BTEC International International Centre Guide to Assessment

Content
Introduction ............................................................................................................. 3 Overview of roles and responsibilities ...................................................................... 4 Programme team ...................................................................................................... 6 Unit structure ........................................................................................................... 7 Unit title ................................................................................................................ 7 Aim and purpose ..................................................................................................... 7 Learning outcomes .................................................................................................. 7 Unit content ........................................................................................................... 7 Assessment and grading criteria grid .......................................................................... 7 Unit title ................................................................................................................ 7 Aim and purpose ..................................................................................................... 7 Learning outcomes .................................................................................................. 7 Unit content ........................................................................................................... 7 Assessment and grading criteria grid .......................................................................... 7 Essential guidance for tutors ..................................................................................... 8 Single unit delivery .................................................................................................. 8 Integration of units .................................................................................................. 8 Learning strategies .................................................................................................. 8 Assessment strategies.............................................................................................. 9 Planning the programme ........................................................................................ 10 Assignment design ................................................................................................. 11 Assignment briefs................................................................................................... 12 A vocational context or scenario .............................................................................. 12 Tasks .................................................................................................................. 12 Assessment and grading criteria .............................................................................. 12 Evidence required from the learner .......................................................................... 13 Internal verification of assignment briefs .................................................................. 13 Assignment planning .............................................................................................. 14 Assessment and grading ........................................................................................ 15 Formative assessment............................................................................................ 15 Summative assessment .......................................................................................... 15 Assessment recording ............................................................................................ 16 Unit level records .................................................................................................. 16 Example materials .................................................................................................. 17 Examples of observation record and witness statements ....................................... 20 Glossary of BTEC terminology ................................................................................. 24

Introduction
The qualification specification is the first document that programme managers and teams must use as their point of reference for all planning. All BTEC specifications can be found on the BTEC website: www.btec.co.uk This guide is designed for those new to teaching and assessing BTEC qualifications and for those who wish to build their knowledge base so that their planning and implementation is in place prior to delivering a programme of learning. A team approach to the delivery of BTEC programmes is recommended as it is the most beneficial to learners and the teaching team.

Overview of roles and responsibilities

Assessment Stage Programme Team Reads and understands the specification Identifies opportunities to generate evidence Creates and agrees assessment plan Plans assessment activities and timescales Ensures assessment plan, assignments and assessment decisions are scrutinised by the internal verifier and appropriate action taken by the team Assessor Learner Internal Verifier Standards Verifier

Understands assessment arrangements to meet required standards Designs assessment activities which meet the assessment model Identifies assessment opportunities for the learner Actions internal verifiers advice

Ensures that an IV schedule is in place and operational for appropriate qualifications Checks the quality of assessment Manages and organises own time instruments as fit for purpose to prepare evidence to meet the Advises on the interpretation of assessment plan required standards Co-ordinates assessment arrangements including multisites if appropriate

Planning Implementing Internally Verifying

Is allocated to a programme in a centre. Liaises with the centre and regional office to agree the external verification visit plan

Ensures timescales are met

Guides the learner towards approaches in gathering assessment evidence

Produces own work for assessment to meet required standards

Ensures an effective system of recording learner achievement is in place Advises on opportunities for Checks centre records and evidence generation and provides feedback to Edexcel collection Keeps records of the verification process Liaises with standards verifiers where appropriate

Ensures consistency of assessment judgements through standardisation meetings

Checks authenticity and sufficiency of assessment evidence that the student produces against grading criteria/unit content Reviews progress of learners to give opportunities for remedial work or higher grade achievement Observes, scrutinises and records evidence of individual work within group activities Completes observation and witness statements to support demonstration of practical skills whether individual or within a group Actions internal verifiers advice Awards unit grades when the unit has been completed, where appropriate

Provides advice and support to assessors on a regular basis, covering all assessors and all units Advises on the appropriateness of assessment evidence with Submits evidence for assessment regard to level, sufficiency, Checks the validity and authenticity, validity and sufficiency of the assessment consistency evidence with the assessor Uses subject specialism to Reviews opportunity for remedial sample assessments to verify work or higher grade assessors judgements achievement Arranges standardisation Participates in self and peer meetings across teams and assessment activities where multi-sites appropriate Checks the quality of assessment to ensure that it is consistent, fair and reliable Ensures own assessment decisions are sampled when teaching on the programme

Checks internal verification has been carried out on assignments, assessment decisions and assessment feedback to learners Checks consistency of the interpretation of required standards by each assessor Externally verifies assessment decisions to ensure they meet required standards. i.e. criteria awarded is evidenced by learner work provided

Co-ordinates arrangements for internal verification Co-ordinates opportunities for receiving feedback from the internal verifier

Decides and checks whether evidence is valid, authentic, consistent and sufficient Records assessment decisions

Decides to improve on evidence provided following formative assessment decisions

Monitors and advises on assessment decisions by sampling Gives programme team decisions and feedback on the sampling Ensures appropriate corrective action is taken where necessary Takes part in the formal stages of any appeal Advises programme team on any training needs Provides feedback on aspects of the assessment system to the programme team, senior management and Standards Verifiers

Externally verifies assessment decisions to ensure they meet required standards against all the evidence presented Identifies the actions necessary where assessment decisions do not meet required standards Gives verbal feedback to the programme team or other centre nominated person on decisions taken Completes written report clearly identifying confirmation of meeting required standards or any remedial action required for re-sampling Maintains centre records and feedback to Edexcel

Decision making Feedback

Ensures assessment plan, assignments and assessment decisions are scrutinised by the internal verifier and appropriate action taken

Actions internal verifiers advice Gives constructive feedback to the learner Provides guidance for the learner to enhance assessment achieved on formative assessment Plans next steps with the learner Records the learners summative achievement

Receives assessment recommendations and feedback from the assessor Appeals if dissatisfied with the assessment decisions Plans next steps with the assessor Records summative assessment

Programme team
The programme team is made up of: A Programme Leader who takes responsibility for keeping an overview of delivery, assessment, internal verification and recording learners achievement. This person will also liaise with the Standards Verifier who will externally verify the programme. Assessors who are responsible for the delivery and assessment of learners work. Internal Verifiers. Internal verification is the quality assurance system the centre uses to monitor the assessment practice and decisions made by Assessors.

Further guidance on internal verification is provided in the International Centre Guide to Internal Verification, which can be found on the BTEC website: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx All team members should: read and understand the specification understand the structure of BTEC unit identify opportunities to generate evidence create and agree when assessment activities will take place and how much time they will take up ensure the assignments and assessment decisions are internally verified and appropriate action is taken by the team when necessary.

Good planning is the first step in making sure everything is in place and that all required units will be taught and assessed. Planning should involve all members of the team and everyone should be informed of the final plan. Key areas to consider in the plan are: the order in which the units will be taught who will teach each unit whether there are opportunities for units to be taught alongside each other how students will be given opportunities to evidence all assessment criteria how much time assignments and projects will take to complete what resources will be needed including whether it will be necessary to employ specialist staff what the timetable will look like and how to build in real vocational experiences such as talks, events or trips to factories or theatres the impact of the plan on schemes of work.

Unit structure
This diagram shows the structure of a typical BTEC unit: Unit title

Aim and purpose

Unit introduction

Learning outcomes

Unit content

Assessment and grading criteria grid

Essential guidance for tutors

Unit title
The unit title is accredited on the QCF. Each unit carries a credit value and a specified number of guided learning hours.

Aim and purpose

This states the aim of the unit and summarises the key knowledge, skills and understanding to be developed while studying the unit. It provides information that places the unit clearly in the vocational setting of the qualification.

Learning outcomes
Learning outcomes state exactly what the learner should know, understand, or be able to do as a result of completing the unit.

Unit content
The unit content identifies the breadth of knowledge, skills and understanding needed to design and deliver a programme of learning to achieve each of the learning outcomes. Each learning outcome is stated in full and then the key phrases or concepts related to that learning outcome are listed in italics followed by the subsequent range of related topics. It is not a requirement of the unit specification that all of the content is assessed.

Assessment and grading criteria grid

The assessment and grading criteria grid for qualifications at levels 1, 2 and 3 details the

grading criteria for Pass, Merit and Distinction. At levels 4 and 5 assessment criteria for a Pass grade are given in each unit. However, at levels 4 and 5, the criteria for higher grades are generic and are published as an appendix in each specification. These criteria are the only assessment for the unit. They must not be amended or added to.

Essential guidance for tutors

This section can be extremely helpful for teachers new to BTEC. The guidance within each sub section provides a wealth of valuable information to support delivery and assessment within a strong vocational context. It is recommended that centres use a wide range of teaching and learning methods to ensure that all learners are fully engaged in the achievement of all the learning outcomes in each unit by producing evidence that can be measured by the unit assessment and grading criteria.

Single unit delivery

The qualification is made up of individual units that represent clusters of learning outcomes. For many programmes of learning, a unit by unit approach to delivery is a valid and appropriate method.

Integration of units
However some qualifications have units that inter-relate as they would in the working environment. In certain qualifications the unit delivery can be integrated so that evidence can be mapped into two or more units. This approach leads to a deeper understanding of the content. It is important to map the assessment of criteria across units and keep accurate records of learner achievement.

Learning strategies
Learning strategies may include: Internal project work carried out as an individual or as part of a group (assignments). External linked learning including; lectures and seminars facilitated activities visits to companies with a facilitator to structure the visit visiting speakers from the vocational sector as the client.

The emphasis should be placed on learning by doing, drawing on materials gained from the working environment or industry wherever possible. This will help learners to develop the transferable skills necessary in a changing and dynamic working environment. A large proportion of units are practical in nature giving learners the opportunities to tackle real life examples to apply their skills and knowledge to case studies, projects or assignments. A good assignment will: be set in a vocational context inform the learner of the what tasks need to be completed track the tasks to assessment and grading criteria inform the learner how s/he will be assessed provide appropriate time for research

allow the learner to develop the necessary skills and underpinning knowledge to achieve the unit grading criteria give opportunities for the learner to receive feedback about their achievement.

When a formal assessment has taken place, it is important that learners are aware of what they are able to do to improve the quality of the outcomes for a particular assignment or work to be accomplished in the future. Feedback should be recorded to clarify and action this. All vocational programmes benefit from external links with the vocational sector. These links could be provided in any of the following ways: someone from the industry checking that the assignment has vocational relevance and is up-to-date provision of live case study material from a local company or organisation learner visits to companies and other vocational settings professional input from companies and vocational practitioners, especially where vocational expertise is clearly identified in the delivery section of the units work placement that is specifically related to the qualification teacher placements to update vocational expertise.

Assessment strategies
There is a range of assessment methods that can be used: assessment of written evidence generated from completion of an assignment observations of learner performance (using witness statements, checklists or observation records) when oral presentations, role play or work based evidence can be used assessment of visual or audio materials, artefacts or products made by the learner peer and self assessment which enable learners to become self critical and evaluative group work with emphasis on the assessment at individual learner level.

Research has shown that using a variety of assessment methods enhances learning and a well planned programme will build in a variety of assessment strategies. Whichever method of assessment is used, it is important to set a deadline for achievement. This encourages learners to develop good habits that they will take with them into the world of work. You do not have to accept work that is late for assessment but you must ensure that learners are made aware of the consequences of failing to meet deadlines. Consequences could be: having to wait until the unit is taught again before assessing their work requiring a learner to complete a different assignment to eliminate the risk of copying requiring the learner to attend a viva or other personalised assessment method.

Once learner work is accepted for assessment, it cannot be penalised or grade capped i.e. it is not possible to only offer a Pass grade for late work. If the work (once accepted) is shown to have achieved a higher grade, then that grade must be awarded.

Planning the programme

Planning and assessment
Plan year to include; Units taught in right sequence Assessment activities at the right time Timely internal verification Standardisation of assessors

Verification activity

Plan internal verification Build in team standardisation activities

Which units make up a valid combination and when are we going to teach them?

Check the specification Produce the timetable

Design unit assignment(s)

IV checks assignments before issue to learners Recorded on standardised documents

Formative assessment for learners Summative assessment at deadline

IV samples assessment decisions Recorded on standardised documents

Learner achievement recorded at unit level

Qualification achievement tracked

External Verification activities

Learner achievement and certification

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Assignment design
Assignments offer the opportunity to learners to create evidence for assessment of the unit. Some units can be assessed by providing just one assignment to the learners. Other units lend themselves to more assignments. It is thought that no unit should need more than three assignments. The following examples show how units may be broken down into assignments.

Example 1: A level 3 unit where not all Pass criteria have related Merit or Distinction criteria:
Grading Criteria To achieve a Pass grade the evidence must show the learner is able to achieve: P1 P2 P3 P4 M2 M3 D2 To achieve a Merit grade the evidence must show the learner is able to achieve: M1 To achieve a Distinction grade the evidence must show the learner is able to achieve: D1

The Assessor will need to identify themes across the criteria. In this example: P1 and P2 are extended into M1 and D1. P3 does not directly relate to M and D criteria. P4 relates to M2, M3 and D2.

Tasks within an assignment would be written to reflect these relationships or three assignments could be used depending upon what is required by the assessment criteria.

Example 2: A level 3 unit where Pass, merit and Distinction criteria are related to each other:
Grading Criteria To achieve a Pass grade the evidence must show the learner is able to achieve: Pass Assessment Activity 1 To achieve a Merit grade the evidence must show the learner is able to achieve: Merit Assessment Activity 2 To achieve a Distinction grade the evidence must show the learner is able to achieve: Distinction Assessment Assignment

In this example the Pass criteria have a direct relationship with the Merit and Distinction criteria. Learners are required to provide evidence of a greater depth of understanding to achieve the higher criteria. Achievement of the higher grading criteria does not mean doing more work.

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Assignment briefs
The assignment brief is given to learners at the start of the assessment process for any unit(s). There is no prescribed layout or format for the brief, but it is recommended that it contains the following information: the qualification title and level (this must be accurate and state only what is published in the specification document) the unit number and title which is being assessed (again, this must be accurate and state only what is published in the specification document) an inspiring, motivating and interesting title for the assignment the learning outcome(s) that will be achieved the date the assignment is set the submission deadline (including any dates for formative assessment) a vocational context or scenario tasks to be completed evidence required from the learner.

There is a template available for centres new to BTEC or those wishing to rationalise sector assignment design across a centre, in the International Assignment Design Guide available on Edexcel website: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

A vocational context or scenario

This is the opportunity for the assessor to place the assignment within a vocational context. It allows the learner to experience an event as if they are at work. Here are some examples: Asking the learner to imagine they are working in an accountants office and asking them to compile records from a client, rather than just giving a list of figures to the learner. Asking a learner to compile a report as if they are working in a Human Resource department. Asking the learner to solve a real life engineering problem rather than just completing a mathematical exercise. Asking the learner to make a presentation market research information rather than writing a report.

Tasks
The tasks should describe the activities the learners will need to do, in order to produce assessment evidence. They should be written in clear language and at the right level for the qualification and learner. The tasks should be achievable in the time allowed and provide the opportunity for the learner to produce sufficient, reliable and valid evidence for assessment. Tasks should be tracked to the assessment and grading criteria.

Assessment and grading criteria

Each task should be followed by an explanation of exactly which assessment and grading criteria are being addressed. You must not re-write any aspect of the unit criteria, nor add your own centre-devised criteria.

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Evidence required from the learner

It is necessary to make it clear to the learner exactly what is expected to be produced as evidence for assessment, e.g. a report; a presentation; notes.

Internal verification of assignment briefs

All assignment briefs must be internally verified, prior to issue to the learner. This is makes sure that it is fit for purpose, by checking that: the tasks and evidence will allow the learner to address the targeted criteria the assignment is written in a clear and accessible language and at the right level learners roles and tasks are vocationally relevant and appropriate to the level of the qualification the brief is appropriate to the centre and learner profiles equal opportunities are incorporated.

Internal verification of the assignments is carried out by a staff member who is familiar with BTEC assessment and has subject knowledge. Internal verification should always be reported and recorded. If action is required, the assessor should complete this and return it to the Internal Verifier for sign off. Once the assignment is verified as fit for purpose, it may be issued to the learners. Further guidance on internal verification is provided in the International Centre Guide to Internal Verification, which can be found on the BTEC website www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

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Assignment planning
Action
Check the focus against the learning outcomes

Look at criteria in the assessment grid and identify a vocationally based scenario, theme or role at the appropriate level

Cross-reference to content to ensure maximum opportunities to meet grading criteria

Select appropriate criteria to be assessed in each assignment, consider the number of units and criteria to be covered where integrated assignments are

Check that tasks reinforce teaching and learning strategies

Develop the assignment brief so that it can be mapped against the criteria selected, using relevant tasks

Consider the forms of evidence to be produced by the learners

Ensure assessment activity is fit for purpose using methods that meet unit aims and objectives

Write the assignment for the learners mapping the tasks against the specific criteria selected

Ensure that learners have opportunities to meet the targeted grading criteria

Check for and record assessment opportunities across units

Map the assignment against the course plan for unit achievement and coverage

Produce the final version of the assessment activity

Learners can take responsibility for their own learning. This could involve peer or self evaluation

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Assessment and grading

Formative assessment
Formative assessment involves both the Assessor and the learner in a process of continual review about progress and takes place prior to summative assessment. Learners are provided with formative feedback on their draft evidence or performance and are encouraged to improve their performance. This process could be used to enable learners to progress to higher grades through their course.

Summative assessment
Summative assessment is carried out in order to make final judgements about the learners performance in relation to the assessment and grading criteria of each unit. It is the definitive assessment and must be made against the required standards of the unit. Assessors should only award criteria when there is evidence, produced by the learner that supports the assessment decision. Learners will need to be familiar with the grading criteria to be able to understand the quality of what is required. They should be informed of the differences between grading criteria so that higher skills can be achieved. At unit level, learners must demonstrate the following: To achieve a Pass To achieve a Merit Learners must achieve all Pass criteria from the assessment and grading grid. For Higher National programmes all learning outcomes and associated assessment criteria must be met. Learners must achieve all Pass and all Merit criteria from the assessment and grading grid. Should a learner achieve some of the Merit criteria but not all, this would provide the opportunity for additional guidance to enable the learner to progress all work to the required standard to achieve all the Merit criteria. Partial achievement of the Merit criteria cannot attract the Merit grade. For Higher National programmes all pass requirements achieved and all merit grade descriptors need to be achieved. Learners must achieve all Pass, all Merit and all Distinction criteria from the assessment and grading grid. Distinction criteria are qualitative extensions of the Merit criteria Should a learner achieve some of the Distinction criteria but not all, this would provide the opportunity for additional guidance to enable the learner to progress all work to the required standard to achieve all the Distinction criteria. Partial achievement of the Distinction criteria cannot attract the Distinction grade. For Higher National programmes all pass, all merit grade descriptors and all distinction grade descriptors need to be achieved.

To achieve a Distinction

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Assessment recording
It is essential that assessment decisions are recorded both at unit level and for the qualification as a whole.

Unit level records

It is expected that a unit Assessor will keep records that show up to date information about learner achievement. This is especially important when a unit is assessed using more than one assignment. Example of a unit tracking record Qualification title Unit title Name of Assessor PASS P1 1/1/12 1/1/12 1/1/12 1/1/12 1/1/12 MERIT M1 1/1/12 1/1/12

Date DISTINCTION D1 D2 24/2/12 24/2/12 24/2/12

Learner Names A Learner B A Learner C U Learner D Learner E X Learner

P2 1/1/12 1/1/12 1/1/12 1/1/12

P3

M2 24/2/12

M3

1/1/12 Date

1/1/12

24/2/12

Signature of Assessor

Keeping a record like this allows the Assessor an overview of a groups achievement as well as indicating criteria where learners may be struggling to achieve e.g. P3 and M3. This may mean that assignment tasks may need to be reviewed and amended or it may be that further support needs to be provided to learners to assist their learning. This record can then be passed to a Programme Leader who will keep the qualification achievement record. Example of a qualification tracking record Qualification title Programme Leader Assessors name A Singh Learners names UNIT 1 A Learner PASS B A Learner MERIT C U Learner PASS D Learner MERIT E X Learner PASS Signature of Programme Leader B Hill UNIT 2 PASS MERIT PASS MERIT MERIT C Low UNIT 3 L Chan UNIT 4 PASS MERIT PASS MERIT MERIT S Kaur UNIT 5 PASS MERIT PASS PASS MERIT

Date E Bonn UNIT 6 PASS DIST MERIT MERIT MERIT Date H Sun UNIT 7 PASS MERIT PASS PASS PASS J Parr UNIT 8 DIST DIST DIST DIST DIST

Keeping a record like this ensures an audit trail to validate certificate claims. It also allows visibility of units that may be high or low achieving. In the example above learners are achieving high grades in Unit 8; this may need review. It also allows the Programme Leader to be aware that C Low has not yet submitted results.

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Example materials
The following example materials may be used as a starting point to help plan, deliver, assess and verify BTEC programmes. They may be amended to suit the requirements of your own centre. Blank templates of some of these documents are available on the BTEC website: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx Note: Units below are included for illustration only. They may not be current. Please refer to the specification document. Example 1: An assessment plan An assessment plan can be used by programme teams at the planning stage to check that all assessment and grading criteria are covered in relation to learning outcomes. NB: A = Assignment Assessment Plan for 3 units in a Level 2 BTEC Business Grading Criteria Targeted Learning Outcomes P1 P2 P3 P4 M1 M2 Unit 1: Exploring Business Purposes Understand the nature of business and ownership Understand the classification of business activities Understand business aims and objectives in different sectors Know the main functional areas that support business organisations Unit 2: Developing Customer Relations Understand how customer service is provided in business Be able to apply appropriate presentation and interpersonal skills in customer service situations Know how to provide consistent and reliable customer satisfaction Know how to monitor and evaluate customer service within an organisation Unit 3: Investigating Financial Control Understand the costs, revenue and profit for a business operation Know how businesses use breakeven analysis Be able to prepare a cash flow forecast Understand ways of recording financial transactions

M3

D1

D2

A1 A1 A2 A2

A1 A1 A2 A2 A2 A2

A1 A2 A2 A1

A1 A2

A1 A2 A2 A1 A1

A1 A1 A2 A3

A1 A1 A2 A2 A3

It can be seen that all learning outcomes and assessment criteria have been covered. In Units 1 and 2 this has been done by preparing 2 assignments. Unit 3 requires 3 assignments to cover all of the learning outcomes and assessment criteria.

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Example 2: An assessment record and feedback sheet This could be used for a complete unit assessment record or individual assignments
ASSESSMENT RECORD AND FEEDBACK SHEET Qualification: Unit No. & Title: Assessor Name: Assignment No. & Title 1 2 3 Grading Criteria
P1 match current knowledge and skills to possible job opportunities using appropriate sources of information and advice P2 complete an application for a selected job opportunity P3 describe the terms and conditions of employment in a selected organisation P4 describe how working practices are developed P5 produce a career development plan using performance reviews M1 explain the importance of terms and conditions of employment M2 compare and contrast the organisational structure and job roles within two business organisations M3 explain the importance of team working and person attributes within two business organisations D1 analyse, using examples, the implications of terms and conditions of employment D2 evaluate how personal attributes and team working contribute to working practices

Learner Name: Year: Unit Completion Date: Learning Outcome

LO 1: Know how to prepare for employment LO 2: Understand terms and conditions of employment LO 3: Know how working practices are developed LO 4: Be able to plan career development

Unit Grade: Assessment Date: IV Signature: Date Issued Hand In Date Resubmission Date

Criteria Targeted P1, P2, P3, M1, D1 P4, M2, M3, D2 P5 Assignment No. 1 1 1 2 3 1 2 2 1 2 Date Achieved Comments

Assessor Signature

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General comments / feedback

Assessor Sign: Learner Sign:

Date: Date:

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Examples of observation record and witness statements

Example 1: Observation record An observation record is used to provide a formal record of an assessors judgement of learner performance during presentations, practical activities against the targeted grading criteria. The observation record will: record the evidence seen against the grading grid of the unit specification record the Assessors comments confirm achievement or provide specific feedback of how performance can be improved provide evidence of performance that will be detailed to enable others to make a judgement about whether there is sufficient evidence of performance be completed by the Assessor who must have direct knowledge of the specification to enable an assessment decision to be made be signed and dated by the assessor and the learner.

Observation records should: be accompanied by supporting evidence. This may take the form of visual aids, video/audio tapes, CDs, photographs, handouts, preparation notes, cue cards, diary record or log book and/or peer assessments records, or any other appropriate records note how effectively these were used to meet the grading criteria be kept in learners portfolios with relevant supporting evidence also include learners comments.

An observation record can have greater validity than a Witness Statement since it is capable of directly recording an assessment decision without reference to others. An example form is given here and can be downloaded from the BTEC website: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

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OBSERVATION RECORD
Learner Name: Qualification: Unit Number & Title: Description of activity undertaken

Grading criteria

How the activity meets the requirements of the grading criteria

Learner Signature: Assessor Signature: Assessor Name:

Date: Date:

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Example 2: Witness statement A witness statement is a written record of learner performance against assessment and grading criteria. Someone other than the Assessor of the unit may complete a witness statement. This may be: an Assessor of a different qualification or unit a work placement supervisor a technician anyone else who has witnessed the performance of the learner against given grading criteria.

It can be someone who does not have direct knowledge of the qualification, unit or evidence requirements as a whole but who is competent to make a professional judgement about the performance of the learner in the given situation. A high quality, valid witness statement will: provide the witness with clear guidance on the characteristics required for successful performance list the evidence requirements, with further explanation for a non-assessor require the learner or witness to provide a statement of the context within which the evidence is set be signed and dated by the witness.

The witness does not make an assessment decision. The Assessor makes the decision and must: ascertain the status of the witness by noting their relevant professional skills, their job role and their relationship to the learner review all the information in the witness statement review supporting evidence to make an assessment decision review the statement with the learner to obtain confidence in the evidence be convinced that the evidence presented by the witness statement is current, valid, sufficient and authentic collect specimen signatures.

Centres should note that witness testimonies can form part of the evidence for a unit(s) but they should not form the main or majority assessment of the unit(s). An example form is given here and can be downloaded from the BTEC website: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

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WITNESS STATEMENT
Learner name: Qualification: Unit number & title: Description of activity undertaken (please be as specific as possible)

Grading Criteria (for which the activity provides evidence)

How the activity meets the requirements of the assessment and grading criteria, including how and where the activity took place

Witness name: Witness signature: Learner name: Learner signature: Assessor name: Assessor signature:

Job role: Date:

Date:

Date:

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Glossary of BTEC terminology

Formative assessment: Formative assessment involves the Assessor and the learner in a process of continual review about progress. It takes place prior to summative assessment. Learners are provided with formative feedback on their draft evidence or performance and are informed how to improve their performance. This helps learners to progress to higher grades. i.e. learners may re-do or add evidence to assignment/s to improve their performance Summative assessment: Summative assessment is the final judgement about the learners performance in relation to the evidence requirements of each unit. The summative decision is made against the unit assessment and grading criteria as published in the specification. Specification: The published document available on www.edexcel.com that provides information about what needs to be taught and assessed to enable learners to achieve a qualification. Guided Learning Hours (GLH): Guided learning hours are an estimate of time that might be allocated to; direct teaching, instruction and assessment, plus other structured learning time such as directed assignments or supported individual study GLH exclude learner initiated private study. You are advised to consider this definition when planning the programme of study associated with a specification. Internal Verifier (IV): This is a centre or team based role. The Internal Verifier checks the quality of assignment briefs before they are issued to learners and checks the accuracy of assessment decisions. Standards Verifier (SV): The Standards Verifier is an assessment specialist appointed by the Edexcel who checks that assessment decisions meet the required standards.

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