1. Internal Moderation Policy
This procedure will be applied to the internal moderation of all accredited programmes offered by the College of Public Speaking. The purpose of this procedure is to ensure that all training and assessment is carried out to the requirements of the Awarding Body and the College Quality Assurance System.
The internal moderation will be undertaken by any director of the College of Public Speaking, who is not actively involved in delivering the training in question.
The Internal Monitor is responsible for reviewing arrangements for processing assessment information and providing confirmation to the Awarding Body that assessment practice is in line with set standards.
The Assessment Process
The College of Public Speaking Internal Moderator will ensure that students will receive:
- Fair and open assessment practices in line with the College's Equal Opportunities policy for learners
- Access to an open and fair appeals procedure.
â€‹2. Health and Safety Policy
Any trainer leading a College of Public Speaking training programme will have:
- a current active Personal Public Indemnity Insurance policy
- will ensure that any College of Public Speaking equipment that may be plugged into the mains supply at the client's premises will have been properly tested and deemed safe
- will receive assurance from the client that the training event on the client's premises is covered by the client's own Health and Safety Policy
3. Appeals Policy
Students will be informed of their right to appeal against the decision of the trainer's final assessment.
They will be requested to direct a written appeal directed to the Internal Moderator within 10 days of the assessment decision.
The Final decision on awarding certification will rest with the College of Public Speaking.
However the student would be entitled to contact the awarding body only if they believed the actual appeals procedure had not been properly conducted.
4. Assessment Malpractice
The College of Public Speaking does not believe there is much opportunity for student malpractice in training programmes that are almost entirely assessed on the student's ability to deliver material in front of a group
Nevertheless the College will be vigilant against any attempt by the student to:
- behave in such a way as to undermine the integrity of the assessment/examination/test
- â€‹the alteration of any results document, including certificates
Centre staff malpractice
The College of Public Speaking will always do everything in its power to maintain the integrity of its training reputation and in so doing the reputation of the awarding body.
Therefore any attempt to shortcut or undermine the assessment process for an accredeited award will not be acceptable.
The Internal Moderator will therefore ensure that certificates are only awarded to students on satisfactorily achievement of the levels required to pass an assessment and therefore will also undertake that there is no
- falsifying records/certificates, for example by alteration, substitution, or by fraud
- â€‹fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment
5. Policy on Reasonable Adjustment and Special Considerations
The College of Public Speaking aims to facilitate open access to relevant qualifications for learners who are eligible for reasonable adjustment and/or special consideration in assessments, without compromising the assessment of the skills, knowledge, understanding or competence being measured. This will be achieved through:
â€¢ Reasonable Adjustment - This is agreed at the pre-assessment planning stage and is any action that helps to reduce the effect of a disability or difficulty, which places the learner at a substantial disadvantage in the assessment situation. Reasonable adjustments must not, however, affect the reliability or validity of assessment outcomes nor must they give the learner an assessment advantage over other learners undertaking the same or similar assessments.
â€¢ Special Consideration - This is a post-assessment allowance to reflect temporary illness, injury or indisposition that occurred at the time of assessment. Any special consideration granted cannot remove the difficulty the learner faced at the time of assessment and can only be a relatively small adjustment to ensure that the integrity of the assessment is not compromised.
It is the College of Public Speaking will only accept students onto a training programme if they are deemed capable of completing the programme successfully.
1. Reasonable adjustment
1.1 Explanation of reasonable adjustment
A reasonable adjustment helps to reduce the effect of a disability or difficulty that places the learner at a substantial disadvantage in the assessment situation.
Reasonable adjustments must not affect the validity or reliability of assessment outcomes, but may involve:
â€¢ changing usual assessment arrangements
â€¢ adapting assessment materials
â€¢ providing assistance during assessment
â€¢ re-organising the assessment physical environment
â€¢ changing or adapting the assessment method
â€¢ using assistive technology.
Reasonable adjustments must be approved (internally or externally) and set in place prior to assessment commencing. It is an arrangement to give a learner access to a qualification.
The work produced following a reasonable adjustment must be assessed in the same way as the work from other learners.
Below are examples of reasonable adjustment. It is important to note that not all adjustments described below will be reasonable, permissible or practical in particular situations. The learner may not need, nor be allowed the same adjustment for all assessments.
Reasonable adjustments permitted by the awarding body and therefore The College of Public Speaking may fall into the following categories:
â€¢ changes to assessment conditions
â€¢ the use of mechanical and electronic aids
â€¢ modification to the presentation of assessment material
â€¢ alternative ways of presenting responses
â€¢ use of access facilitators.
Please note that a reasonable adjustment must never affect the validity or reliability of assessment, influence the outcome of assessment or give the learner(s) in question an unfair assessment advantage.
Examples of reasonable adjustments as defined by the above categories are listed below.
â€¢ Allowing extra time, e.g. assignment extensions
â€¢ Using a different assessment location
â€¢ Use of coloured overlays, low vision aids, CCTV
â€¢ Use of assistive software
â€¢ Assessment material in large format or Braille
â€¢ Practical assistants/transcribers/prompters
â€¢ Assessment material on coloured paper or in audio format
â€¢ Language-modified assessment material
â€¢ British Sign Language (BSL)
â€¢ Use of ICT/responses using electronic devices
1.2 College of Public Speaking's judgement on Reasonable Adjustment
The College of Public Speaking will ensure that learners have the correct information and advice on the their selected qualifications and that the qualifications will meet their needs. The recruitment process should include the centre assessing each potential learner and making justifiable and professional judgments about the learner's potential to successfully complete the assessment and achieve the qualification.
However the ultimate responsibility for a student participating on a training programme lies either with the student themselves or the employer placing them on the course.
The College of Public Speaking will offer an impartial assessment as to whether it believes the potential student suitable for training
Such assessment must identify, where appropriate, the support that will be made available to the learner to facilitate access to the assessment.
Where the recruitment process identifies that the learner may not be able to demonstrate attainment and thus gain achievement in all parts of assessment for the selected qualification, this must be communicated clearly to the learner. A learner may still decide to proceed with studying a particular qualification and not be entered for all or part of the assessment.
The centre is advised to ensure that learners are aware of:
â€¢ the range of options available, including any reasonable adjustments that may be necessary, to enable the demonstration of attainment across all required assessment; and
â€¢ any restrictions on progression routes to the learner as a result of not achieving certain outcomes.
1.3 Applying reasonable adjustment
Reasonable adjustments are approved before an assessment and are intended to allow attainment to be demonstrated. A learner does not have to be disabled (as defined by the DDA) to qualify for reasonable adjustment; nor will every learner who is disabled be entitled to reasonable adjustment. Allowing reasonable adjustment is dependent upon how it will facilitate access for the learner. A reasonable adjustment is intended to allow access to assessment but can only be granted where the adjustment does not:
â€¢ affect the validity or reliability of the assessment
â€¢ give the learner(s) in question an unfair advantage over other learners taking the same or similar assessment
â€¢ influence the final outcome of the assessment decision
The College of Public Speaking aims to apply reasonable adjustment in a transparent and unbiased manner. All reasonable adjustments made must be recorded. Once completed, these must be held by the centre in the learner's file and should be available at all times for scrutiny by the awarding body if so requested.
All reasonable adjustments implemented by centres are subject to meeting the requirements of the appropriate assessment strategy for an NVQ and the qualification specification and assessment criteria for the qualifications.
It is the responsibility of the Head of Centre/Principal/CEO (or designated nominee) to ensure that any access arrangement implemented by the centre on behalf of the learner, is based on firm evidence of a barrier to assessment.
1.5 Assessing achievement
Centres must ensure that for all internal assessment, achievement is given only for the skills demonstrated by the learner and that reasonable adjustments do not compromise the outcomes of assessment (as identified in 1.3 above).
1.6 Special Educational Needs
Centres should note that a Statement of Special Educational Needs (SEN) does not automatically qualify the learner for reasonable adjustment to assessment, as:
â€¢ the SEN statement may not contain a recent assessment of the needs; and
â€¢ the reasonable adjustment may compromise assessment (as identified in 1.3 above).
1.7 Inappropriate use of reasonable adjustment
The College of Public Speaking understands that if a center misuses the reasonable adjustment policy, then the awarding body will take appropriate action. Such action will range from advice and action for the centre through to the implementation of steps to manage assessment malpractice; this could ultimately lead to the recall of certificates, removal of qualification approval or removal of centre approval.
2. Special Considerations
2.1 What is special consideration?
A special consideration is consideration given following a period of assessment for a learner who:
â€¢ was prepared for and present at an assessment but who may have been disadvantaged by temporary illness, injury or adverse circumstances that have arisen at or near to the time of assessment
â€¢ misses part of the assessment due to circumstances outside their control.
A special consideration cannot give the learner an unfair advantage, nor must its use cause the user of a certificate to be misled regarding a learner's achievement. The learner's results must reflect real achievement in assessment and not potential ability. To this end, special considerations can only be a small post-assessment adjustment to the mark or outcome.
The decision will be based on various factors, which may vary from learner to learner, and from one subject to another. These factors may include the severity of the circumstances, the date of the assessment, the nature of the assessment (e.g. practical, oral presentation, etc).
A learner who is fully prepared and present for a scheduled assessment may be eligible for special consideration if:
â€¢ performance in an assessment is affected by circumstances beyond the control of the learner, e.g. recent personal illness, accident, bereavement, serious disturbance during the assessment
â€¢ alternative assessment arrangements which were agreed in advance of the assessment proved inappropriate or inadequate
â€¢ part of an assessment has been missed due to circumstances beyond the control of the learner.
A learner will not be eligible for special consideration if:
â€¢ no evidence is supplied by the centre that the learner has been affected at the time of the assessment by a particular condition
â€¢ any part of the assessment is missed due to personal arrangements including holidays or unauthorised absence
â€¢ preparation for a component is affected by difficulties during the course, eg disturbances through building work, lack of proper facilities, changes in or shortages of staff, or industrial disputes.
The following are examples of circumstances which might be eligible for special consideration (this list is not exhaustive):
â€¢ terminal illness of the learner
â€¢ terminal illness of a parent
â€¢ recent bereavement of a member of the immediate family
â€¢ serious and disruptive domestic crises leading to acute anxiety about the family
â€¢ incapacitating illness of the learner
â€¢ severe car accident
â€¢ recent traumatic experience such as death of a close friend or distant relative
â€¢ flare-up of severe congenital conditions such as epilepsy, diabetes, severe asthmatic attack
â€¢ recent domestic crisis
â€¢ recent physical assault trauma
â€¢ broken limb on the mend.
Unlike reasonable adjustment, there are no circumstances whereby a centre can apply its own special consideration. Applications must be made to Edexcel.
2.2 Applying for special consideration
The College of Public Speaking understands that the Awarding body expects a centre to put arrangements in place to enable a learner, in extenuating circumstances, to complete assessment and thus achieve the qualification. Only when this is unsuccessful should an application for special consideration be made. All applications for special consideration can only be made on a case-by-case basis and thus separate applications must be made for each learner. The only exception to this is where a group of learners has been affected by a similar circumstance such as a fire alarm during an assessment; in this case a group application is permissible. In this situation, however, a list of learners affected should be attached to the application.
The Head of centre/Principal/CEO must authorise all applications for special consideration. Applications must be submitted to the awarding body Quality Standards Team within seven days of the assessment having taken place.
During the processing of an application, the awarding body will only liaise with the centre making the claim on the learner's behalf and not with the learner or their designated third party.
It is important to note that special consideration applications will not be considered where learner achievement has been claimed and certificated
2.3 Posthumous certification
The Head of Centre/Principal/CEO must authorise applications for posthumous certification this form. The awarding body will liaise only with the centre making the claim for the learner and reserves the right to see a copy of the death certificate prior to granting posthumous certification.
2.4 Lost or damaged work
When a learner's work has been lost or damaged, the awarding body may consider accepting a grade for which there is no available evidence. In all cases, the centre must be able to verify that the work was done and that it was monitored whilst it was in progress.
3. Complying with policy
Centres should note that failure to comply with the requirements contained within this policy document could lead to assessment malpractice, which will impact on the learner's result.
Failure to comply is defined as any or all of the following:
â€¢ where applicable, putting in place arrangements without awarding body approval
â€¢ agreeing delegated adjustments that are not supported by evidence
â€¢ failing to maintain records
â€¢ failing to report delegated adjustments when requested to do so
â€¢ implementing delegated adjustments that affect the validity and reliability of assessment, compromises the outcomes of assessment or gives the learner in questions an unfair assessment advantage over other learners undertaking the same or similar assessment.
4. Right to appeal
Where a centre fails to agree with a decision made in respect of this policy, then the centre has the right of appeal.