Thisisacomprehensivefive-stagelinearprocessencompassingall elements of the assessment, beginning with Stage 1, which involvestheassessmentofstudents, tothestudentsgettingtheir certificates,asillustratedinDiagram1.
1:QualityAssuringAssessmentProcess,Fess(2024)
Beforesettingassignments,itisadvisabletoreviewtheNFQGrid of Level Indicators, see diagram 2, and the NFQ Synopsis of QQI Levels 4-6, see diagram 3. The NFQ Grid of Level Indicators provides a comprehensive overview of the learning outcomes for eachleveloftheNFQ,categorisedunderthestrandsofknowledge, know-how & skill, and competence. This understanding of standards is instrumental in developing assessment briefs, exam papers,markingschemes,anddeliveringconstructivefeedbackto students. The NFQ Synopsis of QQI Levels 4-6 emphasises the essentialcharacteristicsoflearningattheselevels.
Quality Assuring
Diagram
Assessment Process
2:NFQGridofLevelIndicators
Note:
This is available in the Toolkit in the BCFE QQI Team to download
Note: This is available in the Tootkit in the BCFE QQI Team to download
Diagram
Diagram
Devising Assessments
"Anassessmentbriefisthedocumentthatdescribesthetaskthata learner is required to undertake in order to demonstrate achievement of the learning outcomes mapped to that particular assessment task. In a locally devised assessment process, an assessorisresponsiblefordevisinganassessmentbrief".
Further Education Support Service, 2024
The definition above is an excellent summary of how to set an assignment. Beforeyoustart,itisimportanttoensureyouareusing the correct module from the CDU Moodle site: http://curriculum.etbonline.ie
Indicative Content: you can follow the indicative content to assesstheLOs.
Assessment Techniques: each module descriptor contains an Assessment Technique section. There are five di erent assessment techniques (Assignments, Exams, Skills Demonstrations,LearnerRecordsandCollectionofWork).These willvaryaccordingtothespecificmoduledescriptor. Youmust follow the Assessment Technique(s) stated in the module descriptor. Themappingsectiondictatesthelearningoutcomes tobeassessedinaparticularassessmenttechnique.
Guidelines for Assessments: clear tasks must be set for the students a er examining the guidelines, the LOs, the indicative content and looking at the mapping of the LOs, and the assessmentcriteria(alsoknownastheQQImarkingsheets).
Setting Assignments
Assessmentcriteria: itisimportanttotakeintoconsiderationthe assessment criteria (what we call the QQI Marking sheets) when settingtheassignment. Theassessmentcriteriacannotbealtered, but the marks can be further broken down to make your marking scheme. Negative marking should not be used. Using a marking scheme benefits both the teacher and the student, it ensures grading of assessments is transparent and fair. This initial investment in time can reduce the workload for the teacher and significantlyreducegraderechecks,seetable1.
4, 5 and 6, see diagram . This table (QQI Grading Criteria) is very useful when setting assessments and is available in the toolkit in Teamsforyoutodownload.
Note:
This is the Tootlkit BCFE QQI Team to download
Diagram5:GradingCriteriaforawardsatlevel4-6
Appeals: students can appeal their grade under the BCFE internal appealsprocedure,seestudenthandbook,page30. Studentshavean additional opportunity to appeal their grade under the Appeals Process,seediagram1,QualityAssuringAssessmentProcess.
Cover Sheets
Assignment Cover Sheet
A completed cover sheet mustbeattachedtoeach assignment. It must contain:
The Course name/code.
Module title and code.
Additional information (if required). You can include details of integration of assessmentshere.
Issue date and deadlinedetails.
Outcomes
Feedback: the box for feedback can be completed a er the student submits their assessment. The student must sign the cover sheet when submitting their work. The teacher must sign a ergradingtheassessment.
Cover Sheets
Exam Cover Sheet
A completed exam cover sheet must be attached to the exam. It must contain:
Student'sname. Teachersname. The Course name/code. Module title and code. Examweighting. Examdateandtime. Outcomes
A brief with clear guidelines and instructions for students to complete theassignment.
Amarkingscheme.
Click on assignment sample icon to view a Marketing Practice assignment sample.
Click on Diagram 5 to explore the
Assignment Feedback
Feedback must be given on all assessments. Thiscanbegivenina varietyofways:
On the cover sheet in the feedbackbox. Insidetheassignment. In di erent formats, such as: audio,videoetc.
Feedback must be given in a timelymanner. All work at levels 5 and 6 should be referenced using Harvard Style Referencing. Youwillfindreferencingresourcesin Teams in the BCFE QQI Team. Click onthereferencingicontoviewsome oftheseresources.
Devising Exams
Theprocessofsettingexamsbeginswithexaminingtheassessment section in the module descriptor, see diagram 6. You will find the Examination Technique section here. The examination technique may vary according to the module descriptor. Specific LOs must be assessedaccordingtothemappingsectioninthemoduledescriptor.
Click on diagram 8 to explore the di erent sections of the sample exambrief.
Exams
Therearedi erenttypesofquestionstoconsiderwhensettingyour exam refer to the examination technique in your module
Diagram9:Examquestions
Digitisation of Folders
It is recommended to set up your folders at the beginning of the academicyear. Thenameofyourfolderwillbethecoursecodeof theclassyouareteaching,followingbythecodeofthemoduleyou are teaching, for example, RTC _5N1356, which is Work Experience for the class RTC. The folder will contain 2 subfolders: a teacher packandastudentsubmissionsfolder,seediagram10.
The teacher pack will contain the following folders: Note to EA, ModuleDescriptor,Yearplan&assessmentplan,assessmentbriefs, assessmentresults,QQImarkingsheetsandtheN10.
The Student submissions folder will contain: QQI marking sheets and a folder for each of the assessement techniques, see diagram 11formoredetails.
Assessment Documentation Conventions, see diagrams 14 and 15
File Naming Conventions
Internal Verification Process
The Internal Verification Process is collaboratively carried out by the Module Teacher and the Internal Verifier, with each playing a distinct role at different stages. Click on diagram 16 below to access interactive links to all the forms needed for the Internal Verification process.
Diagram16:InternalVerificationFlowchart
The Internal Verification Process
Click on video icon to watch video explaining Diagram 16
Internal Verification Flowchart.
Click on link icon for a more detailed explanation on the 4 steps in the Internal Verification Process.
