V3 November 2022 - S Henderson
Thomas Tallis School – BTEC Programmes
Assessment Procedure for Assessors
This document contains details of the procedure for setting and marking assignments and should be read in conjunction with the Awarding Body Guidance and BTEC Specification especially for NQF programmes and QCF programmes.
Structure for Setting Assignments
Thomas Tallis School – BTEC Programmes
Assessment Procedure for Assessors
Structure for assessing work
Thomas Tallis School – BTEC Programmes
Assessment Procedure for Assessors
This document contains details of the procedure for setting and marking assignments and should be read in conjunction with the Awarding Body Guidance and BTEC Specification especially for NQF programmes and QCF programmes.
Structure for Setting Assignments
- Each module of the course will be assessed by a written assignment which will be assessed by the teacher delivering the unit. Many NQF programmes have authorised assignments which you are encouraged to use.
- The assignment should be written in a vocational context in order to develop learners’ understanding and awareness of different situations.
- It is possible to use previous assignment briefs but these should be updated and changes recorded. Careful note must be taken of student feedback, internal and external verification decisions/comments from previous presentations.
- The assignment should be written by the teacher who delivers that unit of the course, or under the direction of the LIV for that course.
- Before assignments are issued they must be internally verified. This involves the assessor checking that the tasks meet the ‘Grading Grid’ from the specification and that the tasks are suitable for this level of study. The IV should complete an “IV Assignment Brief Sheet” for the assignment.
- The assignment may be returned to the assessor for changes to be made before the assignment is issued.
- The assignment should ideally be of a standard form and include;
- The name and number of the unit
- Dates issued and due
- The assignment title
- A related scenario
- Learning outcomes
- What is needed to complete the assignment (e.g. resources, documents needed)
- Important information about the assignment (how to achieve merit and distinction criteria, where to find information etc)
- The tasks which should indicate which criteria is being assessed (e.g. P1, M2 etc)
- A marking grid for students.
Thomas Tallis School – BTEC Programmes
Assessment Procedure for Assessors
Structure for assessing work
- Work should be assessed in line with guidance issued
- The task(s) should be compared to the criteria which is relates.
- Work should be annotated with a tick and the criteria which it relates to.
- A line drawn down part or all of a page with the criteria will indicate that more than one part of the page relates to those criteria.
- The feedback sheet should be ticked once the assessor is satisfied that the criteria have been met.
- A student cannot be awarded a pass, merit or distinction without fulfilling all of the criteria for that award.
- Interim and Final marks should be recorded as per Curriculum Leader/LIV’s directions.
- All pieces of work should be submitted to the Internal Verifier who will sample a range of marks and verify the assessment decisions.
- If necessary, the internal verifier will pass work back which may need to be re-assessed.
- If work is to be passed back to the assessor, the Internal Verifier should make constructive comments on where they have not agreed with the assessment decisions.