Hull Training and Adult Education aims to offer a variety of qualifications which provide all learners with the opportunity to achieve their full potential by the most appropriate and direct route.
The Fair Assessment Policy is based on the concepts of equality, diversity, clarity, consistency and openness. Ensuring that assessment processes are implemented in a way which is fair and non-discriminatory.
This policy applies equally to the internal assessment of learners' work and to the assessment of work that is linked to external qualifications.
Access
Learners are made aware of the existence of this policy and have open access to it. Staff and learners are made aware of the contents and purpose of this policy.
This policy is reviewed annually but may be revised more frequently in response to feedback from learners, tutors and external organisations.
Reasonable Adjustments
Reasonable adjustments may be granted in certain circumstances, in accordance with the Awarding Body and JCQ Policy, to prevent any learners with a disability or difficulty be substantially disadvantaged during an examination or assessment process.
Special Consideration
A special consideration may be granted by the Awarding Body in instances where, following a scheduled assessment, a learner may have been disadvantaged by temporary illness, bereavement, injury or other adverse circumstances arising at or near the time of assessment.
A Special Consideration may also be granted when a learner misses part of the assessment owing to unforeseen circumstances beyond the learner’s control, e.g. excessive noise, a fire alarm or power cut, etc. Evidence must be provided by the learner or the Centre to support any request for Special Consideration.
Qualifications with External Assessment
Hull Training and Adult Education ensures that all assessments and activities for assessment undertaken by Learner are -
- Reliable
- Valid
- Fit for purpose
- Transparent
- Recognise and respect equality and diversity
Where an approved qualification includes a requirement for external assessment, the regulations surrounding the use of external assessment, including the security arrangements that must be in place must be complied with.
Cheating, Plagiarism and the use of Artificial Intelligence (AI)
Learner must ensure that the final product is in their own words and isn’t copied or paraphrased from another source such as an AI tool, and that the content reflects their own independent work.
The JCQ Suspected Malpractice Policies and Procedures and Procedures define plagiarism as: “unacknowledged copying from, or reproduction of, third party sources or incomplete referencing (including the internet and AI tools);”
Learners are expected to demonstrate their own knowledge, skills and understanding as required for the qualification in question and set out in the qualification specification. This includes demonstrating their performance in relation to the assessment objectives for the subject relevant to the question/s or other tasks students have been set.
www.JCQ.org AI use in Assessments
A fair assessment of learner's work can only be made if that work is entirely the learner’s own. Therefore, learners can expect senior staff and, in the case of accredited qualifications, an awarding body to be informed if -
- Learners are found guilty of copying, giving or sharing information or answers, unless part of a joint project
- Learners use an unauthorised aid during a test or examination
- Learners copy another learner's answers during a test or examination
- Learners cause disruption in a test, assessment or examination or fail to comply with examination conditions
- There is clear evidence that A.I has been used to generate responses to any work, assignments or examinations to the extent which deems this work not attributable to the learner
All allegations of cheating, plagiarism and / or the use of A.I will lead to a full investigation which, where relevant, will follow the guidance of the relevant awarding body.
If a learner feels he/she has been wrongly accused of any wrong doing in the case of assessment or examinations, they should be referred to the Appeals Policy.
Artificial Intelligence (AI)
AI use refers to the use of AI tools to obtain information and content which might be used in work produced for assessments which lead towards qualifications
- In accordance with section 5.3(k) of the JCQ General Regulations for Approved Centres
- tutors and assessors will only accept work for qualification assessments which is the learners’ own
- Learners who misuse AI such that the work they submit for assessment is not their own will have committed malpractice, in accordance with JCQ regulations, and may attract severe sanctions
- Learners and centre staff must be aware of the risks of using AI and must be clear on what constitutes malpractice
- Learners must ensure that work submitted for assessment is demonstrably their own. If any sections of their work are reproduced directly from AI generated responses, those elements must be identified by the learner
- through clear referencing, and they must understand that this will not allow them to demonstrate that they have independently met the marking criteria and therefore will not be rewarded
- Where tutors/assessors have doubts about the authenticity of learner work submitted for assessment (for example, they suspect that parts of it have been generated by AI but this has not been acknowledged), they must investigate and take appropriate action
AI Use in Assessments: Protecting the Integrity of Qualifications - www.JCQ.org
Responsibilities
Tutors/Assessors -
- Keep up to date with Awarding Body requirements/policies including the principles of assessment and understand criterion referenced assessments
- Participate in Standardisation activities
- Record the outcomes of all assessment activities
- Provide clear and constructive feedback to all learners mapped against achievement of the learning outcomes and assessment criteria
- Plan assessment strategies and the timing of assessments so as not to unnecessarily over burden students or discriminate against particular groups of learners
- Seek advice from Awarding Bodies in any case where they are in doubt if an adjustment is needed or how it should be applied.
The writers of assessment material will -
- Produce assessment activities with due regard to equality and the diversity of learners in accordance to awarding body requirements
- Ensure that assessment tasks allow for the generation of evidence in diverse ways
- Ensure that they use appropriate language
- Ensure that the assessment strategy allows for the generation of evidence against all the learning outcomes and assessment criteria
- Review assessment tasks on an annual basis and as part of a course self- assessment review
Internal verifiers - refer Hull Training and Adult Education IQA Policy 24/25
What learners can expect
Hull Training and Adult Education aims to ensure that all assessment of work towards accredited qualifications is carried out fairly and in keeping with the awarding body's requirements.
All portfolio-based work will be -assessed fairly against the qualification standards and teachers involved will be fully trained.
Internal assessments will be carried out fairly and according to awarding body instructions.
Externally marked tests and exams will follow the requirements of the awarding body.
Hull Training and Adult Education aims to ensure that all assessment of learners work not directly linked to an accredited qualification is carried out using clear criteria and following Hull Training and Adult Education's policies.
Learners -
- To be fully inducted onto a new course and given information that can be shared with parents and carers (as applicable) including the Awarding Body assessment methodology and understand criterion referenced assessments
- Learning outcomes, performance criteria and other significant elements of learning and assessment to be made clear at the outset of the course and when assignments are set
- To be provided with an individual assessment plan through the effective use of individual learning plans
- To be given appropriate assessment opportunities during the course with feedback provided on the quality of the work
- All work to be marked within two weeks of submission by the learner
- Produce outcomes that must at all times: be their own work, be assessable, be able to be moderated or verified, complete all the required units to gain the qualification
- Where a learner has additional needs, allowable support strategies for external assessments will be put in place in accordance with guidance from the relevant awarding body
- Where equivalents and exemptions can be applied and / or there is evidence of recognised prior learning, Hull Training and Adult Education will ensure this is pursued with the relevant awarding body
- To be made aware of the Service’s assessment appeals policy and how to access any relevant documentation to support its use
Relevant Policies, Processes, and protocols
- Hull Training and Adult Education IQA policy
- Hull Training and Adult Education IQA Strategy
- Hull Training and Adult Education Exams Polic
- JCQ
- Hull Training and Adult Education RARPAP Protocol
Policy Amendment
This policy may only be amended or withdrawn by Hull Training and Adult Education. This Policy has been approved by Head of Service at Hull Training and Adult
Education.