Assessment is a way of findings out if learning has taken place. It enables a teacher, an assessor, to ascertain if the learner has gained the required skills and knowledge needed at a given point towards a course or qualifications. Assessment is the process by which a learner’s skills and knowledge are reviewed in order to evaluate what they have learnt or in the case of NVQs how they are performing against the competencies they are required to demonstrate.

Policy Statement:

Youth Educare (YE) will ensure that internal assessment criteria are valid and applied consistently to meet awarding body requirements and national standards of achievement.

Principles of Assessment:

In YE, the principles of assessment are as follows:

Validity: Methods and evidence of the assessment used in YE should be appropriate and will be capable of demonstrating the achievements of the learners.

Authenticity: Authenticity will be the priority in every assessment. Assessment activities will take place to ensure that the learner’s work is his own creation and s/he must sign a statement to regulate this procedure. YE will merge its own rules and regulation according to the policy and procedures of the awarding body to ensure the authenticity of the learner’s work.

Reliability and consistencies: Standardization of the assessment results will be maintained by YE and the assessment team must follow the policy and procedures of the organizations and awarding bodies. (See Appendix 2: Internal Verification Policy)

Fitness for purpose: Assessment must be fit for the learners/ candidates and the learning. The assessment strategy must be clearly appropriate for the target group of learners. The criteria and methods which are being used to judge the work must be clear to the learner, staff and internal and external moderators /verifiers and meet and exceed the requirements of QCA/QAA, the awarding bodies and our learner/ candidate charter.

Inclusiveness: Assessment should be based on learners’/ candidates’ needs. It must allow all learners/ candidates to demonstrate their achievements regardless of individual circumstances. It must comply with the Equalities policies of the organizations.


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 students at the beginning of each module
  • published together in the relevant document
  • easily available in the relevant module guide which will be accessible to students via the module’s virtual learning environment


No specific legalisation applies to this policy.

Forms of the assessment:

YE will follow the following forms for the assessment.

Initial Assessment: This assessment takes place before a learner starts a course to ensure that they are on the right path. During initial assessment, a learner will ensure the minimum core standard of the students. It is the duty of the assessor to do initial assessment to understand whether the student is able to do the course or not.

Formative assessment: Formative assessment is an ongoing process of assessment. By formative assessment, an assessor can improve learning by enabling progress through regular read and monitoring and reviewing the progress to individual learner.

Summative assessment: This assessment usually takes place to pass or fail situation. Making a summative assessment allows a teacher to conform learner has met required criteria. YE will take into account the policy and procedures of the awarding body during summative assessment.

Formal assessment is structured and usually takes place in clearly stated conditions, e.g. the completion of a practical task, or presentation. It may be undertaken by the whole group or by an individual. It is usually summative in nature and may be assessed externally.


Informal assessment is ongoing integrated and flexible. It is varied and may be recorded by the learner and the tutor/assessor. It can include self assessment or verbal feedback given by the assessor. It can be formative or summative or both. If it is summative it must be recorded although NVQs record formative assessments to demonstrate competency over time.

Purpose of the assessment:

The purpose of the assessment is to measure the level of learning of the students in a way that recognizes it through the award of credits or equivalent. Besides, assessment will facilitate and encourage students for learning. According to the Quality Code of the Chapter B6, institutions encourage assessment practice that promotes effective learning (indicator 3, p 5). 18. The assessment in YE will provide and will fulfil assessment purposes for different level of users of the assessment. For the students, assessment will motivate them to study and will promote learning by getting feedback on performance from the teachers and other assessors. It also will help students to identify their strengths and weaknesses. For the tutor, assessment will give them the opportunity to understand and evaluate the students’ understanding, abilities, skills and further needs of the students. It will also help the tutor to assess the effectiveness of the teaching method, the tutor will use for a specific curriculum. After assessment, if necessary, the teacher will change or improve the teaching method for the students. The assessment will give YE the information about student’s progression. It also will ensure YOUTH EDUACARE whether the standard has been met or not. The assessment will provide valuable information to the awarding bodies and other stakeholders to take their decision on the ‘fitness to practice standard’.

Policy Objectives

  • To help students understand how they will be assessed and how their overall progress will be monitored.
  • Encourage students to evaluate their own performance and set targets for improvement.
  • To encourage students to take responsibility for their own work through providing.
  • A framework which emphasises the importance of fulfilling commitments and meeting deadlines.
  • To ensure that YE records the standard to which each student is working in each course, enabling this to be compared to a guideline target minimum grade based on prior achievement.
  • To ensure that assessment, internal verification and moderation procedures and practice follow regulatory body requirements.
  • To deter plagiarism and encourage good practice in the use of sources.
  • To support tutors and teams by encouraging the sharing of good practice within and between teams and making available appropriate staff development and resources.
  • To ensure that teams work in accordance with the YE’s Equality Duty Policy.
  • To obtain feedback from students to monitor how the policy is working as part of the quality assurance system.

Assessment Strategy:

The main strategy of the assessment in YE is to keep assessment as the key priority. The topic assessment will be a mandatory subject on the regular meeting of the course/subject team. The quality assurance team of the organization will review their assessment process and procedures in every six months to ensure that they are current and valid for the present course curriculum. If there will be any changes, the board and management committee will change the policy as required.

The forms of the assessment procedures will be modified on the basis of the awarding bodies and will be changed as per the requirement of the awarding bodies. YE will provide a handbook to all students that will give the students following information:

  • Assessment purpose, methods, scope and arrangements
  • Detail descriptions of the assessment methods
  • People related to the assessment process
  • process of record keeping and tracking assessment evidence
  • assessment schedule or timing
  • Types of assessment evidence and their weighting system
  • Number of attempts students allowed for an assignment
  • Consequences of non submission or late submission of assignment. Students will get the idea that whether it is possible for them to achieve grade for late submission and also procedures of assessment for late submission.
  • Plagiarism policies
  • Learners Malpractice in Examination policies
  • Staff Malpractice in Examination Policies
  • Arrangements for the secure retention of assessment evidence by the College which may be required for moderation, and will normally be returned to the learner at the discretion of the College, and only after the completion of the external moderation process in accordance with the Awarding Body requirements
  • Nature of moderation process to let the students know that assessment decisions are made on the basis of the national and awarding body standard and accuracy, reliability and record of all assessment will be verified by both internal and external modifiers and assessors.
  • Finalization of result will be done only after receiving both the result from internal and external assessors.
  • Process of obtaining feedback from the assessor. Every student will get results of the assessment within 3 working weeks of the official submission date of the written work.
  • Assessment procedures for the disable learners and arrangement for them
  • Requirements from the awarding bodies
  • Learners appeal policy

Code of Conduct:

For the assessment YE must follow the following code of conduct

Centres must appoint assessors to carry out internal assessment. Assessors will be

responsible and accountable for planning, managing and recording assessment decisions as required by the awarding body. YE must ensure that assessors are competent to perform their role. YE must therefore provide appropriate training and development opportunities to ensure that assessors:

  • either hold the qualifications needed to carry out assessment – D32, D33, A1 or A2 or Level 3 Award in Assessing Competence in the Work Environment or Level 3 Award in Assessing Vocationally Related Achievement or Level 3 Certificate in Assessing Vocational Achievement or within 18 months of commencing their role achieve Level 3 Award in Assessing Competence in the Work Environment or Level 3 Award in Assessing Vocationally Related Achievement or Level 3 Certificate in Assessing Vocational Achievement as appropriate, or any qualifications subsequently specified by the regulatory authorities, except where this requirement is replaced by equivalent measures contained within an assessment strategy approved by the regulatory authorities
  • carry out assessment to the National Occupational Standards for Learning and Development
  • have the occupational expertise specified in the relevant assessment strategy before commencing their role and maintain the currency of this expertise for the duration of their role know the awarding body requirements for recording assessment decisions and maintaining assessment records.

YE must ensure that the assessment decisions of unqualified assessors are checked, authenticated and countersigned by an assessor or internal verifier who is appropriately qualified and occupationally expert for the NVQ in question. The internal verifier must sample an increased proportion of assessment decisions by unqualified assessors. The internal verifier is also responsible and accountable for arranging the checking and countersigning process. Internal verifiers may verify only evidence that they did not assess.

YE must ensure that assessors and learners must provide a written declaration that learner evidence is authentic and that assessment took place under the conditions or context set out in the assessment specification. Failure to do this constitutes grounds for the suspension or withdrawal of approved status for the NVQ in question.

YE will provide appropriate training and development opportunities to enable assessors to meet their responsibilities and gain a common understanding of relevant standards and other assessment requirements.

YE must keep records of all such staff development.

YOUTH EDUCRAE will ensure that internal assessment processes and practices must be effective and support the integrity and consistency of the occupational standards in the award and on the basis of Internal Verification Policies. YE must operate explicit, written internal verification procedures to ensure the accuracy and consistency of assessment decisions between assessors operating at the centre that assessors are consistent in their interpretation and application of the national occupational standards in the award.

YE must appoint internal verifiers who will be responsible for: regularly sampling, evidence of assessment decisions made by all assessors across all aspects of NVQ assessment.

YE will ensure that internal verifiers are competent to perform their role. Internal verifiers must either hold the qualifications needed to carry out internal verification – D34 or V1 or Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice or Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice or within 18 months of commencing their role achieve Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice or any qualifications subsequently specified by the regulatory authorities, except where this requirement is replaced by equivalent measures contained within an assessment strategy approved by the regulatory authorities. Internal verifier must have occupational expertise specified in the relevant assessment strategy before commencing their role and maintain the currency of this expertise for the duration of their role. 

YE must ensure that guidance produced by the awarding body must include exemplars of:

  • procedures for standardising assessment so that assessors are operating to the same standard
  • models for developing an internal verification sampling plan appropriate to the
  • Centre’s level of assessment activity. Models must ensure that over time all
  • assessors, all assessment methods and all learner units are included in the sample
  • procedures for standardising the judgements and decisions of internal verifiers
  • operating in a centre
  • The types of records a centre must keep to demonstrate the effectiveness of its internal verification procedures.

YE will assist awarding body and external verifier for any types of verification and assessment during the course term.

YE must not carried out assessment exclusively for accreditation purposes – it is used to measure progress, build up self confidence and review the success of the course.

YE must ensure that assessment is to consider the learning needs of the individuals and target groups. Assessment tasks are internally moderated before use and assessment documentation includes the requirement that learners state the authenticity of their own work.

YE must ensure that assessment procedures are explicit and public. Assessment procedures are varied, flexible and must be negotiable for special purposes.

Disability Issues:

Assessment needs of students with disabilities, including specific learning difficulties e.g. dyslexia, are supported in compliance with the Disability Discrimination Act 2005 (DDA 2005) and the Equality Act 2010. They are also informed by the Students, within the UK Quality Code for HE - Chapter B4: Student support, learning resources and careers education, information, advice and guidance  and YE Equality and Diversity Policy.


YE aim to practice an inclusive approach in supporting our students with disabilities/ specific learning difficulties. This approach focuses on the capacity of our University to understand and respond to the requirements of individual learners and not to locate the difficulty or deficit within the student. In this way we move away from ‘labelling’ students and towards creating an appropriate learning environment for all students. Details of the options and disable facilities will be found in our policy for the disable students.

Recording Assessment:

Assessment records map evidence of progress through the programme. It is the tutor’s/ assessor’s responsibility to record assessed achievement and to track this against the learning outcomes. Learners must be fully advised and aware of any assessment requirements or regulations, including the opportunities to resubmit and of the appeals procedure. YE will ensure that the assessment record must be available to learners and staff for review throughout the duration of the course /programme. Evidence can be recorded in a number of ways but must be tracked against the individual learner and achievement of the relevant outcomes, clearly structured and available for internal and external moderators at any point throughout the year.

Retention of assessment evidence:

Retaining examples of assessment enables the monitoring of standards over a period of time. YE will retain a minimum of 2 pieces of assessed work (or portfolios) per program for a minimum of 3 years. Ideally these should be electronic copies and not the original work. The work should be representative of the sampling and standardisation process used for internal moderation initially and subsequently submitted for moderation. They should be supported by internal and external moderation records to evidence the processes of sampling and standardisation.




Responsibilities of the organization and the ESOL tutor/teacher


  • Learners should always be assessed by a qualified and experienced ESOL tutor/teacher.
  • ESOL staff must be familiar with the materials, criteria and levels used and should use the exemplars to standardize.
  • Staff new to the organization should always have the opportunity to observe an experienced ESOL tutor carrying out initial assessment.
  • Staff carrying out initial assessment should match the learner to the appropriate learning opportunity and consider future progression routes.
  • As well as gathering information on the level of the learners’ skills in reading, writing, speaking and listening, the tutor/teacher should be taking account of levels of confidence, attitudes to learning and preferred learning styles. These factors will inform decisions about the most appropriate learning opportunity.
  • Staff should also be sensitive to any key cultural, social or religious concerns that learners may have about particular learning programmes/courses.


Conducting the initial assessment


  • Staff needs to be aware that learners may be very nervous and that this may be their first contact with any form of organized learning.
  • In all organizations, a key part of the process is an interview and this must be set up to put learners at ease and to build confidence in their abilities.
  • It is essential that the tutor/teacher gives a clear explanation of the purpose and process so the learner understands why questions are being asked.
  • The tutor/teacher should create an environment which puts the learners at ease.
  • Listening, speaking, reading and writing should be assessed to establish a level in each skill.
  • Learners should be given feedback on the initial assessment in a way that builds their confidence and they should be clear about what the next steps will be.
  • There should always be an opportunity for the learner to ask questions about the learning opportunities available and the tutor/teacher should provide clear information about any alternatives.

  How to conduct the assessment

The materials in this guide are designed to be used by a qualified6 ESOL tutor/teacher and the assessment will conduct on a one-to-one basis.


In order to make potential learners feel welcome and as relaxed as possible,   following factors should consider:

  • make the location of the assessment as comfortable as possible
  • organise a waiting area with refreshments and information for learners
  • Organise the layout for the interview so that it does not feel too formal for the learner.

One-to-one assessment



Greet learner and put at ease

Ask graded questions and hold conversation with learner

Decide on listening and speaking level and note on learner information form

Explain purpose and content of assessment

Conduct interview to fill in learner information form  























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