Policy and Procedures for Feedback and Reviews.
Directors Dave Bendell
Chris Foley
Office Manager Debra Wilson
Feedback
Introduction
Assessment and feedback are fundamental parts of the learner learning experience, whether within Oxford Energy Academy or on site. The Oxford Energy Academy Assessment and Feedback Policy seeks to:
Actively promote learner success and academic achievement
Provide clear, accurate, accessible information and guidelines to all staff and learneron assessment and feedback
Maximise the potential for consistency and fairness in assessment
Locate assessment and feedback as an integral part of learning and teaching processes.
Assessment, from a learner perspective, is the vehicle for obtaining feedback on progress in their learning, enabling them to improve.
Knowledge acquired
Skills gained, both generic and specific
General understanding developed.
Assessment, for both staff and learners, can be used to determine whether a learner:
Has achieved the learning outcomes
Is ready to progress to a higher level
Has the capacity to demonstrate competence
Is able to qualify for an award.
Assessment, from a staff perspective:
Enables evaluation of the success of their input into the learner learning experience
Provides an external measure of recognition for the public
The learner, the employer and other stakeholders of a learner’s achievement (as determined by the award of credit or a qualification).
Assessment may be diagnostic, formative or summative - all assessment will contain one or more of these elements The roles and responsibilities of Teacher/Assessor and Learners with regard to the Assessment and Feedback Policy are summarised within this document.
Principles of assessment
In order to serve the above purposes, assessment will be treated in accordance with the following principles and be:
Based on learning outcomes and assessment criteria
Integral to programme design
Fair and free from bias
Valid, transparent and reliable
Timely and incremental
Consistent
Demanding yet manageable and efficient.
All documentation regarding assessment tasks, assessment criteria, submission deadlines and any accompanying guidance, including information relating to the return of work, will be:
Clearly worded
Presented to learners at the beginning of each module
Published together in the relevant document
Easily available in the relevant module guide which will be accessible to learners via the module’s Moodle environment
Preparing to Mark Assessments
For each module, the relevant teacher/assessor will agree a marking plan at the beginning of each assessment with the IV and if necessary with the awarding body. This plan will identify:
First and second (and third, if subsequently needed) assessment timetables
Indicative content of answers to coursework and/or examination questions/tasks
Assessment criteria.
Feedback
Feedback is central to learning and is provided to learners to develop their knowledge, understanding, skills and to help promote learning and facilitate improvement.
All feedback will be:
Timely (provided within the work day)
Given in relation to the learning outcomes and assessment criteria
Provided on both coursework and examinations
Clear, relevant, motivating, and constructive
Developmental, enabling learners to both consolidate learning and achievement
The nature and extent of feedback the learner may expect will be indicated for each assessment task at the
time it is set.
When feedback (including marks) is provided to a learner before an Award, all marks will be clearly identified as:
Being provisional subject to IV’s approval
Available for External Examiner scrutiny
Subject to change and approval by the awarding bodies
All learners will be actively encouraged to collect feedback.
Review and consider its recommendations and implications, and seek further adviceand guidance from teaching staff when required.
Modes of Feedback
Feedback may be:
Individual – identifying specific issues relating to one learner’s work
Generic – referring to general points about the assessment as a whole, arising from an overview of the work produced by the learner group
Given following formative assessment (i.e. that which does not contribute to the module mark, such as activities prepared for discussion in seminars, practice essays etc and summative assessment (i.e. that which does contribute to the module mark ( for example following Coursework and Examinations).
Feedback on Coursework
Feedback will be provided as soon as possible after the learner has completed the assessment task:
Feedback on formative assessment will be given in time for learners to make use of it prior to summative assessment
Feedback on summative assessment will be given on the day of the submission of the work.
Clear guidance will be given regarding the point in the module where it is no longer appropriate for teachers/assessors to provide formative feedback e.g. when a learner is undertaking final dissertation drafts. This will be communicated to learners at the time the assessment task is set.
Feedback must be recorded at the time of the assessment in the learners’ portfolio in the correct section and signed by both the teacher/assessor and the learner
Feedback on Examinations
Feedback on examinations will be given on the day of the conclusion of the examination period.
The type of feedback that will be given following examination i.e. individual or genericwhether feedback will include the return of examination papers and/or work, for a second attempt
In accordance with agreed procedures the awarding bodies
DisabilityAssessment Needs
Assessment needs of learners with disabilities, including specific learning difficulties e.g. dyslexia, are supported in compliance with theDisability Discrimination Act 2005 (DDA 2005) and the Equality Act 2010.
Extra time for exams and assessments will need to agreed with the awarding bodies and documented
Oxford Energy Academy aim to practice an inclusive approach in supporting our learners with disabilities/ specific learning difficulties. This approach focuses on the capacity of Oxford Energy Academy to understand and respond to the requirements of individual learners and not to locate the difficulty or deficit within the learner. In this way we move away from ‘labelling’ learners and towards creating an appropriate learning environment for all learners. In consultation between the learner and Oxford Energy Academy, a Learning Support agreement will be drawn up and shared with the awarding bodies
Should any module/programme be unable to comply with any aspect of this Assessment and Feedback Policy a
result of requirements from the awarding Body, a written request for relevant exemption(s), together with associated evidence from the Professional, Statutory and Regulatory Body, will be made to the Directors Exemption(s) will only be valid upon receipt of written approval from the Directorsand the awarding bodies.
Reviews
Learner Performance Reviews Oxford Energy Academy employs the following procedures for reviewing the academic performance and progress of all learners enrolled in the Oxford Energy Academy programs.
Circumstances In which Learner Performance Reviews May Occur.
A Learner Performance Review may be initiated by any of the following actions
A learner is rated as ‘‘Unacceptable’’ on one or more items on an Assessment of Professional Dispositions.
In such instances, the teacher/assessor will inform the Directors in writing, whereupon the Directors, within 10 days after receiving the relevant information from the teacher/assessor, make a request for a Learner Performance Review to be brought forward from his/her planed date and the employer to be informed if appropriate.
Or every 12 weeks by the teacher/assessor.
ALearner Performance Review will proceed in accordance with the procedures listed below.
A learner’s progress review will be conducted every 12 weeks by the teacher/assessor,
Functional Skills teacher and the Apprenticeship Administer
The learner review form should record the following information;
Learners Name
Tutor
Review Date
Last Review Date
Next Review Date
Training Administer
Start Date of the Course
End Date of the Course
Time left on the Course
Attendance
Employer
Location of Review
Apprenticeship
Progress towards achievement of qualifications should be recorded in percentages
Both theory and practical need to be recorded with an overall percentage. Individual modules will need to be recorded as completed once the module exam and any practical assessments have been achieved and IV’ed
The teacher/assessor will then make comments setting the learner targets for the short and long term and record any outstanding targets not completed from the last review. Teacher/assessor will also record overall progress, attitude, time keeping and attendance.
A check is to be made by the teacher/assessor as to the learners understanding of equality and diversity and recorded alone with any concerns about Health and Safety including any accidents since the last review
Functional Skills
Progress towards achievement of qualifications should be recorded in percentages
Maths, English and ICT need to be recorded with an overall percentage.
The Functional Skills Teacher will then make comments setting the learner targets for the short and long term and record any outstanding targets not completed from the last review. Teacher/assessor will also record overall progress, attitude, time keeping and attendance.
If the learner has required additional support, then how effective has it been. Learner’s views should be recorded.
Workplace (NVQ)
Progress towards achievement of qualifications should be recorded, workplace training to be achieved any evidence to be gathered for the portfolio to be highlighted by the teacher/assessor.
Target dates set, action plans for progress to be recorded.
Has the learner obtained a CSCS card for site work needs to be recorded?
Apprentice
Apprentice comments will need to be recorded by the learner, how he/she feels about the course, practical and theory, Functional Skills. Any concerns they may have towards completion, any issues with employment, pay, etc.
Employer
The employers are then invited to make comments on the learners’ progress, including skills learnt so far, timekeeping, attendance, attitude and communication skills.
Appeal Process
If the learner wishes to appeal the decision of the teacher/tutor, the learner shall use the following procedures.
In many cases, the simple communication of the concern will lead to an improved understanding between the learnerand the teacher/assessorand result in an adjustment of expectations on one part or the other.
If the learner is still not happy with the review he/she shall first communicate his or her objections to the decision in writing to the Directors.
The Directors shall forward the learner’s written appeal to the teacher/assessor, consult with the teacher/assessor at a mutually agreed time and place, and inform the learner in writing of the Directors resolution of the learner concerns.
Learners may bring such a concern up to 14 calendar days after the conclusion of the Learner Performance Review. After thirty 14 calendar days, the concern cannot be reviewed and the teacher/assessor decision shall be final.
If the learner is not satisfied with the response of the Directors, the learner may then, within 10 days of receipt of the initial resolution described above, take a second appeal, in writing, to the awarding bodies.The learner will be informed that the awarding bodies will speak with the Directors and the teacher/assessor within 10 days to hear their points of view before a decision is made about how the issue should be resolved. The awarding bodies’ decision is final.
Oxford Energy Academy Ltd
Quality Assurance V4 Updated Jan 2018