Purpose and Scope
iungo Solutions (“iungo”) aims to create the connective tissue between employers, training providers, and policy makers. Our mission is to enable our partners to take advantage of new ways of learning and working offered by Workplace by providing bespoke and immersive career planning, organisational development, and training solutions. The Procedure describes the key principles upon which our Internal Quality Assurance system is built.
Internal Quality Assurance is a major part of iungo’s strategy to ensure consistency of standards within all qualifications, courses and learning programmes it offers. Effective and reliable assessment of learning is fundamental to the delivery of all our programmes.
This procedure applies to all iungo employees, contractors, and volunteers engaged in the delivery, assessment, and internal quality assurance of all learning programmes, whether formal or informal, and accredited or unaccredited.
Effective Internal Quality Assurance (IQA)
Course leaders and assessors are directly responsibility for the assessment of knowledge and competences across our learning programmes. The role of the Internal Quality Assurer (IQA) is defined as follows:
- Sample assessment procedures and assessment records relating to learner work to ensure that the assessment process undertaken is fair, reliable, and consistent, and has been carried out effectively and in accordance with internal guidelines and awarding organisation regulation (if applicable).
- Observe and standardise the recording of learner work, to ensure that all assessment decisions are evidenced appropriately and are consistent and auditable.
- Provide feedback to course leaders and assessors regarding the effectiveness of their assessment practices and how they might be improved.
- Liaise with the External Quality Assurance (EQA) function of the relevant awarding organisation (if applicable).
- Report any concerns regarding the assessment process or conduct or assessors to the Executive immediately.
The IQA process is designed to ensure consistency of assessment, and to confirm that the tasks set are achievable against the learning outcomes and grading criteria for a learning programme, or unit or module of a learning programme. This requires:
- Review of assessment briefs prior to issue and in accordance with any applicable awarding organisation regulations. In the case of authentic or practical assessment, a standardised observation practice must be agreed before the assessment commences to ensure consistency.
- Review of assessment decisions and evidence and feedback to course leaders and assessors and/or escalation of concerns as appropriate.
- Development and oversight of a programme of assessment standardisation to ensure consistency between assessors and courses.
- Ensure key timelines are adhered to with respect to internal and external commitments in the IQA and EQA processes.
Internal Quality Assurance (IQA) Procedure
Pre-delivery review of learning programme
The Internal Quality Assurer (IQA) should confirm the validity and suitability of the learning programme, units, modules, or qualifications. Suitability will be determined based on purpose of the learning and the intended audience.
Where applicable, the IQA will provide feedback to the course leader or assessor on the chosen units, notifying them of any concerns regarding validity or suitability. The IQA may advise on alternative units or signpost to the relevant awarding organisation where appropriate.
Verified Learning programmes are stored in the IQA/Learning Programmes Google Drive and named according to the delivery code, “LP” infix, unit number, and assessment number e.g., “224002-LP-CL44CY001-01”.
Pre-delivery Internal Quality Assurance (IQA)
The IQA will review the Assessment Plan developed by the course leader or assessor. This will include reviewing teaching materials, assessment approach and activities to ensure that they are fit for purpose in assessing the knowledge or competence elements of the learning programme, unit, module, or qualification.
The IQA will provide feedback to the course leader or assessor about the quality of the Assessment Plan, notifying them of any improvement actions that may be required.
All assessment briefs must be verified (approved) by the IQA before it can be provided to learners. The If the IQA verifies the Assessment Plan, the course leader or assessor is authorised to continue. If the Assessment Plan is not verified (rejected) by the IQA, it will be returned to the course leader or assessor for amendment based on the feedback.
Assessment Plans are stored in the IQA/Assessment Plans Google Drive and named according to the delivery code, “AP” infix, and unit number, e.g., “224002-AP-CL44CY001”.
The corresponding verified Assessment Briefs are stored in the IQA/Assessment Plans/Assessment Briefs Google Drive and named according to the delivery code, “AB” infix, unit number, and assessment brief number, e.g., “224002-AB-CL44CY001-01”.
Assessment Feedback Reports are stored in the IQA/Assessment Feedback Reports Google Drive and named according to the delivery code, “AFR” infix, and unit number, e.g., “224002-AFR-CL44CY001”.
A template Assessment Feedback Report can be found in Appendix B. However, where preferable, the Awarding Organisation’s own template may be used.
Internal Quality Assurance (IQA)
The IQA will develop a Sampling Plan that corresponds with the Assessment Plan. The sample rate will be determined based on the cohort size and the requirements of the awarding organisation (if applicable).
The Sampling Plan is stored in the IQA/IQA Sampling Plans Google Drive and named according to the delivery code, “SP” infix, and unit number, e.g., “224002-SP-CL44CY001”.
A template Sampling Plan can be found in Appendix C. However, where preferable, the Awarding Organisation’s own template may be used.
The Internal Quality Assurance process will comprise the following activities:
- The IQA will select a sample of learners’ assessed work to confirm that the assessment is accurate, fair, and consistent across the sample.
- The IQA will confirm that the assessment decisions are consistent across learning programmes, units, modules, and qualifications.
- The IQA will also conduct
observations during programme
delivery and will interview learners about
their experience on the learning programme.
The IQA will prepare a feedback report detailing the verification
decision and listing any corrective actions or suggested improvements. If the result is “not verified”, the IQA can impose a range of sanctions.
- Require the assessor to reassess an individual learner’s work in line with recommendations from the IQA feedback report.
- Require the assessor to reassess the cohort’s work in line with recommendations from the IQA feedback report.
- Require a different assessor to reassess the cohort’s work in line with recommendations from the IQA feedback report.
The IQA Feedback Report is stored in the IQA/IQA Feedback Reports Google Drive and named according to the delivery code, “IFR” infix, and unit number, e.g., “224002-IFR-CL44CY001”.
A template IQA Feedback Report for Assessment Decisions (a), Assessment Observations (b), and Learner Interviews (c) can be found in Appendix D. However, where preferable, the Awarding Organisation’s own template may be used.
Review and Sign-off
This Policy is subject to 12-month review. The next review is due on 1st February 2023.
| Name: | Jessica Leigh Jones MBE |
| Position: | Chief Executive Officer |
| Signature: | J. L. Jones |
| Date: | 01 November 2023 |
Appendix A: Internal Quality Assurance Process Flow
Appendix B: Template Assessment Feedback Report
| Learning Programme: | |
| QAN/Unit Number: If Applicable |
|
| Assessor: |
| IQA Checklist | Y/N? | Comments | |||
| Is the unit the latest version available with Awarding Organisation? | |||||
| Are learning outcomes listed? | |||||
| Do assessment activities correspond to learning outcomes? | |||||
| Is the evidence requirement from the learner clear? | |||||
| Are the grade descriptors appropriate? | |||||
| Are the learning programme details complete and accurate? | |||||
| Are assessment deadlines clear and appropriate? | |||||
| Is the assessment activity and language appropriate? | |||||
| Does the assessment comply with the standardised approach? | |||||
| Overall, is the assessment fit for purpose? | |||||
| IQA: | Date: | ||||
| Action(s) required: | ||||
| Date Required: | ||||
| Action(s) taken: | ||||
| Date Completed: | ||||
| Assessor: | Date: | |||
| IQA: | Date: | |||
Appendix C: Sampling Plan
| Assessor Name | Date of Assessment | Learning Programme / QAN | Learner Names | Learning outcomes | |||||
| LO1 | LO2 | LO3 | LO4 | LO5 | LO6 | ||||
| Colin Bell | 01/04/2022 | CL44CY001 | Jane Doe | X | |||||
| Dave Phillips | X | ||||||||
| Menya Sweet | X | ||||||||
| Terrence Shoniwa | 06/05/2022 | CL44CY001 | Jill Buttercup | X | |||||
| Asriel Maloney | X | ||||||||
| Stel James | X | ||||||||
Example Sampling Plan.
Appendix D: (a) Assessment Decisions Feedback
| Learning Programme: | |||
| QAN/Unit Number: If Applicable |
Credit Value: | ||
| Assessor: | |||
| Evidence type: e.g., Portfolio, observation, assignment, discussion |
||||
| Unit Awarded: | ||||
| Is the learner’s evidence valid, authentic, and reliable?: | ||||
| Evaluation of the assessor’s decision: | ||||
Is the learner feedback:
|
||||
| Is the assessor decision verifiable? (Yes or No): | ||||
| Feedback to the assessor: | ||||
| IQA: | Date: | |||
| Assessor: | Date: | |||
| Action(s) required: | ||||
| Date Required: | ||||
| Action(s) taken: | ||||
| Date Completed: | ||||
| Assessor: | Date: | |||
| IQA: | Date: | |||
(b) Assessor Observation Feedback Report
| Assessor: | Qualification: | ||
| Learner: | IQA: |
| Observation Criteria | Y/N | Evidence | Learning Outcome |
| Appropriate assessment plan and assessment methods used | |||
| Clear timeline provided for assessment and roles and responsibilities | |||
| Clear arrangements for reviewing progress against the assessment plan | |||
| Assessment Plans kept up to date | |||
| Appropriate, relevant, and timely feedback provided to learners | |||
| Constructive and encouraging feedback provided to learners | |||
| Assessment decisions clearly explained | |||
| Clear pathways for learners to seek advice on assessment decisions |
| Assessor Interview | Y/N | Evidence | Learning Outcome |
| Thorough understanding of assessment standardisation and IQA procedures | |||
| Knows how to access the centre appeals process and fair assessment policy | |||
| Is aware of assessment related information made available by AO | |||
| Can identify resources to support learners with special educational needs | |||
| Assessor Feedback: | |||
| Assessor: | Date: | ||
| IQA: | Date: |
(c) Learner Interview Feedback Report
| Learner: | |
| Detail of observation: | |
| Assessor: |
| Question | |
| Clearly explain the activity and the assessment process? | |
| Make you feel comfortable? | |
| Encourage you to ask questions? | |
| Use appropriate language and questions? | |
| Provide verbal feedback? | |
| Provide written feedback? | |
| Provide feedback in an appropriate setting? | |
| Provide guidance and support for future activities? | |
| Comments from the learner: |
| Assessor: | Date: | ||
| IQA: | Date: |
