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Assessment Policy


Assessment describes any processes that appraise an individual’s knowledge, understanding, abilities or skills. There are many different forms of assessment, serving a variety of purposes. These include:

  • promoting student learning by providing the student with feedback, normally to help improve his/her performance
  • evaluating student knowledge, understanding, abilities, skills or competencies
  • providing a mark or grade that enables a student’s performance to be established, and may also be used to make progress decisions
  • enabling the public (including employers) and education providers, to know that an individual has attained an appropriate level of achievement that reflects the standards set by the awarding organisation and agreed UK norms. This may include demonstrating fitness to practise or meeting other professional requirements, as required by Professional, Statutory and Regulatory Bodies, such as the Teaching Regulators if they have achieved a teaching & training qualification or the Health & Care Professions Council if they have achieved a Pre-Hospital care qualification with Remote First Aid.

1) General Principles of Assessment

These principles draw on published guidance on best practice in assessment made available to Remote First Aid via the Awarding Organisations it works with.

Assessment will be reliable – Reliability refers to the need for assessment to be accurate and repeatable. This requires clear and consistent processes for the setting, marking, grading and moderation of assignments.

Assessment will be valid – Validity ensures that assessment tasks and associated criteria will effectively measure student attainment of the intended learning outcomes.

Information about assessment will be explicit and accessible – Clear, accurate, consistent and timely information on assessment tasks and procedures will be made available to students, staff and other external assessors or examiners or Regulators.

Inclusive and equitable assessment – Remote First Aid is committed to the provision of an environment which encourages and properly supports a diverse learning community. Remote First Aid will continue to work towards ensuring that assessment tasks and procedures are designed to be inclusive and do not disadvantage any group or individual (for example students with disabilities, students with varied cultural backgrounds).

Assessment will address all of the unit/award/qualification outcomes – Assessment tasks will primarily reflect the nature of the discipline or subject but will also ensure that students have the opportunity to develop a range of generic skills and capabilities such as meeting the regulators requirements in literacy and numeracy.

The amount of assessed work required will be manageable. The scheduling of assignments and the amount of assessed work required will provide a reliable and valid profile of achievement without overloading staff or students.

Formative and summative assessment will be included in each course and at each level of study – Formative and summative assessment will be incorporated into programmes/levels of study/training delivery to ensure that the purposes of assessment are adequately addressed. Many programmes will also wish to include diagnostic assessment.

Feedback will be an integral part of the assessment process – Students are entitled to feedback on all (submitted) formative and summative assessment tasks. The nature, extent and timing of feedback for each assessment task should be clear to students in advance.  Remote First Aid collects feedback from it’s learners in a variety of ways, these include learner feedback forms & learner forum meetings.

Each training delivery or course will include a variety of assessment types – Variety in assessment (including computer aided, and self and peer assessment) promotes effective learning and allows a range of intended learning outcomes to be appropriately assessed. In addition, varied assessment tasks support a range of approaches to learning and ensure that inclusivity is planned for and addressed.

Assessment tasks will be designed so as to minimise opportunities for plagiarism – While the primary responsibility for good academic practice lies with students, plagiarism can also be minimised through careful task design, explicit education and appropriate monitoring of academic misconduct. This relates to the higher level courses Remote First Aid offer, where a learner has to produce a portfolio of evidence, such as Level 3 Award in Education & Teaching or Level 3  Award in Moving & Handling Train the Trainer course.

2) Regulatory requirements

Remote First Aid are required to ensure that we provide sufficient information and cooperation to allow the awarding organisations who’s qualifications we offer. Remote First Aid’s internal quality controllers will ensure regular moderation internally and that all assessment decisions are in line with the purpose of the qualification. Furthermore that all assessment decisions are applied accurately and consistently regardless to the identity of the assessor or Learner.

As a regulated centre we ensure that our moderators have the authority to change assessment decisions. Our centre moderators will ensure they maintain accurate and complete records of moderation activities.

Remote First Aid will ensure that all assessors have access to the assessment standardisation documents in the areas they are approved to work in. Remote First Aid will hold periodic standardisation meetings in line with the regulators requirements. These meetings between the Head of Centre and assessors will be recorded in the centre standardisation log.

Reviewed & Amended June 2018


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