Internal Verification: A Guide For Edexcel International Centres

Internal verification
A guide for Edexcel International Centres

I
n
t
e
r
n
a
l

v
e
r
i
f
i
c
a
t
i
o
n

A

g
u
i
d
e

f
o
r

E
d
e
x
c
e
l

I
n
t
e
r
n
a
t
i
o
n
a
l

C
e
n
t
r
e
s

January 2006
Guide for International Centres
delivered local ly, recognised global ly

Edexcel Limited is one of the leading examining and awarding bodies in the UK and
throughout the world. It incorporates all the qualifications previously awarded under
the Edexcel and BTEC brands. We provide a wide range of qualifications including
general (academic), vocational, occupational and specific programmes for employers.
Through a network of UK and overseas offices, our centres receive the support they
need to help them deliver their education and training programmes to learners.
For further information please call Customer Services on +44 1908 847750
(calls may be recorded for training purposes) or visit our website at
www.edexcel-international.org

References to third-party material made in this specification are made in good faith.
Edexcel does not endorse, approve or accept responsibility for the content of
materials, which may be subject to change, or any opinions expressed therein.
(Material may include textbooks, journals, magazines and other publications and
websites.)

Authorised by Michael Swan
Prepared by Richard Pemble
All the material in this publication is copyright
Edexcel Limited 2005

Some commonly used phrases/words. These words are used throughout this
document and the reader is encouraged to familiarise yourself with them before
reading the guidance.

Assessment The process by which an assessor judges whether the
evidence presented by a learner meets the requirements
of the BTEC specification.
Assessment criteria Measurements of performance that describe what a learner
must do in a unit.
Assessment plan A plan (which may be written or recorded electronically)
agreed between the learner and the assessor to achieve
one or more units of the BTEC award. The plan should set
out targets date(s) for completion, method(s) of
assessment and the assessment criteria to be covered.
Assignment The means by which an assessor will make an assessment
decision. An assignment is typically in the form of a
written brief, or assignment, provided to the learner. It is
derived from the unit specification.
Authenticity Whether or not the evidence has been produced by the
learner.
Evidence Typically, work presented by the learner to demonstrate
that they have the required skills or knowledge to meet
the BTEC standards. Evidence may be work products
(reports, memos, completed forms, artefacts etc), records
of observation of performing a task, reflective accounts,
case studies, audio records, video records, CD/DVD records
etc.
External Verifier A person appointed by Edexcel to ensure that quality
assurance requirements are met and that claims made for
certification are valid.
Grade Unit grades of Pass, Merit or Distinction are available to
learners who achieve the stated unit assessment and
grading criteria.
Grading criteria The means by which performance is defined, ie Fail, Pass,
Merit and Distinction.
Grading descriptors The means by which performance is defined within BTEC
Higher Nationals.
Internal Verifier The person appointed by a centre to ensure internal
quality standards in relation to the BTEC specifications are
met.

Sampling The process by which the Internal and External Verifiers check
the quality and consistency of assessment in a centre and
ensure that standards are being correctly interpreted and
applied.
Specification The units that make up the BTEC qualification along with the
associated general guidelines for that qualification.
Standardisation Part of the internal quality assurance process which enables
each member of an assessment team to check their decisions
are accurate and consistent.

Contents

1 Introduction 1
1.1 BTEC qualifications 1
2 The quality assurance system an overview 2
3 The role of the Internal Verifier 2
3.1 Interpreting standards 3
3.1.1 Structure and content 3
3.1.2 Design of assignments for BTEC programmes setting assignments
and assessment activities 4
3.2 Internal Verifier role assuring standards 8
3.2.1 Assuring standards validating assessors judgements 9
3.2.2 BTEC Firsts and Nationals 9
3.2.3 BTEC Higher Nationals 10
3.2.4 Centre-devised units and Short Course programmes 11
3.2.5 Assuring standards ensuring consistency 11
3.3 Monitoring assessment practice 14
3.4 Assuring consistency standardising assessment judgments 15
3.5 Learners needs and equality of opportunity 16
3.6 Managing assessor resources 16
3.6.1 Developing the assessment team 16
3.6.2 Managing programme delivery 17
4 Establishing the IV structure 19
4.1 Good practice 22
Appendix 1 Example Assignment Template and Feedback Form 23
Appendix 2 Example Template IV of Assignment Brief Form 25
Appendix 3 Example Template IV Feedback to Assessor Form 27
Appendix 4 Example Template IV Sampling Plan 29
Appendix 5 Example HN Internal Verification/Review Document 31

Internal verification A guide for Edexcel International Centres Issue 1 January 2006
1
1 Introduction
The purpose of this Guide is to provide Edexcel International Centres offering BTEC
programmes an overview of internal verification; what it is and why it is needed. The
Guide provides practical tips and advice to implement an internal verification system
and is structured in sections with examples of successful approaches, illustrations and
explanations. At the end of each section is a key-point summary. The appendices
contain examples of blank forms that you may use, or adapt to the needs of your
organisation.
Whilst this Guide focuses on what Edexcel considers to be best practice, it is
important to point out that the information in the guide is not prescriptive. It is
important that centres develop systems that suit their context and provide the
quality assurance that Edexcel require.
BTEC qualifications delivered in International Centres are part of the BTEC family and
have the same standing and level as the equivalent UK BTEC qualification.
International Centres use the same specifications as the UK, but delivering as an
International version brings many advantages to International Centres that would not
be possible otherwise. These include:
ability to adapt content and grading criteria to meet local need
more supportive and developmental external verification
removal of the need to conform to UK academic timetables
teaching and assessment may be in a language other than English.
1.1 BTEC qualifications
This Guide covers the following BTEC qualifications:
BTEC First Diplomas and Certificates
BTEC National Awards, Certificates and Diplomas
BTEC Higher National Certificates and Diplomas
BTEC Short Courses.
BTEC qualifications are vocational awards. They are designed both for employed
learners and for those in full time study and are specifically aimed at vocationally
based training. BTEC awards include units that focus on the technical content and
skills of the occupational area and those that are more generic and thus transferable.
There are no national examinations for BTEC Short, First, National and Higher
National awards. It is the responsibility of centre assessors and Internal Verifiers to
make sure that the qualification requirements are achieved and demonstrated clearly
through learner evidence assessed against the criteria in the published specifications
This guide will take the reader through an overview of quality assurance systems, the
responsibilities of the role, the necessary processes for carrying out the role and
establishing the internal verification structure.
2
2 The quality assurance system an overview
BTEC qualifications are used and recognised in many countries around the world.
They are respected and valued both by employers and by UK higher education
providers. Two key processes that have helped BTECs to gain this reputation are
external and internal verification.
Edexcel employs External Verifiers (EVs) to provide external quality assurance of all
its qualifications. External Verifiers have two main roles, to ensure the conditions
required for programme approval have been maintained and that all claims for
certification are valid.
The External Verifier visits a centre twice a year and will audit a sample of all
learner evidence. BTEC centres must have systems in place that make sure the
requirements of the qualification are being met and that all learner work meets the
standard set out by the awarding body. There are many and varied references to the
documentation that an External Verifier needs to see on a visit. It is important to
note that they may not wish to see each and every piece of evidence on every visit,
but it is important that the documentation is continually updated.
As part of our approval agreement with each centre, the programme team(s) and
senior management give an undertaking that certain internal quality assurance
procedures will be in place and maintained. Within the centre, learners work is
reviewed and judged by assessors. To quality assure the assessors decisions, each
centre must appoint an Internal Verifier (IV) who will usually be a member of their
own staff. The Internal Verifiers role is crucial to ensuring that all assessment
decisions are accurate and fair and that they continue to be so throughout the year.
Within the Senior Management Team, we expect there to be a member of that team
with responsibilities for managing quality. Throughout this document we have
referred to that person as the Quality Manager.
3 The role of the Internal Verifier
Internal verification is a process integral to any BTEC qualification. Whilst we expect
there to be members of a team with the responsibility for organising and carrying out
the process, it is essential that every member of the team is integral to the process
and plays their full part. For example, making work available to the IV at the planned
time, acting on IV identified actions in a timely fashion or taking responsibility for
identified professional development.
Initially, it would be useful to consider who might make a suitable Internal Verifier.
The skills and personal qualities needed might include:
experienced teacher and assessor
supportive and authoritative manner
professional
familiarity with BTEC methodology.

3
There are three main strands to internal verification:
1 interpreting standards
2 assuring standards
3 managing assessor resources.
Each strand is explained in more detail below.
Once an IV structure is established (see Section 4 Establishing the IV structure) this is
the next stage of the process.
3.1 Interpreting standards
This section of the guidance deals with the role of the IV in quality assuring
appropriate assignments for the programme team to deliver the BTEC qualification.
To be able to advise assessors on the design of assignments, the IV must acquire
detailed knowledge of both the structure and content of the qualification. It is also
crucial that the Internal Verifier understands the vocational context and, therefore,
the standards of the particular BTEC qualification. If the Internal Verifier has any
queries about assessment criteria or understanding the vocational standards
themselves, the External Verifier should be asked for advice.
3.1.1 Structure and content
The majority of BTEC First, National and Higher National programmes from
September 2000 have been accredited as part of the UK National Qualifications
Framework (NQF). All NQF BTEC programmes conform to a set structure agreed with
the UK regulator The Qualifications and Curriculum Authority (QCA). International
BTEC programmes use the same unit structure that exists in the UK, although content
and grading may be varied to meet local need.
4
Unit structure

Title This gives the unit number and full title.

Description

This provides the overall unit aims.

Learning outcomes

These indicate what the learner will be able to do on
successful completion of the unit.

Content

This provides the breadth and depth of coverage
expected for each learning outcome.

Assessment guidance

This is provided as a grid defining the grading criteria.

Essential information for
teachers

This information is illustrative and is for guidance.
Centres may deliver and assess in ways which suit their
local context.

3.1.2 Design of assignments for BTEC programmes setting assignments
and assessment activities
An assignment is the means by which an assessor will make an assessment decision.
An assignment is typically in the form of a written brief, provided to the learner. It
is derived from the unit specification. Assignments may take a variety of forms and
centres have freedom of choice in this area, as long as they are fit for purpose.
Once the structure and content of the qualification are understood, the next step is
to devise appropriate means of measuring learner achievement against the published
criteria. The Internal Verifier must ensure that the means of assessment that the
team proposes to use are valid and fair. This means that assignments and assessment
activities are fit for purpose and provide learners with a clear opportunity to
demonstrate that they meet the published assessment and grading criteria. It is
critical that the IV has a clear understanding of all the units within the qualification
and the way in which these link together. An Assessment Plan is a very useful way of
presenting this information. An example is given below:

5

BTEC programme: Engineering Higher National Diploma Year: 2005-6
Unit: Business Management Techniques
Assessor(s): First Assessor

Assignment Reference and Coverage

Unit Outcomes and
Grade Descriptors
Assign. Ref. A Assign. Ref B Assign. Ref.
Outcome 1
Outcome 2
Outcome 3
Outcome 4

M1
M2
M3

D1
D2
D3
T
w
o

a
s
s
i
g
n
m
e
n
t
s

o
n
l
y

The Internal Verifier should review all assignments, including practical tests using the
following questions.
Are the assignment/test title and aims relevant to the unit and outcome(s)?
Is the context relevant to the unit and outcome(s)?
Do required tasks relate to the same active verbs as stated in the unit
specification?
Are tasks clear and easily understood by learners?
Are timescales realistic?
Will it be possible to confirm authenticity of learner work ?
Are assessment requirements clear?
An example pro-forma to use when the IV is evaluating assignment briefs is given in
Appendix 2.
If the proposed assignments and activities do not fully meet these requirements, the
IV should ensure that corrective action is undertaken before they are cleared for
issue to learners.
6
A good assignment should provide the learner with guidance on what they need to do
in order to meet the requirements of the unit. An assignment may cover the whole or
part of a unit, or even more than one unit. In planning assessment, therefore, the
assessor should look for opportunities for the learner to demonstrate achievement of
outcomes across several units. This may be built up incrementally. For example, at
the beginning of a new programme the assessor may choose to provide the learners
with small activities/tasks as part of a larger assignment in order to build their
confidence and to familiarise them with the format and style of assessment.
However, as confidence is developed larger assignments may be used which more
accurately reflect the everyday working requirements of the chosen sector. In some
cases, the Internal Verifier may need to consider splitting large assignments into
manageable tasks within the main assignment with specific review dates for each
task.
A typical structure for an assignment brief would be:
title
outcome statement(s)
purpose or aims
context or scenario
tasks and criteria coverage
assessment information
feedback to learner.
An exemplar Assignment Brief template can be found in Appendix 1.
Each of the above is explained in more detail below.
Title
The title of the assignment may simply reflect that of the unit under study or may
take on one that is relevant to the activity in question that is linked to the
context being used, eg
Develop a marketing plan for the local graphics centre.
Titles that reflect the nature of the work to be undertaken help to give the
assignment an identity which helps learners engage with the tasks.
Outcome statement
The assignment should be directly linked to the published specification. It is
therefore useful, especially to the learner to have the outcome clearly stated at
the beginning of the assignment. This is also helpful for the External Verifier
enabling them to see quickly which outcomes are being assessed in each
assignment.
Purpose or aims
This should be short and to the point and highlight to the learner the key reasons
or potential benefits of successfully completing the assignment. This section
might, for example, also indicate important skills to be developed.

7
Context or scenario
BTEC programmes by their very nature are vocational and work related so the
tasks set for learners, whether for learning or assessment, should reflect the
everyday needs of the sector. To do this, the assessor may choose to use a typical
work setting, in which case the setting will need to be introduced to the learner
as will their role(s). The learners should also be told whether the work is to be
carried out on an individual or group basis.
Tasks and criteria coverage
There will typically be a number of tasks within any one assignment. The
structure of each task will be strongly influenced by the assessment and grading
criteria (or descriptors for Higher Nationals).
For BTEC Firsts and Nationals it is important that the active verbs used relate to
the criteria so that the sense of the unit is not changed. To enhance or clarify
meaning and target setting, an illustration may be given of the type of evidence
that could be produced by the learner. It is also helpful to indicate in the task the
key items of evidence to be generated and their main features. These should be
derived from the Content section of the unit. At the end of each task the grading
criteria targeted should be added using a reference. P1, P2 and M1 would indicate
the first two grading criteria under the Pass heading and the first grading criteria
under the Merit heading.
For BTEC Higher Nationals the outcome statements take on a higher level of
importance and learner achievement should be tracked and recorded at outcome
level. For a Higher National unit there will be a number of facets to be covered
for each criterion. These may be covered via separate assignments or tasks within
an extended assignment. If this is the case then the achievement of the learning
outcome can only be acknowledged once all facets have been achieved.
Assessment information
This can take many formats but there must be a clear link between the criteria
targeted for assessment and the assessors judgement. It is much easier from the
learners, Internal and External Verifiers perspectives if these components are
side by side to ensure ease of cross-reference. This is shown in the Assignment
template (Appendix 1).
Feedback
The learner will need feedback on the work presented against the target criteria
of the assignment. Feedback will need to be positive and supportive, highlighting
key strengths and areas for development to achieve higher grades and improve
the skills used in the tasks. It may also be necessary to ask for further work to be
completed in order to meet the minimum standard.
Finally, the document template should also include the following information:
an authenticity statement from the learner
the signature of the assessor
the signature of the Internal Verifier.
8
These are explained below.
Authenticity Statement
All learner work presented for assessment must contain a learner declaration to
confirm that it is their work. This must also be dated. If learners are submitting
work that is not theirs then they are committing fraud. Clearly if the centre is
endorsing the work through assessment and verification then the staff concerned
would also potentially be party to fraud.
Signature of the assessor
This is needed to confirm that the assessor has judged the task to be completed
and to meet the standards required.
Signature of the Internal Verifier
Whilst it is not necessary to internally verify every single piece of learner work,
it is useful to make space available in the design of the brief template for the IV
to sign to confirm
their agreement with the assessment decision made. This will also add clarity to
the system, demonstrating to the learners that there is quality assurance on their
programme.
3.2 Internal Verifier role assuring standards
This part of the Internal Verifiers role includes:
validating assessors judgements (including grading decisions) against the
standards
ensuring consistent judgements across all the assessment team
ensuring that learners have equality of opportunity.
From Edexcels perspective this is probably the most important aspect of internal
verification because upon it rests the validity of every BTEC certificate issued. Each
part of this strand is further explained below.

Key points 1
The Internal Verifier must ensure that assignments are fit for
purpose by working to the key indicators provided in the
example checklists (Appendix 2).
Teams should work to a common assignment template.
Links between the assignment and the BTEC specification must
be transparent.
Authenticity of learner work must be confirmed.
Feedback should be given to learners.
Feedback should be given to assessors.

9
3.2.1 Assuring standards validating assessors judgements
Once the assessment activities and assignments have been agreed then the IV should
ensure that all the team are briefed on the requirements and that they are clear
about the grading criteria. This task will be significantly easier for the IV if the
assignments have been well structured and clearly defined see Section 3.1.2 so
that there should be a transparent link between the work produced by the learner
and the BTEC specification. Unit grades, if applicable, can be applied only once the
learner has completed all work to be assessed on the unit.
Feedback also needs to be given to the assessor from the IV. This should contain both
the strengths of the assessor that the IV perceives from the sample of work seen and
the areas for development. The IV should also feed back to the assessor that they
agree that the grades have been awarded consistently and appropriately and that the
feedback given to the learners by the assessor is relevant, supportive and highlights
areas for improvement. Any details of corrective action that may be needed should
also be fed back to the assessor so that this can be carried out before the work and
grades are fed back to the learners. An example template for this appears in
Appendix 3.
3.2.2 BTEC Firsts and Nationals
Learners work must be tracked and recorded against assessment criteria and
referenced to the learning outcome(s). All Pass criteria must be met in order for a
learner to gain a Pass grade. There is no averaging out within a unit.
For the learner to achieve this grade they need to meet all of the Merit grading
criteria in addition to all of the criteria for a Pass grade.
For the learner to achieve a Distinction grade they must achieve all of the Distinction
grading criteria in addition to all of the criteria for Pass and Merit grades.
When reviewing assessment decisions, the Internal Verifier should ensure that:
unit grading decisions have been accurately made using the above principles
the content required by the standards is fully covered.
To do this, the Internal Verifier must consider carefully the wording of the standards.
All assessment criteria start with an active verb, for example: describe, produce,
list, carry out. Verbs for Merit and Distinction are more demanding, for example:
evaluate, analyse, critically review and so on. An evaluative statement always
follows the verb.
10
An example of this is shown below with the verbs in bold.
The BTEC National Diploma in Business, Unit 1: Introduction to Business (Issue 1,
June 2003) has the following criteria:
Under Pass
P1 Identify and describe ways in which the business activities of contrasting
organisations meet stated business purposes
Under Merit
M1 Explain the contributions of contrasting organisations business activities
towards the achievement of stated business purposes
Under Distinction
D1 Evaluate the effectiveness of contrasting organisations business activities to
the achievement of strategic aims and objectives
The importance of the evaluative statement is that it links directly to the Content
section of the unit. The Content section is also broken down into paragraphs starting
with text in italic type. Each of these sections must be covered but the depth of each
may vary depending upon your local focus. Egs in the Content section are provided as
examples, in which case there is choice of focus.
The relevant section of Content in this Business Unit 1 is:
1 Business activity
Business activity: what is a business? Examples of local, national and global
business activity including public, private, not-for-profit/voluntary sector
providers, illustrated by business websites, annual reports, promotions, news
reports, government statistics eg social trends, market intelligence reports
eg Mintel, Dunn & Bradstreet, Datastream
Business purposes: reasons why businesses exist, how products and services may
be supplied for profit, at cost and below cost by local, national and global
business organisations, how businesses supply products and services to
consumers, other businesses, and central and local government agencies in
response to demand.
Therefore the unit, especially the Assessment guidance and Content sections, will
always be the main starting point for the Internal Verifier, as this will control what is
taught and assessed.
3.2.3 BTEC Higher Nationals
The Content section of the BTEC Higher National units takes the same format as that
for BTEC Firsts and Nationals. BTEC Higher Nationals utilise generic grade descriptors
rather than contextualised grading criteria for each unit.
For example:
1 Business work activities
Engineering business functions: organisational, management and operational
structures in general engineering settings (eg business planning, product service
development, design and production delivery, quality assurance and control in
relevant manufacturing, production, service or telecommunication industries
etc).

11
To achieve a Pass grade for the unit all of the learning outcomes must be achieved
and therefore all of the assessment criteria for Pass must have been satisfied.
The grade descriptors are specified for each programme and centres must follow the
descriptors for their approved programme.
To achieve a Merit grade for a unit all three Merit descriptors must be met in
addition to the outcomes.
To achieve the Distinction grade all three Distinction descriptors must be met in
addition to those for Merit and the outcome statements.
As with the BTEC First and National qualifications there is no averaging out with
units.
3.2.4 Centre-devised units and Short Course programmes
Some UK and International Centres design Short Courses comprising a small number of
units, for example, in order to provide professional updating. In this case, the units
may be defined at Pass grade only. However, all of the above general points in terms
of meeting assessment criteria will apply.

Key points 2
Internal Verifiers must have a thorough understanding of:
unit content and assessment requirements
the influence of unit structure on the design of assignments
and documentation to record learner achievement
grading principles.

3.2.5 Assuring standards ensuring consistency
Maintaining consistency throughout the year against qualification specifications
means that the IV needs to establish clear systems and processes for checking
assessors decisions. These procedures need to be efficient and effective.
There are three ways in which the IV assures accuracy and consistency of assessment
within the programme team:
sampling assessment decisions
monitoring assessment practice
standardising assessment judgements.
Setting up a sampling system/plan
Sampling assessment decisions is a fundamental part of IV duties. In doing so, the IV
aims to confirm that the decisions made on learner work by the assessor are accurate
and valid. The primary objective of any quality assurance sampling system should be
to provide a sound base to have confidence in all assessment decisions. It is neither
possible nor effective for an Internal Verifier to sample 100% of assessments. This is
not quality assurance.
12
Sampling assessments should involve reviewing the quality of assessors judgements
at both formative and summative stages. It is important that the Internal Verifier
dips into the assessment process undertaken with learners at different stages in
that process. This includes reviewing some learners work perhaps (a) before
decisions have been made on any assignments and (b) reviewing final assessment
decisions.
Formative assessment sampling: sampling formative assessment enables the Internal
Verifier to pick up problems at an early stage and so avoid the situation of turning
down final assessment decisions. It also highlights individual assessor needs for
support or training which in turn may be used to develop the assessment team as a
whole (see Section 3.6.1) . Similarly it provides an opportunity to identify and to
share good practice within the centre, particularly where one or more of the
assessors has wider experience than others in the team.
Summative assessment sampling: correct summative sampling should entail
reviewing the accuracy of the assessment decision by evaluating how the assessor has
reached that decision. The Internal Verifier must be able to follow an audit trail
which demonstrates clearly that the assessor has checked that the evidence
presented whatever its format (written work, practical test, video, tape, CD etc )
meets the assessment requirements, including grading criteria.
Planning the sample
It is helpful for the IV to prepare a schedule of their proposed sampling activities.
The simplest form of this is to set up a matrix of all units, assessors and learners and
to annotate this as each sample is completed. The External Verifier will wish to see a
copy of the sampling plan at each visit.
It is important that the Internal Verifier looks at assessment decisions of all the team
in any given period (eg on a calendar basis, or by learner cohort). It is crucial that
the sampling process is not determined by any rule of thumb such as 10% or a square
root. Once the other sampling factors are taken into account, the sample size will
almost decide itself. It is critical that the process follows this route rather than the
other way round, ie deciding on a set sample size and trying to fit a strategy round
this.
The Internal Verifier must sample the full range of assessment methods used, eg
assignment, case study, direct observation of performance of a task, professional
discussion, question and answer.
All the assessors should be included in the sample, but a number of other factors
must be considered:
For experienced assessors it is necessary to look at only a few decisions per
learner, and a minimum of two learners.
For inexperienced assessors or those new to a particular BTEC programme the
Internal Verifier may need to sample substantially more of their decisions for the
first 612 months. The objective would be to ensure that the Internal Verifier
reviews the new assessors decisions on all units/modules that they assess. Once
the Internal Verifier is satisfied that an assessors judgments are consistent and
accurate then it is reasonable to reduce the level of sampling.
For assessors whose standards are not judged to be satisfactory at initial
sampling, further samples should be taken, increasing in frequency and size.

13
A sample of an IV plan for a BTEC Higher National programme is shown below.

Internal verification plan for HND
Unit
number
Learner
1 2 3 4 5 6 7 8 9 12 13 14 17 19 21 22
1
2

Y

3
4
5
6
7
8
9

Y

13
14

Y
15
16
17

41
42
43
44

This plan shows which pieces of work the IV will check. This is part of a plan for a
group of 44 learners.
The shows the intention is to check the selected piece of work. The followed by
Y means the work has been checked. A date could be used instead of a .
The plan is drawn up at the start of the programme. When a plan is complete it will
have:
at least one on each row showing that every learner is checked.
at least one in each column showing that every unit is checked.
The Internal Verifier will have to adjust the plan to ensure all assessors are covered
and all assessment types are covered. It is also useful to select a benchmark unit or
units, so that the IV can compare quality of assessment across different assessors and
different learners. This helps to establish an early view of the accuracy and
consistency within the team.
If there is more than one assignment in a unit then, for example, a different
assignment from Unit 3 will be chosen from learner 1 and learner 17.
14
Planning is the key to ensuring coverage of the qualification as identified in the
internal verification strategy. However, the plan is a working document and plans can
and do change. The plan and the confirmation that the plan is being fulfilled should
be shown to and discussed with the External Verifier.

Key points 3
When planning their sampling Internal Verifiers should address:
experience and competence of assessors
a benchmarking unit(s) if possible
formative and summative sampling
coverage of all assessment methods/evidence sources
coverage of all units and all assessors
keeping records for EV.

3.3 Monitoring assessment practice
The second way in which the Internal Verifier assures the quality of the assessors
judgements is to monitor assessment practice. The aims of this are to:
ensure that the principles of best practice in assessment are adhered to by all
assessors
identify problems or areas where assessors require advice/development
ensure that learners understand and are satisfied with the assessment process.
Monitoring assessment should also include the Internal Verifier observing assessors in
action (where appropriate), looking at how they conduct an assessment and giving
them feedback on their performance. When carrying out this task, the Internal
Verifier must keep a record of the monitoring which includes giving feedback to the
assessor. The External Verifier will wish to see records of the IVs monitoring
activities.
The Internal Verifier should aim to monitor all the assessors within a given period of
6-12 months depending on the size and level of activity of the assessment team.
When monitoring assessment of performance the Internal Verifier must be aware of
safety, confidentiality, security and any additional organisational requirements which
could be affected by their presence. These issues should be discussed with the
assessor before arranging to monitor them.
The quality and accuracy of assessment plans as well as assessor records/reports,
should be included in the monitoring activity. The Internal Verifier should evaluate
the assessors assessment decisions and interpersonal skills, with a view to noting any
areas which would benefit from advice or further training/development. Following
the monitoring exercise, it is important that constructive and positive feedback
including praise is given to enable the assessor to develop. The discussion should
be held in private and should not be overheard by learners or other assessors. The
Internal Verifier should keep a record of this and ensure that it forms part of the
assessors individual development plan.

15

Key points 4
When monitoring assessment practice the IV should look at:
the effectiveness of the planning
the assessors interpersonal skills
the accuracy of the judgements
quality of feedback to the learner
giving feedback to the assessor confidentially
keeping records for EV.

3.4 Assuring consistency standardising assessment judgments
An important aspect of ensuring the consistency of decisions across all members of
the assessment team is to standardise assessment judgements. The aims of this are
to ensure that:
each assessor consistently makes valid decisions
all assessors make the same decision on the same evidence base
all learners are assessed and graded accurately and fairly.
Standardisation (often called moderation) is a crucial part of the Internal Verifiers
duties. The simplest way of completing a standardisation review is to ask the
assessment team to review an assignment or other piece of evidence that they have
not seen before. The evidence must also be anonymised so that they have no idea
who the original assessor or learner is. Each assessor should then make a decision
based on what is in front of them.
It is also helpful to ask them to note any queries they may have eg further
information needed or authentication of a piece of evidence. This enables the
Internal Verifier to check that assessors are asking the right questions when looking
at evidence as well as arriving at the correct decisions, ie that the process as well as
the judgment is sound.
Standardisation exercises should form a regular part of the programme teams
procedures and activities. Where there is more than one internal verifier,
standardisation exercises must be extended to include the other Internal Verifiers, so
that consistency of verification judgments is monitored across all team members. The
External Verifier will wish to see records of standardisation meetings and activities.

Key points 5
In standardising assessments the IV should:
ask assessors to assess previously unseen work
compare judgements across the team
check accuracy and process.
16
3.5 Learners needs and equality of opportunity
Monitoring assessment (see Section 3.3) also creates an opportunity to liaise with
learners to ensure that their assessment needs are being properly met and that there
is equality of opportunity.
In particular, Internal Verifiers should check that the learners:
know which BTEC qualification they are working towards
understand the assessment and grading processes
know what progress they have made towards achievement
have confidence in their assessor
understand the appeals process
have no unmet current learning needs.
3.6 Managing assessor resources
3.6.1 Developing the assessment team
A significant part of the Internal Verifiers role is to guide, support and ensure the
continuing professional development (including occupational updating) of the team of
assessors. This is likely to be critical at certain stages:
when an assessor is new to the team, to the centre, to the BTEC qualification
when the qualification changes or Edexcel issues revised guidance
following External Verifier visits.
New assessors should receive an appropriate level of induction, depending on their
previous experience. As with learner induction the process is more effective if it is
coherent and structured. The Internal Verifier must ensure that all assessors have:
copies of the BTEC specifications they are to assess
a set of all assignments, assessment and grading criteria, report forms
any guidance notes used by the centre
copies of the centres appeals procedures, equal opportunities policy and other
relevant organisational procedures, eg quality manual, health and safety policy,
emergency evacuation procedures
information about Edexcel and the External Verifier
information about their learners, including prior achievement/accreditation,
special learning or assessment needs, including adaptations.
The Internal Verifier must also check and hold on file the following information for
each assessor on the programme team:
personal profile or CV demonstrating occupational competence at an appropriate
level and current/recent relevant industrial or commercial experience
their original qualification certificates or validated copies
a professional development plan for their role as an assessor.

17
It is good practice to maintain a Centre File with this information. This is
particularly useful for the External Verifier. The External Verifier will expect to see
evidence that the Internal Verifier has identified and addressed learning and
development needs for each assessor.
Where the centre has a large team, including a number of Internal Verifiers, it is
beneficial to appoint a Senior Internal Verifier. With this model, the Senior Internal
Verifier would also monitor performance and maintain development plans for the
other Internal Verifiers.

Key points 6
In developing the assessment team:
ensure coherent, structured induction for all assessors
ensure all assessors have all documents and materials
keep on file validated copies of assessors qualification
certificates
establish personal development plans for all the team
hold regular development meetings
keep records for EV.

3.6.2 Managing programme delivery
Finally, the Internal Verifier manages the quality of programme delivery.
The systems and processes described in preceding sections are designed to maintain
quality of assessment. However, the Internal Verifier also has a wider management
role in respect of the BTEC programme(s):
to ensure assessment resources, including personnel, are effectively deployed
to provide a link between the centre and Edexcel.
As the Internal Verifier has a key role in assuring and ensuring quality standards in
the delivery and assessment of the BTEC qualification, their duties and
responsibilities should be included as an integral part of the organisations quality
procedures and manuals. Internal Verifiers should be in a position to report directly
to the Quality Manager of their organisation on all aspects of the centres BTEC
programme. They should have a sufficient level of authority to deploy assessment
staff to meet programme needs.
The Internal Verifier acts as a link between the centre and Edexcel. Internal Verifiers
must ensure that they have up-to-date information/guidance issued by BTEC,
industry and professional bodies, and that this information is passed on to all the
assessment team.
18
On visits, the External Verifiers main contact is the Internal Verifier, and they will
be expected to have a range of information to hand:
numbers of current registered learners
learner enrolment and registration details
assessor details specifically CVs, occupational qualifications, personal
development plans, workloads
learner progress reviews and achievements, special assessment requirements,
assessment records and plans
learner support resources available
internal verification sampling plan
internal verifier activity records including feedback to assessors, discussions with
learners, standardisation activities.
Creating and maintaining good information channels is particularly important
following an External Verifier visit where an action plan has been agreed. Action
points are usually agreed with the Internal Verifier of the BTEC programme, often in
conjunction with the Quality Manager. It is vitally important that the points raised by
the External Verifier are acted upon within the timescale specified. Failure to do so
will result in a quality issue being noted by Edexcel against the centre, and may lead
to access to certification being blocked.

Key points 7
In managing programme delivery:
include IV in organisation quality procedures, meetings and
manuals
establish clear link for IV to senior management team
ensure programme files updated and available for EV
establish system for implementing EV Action Plans
establish system for ensuring certificate claims endorsed
by IV.

19
4 Establishing the IV structure
If your organisation is new to BTEC or to offering externally accredited qualifications,
there may not have been any prior need for an internal verification or quality
assurance system. A frequently asked question is:
Where does the role of Internal Verifier fit within an organisation and how
many Internal Verifiers are needed?
This will depend very much on a number of factors such as the number of tutors on
the programme team, their experience and expertise as assessors and IVs.
To help explain this point, some examples of IV and assessor structures for different
programme teams are shown below.

20
Example

Edexcel International
External Verifier(s)

Approved Centre
Senior Management Team, including Quality Manager/Nominee

Programme teams

Programme
Team 1

Programme
Team 2
Programme
Team 3
Internal
Verifier

Assessors
Internal
Verifiers

Assessors
Internal
Verifiers

Assessors

Programme Team 1: comprises five tutors/assessors delivering the first year of a
BTEC National Diploma in Business with 19 learners. The programme leader also acts
as one of the teams Internal Verifiers. However, the programme leader is not
permitted to verify their own work and so a verifier from Programme Team 2
internally verifies their work.

Assessor 1
Internal Verifier 1
Assessor 2
Assessor 3
Assessor 4
Assessor 5

Programme Team 2: comprises seven assessors, two of whom also take on the role of
Internal Verifier. One of the Internal Verifiers (2) acts as the programme leader for
this Travel and Tourism programme. The programme is delivered over two years, the
seven assessors being split into two delivery teams as shown below. One assessor is
teaching on both years of the programme.

Programme Team 1

21

Assessor 1
Internal Verifier 1
Assessor 5
Internal Verifier 2
Programme Leader
Assessor 2
Assessor 3
Assessor 4
Assessor 4
Assessor 6
Assessor 7

Who verifies what?
Internal Verifier 1 verifies the work of assessor 2, 3 and 4 for the first year work and
assessor 5 plus that of the Programme Leader from Team 1.
Internal Verifier 2 verifies the work of assessor 4, 6 and 7 for the second year work
and that for assessor 1.
Programme Team 3: comprises four experienced assessors operating a BTEC National
Diploma in Art and Design for the third year of operation. The programme is
delivered over two years.

Assessor 1
Internal Verifier 1
Assessor 2
Internal Verifier 2
Assessor 3
Internal Verifier 3
Assessor 4
Internal verifier 4
Assessor 3
Assessor 4
Assessor 1
Assessor 2

Who verifies what?
With a stable team all gaining experience together the work of internal verification
can be shared. In this case, assessors 1 and 2 take on the internal verification of the
first year work while assessors 3 and 4 take on the role in year 2.
In small inexperienced programme teams, where assessors alternate duties as
internal verifiers, it is advisable to use a person outside the team to sample work and
independently validate the decisions made.

Programme
Team 2
Programme
Team 3
22
4.1 Good practice
When establishing quality assurance structures it is important to separate clearly the
duties of assessor and Internal Verifier. Where a centre is well resourced it would be
good practice to establish a Senior IV to have an overview of one or more
programmes, thereby keeping a distance from any assessment role. This also offers a
simple and effective route for appeals from learners should these arise.

Key points 8
Establish clearly defined roles within each team.
Ensure that there are clear lines of communication between
team members, team leader, Internal Verifiers and Quality
Manager.
Ensure verifiers do not internally verify their own assessment
decisions.
Ensure that there is a proper separation of duties for initial
assessment and internal verification.

23
Appendix 1 Example Assignment Template and
Feedback Form
Assignment Brief and Feedback Form
Learner name

Course title

Assessor name

Internal Verifier
name
Date
Unit number and
title

Assignment title

Outcome number(s)
and statement(s)

Date set

Hand-in date
Review dates

1 2 3

Learner declaration
I confirm that the work submitted for this assignment is my own.

Learner signature Date

Introduction
Purpose/aims

Background or
scenario

24

Tasks
Task
number
Task
(Include the grading statement from the published
specifications)
Criteria
covered
1

2

3

Feedback
Criteria
Feedback to learner
(Evidence presented against the published criteria)
Achieved
Y/N?

Y/N

Y/N

Y/N
General
comments

Assessor signature Date

Internal Verifier signature Date

25
Appendix 2 Example Template IV of Assignment
Brief Form
Internal verification of Assignment Briefs
Title of assignment
Course
Unit
Target criteria
Assessor
Internal Verifier

or X Evaluation criteria
1
st
draft Final Brief
1 Is the assignment word processed?
2 Is there a title to the assignment?
3 Is there reference to the unit and the learning outcomes
being assessed, including outcome statements?

4 Is there a suitable scenario/introduction that is appropriate
to the level of the learner?

5 Are the instructions clear and unambiguous to the learners,
including the format that the finished piece of work is to
take?

6 Are there contextualised assessment criteria included in the
assignment brief?

7 Do the grading criteria relate to the outcome(s) being
assessed and the P/M/D criteria from the qualification
specification? (where appropriate)

8 Is the assignment appropriate for the level of the learners?
9 Is the standard of communication to the learners acceptable?
(Consider Reading Age Calculations)

10 Are suitable basic/key skills development opportunities
identified to the learner, even if they are not being directly
assessed in this assignment?

11 Is the hand-in date clear?

Comments: (including key strengths of the brief, any corrective action and areas for
improvement)

Signature tutor Date

Signature IV
(ready for use)
Date
26

27
Appendix 3 Example Template IV Feedback to
Assessor Form
Internal Verification Feedback to Assessor (for one learning outcome)
Title of assignment
Course
Unit
Target criteria
Assessor
Internal Verifier

Grades(s) awarded Learner name
P M D F
IV Agree?
(Y/N)
New
grade

Y or N
Have the criteria been applied to the learner work consistently?
Have the criteria been awarded appropriately?
Is the feedback to the learners relevant?
Is the feedback to the learner supportive?
Does the feedback highlight areas for improvement?
Are the authenticity statements completed by the learners?

Further comments to assessor: (including details of any corrective action required)

Signature tutor

Date
Signature IV

Date
P= Pass, M= Merit, D= Distinction, F= Fail
28

I
n
t
e
r
n
a
l

v
e
r
i
f
i
c
a
t
i
o
n

A

g
u
i
d
e

f
o
r

E
d
e
x
c
e
l

I
n
t
e
r
n
a
t
i
o
n
a
l

C
e
n
t
r
e
s

I
s
s
u
e

1

J
a
n
u
a
r
y

2
0
0
6

2
9

A
p
p
e
n
d
i
x

4

E
x
a
m
p
l
e

T
e
m
p
l
a
t
e

I
V

S
a
m
p
l
i
n
g

P
l
a
n

P
r
o
g
r
a
m
m
e

n
a
m
e

Y
e
a
r

o
f

p
r
o
g
r
a
m
m
e

I
n
t
e
r
n
a
l

V
e
r
i
f
i
e
r

A
s
s
i
g
n
m
e
n
t

b
r
i
e
f

A
s
s
e
s
s
m
e
n
t

d
e
c
i
s
i
o
n
s

U
n
i
t

t
i
t
l
e

L
e
a
r
n
i
n
g

o
u
t
c
o
m
e

A
s
s
e
s
s
o
r

I
n
t
e
r
n
a
l

V
e
r
i
f
i
e
r

D
o
n
e

(
Y
/
N
)

D
a
t
e

D
o
n
e

(
Y
/
N
)

D
a
t
e

1

2

3

4

5

6

A
s
s
i
g
n
m
e
n
t

b
r
i
e
f

A
s
s
e
s
s
m
e
n
t

d
e
c
i
s
i
o
n
s

U
n
i
t

t
i
t
l
e

L
e
a
r
n
i
n
g

o
u
t
c
o
m
e

A
s
s
e
s
s
o
r

I
n
t
e
r
n
a
l

V
e
r
i
f
i
e
r

D
o
n
e

(
Y
/
N
)

D
a
t
e

D
o
n
e

(
Y
/
N
)

D
a
t
e

1

2

3

4

5

6

A
s
s
i
g
n
m
e
n
t

b
r
i
e
f

A
s
s
e
s
s
m
e
n
t

d
e
c
i
s
i
o
n
s

U
n
i
t

t
i
t
l
e

L
e
a
r
n
i
n
g

o
u
t
c
o
m
e

A
s
s
e
s
s
o
r

I
n
t
e
r
n
a
l

V
e
r
i
f
i
e
r

D
o
n
e

(
Y
/
N
)

D
a
t
e

D
o
n
e

(
Y
/
N
)

D
a
t
e

1

2

3

4

5

6

I
n
t
e
r
n
a
l

v
e
r
i
f
i
c
a
t
i
o
n

A

g
u
i
d
e

f
o
r

E
d
e
x
c
e
l

I
n
t
e
r
n
a
t
i
o
n
a
l

C
e
n
t
r
e
s

I
s
s
u
e

1

J
a
n
u
a
r
y

2
0
0
6

3
0

I
n
t
e
r
n
a
l

v
e
r
i
f
i
c
a
t
i
o
n

A

g
u
i
d
e

f
o
r

E
d
e
x
c
e
l

I
n
t
e
r
n
a
t
i
o
n
a
l

C
e
n
t
r
e
s

I
s
s
u
e

1

J
a
n
u
a
r
y

2
0
0
6

3
1

A
p
p
e
n
d
i
x

5

E
x
a
m
p
l
e

H
N

I
n
t
e
r
n
a
l

V
e
r
i
f
i
c
a
t
i
o
n
/
R
e
v
i
e
w

D
o
c
u
m
e
n
t

B
T
E
C

H
N
s

S
a
m
p
l
i
n
g

p
l
a
n

f
o
r

a
s
s
i
g
n
m
e
n
t
s

a
n
d

a
s
s
e
s
s
m
e
n
t

d
e
c
i
s
i
o
n
s

B
T
E
C

p
r
o
g
r
a
m
m
e

Y
e
a
r

I
n
t
e
r
n
a
l

V
e
r
i
f
i
e
r

L
e
a
r
n
e
r
s

U
n
i
t

A
s
s
e
s
s
o
r

n
a
m
e

1

2

3

4

5

6

7

8

1
0
1
9
s
b
1
5
1
2
0
5
S
:
\
L
T
\
P
D
\
G
E
N
E
R
A
L
\
I
N
T
E
R
N
A
T
I
O
N
A
L

I
N
T
E
R
N
A
L

V
E
R
I
.
D
O
C
.
1
-
3
7
/
1

January 2006

For more information on Edexcel and BTEC qualifications please contact
Customer Services on 0870 240 9800
or http://enquiries.edexcel.org.uk
or visit our website: www.edexcel.org.uk

Edexcel Limited. Registered in England and Wales No. 4496750
Registered Office: One90 High Holborn, London WC1V 7BH

Internal Verification: A Guide For Edexcel International Centres

Încărcat de

Informații document

Descriere originală:

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

Internal Verification: A Guide For Edexcel International Centres

Încărcat de

Drepturi de autor:

Formate disponibile

Internal verification

A guide for Edexcel International Centres

S-ar putea să vă placă și