Grading &
Assessment
-------Setting Assessments
Edupro provides supporting information to all centre staff involved within the delivery and assessment of the qualifications to ensure they maintain their occupational competency and consistent support and feedback to learners and across the qualifications and centres. The approved centre needs to make following arrangements:
- Assessor should ensure that learners understand the assessment grading criteria at the start of their qualification (e.g. the difference between a Pass, Merit and Distinction). All centre staff should read and understand Edupro Marking, Grading and Moderation Policy and Guidelines.
- All assessment briefs should be issued with a top sheet (Assessment Brief Top Sheet Template could be used).
- Assessor needs to ensure that all assessment criteria of a learning outcome have been met in the assessment brief and an extensive collection of evidence would be required.
- Centre is required to ensure that any formative assessment deadlines should be set sufficiently in advance of the summative deadlines to enable the learners to benefit from the feedback.
- Centre staff should not change assessment dates unless it absolutely essential. Where changes are necessary, learners should be given plenty of advanced notice and that should be communicated to Edupro.
- Assessment brief should set clear guidelines on how work should be submitted and exactly what evidence is required.
- For each individual assessment, two levels of authenticity confirmation are required: Learner authenticity and Centre authenticity (signed by the deliverer/assessor) forms are to be signed and provided.
- The number of assessments for a unit should not exceed the number of Learning Outcomes listed in the unit specification. However, assessor may choose to create a single assessment (assessment brief) to cover all the Learning Outcomes for the entire unit (this is exceptional case and would need to fulfil criteria which Edupro Education & Quality team will confirm on submission). If multiple assessments are used for a unit, individual assessment is need to be designed is such a way that gives learners the opportunity to show their achievement of one or more Learning Outcomes.
Forms of assessment
As Edupro qualifications are delivered through centre, we encourage the approved centre to devise their own form of assessment for each of the units and qualifications following a risk-based approach to assessment and evaluation. Learning outcomes of a unit might be assessed by a combination of formative (course work) and summative (final) assessment:- assignments and reports
- case studies
- integrated work activities
- group and individual presentations
- time constrained tests
- examinations
- oral defence (viva)
- exam - multiple choice questions
- presentation
- business plans
Above is a list of some types of assessment that a centre may consider. The list isn’t exhaustive, but gives the centre an idea of the range and possibilities with assessment. Centre needs to ensure that the assessment is valid and relevant to the learning outcome. An assessment would be Valid if the assessment method allows the assessor to measure the learning outcome it is designed to assess. An assessment would be Relevant if the assessment method is authentic and relevant to the learner’s journey. Assessment methods that are related to the learner’s potential future careers will also be more relevant.
Grading Categories
Marking is carried out only by appropriately qualified and properly appointed assessors. Total marks are considered to be hundred in total for each unit and will be given in percentage form.| Grading | Percentage |
|---|---|
| Distinction | 80-100 |
| Merit | 65-79 |
| Pass | 50-64 |
| Unsatisfactory | 0-49 |
