Energise your Workplace (Jossey-Bass, 2003) ISBN 978-0787956226



Dufrene D and Lehman C – Building High-Performance Teams, 4th Edition (South-Western, Division of Thomson Learning, 2010) ISBN 978-0324782196

APPENDIX 1Personal Development

Adair J and Allen M – Time Management and Personal Development (Thorogood, 2003) ISBN 978-1854182234

Evans C – Time Management for Dummies (John Wiley and Sons, 2008)ISBN 978-0470777657

Megginson D and Whitaker V – Continuing Professional Development, 2nd Edition(Chartered Institute of Personnel and Development, 2007) ISBN 978-1843981664

Pedler M, Burgoyne J and Boydell T – A Manager’s Guide to Self Development, 5th Edition (McGraw-Hill Professional, 2006) ISBN 978-0077114701

Management of Change

Blake I – Project Managing Change (Financial Times/Prentice Hall, 2008)ISBN 978-0273720454

Cameron E and Green M – Making Sense of Change Management, 2nd Edition(Kogan Page, 2009) ISBN 978-0749453107

Carnall C – Managing Change in Organizations, 5th Edition (Financial Times/Prentice Hall, 2007) ISBN 978-0273704140

Dunphy D, Griffiths A and Benn S – Organizational Change for Corporate Sustainability(Routledge, 2007) ISBN 978-0415393300

Fullan M – Leading in a Culture of Change (Jossey-Bass, 2007)ISBN 978-0787987664

Green M – Change Management Masterclass (Kogan Page, 2007)ISBN 978-0749445072

Herold DM and Fedor DB – Change the Way you Lead (Stanford University Press, 2008)ISBN 978- 0804758758

Kehoe D – Leading and Managing Change (McGraw-Hill Professional, 2008)

Nelson SS – Implementing for Results (ALA Editions, 2009)ISBN 978-0838935798



APPENDIX 1

Managing Staff Performance

Armstrong M and Baron A – Performance Management (Chartered Institute of Personnel and Development, 1998) ISBN 978- 0852927274

Bentley TJ – Effective Personal Appraisal: A Management Guide (Chandos Publishing Ltd, 2001) ISBN 978-1902375663

Fletcher C – Appraisal, Feedback and Development: Making Performance Review Work, 4th Edition (Chartered Institute of Personnel and Development, 2007) ISBN 978-0415446914

Gillen T – Leadership Skills for Boosting Performance (Chartered Institute of Personnel and Development, 2002) ISBN 978-0852929247

Managing Innovation

Boyett J and Boyett J – The Guru Guide: The Best Ideas of the Top Management Thinkers (John Wiley and Sons, 2000) ISBN 978-0471380542

Drummond G, Ensor J and Ashford R – Strategic Marketing: Planning and Control, 2nd Edition (Butterworth Heinemann, 2001) ISBN 978-0750652360

Horibe F – Creating the Innovation Culture (John Wiley and Sons, 2001)ISBN 978-0471646280

Proctor T – Creative Problem Solving for Managers: Developing skills for decision making and innovation (Routledge, 2009) ISBN 978-0415551106

Marketing and Accounting

Brassington F and Pettitt S – Essentials of Marketing, 3rd Edition (Pearson, 2012)ISBN 978-0273727644

Jobber D and Ellis-Chadwick F – Principles and Practice of Marketing, 7th Edition(McGraw-Hill Education, 2013) ISBN 978-0077140007

Marsh C – Financial Management for Non-Financial Managers (Strategic Success)(Kogan Page, 2012) ISBN 978-0749464677

Shim A, Shim J and Siegel J – Budgeting Basics and Beyond, 4th Edition (John Wiley and Sons, 2012) ISBN 978-1118096277



APPENDIX 1

Journals

Management Today (Haymarket Business Media)

People Management (Chartered Institute of Personnel and Development)

Professional Manager (Chartered Management Institute)

Training Journal (www.trainingjournal.com)

Harvard Business Review (Harvard Business Publishing)

International Journal of Training and Development (John Wiley and Sons)

Organizational Dynamics (Elsevier)

Websites

www.cipd.co.uk Chartered Institute of Personnel and Development

www.leadershipnow.com Online resource for articles and blogs on leadership challenges

www.managementhelp.org Online management library for articles and blogs on aspects of leadership and management

www.gov.uk government information and services

www.mindtools.com online resources for time-management tools and activity logs

www.businessballs.com a range of articles on different management topics

www.themanager.org articles on phases in the change process

www.belbin.com Belbins’ team roles theory

www.acas.org.uk government-funded agency advising on industrial relations and employment issues

www.youtube.com community site for videos


http://www.youtube.com/

http://www.acas.org.uk/

http://www.belbin.com/

http://www.themanager.org/

http://www.businessballs.com/

http://www.mindtools.com/

http://www.gov.uk/

http://www.managementhelp.org/

http://www.leadershipnow.com/

http://www.cipd.co.uk/

http://www.trainingjournal.com/


APPENDIX 2ILM Assessment Verbs

Taken from: Supporting Notes for ILM CFA Combined Management and Leadership Qualifications Version: 1.0 July 2014

Definitions of ILM’s assessment verbs

ListWhat exists?

Presentation of specific, required information in a structured format. Essentially a recall of learnt information; although this may be quite complex information, listing does not imply significant cognitive skills.

IdentifyWhat are they?

Involves some selection of subject matter from a larger set or context. Requires ability to recognise - the level of cognitive skill required depends on the context. And the degree of variation in the set from which the identified elements are being drawn.

DescribeWhat does it look like?

An account of the principal features of the topic. Involves some element of selection of the more important features. Again context and possible variation is significant, as is the degree of detail required in the description.

ExplainHow does it work?

Involves some description of a topic with an account of the practices associated with the topic. It may also imply some reasons for those practices, depending on context. Again, the level of cognitive skill involved will depend on the complexity of the subject matter.

CompareHow does this relate to that?

Used with two or more examples, requires a description of their relative features, effectiveness or outcomes. Context and variation determines the level of cognition involved.

ContrastHow good is this compared to that?

Used with two or more examples, makes some assessment of their relative features, effectiveness or outcomes. By definition, this is more demanding than to compare, and the factors which determine the level for compare also apply.



ExamineWhat can you find out about it?

Examine is about exploring a topic in some detail (identifying positive and negative features of the topic) without necessarily drawing conclusions and making judgements. An examination could be used to inform decision making; in itself it will probably not be conclusive. The degree of detail and the context in which the examination takes place will determine level.

Analyse What makes this work the way it does?

To examine something in detail to discover the meaning or essential features and draw conclusions. To break something down into components or essential features, to identify possible causation and/or draw conclusions.Analysis is not solely confined to data, but will often involve some manipulation of data to identify patterns, etc. The more complex the topic being analysed, the higher the level, but analysis will rarely be a low level activity.

Critically analyse What makes this work the way it does, and why?

Implies careful, exact, in-depth or detailed analysis. Tends to focus more on the components and to comment on their significance, causal relationships or impact on the whole. Requires informed judgement with reference to some conceptual theory, idea, practice or experience so will always be fairly high level of cognitive skill.

EvaluateHow well does each part of this work, and what needs to be done to make it work better?

An evaluation is an examination of complex issues, requiring higher level cognitive skills, that is more focussed (narrower area, but in more detail) than a review. An evaluation is normally detailed and normally provides a solution or conclusion and/or recommendation (perhaps for further exploration). An evaluation could include a comparative element. An evaluation tends to focus on the whole as the sum of its parts.

Review Overall, how well does this work, and what may need to be done about it?

Making a judgement about a topic which relies upon a combination of evidence and some kind of theoretical model, construct or practice. A review normally has breadth and could include a comparative element, and tends to focus more on the whole. A review may well lead onto detailed further exploration and/or recommendations for further actions

JustifyWhy do it?

Present an argument for a particular action or choice. Will usually imply some form of assessment or analysis, and may be linked with one or other action



AssessIs this to the required standard?

Examining a topic and making a judgement, based on standard criteria. An assessment will judge each element individually. An assessment does not consider any causal factors, but focuses primarily on impact or outcomes

AppraiseDoes this seem to work to the required standard?

Less detailed but broader and more comprehensive than an assessmentLooking at the whole and making judgements about qualitative aspects. Appraisal in its broader sense requires a judgement about the subject, identifying its strengths and weaknesses and/or how well something or someone performs in a particular context, or how well they are likely to do the job. Appraisal is more subjective than an evaluation, although it will refer to appropriate criteria.

ResearchWhat can you find out about it?

Identifying and collecting data or information about a subject and presenting it in a codified or structured form. Research does not imply any analysis of the data collected, although that may be implied by the context. Research does not imply any judgement about the data collected, but may well be combined with related verbs (analyse, evaluate) to ensure that these actions take place.
