International Centre Guide to BTEC Assessment

8/13/2019 International Centre Guide to BTEC Assessment

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BTEC International

International Centre Guide to Assessment


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Content

Introduction ............................................................................................................. 3

Overview of roles and responsibilities ...................................................................... 4

Programme team ...................................................................................................... 6

Unit structure ........................................................................................................... 7

Unit title ................................................................................................................ 7Aim and purpose ..................................................................................................... 7Learning outcomes .................................................................................................. 7Unit content ........................................................................................................... 7Assessment and grading criteria grid .......................................................................... 7Unit title ................................................................................................................ 7Aim and purpose ..................................................................................................... 7

Learning outcomes .................................................................................................. 7Unit content ........................................................................................................... 7Assessment and grading criteria grid .......................................................................... 7Essential guidance for tutors ..................................................................................... 8Single unit delivery .................................................................................................. 8Integration of units .................................................................................................. 8

Learning strategies .................................................................................................. 8

Assessment strategies.............................................................................................. 9

Planning the programme ........................................................................................ 10

Assignment design ................................................................................................. 11

Assignment briefs................................................................................................... 12

A vocational context or scenario .............................................................................. 12Tasks .................................................................................................................. 12Assessment and grading criteria .............................................................................. 12Evidence required from the learner .......................................................................... 13Internal verification of assignment briefs .................................................................. 13

Assignment planning .............................................................................................. 14

Assessment and grading ........................................................................................ 15

Formative assessment............................................................................................ 15Summative assessment .......................................................................................... 15

Assessment recording ............................................................................................ 16

Unit level records .................................................................................................. 16

Example materials .................................................................................................. 17

Examples of observation record and witness statements ....................................... 20

Glossary of BTEC terminology ................................................................................. 24


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Introduction

The qualification specification is the first document that programme managers and

teams must use as their point of reference for all planning.

All BTEC specifications can be found on the BTEC website:www.btec.co.uk

This guide is designed for those new to teaching and assessing BTEC qualifications and for

those who wish to build their knowledge base so that their planning and implementation is inplace prior to delivering a programme of learning.

A team approach to the delivery of BTEC programmes is recommended as it is the mostbeneficial to learners and the teaching team.


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Decision

making

Co-ordinates arrangements forinternal verification

Co-ordinates opportunities for

receiving feedback from theinternal verifier

Decides and checks whether

evidence is valid, authentic,

consistent and sufficientRecords assessment decisions

Decides to improve on evidence

provided following formative

assessment decisions

Monitors and adviseassessment decision

sampling

Gives programme teand feedback on the

Feedback

Ensures assessment plan,

assignments and assessment

decisions are scrutinised by theinternal verifier and appropriate

action taken

Actions internal verifiers advice

Gives constructive feedback tothe learner

Provides guidance for the

learner to enhance assessmentachieved on formative

assessment

Plans next steps with the learnerRecords the learners summative

achievement

Receives assessmentrecommendations and feedback

from the assessor

Appeals if dissatisfied with theassessment decisions

Plans next steps with the

assessorRecords summative assessment

Ensures appropriate

action is taken wherTakes part in the fo

of any appeal

Advises programmetraining needs

Provides feedback o

the assessment sys

programme team, smanagement and S

Verifiers


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Programme team

The programme team is made up of:

A Programme Leader who takes responsibility for keeping an overview of delivery,assessment, internal verification and recording learners achievement. This person willalso liaise with the Standards Verifier who will externally verify the programme.

Assessors who are responsible for the delivery and assessment of learners work. Internal Verifiers. Internal verification is the quality assurance system the centre uses

to monitor the assessment practice and decisions made by Assessors.

Further guidance on internal verification is provided in the International Centre Guide toInternal Verification, which can be found on the BTEC website:www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

All team members should:

read and understand the specification understand the structure of BTEC unit identify opportunities to generate evidence create and agree when assessment activities will take place and how much time they

will take up

ensure the assignments and assessment decisions are internally verified andappropriate action is taken by the team when necessary.

Good planning is the first step in making sure everything is in place and that all required

units will be taught and assessed. Planning should involve all members of the team andeveryone should be informed of the final plan.

Key areas to consider in the plan are:

the order in which the units will be taught who will teach each unit whether there are opportunities for units to be taught alongside each other how students will be given opportunities to evidence all assessment criteria how much time assignments and projects will take to complete what resources will be needed including whether it will be necessary to employ

specialist staff

what the timetable will look like and how to build in real vocational experiences suchas talks, events or trips to factories or theatres

the impact of the plan on schemes of work.


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Unit structure

This diagram shows the structure of a typical BTEC unit:

Unit title

The unit title is accredited on the QCF. Each unit carries a credit value and a specified numberof guided learning hours.

Aim and purpose

This states the aim of the unit and summarises the key knowledge, skills and understanding

to be developed while studying the unit. It provides information that places the unit clearly inthe vocational setting of the qualification.

Learning outcomesLearning outcomes state exactly what the learner should know, understand, or be able to do

as a result of completing the unit.

Unit content

The unit content identifies the breadth of knowledge, skills and understanding needed todesign and deliver a programme of learning to achieve each of the learning outcomes. Each

learning outcome is stated in full and then the key phrases or concepts related to thatlearning outcome are listed in italics followed by the subsequent range of related topics. It isnot a requirement of the unit specification that all of the content is assessed.

Assessment and grading criteria grid

The assessment and grading criteria grid for qualifications at levels 1, 2 and 3 details the

Unit title

Aim and purposeUnit introduction

Learningoutcomes

Unit content Assessment andgrading criteria

Essential guidance for tutors


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grading criteria for Pass, Merit and Distinction. At levels 4 and 5 assessment criteria for aPass grade are given in each unit. However, at levels 4 and 5, the criteria for higher gradesare generic and are published as an appendix in each specification. These criteria are theonly assessment for the unit. They must not be amended or added to.

Essential guidance for tutors

This section can be extremely helpful for teachers new to BTEC. The guidance within each subsection provides a wealth of valuable information to support delivery and assessment within astrong vocational context.

It is recommended that centres use a wide range of teaching and learning methods to ensure

that all learners are fully engaged in the achievement of all the learning outcomes in eachunit by producing evidence that can be measured by the unit assessment and grading

criteria.

Single unit delivery

The qualification is made up of individual units that represent clusters of learning outcomes.For many programmes of learning, a unit by unit approach to delivery is a valid and

appropriate method.

Integration of units

However some qualifications have units that inter-relate as they would in the workingenvironment. In certain qualifications the unit delivery can be integrated so that evidence canbe mapped into two or more units. This approach leads to a deeper understanding of the

content. It is important to map the assessment of criteria across units and keep accuraterecords of learner achievement.

Learning strategies

Learning strategies may include:

Internal project work carried out as an individual or as part of a group(assignments).

External linkedlearning including; lectures and seminars facilitated activities visits to companies with a facilitator to structure the visit visiting speakers from the vocational sector as the client.

The emphasis should be placed on learning by doing, drawing on materials gained from the

working environment or industry wherever possible. This will help learners to develop thetransferable skills necessary in a changing and dynamic working environment.

A large proportion of units are practical in nature giving learners the opportunities to tacklereal life examples to apply their skills and knowledge to case studies, projects orassignments.

A good assignmentwill:

be set in a vocational context inform the learner of the what tasks need to be completed track the tasks to assessment and grading criteria inform the learner how s/he will be assessed provide appropriate time for research


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allow the learner to develop the necessary skills and underpinning knowledge toachieve the unit grading criteria

give opportunities for the learner to receive feedback about their achievement.When a formal assessment has taken place, it is important that learners are aware of whatthey are able to do to improve the quality of the outcomes for a particular assignment or

work to be accomplished in the future. Feedback should be recorded to clarify and action this.

All vocational programmes benefit from external linkswith the vocational sector. Theselinks could be provided in any of the following ways:

someone from the industry checking that the assignment has vocational relevance andis up-to-date

provision of live case study material from a local company or organisation learner visits to companies and other vocational settings professional input from companies and vocational practitioners, especially where

vocational expertise is clearly identified in the delivery section of the units

work placement that is specifically related to the qualification teacher placements to update vocational expertise.

Assessment strategies

There is a range of assessment methods that can be used:

assessment of written evidence generated from completion of an assignment observations of learner performance (using witness statements, checklists or

observation records) when oral presentations, role play or work based evidence can beused

assessment of visual or audio materials, artefacts or products made by the learner peer and self assessment which enable learners to become self critical and evaluative group work with emphasis on the assessment at individual learner level.

Research has shown that using a variety of assessment methods enhances learning and awell planned programme will build in a variety of assessment strategies.

Whichever method of assessment is used, it is important to set a deadline for achievement.This encourages learners to develop good habits that they will take with them into the worldof work. You do not have to accept work that is late for assessment but you must ensure thatlearners are made aware of the consequences of failing to meet deadlines. Consequencescould be:

having to wait until the unit is taught again before assessing their work requiring a learner to complete a different assignment to eliminate the risk of copying requiring the learner to attend a viva or other personalised assessment method.

Once learner work is accepted for assessment, it cannot be penalised or grade capped i.e. itis not possible to only offer a Pass grade for late work. If the work (once accepted) is shownto have achieved a higher grade, then that grade must be awarded.


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Planning the programme

Planning and assessment Verification activity

Plan year to include;Units taught in right

sequence

Assessment activities at theright time

Timely internal verificationStandardisation of assessors

Which units make up a valid

combination and when arewe going to teach them?

Design unit assignment(s)

Formative assessment forlearners

Summative assessment atdeadline

Learner achievement

recorded at unit level

Learner achievement

and certification

IV checks assignments beforeissue to learners

Recorded on standardiseddocuments

IV samples assessmentdecisions

Recorded on standardiseddocuments

Plan internal verificationBuild in team standardisation

activities

Qualification achievementtracked

External Verification activities

Check the specification

Produce the timetable


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Assignment design

Assignments offer the opportunity to learners to create evidence for assessment of the unit.Some units can be assessed by providing just one assignment to the learners. Other unitslend themselves to more assignments. It is thought that no unit should need more than threeassignments.The following examples show how units may be broken down into assignments.

Example 1: A level 3 unit where not all Pass criteria have relatedMerit or Distinction criteria:

Grading Criteria

To achieve a Pass grade the

evidence must show the

learner is able to achieve:

To achieve a Merit grade the

evidence must show the


To achieve a Distinction

grade the evidence must

show the learner is able to

achieve:

P1

P2M1 D1

P3

P4M2

M3D2

The Assessor will need to identify themes across the criteria. In this example:

P1 and P2 are extended into M1 and D1. P3 does not directly relate to M and D criteria. P4 relates to M2, M3 and D2.

Tasks within an assignment would be written to reflect these relationships orthreeassignments could be used depending upon what is required by the assessment criteria.

Example 2: A level 3 unit where Pass, merit and Distinction criteriaare related to each other:

Grading Criteria

To achieve a Pass grade theevidence must show the


To achieve a Merit grade theevidence must show the


To achieve a Distinction

grade the evidence must

show the learner is able to

achieve:

Pass

Assessment Activity 1

Merit

Assessment Activity 2

Distinction

Assessment Assignment

In this example the Pass criteria have a direct relationship with the Merit and Distinction

criteria. Learners are required to provide evidence of a greater depth of understanding toachieve the higher criteria. Achievement of the higher grading criteria does not mean doingmore work.


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Assignment briefs

The assignment brief is given to learners at the start of the assessment process for anyunit(s). There is no prescribed layout or format for the brief, but it is recommended that it

contains the following information:

the qualification title and level (this must be accurate and state only what is publishedin the specification document)

the unit number and title which is being assessed (again, this must be accurate andstate only what is published in the specification document)

an inspiring, motivating and interesting title for the assignment the learning outcome(s) that will be achieved the date the assignment is set the submission deadline (including any dates for formative assessment) a vocational context or scenario tasks to be completed evidence required from the learner.

There is a template available for centres new to BTEC or those wishing to rationalise sectorassignment design across a centre, in the International Assignment Design Guide

available on Edexcel website: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

A vocational context or scenario

This is the opportunity for the assessor to place the assignment within a vocational context.It allows the learner to experience an event as if they are at work. Here are some examples:

Asking the learner to imagine they are working in an accountants office and askingthem to compile records from a client, rather than just giving a list of figures to the

learner. Asking a learner to compile a report as if they are working in a Human Resource

department.

Asking the learner to solve a real life engineering problem rather than just completinga mathematical exercise.

Asking the learner to make a presentation market research information rather thanwriting a report.

Tasks

The tasks should describe the activities the learners will need to do, in order to produceassessment evidence. They should be written in clear language and at the right level for the

qualification and learner.

The tasks should be achievable in the time allowed and provide the opportunity for thelearner to produce sufficient, reliable and valid evidence for assessment.Tasks should be tracked to the assessment and grading criteria.

Assessment and grading criteria

Each task should be followed by an explanation of exactly which assessment and grading

criteria are being addressed.

You must not re-write any aspect of the unit criteria, nor add your own centre-devised

criteria.


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Evidence required from the learner

It is necessary to make it clear to the learner exactly what is expected to be produced as

evidence for assessment, e.g. a report; a presentation; notes.Internal verification of assignment briefs

All assignment briefs must be internally verified, prior to issueto the learner. This is makessure that it is fit for purpose, by checking that:

the tasks and evidence will allow the learner to address the targeted criteria the assignment is written in a clear and accessible language and at the right level learners roles and tasks are vocationally relevant and appropriate to the level of the

qualification

the brief is appropriate to the centre and learner profiles equal opportunities are incorporated.

Internal verification of the assignments is carried out by a staff member who is familiar withBTEC assessment and has subject knowledge. Internal verification should alwaysbereported and recorded. If action is required, the assessor should complete this and return itto the Internal Verifier for sign off. Once the assignment is verified as fit for purpose, it maybe issued to the learners.

Further guidance on internal verification is provided in the International Centre Guide toInternal Verification, which can be found on the BTEC websitewww.edexcel.com/quals/BTEC/quality/Pages/documents.aspx


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Assignment planning

Action

Look at criteria in the

assessment grid and identifya vocationally basedscenario, theme or role at

the appropriate level

Select appropriate criteria tobe assessed in each

assignment, consider thenumber of units and criteria

to be covered where

integrated assignments are

Develop the assignmentbrief so that it can be

mapped against the criteriaselected, using relevant

tasks

Write the assignment for thelearners mapping the tasks

against the specific criteriaselected

Map the assignment againstthe course plan for unit

achievement and coverage

Check the focus

against thelearning

outcomes

Check that tasksreinforce

teaching andlearning

strategies

Ensureassessment

activity is fit forpurpose usingmethods that

meet unit aimsand objectives

Check for and

recordassessment

opportunitiesacross units

Cross-reference

to content toensuremaximum

opportunities tomeet grading

criteria

Consider theforms of

evidence to beproduced by the

learners

Ensure that

learners haveopportunities to

meet thetargeted grading

criteria

Learners cantake

responsibility fortheir own

learning. Thiscould involvepeer or self

evaluationProduce the final version ofthe assessment activity


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Assessment and grading

Formative assessment

Formative assessment involves both the Assessor and the learner in a process of continualreviewabout progress and takes place priorto summative assessment. Learners areprovided with formative feedback on their draft evidence or performance and are encouraged

to improve their performance. This process could be used to enable learners to progress tohigher grades through their course.

Summative assessment

Summative assessment is carried out in order to make finaljudgements about the learnersperformance in relation to the assessment and grading criteria of each unit. It is thedefinitive assessmentand must be made against the required standards of the unit.

Assessors should only award criteria when there is evidence, produced by the learner thatsupports the assessment decision.

Learners will need to be familiar with the grading criteria to be able to understand the qualityof what is required. They should be informed of the differences between grading criteria sothat higher skills can be achieved.

At unit level, learners must demonstrate the following:

To achieve a Pass Learners must achieve allPass criteria from the assessment andgrading grid.

For Higher National programmes all learning outcomes and associatedassessment criteria must be met.

To achieve a

Merit

Learners must achieve allPass and all Merit criteria from theassessment and grading grid.

Should a learner achieve some of the Merit criteria but not all, thiswould provide the opportunity for additional guidance to enable the

learner to progress all work to the required standard to achieve all the

Merit criteria.

Partial achievement of the Merit criteria cannot attract the Meritgrade.

For Higher National programmes allpass requirements achieved andallmerit grade descriptors need to be achieved.

To achieve a

Distinction

Learners must achieve allPass, all Merit and all Distinction criteriafrom the assessment and grading grid.

Distinction criteria are qualitative extensions of the Merit criteria Should a learner achieve some of the Distinction criteria but not all,

this would provide the opportunity for additional guidance to enable

the learner to progress all work to the required standard to achieve all

the Distinction criteria.

Partial achievement of the Distinction criteria cannot attract theDistinction grade.

For Higher National programmes all pass, all merit grade descriptorsand all distinction grade descriptors need to be achieved.


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Assessment recording

It is essential that assessment decisions are recorded both at unit level and for thequalification as a whole.

Unit level records

It is expected that a unit Assessor will keep records that show up to date information about

learner achievement. This is especially important when a unit is assessed using more thanone assignment.

Example of a unit tracking record

Qualification title

Unit title

Name of Assessor Date

PASS MERIT DISTINCTION

Learner Names P1 P2 P3 M1 M2 M3 D1 D2

A Learner 1/1/12 1/1/12 1/1/12 24/2/12 24/2/12 24/2/12

B A Learner 1/1/12 1/1/12 1/1/12 24/2/12

C U Learner 1/1/12 1/1/12

D Learner 1/1/12

E X Learner 1/1/12 1/1/12 1/1/12 1/1/12 24/2/12

Signature of Assessor Date

Keeping a record like this allows the Assessor an overview of a groups achievement as well

as indicating criteria where learners may be struggling to achieve e.g. P3 and M3. This maymean that assignment tasks may need to be reviewed and amended or it may be that further

support needs to be provided to learners to assist their learning. This record can then bepassed to a Programme Leader who will keep the qualification achievement record.

Example of a qualification tracking record

Qualification title

Programme Leader Date

Assessors name A

Singh

B Hill C Low L Chan S Kaur E Bonn H Sun J Parr

Learners names UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNIT 6 UNIT 7 UNIT 8

A Learner PASS PASS PASS PASS PASS PASS DIST

B A Learner MERIT MERIT MERIT MERIT DIST MERIT DIST

C U Learner PASS PASS PASS PASS MERIT PASS DIST

D Learner MERIT MERIT MERIT PASS MERIT PASS DIST

E X Learner PASS MERIT MERIT MERIT MERIT PASS DIST

Signature of Programme

Leader

Date

Keeping a record like this ensures an audit trail to validate certificate claims. It also allowsvisibility of units that may be high or low achieving. In the example above learners are

achieving high grades in Unit 8; this may need review. It also allows the Programme Leaderto be aware that C Low has not yet submitted results.


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Example materials

The following example materials may be used as a starting point to help plan, deliver, assessand verify BTEC programmes. They may be amended to suit the requirements of your owncentre. Blank templates of some of these documents are available on the BTEC website:www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Note: Units below are included for illustration only.They may not be current. Please

refer to the specification document.

Example 1: An assessment plan

An assessment plan can be used by programme teams at the planning stage to check that allassessment and grading criteria are covered in relation to learning outcomes.

NB: A = Assignment

Assessment Plan for 3 units in a Level 2 BTEC Business

Grading Criteria TargetedLearning Outcomes P1 P2 P3 P4 M1 M2 M3 D1 D2

Unit 1: Exploring Business Purposes

Understand the nature of business and

ownershipA1 A1

Understand the classification of business

activitiesA1 A1

Understand business aims and objectives in

different sectorsA2 A2 A2

Know the main functional areas that support

business organisations

A2 A2 A2

Unit 2: Developing Customer Relations

Understand how customer service is provided in

businessA1 A1 A1

Be able to apply appropriate presentation and

interpersonal skills in customer service

situations

A2 A2 A2

Know how to provide consistent and reliable

customer satisfactionA2 A2

Know how to monitor and evaluate customer

service within an organisationA1 A1 A1

Unit 3: Investigating Financial Control

Understand the costs, revenue and profit for a

business operationA1 A1

Know how businesses use breakeven analysis A1 A1Be able to prepare a cash flow forecast A2 A2 A2Understand ways of recording financial

transactionsA3 A3

It can be seen that all learning outcomes and assessment criteria have been covered.In Units 1 and 2 this has been done by preparing 2 assignments. Unit 3 requires 3

assignments to cover all of the learning outcomes and assessment criteria.


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Example 2: An assessment record and feedback sheet

This could be used for a complete unit assessment record or individual assignments

ASSESSMENT RECORD AND FEEDBACK SHEET

Qualification: Learner Name:

Unit No. & Title: Year:

Assessor Name:Unit CompletionDate:

AssignmentNo. & Title

Learning Outcome Criteria Targeted

1 LO 1: Know how to prepare for employment P1, P2, P3, M1, D12

LO 2: Understand terms and conditions of employmentLO 3: Know how working practices are developed

P4, M2, M3, D2

3 LO 4: Be able to plan career development P5

Grading CriteriaAssignmentNo.

DateAchieved

Comments

P1 match current knowledge and skills to possible jobopportunities using appropriate sources of information

and advice1

P2 complete an application for a selected job opportunity 1

P3 describe the terms and conditions of employment in aselected organisation

1

P4 describe how working practices are developed 2

P5 produce a career development plan usingperformance reviews

3

M1 explain the importance of terms and conditions of

employment1

M2 compare and contrast the organisational structure

and job roles within two business organisations2

M3 explain the importance of team working and personattributes within two business organisations

2

D1 analyse, using examples, the implications of terms

and conditions of employment1

D2 evaluate how personal attributes and team workingcontribute to working practices

2


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General comments / feedback

Assessor Sign:

Learner Sign:


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Examples of observation record and witnessstatements

Example 1: Observation record

An observation record is used to provide a formal record of an assessors judgement oflearner performance during presentations, practical activities against the targeted grading

criteria. The observation record will:

record the evidence seen against the grading grid of the unit specification record the Assessors comments confirm achievement or provide specific feedback of how performance can be

improved

provide evidence of performance that will be detailed to enable others to make ajudgement about whether there is sufficient evidence of performance

be completed by the Assessor who must have direct knowledge of the specification toenable an assessment decision to be made

be signed and dated by the assessor and the learner.Observation records should:

be accompanied by supporting evidence. This may take the form of visual aids,video/audio tapes, CDs, photographs, handouts, preparation notes, cue cards, diaryrecord or log book and/or peer assessments records, or any other appropriate records

note how effectively these were used to meet the grading criteria be kept in learners portfolios with relevant supporting evidence also include learners comments.

An observation record can have greater validity than a Witness Statement since it is capableof directly recording an assessment decision without reference to others.

An example form is given here and can be downloaded from the BTEC website:www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx


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OBSERVATION RECORD

Learner Name:

Qualification:

Unit Number & Title:

Description of activity undertaken

Grading criteria

How the activity meets the requirements of the grading criteria

Learner Signature: Date:

Assessor Signature: Date:

Assessor Name:


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Example 2: Witness statement

A witness statement is a written record of learner performance against assessment andgrading criteria.

Someone other than the Assessor of the unit may complete a witness statement. This may

be:

an Assessor of a different qualification or unit a work placement supervisor a technician anyone else who has witnessed the performance of the learner against given grading

criteria.

It can be someone who does not have direct knowledge of the qualification, unit or evidence

requirements as a whole but who is competent to make a professional judgement about theperformance of the learner in the given situation.

A high quality, valid witness statement will:

provide the witness with clear guidance on the characteristics required for successfulperformance

list the evidence requirements, with further explanation for a non-assessor require the learner or witness to provide a statement of the context within which the

evidence is set

be signed and dated by the witness.The witness does notmake an assessment decision. The Assessor makes the decision andmust:

ascertain the status of the witness by noting their relevant professional skills, their jobrole and their relationship to the learner

review all the information in the witness statement review supporting evidence to make an assessment decision review the statement with the learner to obtain confidence in the evidence be convinced that the evidence presented by the witness statement is current, valid,

sufficient and authentic

collect specimen signatures.

Centres should note that witness testimonies can form part of the evidence for a unit(s) butthey should not form the main or majority assessment of the unit(s).

An example form is given here and can be downloaded from the BTEC website:www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx


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WITNESS STATEMENT

Learner name:

Qualification:

Unit number &

title:

Description of activity undertaken (please be as specific as possible)

Grading Criteria (for which the activity provides evidence)

How the activity meets the requirements of the assessment and grading criteria, including

how and where the activity took place

Witness name: Job role:

Witness signature: Date:

Learner name:

Learner signature: Date:

Assessor name:

Assessor

signature: Date:


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Glossary of BTEC terminology

Formative assessment: Formative assessment involves the Assessor and the learner in aprocess of continual review about progress. It takes place prior to summative assessment.

Learners are provided with formative feedback on their draft evidence or performance and

are informed how to improve their performance. This helps learners to progress to highergrades. i.e. learners may re-do or add evidence to assignment/s to improve theirperformance

Summative assessment: Summative assessment is the final judgement about the learnersperformance in relation to the evidence requirements of each unit. The summative decision

is made against the unit assessment and grading criteria as published in the specification.

Specification:The published document available on www.edexcel.comthat providesinformation about what needs to be taught and assessed to enable learners to achieve aqualification.

Guided Learning Hours (GLH): Guided learning hours are an estimate of time that might

be allocated to;direct teaching, instruction and assessment, plus

other structured learning time such as directed assignments or supported individualstudy

GLH exclude learner initiated private study. You are advised to consider this definition whenplanning the programme of study associated with a specification.

Internal Verifier (IV): This is a centre or team based role. The Internal Verifier checks thequality of assignment briefs before they are issued to learners and checks the accuracy of

assessment decisions.

Standards Verifier (SV):The Standards Verifier is an assessment specialist appointed by

the Edexcel who checks that assessment decisions meet the required standards.

Documents

International Centre Guide to BTEC Assessment