This document is set out in three sections:
These have been formulated taking account of the QAA Code of practice for the Assessment of Students.
The policies shown will be applied consistently to all learners on the YogaBuds Teacher Training Course.
This section gives details of how the policies outlined in the YogaBuds Code of Practice for the Assessment of Learners will be implemented if not apparent in Section 2.
These principles are based on the QAA Code of Practice' for the Assessment of Students. They also take account of the principles enshrined within other YogaBuds policy statements.
Hence the principles from which YogaBuds policy for the assessment of students will seek to ensure that:
1.1 The course programme is composed of individual units and three teaching practices.
Learners will be required to complete an assignment on each unit, which will show that they have achieved the required learning outcomes of each unit. The learning outcomes will be marked and assessed against the assessment criteria written into the programme.
1.2 In order to achieve Diploma Status learners will need to complete ALL assignments of ALL
units as well as ALL teaching practices. All assignments will need to be assessed on a pass or fail basis. The final teaching practice is known as the Qualifying Teaching Practice (QTP). Diploma Status can only be attained when ALL assignments and QTP have been assessed and documented as PASS.
1.3 Assessment will be valid in relation to its form, quantity, level, content and learning outcomes whilst avoiding assessment overload.
1.4 Assessment will be facilitative, supportive and promote student learning by the provision of appropriate feedback on learner’s performance.
1.5 Assessment processes will be explicit with all parts of the assessment process being made clear to all parties (learners, tutors and internal verifiers).
1.6 Assessment will be reliable, consistent and reproducible in the judgements made. The processes will be robust and staff engaged in them will be appropriately trained.
1.7 Assessment processes will be equitable with all students being assessed fairly on their own individual merit and ability.
1.8 The management of assessment will be just with clearly documented procedures to support this.
1.9 The policy and processes of assessment will be subject to regular monitoring and review.
References:
Quality Assurance Agency. Code of practice for the assurance of academic quality and standards in higher education: Assessment of students. Gloucester:QAA, 2000.
Quality Assurance Agency. Code of practice for the assurance of academic quality and standards in higher education: Gloucester: QAA., 2000
Quality Assurance Agency. The national qualifications framework for higher education qualifications in England, Wales and Northern Ireland. Gloucester:QAA, 2001. Code of Practice for the Assessment of Students
The assessment policies outlined in Section 2 will be applied consistently.
2.1. Assessment will be valid in relation to its form, quantity, level, content and learning outcomes measured
2.1.1. Unit Learning Outcomes will be given in the Course Specification
2.1.1.1. Unit Learning Outcomes will be shown clearly in the course specification and will be linked to assessment strategy and marking criteria.
2.1.2. Unit Learning outcomes and assessments will be linked and will be appropriate at this level.
2.1.2.1. Unit learning outcomes will be appropriate to the level of study and guided by content shown in the course specification.
2.1.2.2. Learning outcomes will be expressed clearly using appropriate terminology to state the knowledge, cognitive, practical, professional and key skills that a learner, having been successful in the unit, will be expected to have achieved (i.e. they are threshold learning outcomes).
2.1.2.3. The assessment type and load will be appropriate to the level three and marked according to YogaBuds guidelines.
2.1.2.4. Due economy will be exercised in devising the assessment strategy so as to avoid assessment overload.
2.1.2.5. Each unit will show explicitly how the learning outcomes and assessment(s) are linked.
2.1.2.6. The assessment(s) will enable students to demonstrate the achievement of the learning outcomes.
2.1.2.7. Where group work is employed, the assessment (type and marking) must make explicit what learning outcomes are to be achieved by the group and its individuals.
2.1.3. Assessment approval and scheduling
2.1.3.1. The Head of the course will be responsible for ensuring that the YogaBuds Assessment Board (YAB) approves the unit assessment marking criteria and marking schemes for each unit before marking begins.
2.1.3.2. All assessors will be provided with details of the assessment strategy. They will be provided with details of all of the assessment information upon request.
2.1.4. Unit descriptions will provide clear details of the unit assessment pattern, which will be appropriate to the unit level and learning outcomes
2.1.4.1. Unit descriptions will provide explicit details of the unit assessments including: the form of the assessments (type, word count or equivalence) and the assessment criteria.
2.1.4.2. The Course Leader will be responsible for ensuring that a range of different assessment methods are used so that markers are able assess the learners’ achievement of knowledge, cognitive, practical, professional and key skills that are necessary on the course
2.2. Assessment will be facilitative and supportive and promote learner learning by the
provision of appropriate feedback on learners’ performance
2.2.1. Nature of feedback
2.2.1.1. The minimum requirements for feedback shall be:
• the pass or fail mark
• the major shortcomings;
• ways that the work could be improved.
2.2.1.2. Feedback on coursework will normally be explicitly linked to marking and assessment
criteria
2.2.1.3. Feedback will be written although oral feedback may be used to supplement it. It may be delivered to individuals or to groups of learners. Written feedback on coursework may be written onto a proforma, a coversheet (e.g. against the marking criteria) or directly onto the piece of work. The procedures adopted should not prejudice any second marking of the work.
2.2.2.1. The Course Leader will be responsible for ensuring that feedback is available to students.
2.2.2.2. YogaBuds Assessment Board will monitor the provision of feedback.
2.2.3.1. The target for making feedback available on coursework will be four weeks from the submission deadline.
2.2.3.3. If feedback is unexpectedly delayed then the learner should be informed as to the reason(s) and when they might expect to receive the feedback.
2.2.3.4 Allowance must be made for Christmas, Easter and Summer breaks.
2.3. Assessment processes will be explicit with all parts of the assessment process
being made clear to all parties (learners , tutors, and internal verifiers)
2.3.1. Communication of assessment arrangements
2.3.1.1. The course leader will be responsible for ensuring that learners are provided with written information for each unit regarding :
• assessment procedures and how they link to the learning outcomes of the unit;
• the form of the assessments and their weighting.
2.3.1.2. The course leader will be responsible for ensuring that learners are provided with written information on:
• how marks for individual pieces of work will be apportioned, including (where appropriate) the marking criteria;
• details on the standards that will be applied for marking.
2.3.1.3. The course leader will ensure that learners are familiar with arrangements to support the submission and return of assignments (see 2.5.3).
2.3.2. Communication of feedback arrangements
2.3.2.1. The course leader will be responsible for ensuring learners are provided with written details on when and how they might expect feedback.
2.4. Assessment will be reliable, consistent and reproducible in the judgements made. The processes will be robust and staff engaged in them will be appropriately trained.
2.4.1. The assessment of learners' work will be reliable, consistent and reproducible.
2.4.1.1. Learners' work will be marked against the assessment criteria. These criteria will enable internal and external assessors and verifiers to distinguish between different categories of achievement.
2.4.1.2. Learners' work will be marked against assessment marking criteria (this may also provide an effective mechanism for feedback (see 2.2.1)).
2.4.2. The assessment of learners' work will be subject to internal sampling and moderation
2.4.2.1. A minimum of 6 pieces of ALL assessed work from each unit will be double marked covering a full range of marks. If significant discrepancies arise then the entire assessments may need reviewing and moderating.
2.4.2.2. If two markers significantly disagree and the differences cannot be resolved by discussion, then a third marker should review the work, unaware of the previous marks. The final mark awarded should then be derived by discussion between all three markers. If an agreed final mark can still not be awarded then the assessment should be referred to an External Verifier.
2.4.3. Staff new to assessment will be trained in the principles and procedures
involved
2.4.3.1. The course leader will be responsible for ensuring that all staff responsible for assessment are able to demonstrate good practice in assessment and providing feedback, before they are involved in any assessment.
2.4.4. Responsibilities
2.4.4.1. The course leader will be responsible for ensuring that 2.4.3.1 is documented.
2.4.5. Archiving of assessments
2.4.5.1. Samples of assignments must be retained securely and confidentially for a minimum of 3 years.
2.4.5.2. Archived material may be used in the induction of new staff into assessment and also for ensuring the maintenance of academic standards over a period of time.
2.5. Assessment processes will be equitable with all learners being assessed fairly on
their own individual merit and ability.
2.5.1 Submission, receipt and return of coursework
2.5.1.1 The Course leader must make provision for systems to ensure that assignments submission is secure, documented and that receipts are made available.
2.5.1.2 There will be one system for applying penalties to the late submission of assignments:
• Work submitted on time will be marked promptly and returned to students, with feedback within the prescribed time (see 2.2.3).
• Work submitted after the submission date, but within two weeks of the due date will be marked. The requirements for prompt return of work may not apply to work that is submitted late.
• Work submitted later than two weeks will be marked. The requirements for prompt return of work may not apply to work that is submitted late.
2.6. The management of the assessment should be just
2.6.1. Academic misconduct
2.6.1.1. Course Leaders will be responsible for ensuring that learners are provided with details relating to acceptable forms of academic referencing and citation at an early point of their course preferably at induction.
2.6.2. Student requests for review (remarking) of assessment
2.6.2.1. Course Leaders will be responsible for ensuring that learners are provided with the YogaBuds policy regarding student requests for review (remarking) of assessments.
2.6.2.2. There will be one system for reviewing assessment and this will be applied consistently. In the first instance, learners will apply, in writing (or via email) to the initial marker to have their work reviewed. Requests must be made within two weeks of the date that the assessment was made available for return and learners must give reasons for requesting review.
2.6.2.3. The initial marker will review the piece of work and return it with comments justifying the mark awarded to the learner or adjusting the fail / pass as s/he sees fit.
2.6.2.4. If the learner remains dissatisfied after review he/she may apply in writing to the Assessment Board within two weeks of the return of the remarked assessment. The Assessment Board will, review the marking of the assignment.
2.6.2.5. Where an error or error of judgement has been identified after the Assessment Board has met, The Board will have the authority to rectify any mistakes.
2.7. The policy and processes of assessment will be subject to regular monitoring and review.
2.7.1. The above policies will be monitored and reviewed at the Annual Quality Review.
This section gives details of how the policies outlined in the YogaBuds Code of Practice for the Assessment of Students will be implemented.
3.1. Assessment will be valid in relation to its form, quantity, level, content and learning outcomes measured
3.1.1. Course Learning Outcomes will be explicit and given in the Course Specification.
3.1.1.3. Course Specifications are described as "concise descriptions of the intended outcomes of learning” and the means by which these outcomes are achieved and demonstrated. The intended outcomes should be expressed, as a minimum, in terms of:
a. The knowledge and understanding that a student will be expected to have on completion;
b. Key skills: communication, the use of information technology and learning how to learn, problem Solving, improving own learning and performance, working with others, Communication and IT;
c. Cognitive skills such as understanding of methodologies or ability in critical analysis;
d. Subject specific skills, such as teaching skills.
3.1.2. Learning outcomes and assessments at unit level will be linked and appropriate to the unit level.
3.1.2.1. Learning outcomes will be appropriate to the level of study.
3.1.2.2. Learning outcomes at unit level will use appropriate terminology to clearly state the knowledge, cognitive, practical, professional and key skills that a learner, will be expected to have achieved (i.e. they are threshold learning outcomes). Learning outcomes are written so that they are assessable. Learners should expect to be assessed on them all and the assessment strategy should enable them to be demonstrated.
3.1.2.3. The assessment type and load will be appropriate to the unit level and credit rating and follow guidelines.
3.1.2.4. Due economy will be exercised in devising the assessment strategy so as to avoid assessment overload.
3.1.2.5. The unit description (assessment strategy) will make explicit how the learning outcomes and assessment(s) are linked.
a. Each unit has a section entitled "Outcomes and assessment criteria".
b. A brief text is provided which explains how the assessment strategy enables the learning outcomes to be demonstrated
3.1.2.6. The assessment(s) will enable students to demonstrate the achievement of the learning outcomes.
3.1.2.7. Where group work is employed, the assessment (type and marking) must make explicit what learning outcomes are to be achieved by the group and its individuals.
a. Often when learners undertake group work they divide the tasks. So for example, some may research a presentation, others prepare the material and others give the oral presentation. It would therefore be incorrect to have unit-learning outcomes such as:
i. research material for an oral presentation;
ii. give an oral presentation of a topic.
b. Instead more appropriate outcomes might be:
i. to negotiate tasks within a group;
ii. to work as a member of a group in the researching, preparation and presentation of an oral presentation;
iii. to discuss the marks awarded for the presentation and negotiate the allocation of marks within the group.
3.1.3. Assessment approval and scheduling
3.1.3.1. The course leader will be responsible for ensuring that the assessment board approve the unit
assessment marking criteria.
a. Details of the unit assessment strategy will be made available to interested parties.
b. This is best achieved in a course handbook or unit overview. At a minimum this strategy will contain a detailed account of:
• details of coursework assignments, including assignment titles
• how the assessment strategy links to the unit learning outcomes.
• a scenario or background information
• a description of the task to be undertaken
• a description of the evidence the learner is expected to produce:
• information about whether the unit is graded.
• approximate length (in hours or word equivalents)
3.2. Assessment will be facilitative and promote learning by the provision of appropriate feedback on learners’ performance
3.2.1. Nature of feedback
3.2.1.1 The minimum requirements for feedback shall be:
• the pass or fail mark
• the major shortcomings;
• ways that the work could be improved.
3.2.1.2. Feedback will be explicitly linked to marking and assessment criteria.
3.2.1.3. Feedback will be written although oral feedback may be used to supplement it. It
may be delivered to individuals or to groups of students. Written feedback on
assignments may be written onto a proforma , a coversheet (e.g. against the marking criteria) or directly onto the piece of work.
a. The feedback must enable both the learner Course Tutor and the internal verifier to understand the strengths and weaknesses of the answer.
b. Although written feedback is the norm, oral feedback e.g. in a group or individual tutorial may supplement it.
c. Feedback may be delivered to individuals but, providing each individual has their own mark, it can
be delivered to a group.
d. Coursework will be marked against assessment criteria and it is often convenient
to use this to provide feedback on a proforma.
f. It is acceptable to write comments directly on to the students' work.
3.2.2. Responsibilities
3.2.2.1. The course leader will be responsible for ensuring that feedback is available to
learners.
3.2.2.2. The provision of feedback will be monitored by Assessment Board and this topic to be discussed at an annual appraisal meeting
3.2.3. Timing of feedback
3.2.3.1.The target for making feedback available on assignments will be within four weeks from the submission deadline.
a. This includes all forms of coursework, projects and portfolios. It is accepted that for some major pieces of work this target is optimistic but nevertheless the Course leader will need to consider how he may move to providing feedback within the target time.
b. Allowance will be made for Christmas, Easter and Summer breaks.
3.3. Assessment processes will be explicit with all parts of the assessment process being made clear to all parties (learners , tutors, internal verifiers)
3.3.1. Communication of assessment arrangements
3.3.1.1. The course leader will be responsible for ensuring that unit descriptions contain, and students are provided with, written information on, the purpose of the assessment procedures and how they link to the learning outcomes of the unit;
3.3.1.2. The course leader will ensure that students are provided with information relating to policy and to support the submission and return of coursework
a. The course leader will need to be aware of submission and return dates.
b. Details of the procedures for coursework submission will be in the Learners Induction Pack and will be reinforced by the Course Leader at the induction presentations an when assignments are set.
c. The course leader should clearly state exactly where and when coursework should be submitted.
d. The course leader should also make clear procedures for internal verification of marking.
3.3.2. Communication of feedback arrangements
3.3.2.1. The course leader will be responsible for ensuring that students are provided with written details of when and how they might expect to receive feedback on their work. In providing this information, the course leader will take account of the following:
a. Feedback on coursework (written, oral and other)will be available from the assessor four weeks from the submission of the work in the case of work submitted after deadline.
b. Feedback on coursework will be available from the assessor four weeks from the submission deadline.
3.4. Assessment will be reliable, consistent and reproducible in the judgements made. The processes will be robust and staff engaged in them will be appropriately trained.
3.4.1. The assessment of learners' work will be reliable, consistent and reproducible
3.4.1.1. Learners' work will be marked against learning outcomes and assessment criteria. These criteria will enable internal and external assessors to distinguish between different levels of achievement ( poor quality, good quality and excellent quality) and are vitally important, both to justify marks awarded and to enable internal and external verifiers to distinguish between different categories of achievement.
3.4.1.2. Students' work will be marked against assessment marking criteria.
(this may also provide an effective mechanism for feedback (see 3.2.1).
3.4.2. The assessment of students' work will be subject to internal sampling and moderation
3.4.2.1. A minimum of 6 pieces of ALL assessed work from each unitwill be selected as representative samples of low, good and excellent quality of work. The judgement of category will be made by the assessor against the following criteria:
• a. the extent to which the learner has matched the assessment criteria
• b. How well the learner has communicated and presented his/her ideas
If significant discrepancies arise then the entire assessments may need reviewing and moderating
3.4.2.2 If the internal verifier and the assessor significantly disagree about the initial assessment and the differences cannot be resolved by discussion, then a third moderator should review the work, unaware of the previous marks. The final mark awarded should then be derived by discussion between all three markers. If an agreed final mark can still not be awarded then the assessment should be referred to an External Verifier.
3.4.3. Staff new to assessment will be trained in the principles and procedures involved
3.4.3.1. The course leader will be responsible for ensuring that all staff responsible for assessment are able to demonstrate good practice in assessment and providing feedback, before they are involved in any assessment.
3.4.4. Responsibilities
3.4.4.1. The course leader will be responsible for ensuring that all staff responsible for assessment are able to demonstrate good practice in assessment and providing feedback, before they are involved in any assessment.
3.4.5. Archiving of assessments
3.4.5.1. Samples of assignments must be retained securely and confidentially for a minimum of 3 years.
3.4.5.2. Archived material may be used in the induction of new staff into assessment and also for ensuring the maintenance of academic standards over a period of time.
3.4.5.2. All archived material will be kept securely in the organisation safe at its HQ.
3.5. Assessment processes will be equitable with all students being assessed fairly on their own individual merit and ability
3.5.1. Submission, receipt and return of coursework work
3.5.1.1. The Course leader must make provision to ensure that assignment submission is secure, documented and that receipts are made available.
3.5.1.2 Submitted work will be logged and receipted to learner
3.5.1.3 Learners will be encouraged to keep copy of work securely at home.
3.5.1.4 Recorded delivery should be used where work is submitted by post
3.5.1.5 Learners are expected to keep all of their coursework for their current year. Then in the unlikely
event of an external verifier requiring more examples of coursework they could be made available.
3.5.1.6 There will be one system for applying penalties to the late submission of assignments:
• Work submitted on time will be marked promptly and returned to students, with feedback within the prescribed time (see 3.2.3).
• Work submitted after the submission date, but within two weeks of the due date will be marked. The requirements for prompt return of work may not apply to work that is submitted late.
• Work submitted later than two weeks will be marked. The requirements for prompt return of work may not apply to work that is submitted late.
3.6. The management of the assessment should be just
3.6.1. Academic misconduct
3.6.1.1. Course Leaders will be responsible for ensuring that students are provided with details relating to acceptable forms of academic referencing and citation at an early point of their course.
3.6.2. Student requests for review (remarking) of assessment
3.6.2.1. Course Leaders will be responsible for ensuring that learners are provided with the YogaBuds policy regarding student requests for review (remarking) of assessment
3.6.2.2. There will be one system for reviewing assessment and this will be applied consistently. In the first instance, learners will apply, in writing (or via email) to the initial marker to have their work reviewed. Requests must be made within two weeks of the date that the assessment was made available for return and learners must give reasons for requesting review.
a. This process should be non – confrontational
b. This system will be kept under review
3.6.2.3. The initial marker will review the piece of work and return it with comments justifying the mark awarded to the learner or adjusting the fail / pass as s/he sees fit.
a. The fact that the work has been reviewed should be noted on the feedback sheet
b. At this stage the FAIL mark may be changed to PASS if the marker feels that assessment criteria have been met, or if not the mark will remain the same.
3.6.2.4. If the learner remains dissatisfied after review he/she may apply in writing to the Assessment Board within two weeks of the return of the remarked assessment. The Assessment Board will, review the marking of the assignment.
a. It is anticipated that this will be the exception
3.6.2.4. Where an error or error of judgement has been identified after the Assessment Board has met, The Board will have the authority to rectify any mistakes.
3.7. The policy and processes of assessment will be subject to regular monitoring and review
3.7.1. The above policies will be monitored and reviewed at the Annual Subject Quality Review.
Find out more about YogaBuds in schools
| | |
| BTEC Advanced Diploma for Teaching Yoga to Children | |
|  | |