Brighton Hill Community School

with specialist sports status

Brighton Hill Community School

with specialist sports status
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Home >> Information >> Policies >> 25. Examination Procedures

Published on - 12-02-2015

25. Examination Procedures

Appeals Policy and Procedures 
Assessment Policy and Procedures
Malpractice Policy and Procedures
Registration and Certification and Procedures
Internal Verification Policy and Procedures

Appeals Policy
Aim: To enable the learner to enquire, question or appeal against an assessment
decision.
To attempt to reach agreement between the learner and the assessor at the
earliest opportunity.
To standardise and record any appeal to ensure openness and fairness.
To facilitate a learner’s ultimate right of appeal to the awarding body, where appropriate.
To protect the interests of all learners and the integrity of the qualification.
In order to do this, the centre will:

  • inform the learner at induction, of the Appeals Policy and procedure
  • record, track and validate any appeal 
  • forward the appeal to the awarding body when a learner considers that a decision continues to disadvantage her/him after the internal appeals process has been exhausted 
  • keep appeals records for inspection by the awarding body for a minimum of 18 months 
  • have a staged appeals procedure 
  • will take appropriate action to protect the interests of other learners and the integrity of the qualification, when the outcome of an appeal questions the validity of other results 
  • monitor appeals to inform quality improvement.

This policy will be reviewed every six months by the Quality Nominee and Senior Manager.
The appeals procedure will be followed.
Links:
BTEC programme specifications: These provide guidance on assessment for each BTEC qualification. All staff teaching on BTEC programmes should have access to the relevant specification. They are published on our website: www.BTEC.co.uk.
Policy on Appeals Concerning BTEC & Edexcel NVQ Qualifications: This is Edexcel’s policy on learner appeals. Please note, this does not apply until internal centre processes have been exhausted: www.edexcel.com/about/policies/centrepolicies.

Appeals Policy Procedures
Learner induction: Should inform the learner of the appeals procedure.
Learner appeals procedures: A staged procedure to determine whether the assessor:

  • used procedures that are consistent with Edexcel’s requirements
  • applied the procedures properly and fairly when arriving at judgements
  • made a correct judgement about the learner’s work.

Appeals procedure stages:

  • Stage 1 – Informal: Learner consults with assessor within a defined period of time following the assessment decision, to discuss an assessment decision. If unresolved, then the issues are documented before moving to stage 2.
  • Stage 2 – Review: Review of assessment decisions by manager and/or internal verifier/lead internal verifier. Learner notified of findings and agrees or disagrees, in writing, with outcome. If unresolved, move to stage 3.
  • Stage 3 – Appeal hearing: Senior management hear the appeal: last stage by the centre. If unresolved, move to stage 4
  • Stage 4 – External appeal: The grounds for appeal and any supporting documentation must be submitted by the centre to Edexcel within 14 days of the completion of Stage 4: a fee is levied.

Recording appeals: each stage should be recorded, dated and show either agreement or disagreement with decisions. Documents must be kept for a minimum of 18 months.
Monitoring of appeals: undertaken by senior management to inform development and quality improvement.

Assessment Policy
Aim: To ensure that assessment methodology is valid, reliable and does not disadvantage
or advantage any group of learners or individuals.
To ensure that the assessment procedure is open, fair and free from bias and to
national standards.
To ensure that there is accurate and detailed recording of assessment decisions.
In order to do this, the centre will:

  • ensure that learners are provided with assignments that are fit for purpose, to enable them to produce appropriate evidence for assessment 
  • assess learner’s evidence using only the published assessment and grading criteria 
  • ensure that assessment decisions are impartial, valid and reliable 
  • not limit or ‘cap’ learner achievement if work is submitted late 
  • develop assessment procedures that will minimise the opportunity for malpractice 
  • maintain accurate and detailed records of assessment decisions 
  • maintain a robust and rigorous internal verification procedure 
  • provide samples for Standards Verification as required by the awarding body 
  • monitor standards verification reports and undertake any remedial action required 
  • share good assessment practice between all BTEC programme teams 
  • ensure that BTEC assessment methodology and the role of the assessor are understood by all BTEC staff 
  • provide resources to ensure that assessment can be performed accurately and appropriately.

This policy will be reviewed every six months by the Quality Nominee and Senior Manager.
The appeals procedure will be followed.

Links:
BTEC Programme Specifications: these provide guidance on assessment for each BTEC qualification. All staff teaching on BTEC programmes should have access to the relevant specification. They are published on our website: www.BTEC.co.uk.
Edexcel BTEC Assessment & Grading Policy: this is our policy on the application of grading criteria when assessing BTEC programmes: www.edexcel.com/about/policies/centrepolicies
Centre Guide to Assessment: Planning, Design & Delivery: a valuable resource for centres in planning, quality assuring and delivering BTEC programmes: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx.

Assessment Policy Procedures
Learner induction: should inform learners about all aspects of assessment and progress monitoring. Reference should be made to national standards, assessment deadlines, the need for authentic work, and learner appeals.
Assignment design: should have a practical vocational focus and reference unit grading criteria. A variety of assessment methods is encouraged. A schedule of assignments and assessment dates should be planned and monitored during delivery of the programme.
Assessment schedule: annually agreed to ensure coverage of all grading criteria.
Assessment of learner work: should be to the published unit assessment and grading criteria only. The punitive ‘capping’ or limiting of grades is not allowed.
Tracking assessment: a secure audit trail must be maintained, comprising assessment decisions; internal verification documentation for assignments and learner work; and unit/credit achievement for the programme. These records will be held securely for 3 years after certification.
Certification claims: need to be based on accurate, audited records.

Assessment Malpractice Policy
Aim: To identify and minimise the risk of malpractice by staff or learners.
To respond to any incident of alleged malpractice promptly and objectively.
To standardise and record any investigation of malpractice to ensure openness and
fairness.
To impose appropriate penalties and/or sanctions on learners or staff where
Incidents (or attempted incidents) of malpractice are proven.
To protect the integrity of this centre and BTEC qualifications.
In order to do this, the centre will:

  • seek to avoid potential malpractice by using the induction period and the student handbook to inform learners of the centre’s policy on malpractice and the penalties for attempted and actual incidents of malpractice 
  • show learners the appropriate formats to record cited texts and other materials or information sources 
  • ask learners to declare that their work is their own 
  • ask learners to provide evidence that they have interpreted and synthesised appropriate information and acknowledged any sources used 
  • conduct an investigation in a form commensurate with the nature of the malpractice allegation.

Such an investigation will be supported by the Head Teacher and all personnel linked to the allegation. It will proceed through the following stages:

1. The Investigation
2. The Report
3. The decision
4. The appeal

  • make the individual fully aware at the earliest opportunity of the nature of the alleged malpractice and of the possible consequences should malpractice be proven
  • give the individual the opportunity to respond to the allegations made
  • inform the individual of the avenues for appealing against any judgment made
  • document all stages of any investigation.

Where malpractice is proven, this centre will apply the following penalties / sanctions:
1. Formal disciplinary procedures


Definition of Malpractice by Learners
This list is not exhaustive and other instances of malpractice may be considered by this centre at its discretion:

  • plagiarism of any nature
  • collusion by working collaboratively with other learners to produce work that is submitted as individual learner work
  • copying (including the use of ICT to aid copying)
  • deliberate destruction of another’s work
  • fabrication of results or evidence
  • false declaration of authenticity in relation to the contents of a portfolio or coursework
  • impersonation by pretending to be someone else in order to produce the work for another or arranging for another to take one’s place in an assessment/examination/test.

Definition of Malpractice by Centre Staff
This list is not exhaustive and other instances of malpractice may be considered by this centre at its discretion:

  • improper assistance to candidates
  • inventing or changing marks for internally assessed work (coursework or portfolio evidence) where there is insufficient evidence of the candidates’ achievement to justify the marks given or assessment decisions made
  • failure to keep candidate coursework/portfolios of evidence secure
  • fraudulent claims for certificates
  • inappropriate retention of certificates
  • assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner
  • producing falsified witness statements, for example for evidence the learner has not generated
  • allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/task/portfolio/coursework
  • facilitating and allowing impersonation
  • misusing the conditions for special learner requirements, for example where learners are permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment
  • falsifying records/certificates, for example by alteration, substitution, or by fraud
  • fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment.

This policy will be reviewed every 6 months by Quality Nominee and Senior Manager.

Assessment Malpractice - Procedures
Addressing learner malpractice:

  • promote positive and honest study practices
    learners should declare that work is their own: check the validity of their work
  • use learner induction and handbook to inform about malpractice and outcomes
  • ensure learners use appropriate citations and referencing for research sources
  • assessment procedures should help reduce and identify malpractice.

Addressing staff malpractice:

  • staff BTEC induction and updating should include BTEC requirements
  • use robust internal verification and audited record keeping
  • audit learner records, assessment tracking records and certification claims.

Dealing with malpractice:

  • inform the individual of the issues and of the possible consequences
  • inform the individual of the process and appeals rights
  • give the individual the opportunity to respond
  • investigate in a fair and equitable manner
  • inform Edexcel of any malpractice or attempted acts of malpractice, which have compromised assessment. Edexcel will advise on further action required
  • penalties should be appropriate to the nature of the malpractice under review
  • gross misconduct should refer to learner and staff disciplinary procedures.

Registration & Certification Policy
Aim: To register individual learners to the correct programme within agreed timescales.
To claim valid learner certificates within agreed timescales.
To construct a secure, accurate and accessible audit trail to ensure that individual
learner registration and certification claims can be tracked to the certificate
which is issued for each learner.

In order to do this, the centre will:

  • register each learner within the awarding body requirements
  • provide a mechanism for programme teams to check the accuracy of learner registrations
  • make each learner aware of their registration status
  • inform the awarding body of withdrawals, transfers or changes to learner details
  • ensure that certificate claims are timely and based solely on internally verified assessment records
  • audit certificate claims made to the awarding body
  • audit the certificates received from the awarding body to ensure accuracy and completeness
  • keep all records safely and securely for three years post certification.

This policy will be reviewed every six months by the Quality Nominee and Senior Manager.

Registration and Certification Procedures
Registration: registration initiates our Quality Assurance processes. Learners following a standard academic year are registered by 1st November. Learners enrolling into flexible start programmes are registered within one month of enrolment. Your procedures need to facilitate accurate, timely registration.
Transfer: learners can transfer their registration and achievement to date between centres. Transfer between programmes is permitted. Procedures need to ensure transfers are accurate and timely. They should also ensure that adequate information about the transferee’s position and progress is communicated.
Withdrawal: you should let us know when a learner leaves before completion. Withdrawals can be made via Edexcel Online and a withdrawn learner may be reinstated at a later date.
Certification Claims: full qualification certification or credit certification is claimed via Edexcel Online or by paper Student Report Forms (SRFs). Claims can be made at any time of year, but claims for August certification should be received by 5th July. Your claims procedures should prevent fraudulent or inaccurate claims.

Internal Verification Policy
Aim:     To ensure there is an accredited lead internal verifier in each principal subject area
To ensure that internal verification is valid, reliable and covers all assessors and programme activity.
To ensure that the internal verification procedure is open, fair and free from bias.
To ensure that there is accurate and detailed recording of internal verification decisions.
In order to do this, the centre will ensure that:

  • a lead internal verifier for each principal subject area is accredited by Edexcel via the successful completion of an online standardisation exercise
  • each lead internal verifier oversees effective internal verification systems within each principal subject area
  • staff are briefed and trained in the requirements for current internal verification procedures
  • effective internal verification roles are defined, maintained and supported
  • internal verification is promoted as a developmental process between staff
  • standardised internal verification documentation is provided and used
  • all centre assessment instruments are verified as fit for purpose
  • an annual internal verification schedule, linked to assessment plans, is in place
  • an appropriately structured sample of assessment from all programmes, sites and teams is internally verified, to ensure centre programmes conform to national standards and standards verification requirements
  • secure records of all internal verification activity are maintained
  • the outcome of internal verification is used to enhance future assessment practice.

This policy will be reviewed every 6 months by the Quality Nominee and Senior Manager.
The policy will follow the Internal Verification procedures.
Links:
BTEC programme specifications: These provide guidance on assessment for each BTEC qualification. All staff teaching on BTEC programmes should have access to the relevant specification. They are published on our website: www.BTEC.co.uk.
Edexcel BTEC Assessment & Grading Policy: This is our policy on the application of grading criteria when assessing BTEC programmes: www.edexcel.com/about/policies/centrepolicies
Centre Guide to Assessment: Planning, Design & Delivery: A valuable resource for centres in planning, quality assuring and delivering BTEC programmes: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx.

Internal Verification  -   Policy Procedures
Staff briefing: all assessors, lead internal verifiers and internal verifiers require regular briefing on BTEC processes.
Verification schedules: annually agreed to cover all assessors. Schedules should be drawn up and monitored through the year.
Internal verification of assignments: carried out before use to ensure that they are fit for purpose, and that any recommendations are actioned.
Internal verification of learner work: should verify sufficiently to ensure the security of the standard. Assessors do not internally verify their own work. Assessor feedback and support should be given. The process does not involve the learner.
Internal verification records: are correctly maintained in a secure place for 3 years after certification. We recommend that you use our standard forms for this: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx.
Standards verification: have in place monitoring and review procedures for standards verification outcomes. Procedures are required to deal with unsuccessful standards verification samples.

Last Ratified: Oct 2014

Review: Oct 2017


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