exam contingency plan -...

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ExaminationHandbook

2017-18Issue 3 November 2017

Index

Examination Policy Handbook…………………………………………………………………….3

Complaints and Appeals Procedure (exams) ………………………………………………30

Controlled Assessment Policy…………………………….……………………………………….39

Disability Policy (exams) …………………………………………….………………………………48

Emergency Evacuation Policy (exams) ………………..………………………………….….61

Exam Contingency Plan…………..……………...………………………………………………….66

Internal Appeals Procedures…………………………………………………………………….…81

Non-examination Assessment Policy………………………………………….…………….…90

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Examination

Policy

Handbook

This policy is reviewed annually to ensure compliance with current regulations

Reviewed by Signature

Exams Officer Anne Marie McKeown

Review date December 2017

Date of next review December 2018

Contents

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Purpose of the policy....................................................................................................................................................

Roles and responsibilities overview..............................................................................................................................

Head of centre (HoC)................................................................................................................................................

Exam contingency plan.........................................................................................................................................

Internal appeals procedures.................................................................................................................................

Disability policy (exams).......................................................................................................................................

Complaints and appeals procedure (exams).........................................................................................................

Child protection/safeguarding policy (centre-wide).............................................................................................

Data protection policy (centre-wide)....................................................................................................................

Exams officer (EO).....................................................................................................................................................

Special educational needs co-ordinator (SENCo)......................................................................................................

Teaching staff...........................................................................................................................................................

Invigilators................................................................................................................................................................

Reception staff.........................................................................................................................................................

Site staff...................................................................................................................................................................

Candidates...............................................................................................................................................................

The exam cycle............................................................................................................................................................

Planning.......................................................................................................................................................................

Information sharing.............................................................................................................................................

Information gathering..........................................................................................................................................

Annual exams plan...............................................................................................................................................

Access arrangements...........................................................................................................................................

Access arrangements policy.................................................................................................................................

Word processor policy.........................................................................................................................................

A statement detailing the criteria the centre uses to award and allocate word processors for examinations....

Separate invigilation within the centre................................................................................................................

Internal assessment and endorsements..............................................................................................................

Controlled assessment policy..............................................................................................................................

Non-examination assessment policy...................................................................................................................

Invigilation...........................................................................................................................................................

Entries..........................................................................................................................................................................

Estimated entries.................................................................................................................................................

Final entries.........................................................................................................................................................

Entry fees.............................................................................................................................................................

Late entries..........................................................................................................................................................

Re-sit entries........................................................................................................................................................

Private candidates...............................................................................................................................................

Transfer of credit.................................................................................................................................................

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Candidate statements of entry............................................................................................................................

Pre-exams....................................................................................................................................................................


Briefing candidates..............................................................................................................................................

Food and drink in exam rooms............................................................................................................................

Wrist watches in exam rooms..............................................................................................................................

Access to scripts, enquiries about results and appeals procedures.....................................................................

Dispatch of exam scripts......................................................................................................................................

Estimated grades.................................................................................................................................................

Internal assessment and endorsements.............................................................................................................

Invigilation...........................................................................................................................................................

JCQ inspection visit..............................................................................................................................................

Seating and identifying candidates in exam rooms..............................................................................................

Verifying candidate identity procedure...............................................................................................................

Security of exam materials..................................................................................................................................

Timetabling and rooming.....................................................................................................................................

Alternative site arrangements.............................................................................................................................

Transferred candidate arrangements..................................................................................................................

Internal exams.....................................................................................................................................................

Exam time....................................................................................................................................................................


Candidate absence...............................................................................................................................................

Candidate absence procedure.............................................................................................................................

Candidate behaviour...........................................................................................................................................

Candidate personal belongings............................................................................................................................

Candidate late arrival...........................................................................................................................................

Candidate late arrival procedure.........................................................................................................................

Conducting exams................................................................................................................................................

Dispatch of exam scripts......................................................................................................................................

Exam rooms.........................................................................................................................................................

Emergency evacuation policy...............................................................................................................................

Lockdown policy……………………………………………………………………………………………………………………………………………….

Irregularities........................................................................................................................................................

Malpractice..........................................................................................................................................................

Special consideration...........................................................................................................................................

Special consideration policy.................................................................................................................................

Unauthorised materials.......................................................................................................................................

Arrangements for unauthorised materials taken into the exam room................................................................

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Internal exams.....................................................................................................................................................

Results and post-results...............................................................................................................................................

Internal assessment.............................................................................................................................................

Managing results day(s).......................................................................................................................................

Accessing and issuing results...............................................................................................................................

Post-results services............................................................................................................................................

Analysis of results................................................................................................................................................

Certificates...........................................................................................................................................................

Issue of certificates procedure.............................................................................................................................

Retention of certificates procedure.....................................................................................................................

Review.........................................................................................................................................................................

Retention of exam records..........................................................................................................................................

Exams archiving policy.........................................................................................................................................

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Purpose of the policy

Caledonia Campus is committed to ensuring that the exams management and administration process is run effectively and efficiently. This policy will ensure that:

all aspects of the centre’s exam process are documented and other relevant exams-related policies, procedures and plans are signposted, thus

o the workforce is well informed and supportedo all centre staff involved in the exams process clearly understand their roles and responsibilitieso all exams and assessments are conducted in accordance with JCQ and awarding body regulations,

guidance and instructionso exam candidates understand the exams process and what is expected of them.

This policy is communicated to all relevant centre staff, after each annual review, during staff briefings and the policy is posted on the staff intranet/school website.

NB: Caledonia Campus has two centres and there is an exam officer at each centre. Exam procedures are discussed regularly to ensure consistency between centres.

Roles and responsibilities overview

Head of centre (HoC)

Will be familiar with the contents, refer to and direct relevant centre staff to annually updated JCQ publications including:

o http://www.jcq.org.uk/exams-office/general-regulations o http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations o http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration o http://www.jcq.org.uk/exams-office/malpractice o http://www.jcq.org.uk/exams-office/non-examination-assessments (and the instructions for

conducting controlled assessment and coursework)

and

o https://tcforum.ecdl.co.uk/tcforum/secure-acf/news-information/document-library/operations- manual.php

The HoC will ensure:

the centre has appropriate accommodation to support the size of the cohorts being taught the National Centre Number Register (NCNR) annual update (administered on behalf of the JCQ member

awarding bodies by OCR) is responded to by the end of October (2017) confirming they are both aware of and adhering to the latest version of the JCQ regulations and instructions for conducting examinations

the exams officer (EO) attends appropriate training events offered by awarding bodies, MIS providers and other external providers to enable the exam process to be effectively managed and administered

a named member of staff acts as the Special Educational Needs Co-ordinator (SENCo) centre staff are supported and appropriately trained to undertake key tasks within the exams process

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https://tcforum.ecdl.co.uk/tcforum/secure-acf/news-information/document-library/operations-manual.php

https://tcforum.ecdl.co.uk/tcforum/secure-acf/news-information/document-library/operations-manual.php

http://www.jcq.org.uk/exams-office/non-examination-assessments

http://www.jcq.org.uk/exams-office/malpractice

http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration

http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations

http://www.jcq.org.uk/exams-office/general-regulations

teaching staff undertake key tasks, as detailed in this policy, within the exams process (exam cycle) and meet internal deadlines set by the EO and SENCo

that a teacher who teaches the subject being examined, or a senior member of teaching staff who has had overall responsibility for the candidates preparation for the examination, is not an invigilator during a timetabled written exam or on-screen test

teaching staff keep themselves updated with awarding body teaching-specific information to confirm effective delivery of qualifications

teaching staff attend relevant awarding body training and update events security within the examination process is managed according to JCQ and awarding body regulations,

guidance and instructions includingo the location of the centre’s secure storage unit is in an area solely assigned to examinationso the relevant awarding body is immediately informed if the security of question papers or

confidential supporting instructions is put at risk o that arrangements are in place to check that the correct question paper packets are opened by

authorised members of centre staff procedures are in place in the event of the centre being unavailable for examinations owing to an

unforeseen emergency risks to the exam process are assessed and appropriate risk management processes are undertaken and a

written exam contingency plan is in place (that allows the HoC to act immediately in the event of an emergency or staff absence)

the required internal appeals procedures are in place and are accessible to all candidates (and parents/carers)

an exams disability policy is in place showing the centre’s compliance with relevant legislation and good practice in relation to the Equality Act 2010 and the conduct of examinations

a complaints and appeals procedure covering general complaints regarding the centre’s delivery or administration of a qualification is in place which is drawn to the attention of candidates (and parents/carers)

the centre has a child protection/safeguarding policy in place, including Disclosure and Barring Service (DBS) clearance, which satisfies current legislative requirements

the centre has a data protection policy in place members of centre staff are only entered for qualifications through the centre as a last resort where the

member of staff is unable to find another centreo that awarding bodies are notified before the associated entries are submitted, of any members of

centre staff who are sitting examinations and assessments at the centreo that during the examination series the member of centre staff is treated as per any other

candidate entered for that examination, does not have access to examination materials and does not receive any preferential treatment

that awarding bodies are notified before the associated entries are submitted, where a candidate is being taught and prepared for examinations and assessments by a relative or where a relative of exams office staff is being entered for examinations and assessments

o If a candidate is entered for an awarding body’s examinations at the centre where a relative is employed, that during the examination series the candidate’s relative does not have unaccompanied access to examination materials

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o If the relative in question is a member of exams office staff, that appropriate arrangements are made to ensure that another person is present for all of the administrative arrangements relating to the candidate’s examinations

members of centre staff do not forward e-mails and letters from awarding body or JCQ personnel without prior consent to third parties or upload such correspondence onto social media sites such as Facebook

members of centre staff do not advise parents/candidates to contact awarding bodies/JCQ directly

Exam contingency planThe plan is posted on the staff intranet.Internal appeals proceduresProcedures are posted on the school website.

Disability policy (exams)The policy is posted on the staff intranet.

Complaints and appeals procedure (exams)The procedure is posted on the staff intranet.

Child protection/safeguarding policy (centre-wide)This policy which satisfies current legislative requirements and includes information relating to Disclosure and Barring Service (DBS) clearance including where this relates to the exam process is posted on the staff intranet.

Data protection policy (centre-wide)This policy which includes information relating to the exam process (for example, if candidate results can be issued on request to a third party (including a parent/carer) with OR without the permission of the candidate is posted on the staff intranet.

Exams officer (EO)

The EO will:

be fully familiar with the contents of annually updated JCQ publications including:o http://www.jcq.org.uk/exams-office/general-regulations o http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations o http://www.jcq.org.uk/exams-office/malpractice o http://www.jcq.org.uk/exams-office/post-results-services

be fully familiar with the contents of annually updated information from awarding bodies on administrative procedures, key tasks, key dates and deadlines

ensure key tasks are undertaken and key dates and deadlines met recruit, train and deploy a team of internal/external invigilators; appoint lead invigilators, as required ensure that awarding bodies are notified before the associated entries are submitted, where a candidate

is being taught and prepared for examinations and assessments by a relative or where a relative of exams office staff is being entered for examinations and assessments

Special educational needs co-ordinator (SENCo)

Will be fully familiar with the contents, refer to and direct relevant centre staff to annually updated JCQ publications including:

o http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration

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http://www.jcq.org.uk/exams-office/post-results-services




Lead on the access arrangements and reasonable adjustments process (referred to in this policy as ‘access arrangements’)

If not the qualified specialist assessor, will work with the person appointed, on all matters relating to assessing candidates and the administration of the assessment process

Will present when requested by a JCQ inspector, evidence of the specialist assessor’s qualification Will provide, when requested by a JCQ inspector, the files of access arrangement candidates or will

ensure the HoC or EO has access to these files in case of the SENCo absence

Teaching staff

Teaching staff will:

undertake key tasks, as detailed in this policy, within the exams process and meet internal deadlines set by the EO and SENCo

keep themselves updated with awarding body teaching-specific information to confirm effective delivery of qualifications

attend relevant awarding body training and update events

Invigilators

Members of the invigilation team will: attend training, update, briefing and review sessions as required provide information as requested on their availability to invigilate sign a confidentiality and security agreement (external invigilators) and confirm whether they have any

current maladministration/malpractice sanctions applied to them

Reception staff

Will support the EO in dealing with exam-related deliveries and dispatches with due regard to security at all times.

Site staff

Will support the EO in relevant matters relating to exam rooms and resources.

Candidates

Where applicable in this policy, the term ‘candidates’ refers to candidates and/or their parents/carers.

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The exam cycle

The exams management and administration process that needs to be undertaken for each exam series is often referred to as the exam cycle and relevant tasks required within this grouped into the following stages:

planning entries pre-exams exam time results and post-results

This exam policy identifies the roles and responsibilities of centre staff within this cycle.

Planning

Information sharingThe HoC will direct relevant centre staff to annually updated JCQ publications including:

http://www.jcq.org.uk/exams-office/general-regulations http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration http://www.jcq.org.uk/exams-office/malpractice http://www.jcq.org.uk/exams-office/non-examination-assessments (and the instructions for conducting

controlled assessment and coursework)

The EO will:

inform relevant centre staff of JCQ and awarding body documentation relating to the exam process that has been updated

signpost relevant centre staff to information that should be provided to candidates as the centre administrator, approve relevant access rights for centre staff using awarding body secure

extranet sites

Information gatheringThe EO will:

undertake an annual information gathering exercise in preparation for each new academic year to ensure data about all qualifications being delivered is up to date and correct

start to undertake this exercise each August using a centre-devised information gathering form collate all data/information gathered as one central point of reference research awarding body guidance to identify administrative processes, key tasks, key dates and deadlines

for all qualifications produce an annual exams plan of key tasks and key dates to ensure all external deadlines can be

effectively met; inform key centre staff of internal deadlines collect information on internal exams to enable preparation for and conduct of mocks/PPEs/end of year

sessions

Annual exams planThe annual exams plan is communicated to staff by email and posted on the staff intranet.

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The HoC will:

ensure teaching staff o respond to requests from the EO on information gathering and meet the internal deadline for the

return of informationo inform the EO of any changes to information in a timely manner minimising the risk of late or

other penalty fees being incurred by an awarding bodyo are familiar with the annual exams plan of internal deadlines

Access arrangements The HoC will:

ensure there is appropriate accommodation for candidates requiring access arrangements in the centre ensure a written process is in place to not only check the qualification(s) of their assessor(s) but that the

assessment process is administered correctly ensure the SENCo is fully supported in effectively implementing access arrangements and reasonable

adjustments once approved provide a statement for inspection purposes which details the criteria the centre uses to award and

allocate word processors for examinations

The SENCo will:

assess affected candidates (or work with the appointed specialist assessor) to identify access arrangements requirements

gather evidence of need to support access arrangements liaise with teaching staff to gather evidence of normal way of working determine candidate eligibility for arrangements or adjustments that are centre-delegated gather signed data protection notices from candidates where required apply for approval through Access arrangements online (AAO), where required or through the awarding

body where qualifications sit outside the scope of AAO keep relevant evidence on file for JCQ inspection purposes employ good practice in relation to the Equality Act 2010 liaise with the EO regarding exam time arrangements for access arrangement candidates ensure staff appointed to facilitate access arrangements for candidates are appropriately trained and

understand the rules of the particular access arrangement liaise with the EO to ensure that invigilators are made aware of the Equality Act 2010 and are trained in

disability issues provide and annually review an Access arrangements policy to bring all aspects of the process together in

relation to identifying the need for, requesting and implementing access arrangements provide and annually review a centre policy on the use of word processors in exams and assessments ensure criteria for candidates allowed separate invigilation within the centre is clear, meets the

requirements of JCQ access arrangements and best meets the needs of individual candidates and remaining candidates in main exam rooms

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Access arrangements policy

The centre’s policy is noted in the exam handbook. This policy and/or the Disability policy (exams) includes the process to check the qualification(s) of the centre’s assessor(s) and documents the processes that confirm the assessment process is administered correctly.

Word processor policy

The policy is noted in the exam handbook.

A statement detailing the criteria the centre uses to award and allocate word processors for examinations is located in Appendix 1 of the Disability policy (exams).Arrangements for printing a candidate’s word-processed work are also included in Appendix 1 of the Disability policy (exams).Separate invigilation within the centre

The centre’s criteria (or policy) is noted in the exam handbook.

Teaching staff will support the SENCo in determining and implementing appropriate access arrangements.

Internal assessment and endorsementsThe HoC will ensure:

a written internal appeals procedure relating to internal assessment decisions is in place and that details of this procedure are communicated, made widely available and accessible to all candidates (see Roles and responsibilities overview)

a written policy for the management of controlled assessment is still in place for any legacy GCSE qualifications being delivered which include a proportion of controlled assessment

a written policy with regard to the management of non-examination assessment is in place for new GCE and GCSE qualifications being delivered which include a proportion of non-examination assessment (For CCEA GCSE centres this would be a written controlled assessment policy)

any irregularities are investigated and any cases of suspected malpractice reported to the awarding body, as required

Controlled assessment policy

The policy is posted on the staff intranet.

Non-examination assessment policy

The policy is posted on the staff intranet.

The HoC will ensure:

teaching staff have the necessary and appropriate knowledge, understanding, skills, and training to set, conduct, mark and authenticate candidates’ work (including private candidates)

a process of internal moderation and standardisation is in place teaching staff inform candidates of their centre assessed marks as a candidate is allowed to request a

review of the centre’s marking before marks are submitted to the awarding body teaching staff delivering any legacy GCSE qualifications (which include a proportion of controlled

assessment) follow instructions for conducting controlled assessment http://www.jcq.org.uk/exams-office/controlled-assessments/ and subject-specific information where provided by the awarding body

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http://www.jcq.org.uk/exams-office/controlled-assessments/

http://www.jcq.org.uk/exams-office/controlled-assessments/

teaching staff delivering legacy GCE unitised AS and A-level qualifications (which include a proportion of coursework), Entry Level or Project qualifications follow instructions for conducting coursework http://www.jcq.org.uk/exams-office/coursework and subject-specific information where provided by the awarding body

teaching staff delivering new GCE & GCSE qualifications (which include a proportion of non-examination assessment) follow instructions for conducting non-examination assessments http://www.jcq.org.uk/exams-office/non-examination-assessments and subject-specific information where provided by the awarding body

for other qualifications, teaching staff follow appropriate instructions issued by the awarding body

Teaching staff will ensure:

appropriate instructions for conducting internal assessment are followed candidates are aware of JCQ or awarding body information for candidates on producing work that is

internally assessed candidates are provided with relevant JCQ Information for candidates documents (controlled

assessments, coursework, non-examination assessments, social media) in electronic OR in hard copy format prior to assessments taking place

candidates are informed of their centre assessed marks as a candidate is allowed to request a review of the centre’s marking before marks are submitted to the awarding body

The EO will:

identify relevant key dates and administrative processes that need to be followed in relation to internal assessment

signpost teaching staff to relevant JCQ information for candidates documents that are annually updated

InvigilationThe HoC will

ensure relevant support is provided to the EO in recruiting, training and deploying a team of invigilators ensure, if contracting supply staff to act as invigilators or to facilitate an access arrangement, that such

persons are competent and fully trained, understanding what is and what is not permissible determine if additional invigilators will be deployed in timed Art exams in addition to the subject teacher

The EO will:

recruit additional invigilators where required to effectively cover all exam periods/series’ throughout the academic year

collect information on new recruits to identify if they have invigilated previously and if any current maladministration/malpractice sanctions are applied to them

provide an annual training event for new invigilators and an update event for experienced invigilators in the conduct of exams

ensure invigilators supervising access arrangement candidates understand their role (and the role of a facilitator who may be supporting a candidate) and the rules and regulations of the access arrangement(s)

liaise with the SENCo to ensure that invigilators are made aware of the Equality Act 2010 and are trained in disability issues

collect evaluation of training to inform future events

Entries

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http://www.jcq.org.uk/exams-office/coursework

The term ‘entries’ is used to describe entry/registration information for internally and externally assessed components, and certification of qualifications against which a result will be reported.

Estimated entriesThe EO will request estimated or early entry information, where this may be required by awarding bodies, from teaching staff in a timely manner to ensure awarding body external deadlines for submission can be met.

Estimated entries collection and submission procedure

1. The awarding body identifies a deadline (key date) for submitting estimated entries2. Information gathered from teaching staff (during the annual information gathering exercise) is used to

inform potential future entries for each qualification and an estimated number of candidates3. This information is submitted to awarding bodies online (via awarding body secure extranet sites)

Guidance on submitting estimated entries (and if this is required) is provided in awarding body administrative guides.


provide information requested by the EO to the internal deadline inform the EO immediately of any subsequent changes to information

Final entriesThe EO will:

request final entry information from teaching staff in a timely manner to ensure awarding body external deadlines for submission can be met

inform teaching staff of subsequent deadlines for making changes to final entry information without charge

confirm with teaching staff final entry information that has been submitted to awarding bodies ensure as far as possible that entry processes minimise the risk of entries or registrations being missed

and reduce the potential for late or other penalty fees being charged by awarding bodies

Final entries collection and submission procedure

1. The awarding body identifies a deadline (key date) for submitting final entries2. The EO

a. accesses basedata files from awarding body websites (some basedata may need to be requested directly from the awarding body)

b. downloads the basedata into the centre’s managements information system (MIS)c. creates marksheets (showing class list and qualification information)d. distributes marksheets for teaching staff to confirm candidates to be enterede. identifies an internal deadline for teachers to return marksheets f. inputs final entry information into the MISg. creates an entry file and submits to each awarding body by electronic data interchange (EDI)/A2C

order (via the A2C system)

Guidance on submitting final entries is provided in awarding body administrative (entry) guides.


provide information requested by the EO to the internal deadline

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inform the EO immediately, or at the very least prior to the deadlines, of any subsequent changes to final entry information, which includes:

o changes to candidate personal detailso amendments to existing entrieso withdrawals of existing entries

check final entry submission information provided by the EO and confirm information is correct

Entry feesFees for first time entry are paid by the school

Late entriesThe EO will:

have clear entry procedures in place to minimise the risk of late entries charge any late or other penalty fees to departmental budgets

The HoC will ensure teaching staff minimise the risk of late entries by

following procedures identified by the EO in relation to making final entries meeting internal deadlines identified by the EO for making final entries

Re-sit entriesThe EO will

issue results to candidates where relevant, inform teaching staff and candidates of re-sit opportunities in the next available exam

series identify the process for requesting a re-sit entry

Where still enrolled at the centre, candidates:

may request to retake a qualification (or component of a qualification where this is available) in the next available exam series using the centre-devised re-sit entry form

may be asked to pay the appropriate entry fee

Private candidatesThe centre accepts entries from private candidates for qualifications that the centre determines it can effectively administer and conduct exams for.

The EO will: identify awarding body processes and information for private candidates provide an entry process for private candidates to follow charge the private candidate the appropriate fees which will comprise:

o the entry fee charged by the awarding body liaise with the SENCo regarding any access arrangements and reasonable adjustments required by a

private candidate (including distance learners and home educated candidates)

Transfer of creditThe EO will:

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provide information to relevant centre staff/candidates on the arrangements for transferring credit for GCE AS qualifications between specifications or awarding bodies midway through a legacy unitised GCE A level course

meet the awarding body deadline for requesting transfer of credit

Teaching staff will identify affected candidates to the EO.

Candidate statements of entryThe EO will provide candidates with statements of entry for checking.

Teaching staff will ensure candidates check statements of entry and return any relevant confirmation required to the EO.

Candidates will confirm entry information is correct and notify the EO of any discrepancies.

Pre-exams

Access arrangementsThe SENCo will ensure:

appropriate arrangements, adjustments and adaptations are in place to facilitate access for candidates where they are disabled within the meaning of the Equality Act (unless a temporary emergency arrangement is required at the time of an exam)

a candidate is involved in any decisions about arrangements, adjustments and /or adaptations that may be put in place for him/her

exam information (JCQ information for candidates documents, individual exam timetable etc.) is adapted where this may be required for a disabled candidate to access it

that where a person is appointed to facilitate an access arrangement for a candidateo the facilitator appointed meets JCQ requirementso the facilitator is appropriately trained and fully understands the rules of the particular access

arrangement(s)o a record is retained for the required period of the training given to facilitators

For private candidates

the necessary and appropriate steps are undertaken to gather an appropriate picture of need and demonstrate normal way of working for a private candidate (including distance learners and home educated candidates) and that the candidate is assessed by the centre’s appointed assessor

Briefing candidatesPrior to exams taking place the EO will:

issue individual exam timetable information to candidates (including private candidates) issue relevant JCQ information for candidates documents (on-screen tests, social media and written

examinations to candidates (including private candidates) where relevant, issue awarding body information to candidates (including private candidates) issue centre exam information to candidates (including private candidates) which will include information

on:o exam clasheso arriving late for an examo absence or illness during exams

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o what equipment is/is not provided by the centreo the centre’s policy on food, drink and wrist watches in exam roomso when results and certificates will be issuedo the post-results services and how the centre will administer requests from candidates for access

to scripts, enquiries about results and appeals

Food and drink in exam roomsFood is not allowed in exam rooms. Drinks are allowed as long as all labels are removed from drink containers.

Wrist watches in exam roomsPrior to an exam starting, candidates will be instructed by invigilators to remove their wrist watches and place them on the invigilator’s desk

Access to scripts, enquiries about results and appeals procedures 1. Candidates are informed through the issue of a candidate exam handbook of the post-results services that

will be made available to them by the awarding bodies after the issue of results2. The handbook details these services which are currently

a) enquiries about results (EARs) b) appeals against the outcome of an EARc) access to scripts (ATS)

3. The handbook informs candidates that on collection of results a) they will be provided with detailed information on the deadlines, fees and charges for these

services as they relate to their qualifications b) they can ask the EO for an enquiry, consent and payment form in order to make an EAR or ATS

requestc) no request for a post-results service will be accepted without the candidate providing informed

consent/permissiond) no request will be processed without the relevant fee being paid

4. Private candidates are informed through the issue of final exam information when results and certificates will be issued and that post-results services must only be requested through the centre and not directly to the awarding body

Dispatch of exam scriptsThe EO will identify and confirm arrangements for the dispatch of candidate exam scripts with the DfE ‘yellow label service’ or the awarding body where qualifications sit outside the scope of the service.

Estimated gradesThe HoC will ensure teaching staff provide estimated grade information to the EO to the internal deadline (where this still may be required by the awarding body).

The EO will:

submit estimated grade information to awarding bodies to meet the external deadline (where this may still be required by the awarding body)

keep a record to track what has been sent

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Internal assessment and endorsementsThe HoC will ensure:

teaching staff assess and authenticate candidates’ work according to awarding body requirements teaching staff assess endorsed components according to awarding body requirements a written procedure is in place to appeal internal assessment decisions and make requests for reviews of

marking and ensure that details of this procedure are communicated, made widely available and accessible to all candidates

teaching staff provide marks for internally assessed components and grades for endorsements of qualifications to the EO to the internal deadline

teaching staff provide required samples of work for moderation and sample recordings for monitoring to the EO to the internal deadline

The SENCo will:

liaise with teaching staff to implement appropriate access arrangements for candidates undertaking internal assessments and practical endorsements


support the SENCo in implementing appropriate access arrangements for candidates undertaking internal assessments and practical endorsements

ensure candidates are informed their centre assessed marks so that they may appeal an internal assessment decision and request a review of the centre’s marking before marks are submitted to awarding bodies

The EO will:

submit marks, endorsement grades and samples to awarding bodies/moderators to meet the external deadline

keep a record to track what has been sent log samples returned to the centre ensure teaching staff are aware of the guidelines in terms of retention and subsequent disposal of

candidates’ work

Candidates will authenticate their work as required by the awarding body.

InvigilationThe EO will:

provide an invigilation handbook and train/update invigilators annually retain a record for the required period of the training given to invigilators deploy invigilators effectively to exam rooms throughout an exam ensure that where a candidate and an invigilator who additionally acts as a practical assistant, a reader

and/or a scribe are accommodated in an exam room on a 1:1 basis, a roving invigilator will be deployed to enter the room at regular intervals in order to observe the conducting of the exam, ensuring that all relevant rules are being adhered to

allocate invigilators to exam rooms (or where supervising candidates due to a timetable variation) as per the required ratios

liaise with the SENCo regarding the facilitation and invigilation of access arrangement candidates

The SENCo will liaise with the EO regarding facilitation and invigilation of access arrangement candidates.

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Invigilators will provide information as requested on their availability to invigilate throughout an exam series.

JCQ inspection visitThe HoC or the EO will accompany the Inspector throughout the course of the visit, including inspection of the centre’s secure storage facility.

Seating and identifying candidates in exam roomsThe EO will

ensure a written procedure is in place to verify candidate identity including private candidates ensure that invigilators are aware of the procedure provide seating plans for exam rooms as per JCQ and awarding body requirements

Verifying candidate identity procedure1. A senior member of centre staff (authorised by the HoC) who knows the candidates confirms their

identity and seating as candidates enter the exam roomAND2. A private, external or transferred candidate who is not known to the centre will be required to show

photographic documentary evidence to prove their identity (A private candidate will be required to provide in each exam their photographic ID that was checked by the EO on accepting their entry/entries)

3. Where it is impossible to identify a candidate due to the wearing of religious clothing, such as a veil, the candidate will be approached by a member of staff of the same gender and taken to a private room where they will be politely asked to remove the religious clothing for identification purposes. Once identification has been established, the candidate will proceed as normal to sit the exam. Candidates will be informed in advance of this procedure and well before their first exam through the issue of their candidate exam handbook and/or a briefing assembly

Invigilators will:

follow the procedure for verifying candidate identity provided by the EO seat candidates in exam rooms as instructed by the EO in the seating plan

Security of exam materialsThe EO will:

have a process in place to record confidential materials delivered to the centre and issued to authorised staff

have in place a recording system to track confidential materials taken from or returned to secure storage throughout the time the material is confidential

o this includes a record of the receipt, secure storage and tracking in and out of MFL speaking test materials

receive, check and securely store question papers and other exam materials according to JCQ and awarding body regulations

Reception staff will follow the process to record confidential materials delivered to the centre and issued to authorised staff.

Teaching staff will follow the recording system to track confidential materials taken from or returned to secure storage throughout the time the material is confidential including MFL speaking test materials.

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Timetabling and roomingThe EO will:

produce a master exam timetable for each exam series identify and resolve candidate exam clashes (only applying overnight supervision arrangements in rare

and exceptional circumstances and as a last resort) identify exam rooms and specialist equipment requirements allocate invigilators to exam rooms (or where supervising candidates due to a timetable variation) as per

the required ratios liaise with site staff to ensure exam rooms are set up according to JCQ and awarding body regulations liaise with the SENCo regarding rooming of access arrangement candidates

The SENCo will:

liaise with the EO regarding rooming of access arrangement candidates. liaise with other relevant centre staff to ensure appropriate arrangements, adjustments and adaptations

are in place to facilitate access for disabled candidates to exams

Site staff will liaise with the EO to ensure exam rooms are set up according to JCQ and awarding body regulations.

Alternative site arrangementsThe EO will:

ensure question papers will only be taken to an alternative site where the published criteria for an alternative site arrangement has been met

will inform the JCQ Centre Inspection Service using the JCQ Alternative Site form of any alternative sites that will be used to conduct timetabled examination components of the qualifications listed in the JCQ regulations

Transferred candidate arrangementsThe EO will:

liaise with the host or entering centre, as required process requests to the awarding body deadline where relevant (for an internal candidate) inform the candidate of the arrangements that have been

made for their transferred candidate arrangements

Internal examsThe EO will:

prepare for the conduct of internal exams under external conditions provide a centre exam timetable of subjects and rooms provide seating plans for exam rooms request internal exam papers and any other subject specific requirements from teaching staff arrange invigilation

The SENCo will liaise with teaching staff to make appropriate arrangements for access arrangement candidates.


provide exam papers and materials to the EO to the deadline specified by the EO

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OR conduct internal exams in classrooms support the SENCo in making appropriate arrangements for access arrangement candidates

Exam time

Access arrangementsThe EO will:

provide cover sheets for access arrangement candidates’ scripts where required for particular access arrangements

have a process in place to deal with emergency (temporary) access arrangements as they arise at the time of exams

o apply for approval through AAO where required or through the awarding body where qualifications sit outside the scope of AAO

The SENCo will liaise with the EO where a facilitator may be required to support a candidate requiring an emergency (temporary) access arrangement at the time of exams.

Candidate absenceInvigilators will:

be informed of the procedure/process for dealing with absent candidates through invigilator training ensure that confirmed absent candidates are clearly marked as such on the attendance register and

seating plan

Candidate absence procedure Every effort will be made to ensure candidates attend every exam As soon as candidates are all seated in the exam room, and as far as possible before the exam starts,

empty desks as shown on the seating plan will identify absent candidates The attendance officer will make every effort to determine the whereabouts of a candidate absent from

an exam and get him/her into the exam room as soon as possible If a candidate subsequently arrives late, the candidate late arrival procedure will be followed The HoC will instigate internal disciplinary procedures for persistent absentees from exams

Candidates will be re-charged relevant entry fees for unauthorised absence from exams.

Candidate behaviourSee Irregularities below.

Candidate personal belongingsSee Unauthorised materials below.

Candidate late arrivalThe EO will:

in accordance with the regulations, ensure that candidates who arrive very late for an exam are reported to the awarding body as soon as practically possible after the exam has taken place

warn candidates that their work may not be accepted for marking by the awarding body

Invigilators will:

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be informed of the procedure/process for dealing with late/very late arrival candidates through training ensure that relevant information is recorded on the exam room incident log

Candidate late arrival procedure A late arrival is where a candidate arrives after 9.30 and by 10.00 am for a morning exam and after 2.00

and by 2.30 pm for an afternoon examo Where a candidate arrives late for an exam, the candidate will be allowed into the exam room and as

far as possible be allowed the full time to complete the exam A very late arrival is where a candidate arrives after 10.00 am for a morning exam and after 2.30 pm for

an afternoon examo Where a candidate arrives very late for an exam, the candidate will be allowed into the exam room

and as far as possible be allowed the full time to complete the exam, subject to extended rooming and invigilation arrangements being available

o The EO will warn the candidate that his/her work may not be accepted for marking by the awarding body

o The EO will complete the JCQ/VLA Very late arrival form and submit to the awarding body within seven days of the exam

In all cases, before he/she is seated in the exam room, the candidate will be o asked to hand over any unauthorised materials o read any erratum notices

Where a candidate arrives after an exam has finished and other candidates have left the exam room, he/she will not be allowed to take the exam

The HoC will instigate internal disciplinary procedures for persistent late arrivals to exams

Conducting examsThe HoC will ensure venues used for conducting exams meet the requirements of JCQ and awarding bodies.

The EO will:

ensure exams are conducted according to JCQ and awarding body instructions and regulations use an exam day checklist to ensure each exam session is fully prepared for, unplanned events can be

dealt with and associated follow-up is completed

Dispatch of exam scriptsThe EO will:

pack and dispatch scripts as instructed by JCQ and awarding bodies keep appropriate records to track dispatch ensure appropriate arrangements are in place for the collection and despatch of scripts and that scripts

are stored securely until collected by ParcelForce

Reception staff will ensure that where script packages are awaiting collection they will be kept secure until Parcelforce arrives.

Exam papers and materialsThe EO will:

organise exam question papers and associated confidential resources in date order in secure storage attach erratum notices received to relevant exam question paper packets in secure storage

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collate attendance registers and examiner details in date order regularly check mail or email inbox for updates from awarding bodies avoid potential breaches of security by ensuring an additional member of centre staff (who can be an

invigilator) checks the time, date and any other paper details before an exam question paper packet is opened at the start of an exam

where allowed by the awarding body, only release exam papers and materials to teaching departments for teaching and learning purposes after the published finishing time of the exam, or until any clash candidates have completed the exam

Exam roomsThe HoC will ensure:

the EO is fully supported in ensuring exam rooms are set up and conducted as instructed by JCQ and awarding bodies

that prior to exams commencing, revision or coaching sessions for candidates will not be held in the designated exam room(s)

ensure only authorised centre staff according to the regulations are present in exam rooms a written centre policy/procedure for dealing with an emergency evacuation of the examination room is

in place arrangements are in place for a candidate with a disability who may need assistance if an exam room is

evacuated a centre policy/procedure for dealing with a lockdown situation during the conducting of examinations is

in place

Emergency evacuation policyThe policy is posted on the staff intranet.Lockdown policy Lockdown procedures are contained within the Crisis Management Policy which is posted on the staff intranet.

The EO will

ensure exam rooms are set up and conducted as instructed by JCQ and awarding bodies o ensure JCQ ICE is available in main exam rooms (in hard copy or electronic format) or the

invigilator fully briefed on ICE in other exam rooms o ensure awarding body instructions where these may be provided in addition to ICE are provided

in all exam rooms provide authorised exam materials which candidates are not expected to provide themselves brief invigilators on exams to be conducted on a session by session basis (including the arrangements in

place for any transferred candidates) provide invigilators with appropriate resources to effectively conduct exams ensure sole invigilators have an appropriate means of summoning assistance ensure invigilators understand how to deal with candidates who may need to leave the exam room

temporarily ensure invigilators and candidates are aware of the emergency evacuation procedure ensure invigilators are aware of arrangements in place for a candidate with a disability who may need

assistance if an exam room is evacuated ensure exams are started on time and no later than 30 minutes after the published start time (no later

than 9.30 for a morning session and no later than 2.00 pm for an afternoon session)

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Site staff will:

ensure exam rooms are available and set up as requested by the EO ensure grounds or centre maintenance work does not disturb exam candidates in exam rooms ensure fire alarm testing does not take place during exam sessions

Invigilators will conduct exams in every exam room as instructed in training/update events and briefing sessions

Candidates will be required to remain in the exam room for the full duration of the exam.

IrregularitiesThe HoC will:

ensure any cases of alleged, suspected or actual incidents of malpractice or maladministration before, during or after examinations/assessments (by centre staff, candidates, invigilators) are investigated and reported to the awarding body immediately, by completing the appropriate documentation

ensure support is provided for the EO and invigilators when dealing with disruptive candidates in exam rooms

according to the regulations, make the decision to remove a candidate from an exam room where the candidate is disrupting others remaining in the room

instigate internal disciplinary procedures for disruptive candidates

The EO will:

provide an exam room incident log in all exam rooms for recording any incidents or irregularities action any required follow-up and reports to awarding bodies as soon as practically possible after the

exam has taken placeo for instances of alleged, suspected or actual incidents of malpractice by candidates, ensure the

JCQ/ M1 Suspected candidate malpractice report form is submitted immediately to the awarding body

Invigilators will record any incidents or irregularities on the exam room incident log (for example, late/very late arrival, candidate or centre staff suspected malpractice, candidate illness, disruption or disturbance in the exam room, emergency evacuation).

MalpracticeSee Irregularities above.

Special considerationThe EO will:

process appropriate requests for special consideration to awarding bodies gather evidence which may need to be provided by other staff in centre or candidates submit to awarding bodies to the external deadline

Candidates will provide appropriate evidence to support special consideration requests, where required.

Special consideration policyThe policy is posted on the staff intranet/school website.

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Unauthorised materialsArrangements for unauthorised materials taken into the exam room Candidates are informed of what is and what is not allowed in exam rooms prior to exams taking place

through the issue of a candidate exam handbook and/or a briefing assembly Prior to the start of an exam, candidates are reminded, through the standard invigilator announcement,

that mobile phones or other unauthorised items in the candidates’ possession must be handed to the invigilator

Unauthorised materials are placed on the invigilator desk OR on the floor at the front of the exam room Candidates are instructed that personal belongings not allowed at exam desks are placed at the back of

the exam room OR in lockers provided outside the exam room

Invigilators will be informed of the arrangements through training.

Internal examsThe EO will:

brief invigilators on conducting internal exams return candidate scripts to teaching staff for marking

Invigilators will conduct internal exams as briefed by the EO.

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Results and post-results

Internal assessmentThe HoC will ensure:

teaching staff keep candidates’ work, whether part of the moderation sample or not, secure and for the required period stated by JCQ and awarding bodies

work is returned to candidates or disposed of according to the requirements

Managing results day(s)The HoC will

identify centre staff who will be involved in the main summer results day(s) and their role ensure senior members of staff are accessible to candidates after the publication of results so that results

may be discussed and decisions made on the submission of enquiries and ensure candidates are informed of the periods during which centre staff will be available so that they may plan accordingly

Site staff will ensure the centre is open and accessible to centre staff and candidates, as required.

Accessing and issuing resultsThe EO will:

inform candidates in advance of when and how results will be released to them access results from awarding bodies under restricted release of results, where this is provided by the

awarding bodyo access result files sent by awarding bodies by EDI/A2C polling (via the A2C system) and download

into the MIS resolve any missing or incomplete results with awarding bodies issue statements of results to candidates on the publication of results date provide summaries of results for relevant centre staff on the publication of results date

The HoC will determine if candidate results can be issued on request to a third party (including a parent/carer) with OR without the permission of the candidate.

Post-results servicesThe EO will:

provide information to candidates (including private candidates) and staff on the services provided by awarding bodies and the fees charged

ensure that all candidates (including private candidates) are aware that all requests must be made through the centre

publish internal deadlines for requesting the services to ensure the external deadlines can be effectively met

provide a process to record requests for services and ensure that candidates have provided their written consent for clerical checks, reviews of marking and access to scripts services after the publication of exam results and collect fees where relevant

submit requests to awarding bodies to meet the external deadline track requests to conclusion and inform candidates (including private candidates) and relevant centre

staff of outcomes

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update centre results information, where applicable

The HoC will:

understand that in the event of an awarding body initiating an extended review of marking, candidates’ marks and subject grades may be lowered, confirmed or raised

ensure an internal appeals procedure is available where candidates disagree with any decision made by the centre not to support a clerical check, a review of marking, a review of moderation or an appeal


meet internal deadlines to request the services and gain relevant candidate informed consent identify the budget to which fees should be charged

Candidates will:

meet internal deadlines to request the services provide informed consent and fees, where relevant

Analysis of resultsFollowing the publication of results, the (EO/HOC) will:

provide analysis of results to appropriate centre staff provide results information to external organisations where required undertake the Key Stage 4/16-18 Performance Tables checking exercise

CertificatesCertificates are provided to centres by awarding bodies after results have been confirmed. The process for issuing certificates to candidates is detailed below. A record is kept of the certificates that have been issued.

Issue of certificates procedure1. An annual awards evening is arranged to take place after the deadline for issue of certificates by

awarding bodies2. This is arranged by EO/HOC3. Candidates are informed of this event prior to exams taking place by the EO through the candidate exam

handbook4. Certificates are issued during the event

Retention of certificates procedure Unclaimed certificates are kept securely for a minimum of one year from the date of issue After 2 years, uncollected certificates are confidentially destroyed A record of certificates that have been destroyed is retained for four years from their date of destruction

Review

The EO will:

provide the HoC with an overview of the exam year, highlighting what went well and what could be developed/improved in terms of exams management and administrative processes within the stages of the exam cycle

collect and evaluate feedback from staff, candidates and invigilators to inform review

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The HoC will work with the EO to produce a plan to action any required improvements identified in the review.

Retention of exam records

The EO will:

keep records as required by JCQ and awarding bodies for the required period keep records as required by the centre’s records management policy provide an exams archiving policy that identifies information held, retention period and method of

disposal

Exams archiving policyThe policy is posted on the staff intranet.

Complaints and

Appeals

Procedure

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This procedure is reviewed annually to ensure compliance with current regulations


Exams Officer



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ContentsGrounds for complaint.................................................................................................................................................

Complaints and appeals procedure.............................................................................................................................

Complaints and appeals form..................................................................................................................................

Complaints and appeals log.....................................................................................................................................

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Purpose of the procedure

This procedure confirms Caledonia Campus’ compliance with JCQ’s General Regulations for Approved Centres 2017-2018, section 5.7 that the centre has in place “a written complaints and appeals procedure which will cover general complaints regarding the centre’s delivery or administration of a qualification.”

Grounds for complaint

A candidate (or his/her/parent/carer) may make a complaint on the grounds below (this is not an exhaustive list).Teaching and learning

Quality of teaching and learning, for exampleo Non-subject specialist teacher without adequate training/subject matter expertise utilised on a

long-term basis o Teacher lacking knowledge of new specification/incorrect core content studied/taughto Core content not adequately coveredo Inadequate feedback for a learner following assessment(s)

Pre-release/advance material/set task issued by the awarding body not provided on time to an exam candidate

The taking of an assessment, which contributes to the final grade of the qualification, not conducted according to the JCQ/awarding body instructions

The marking of an internal assessment, which contributes to the final grade of the qualification, not undertaken according to the requirements of the awarding body (complainant should refer to the centre’s internal appeals procedure)

Centre fails to adhere to its internal appeals procedure Candidate not informed of his/her centre assessed marks prior to marks being submitted to the awarding

body Candidate not informed of his/her centre assessed marks in sufficient time to request/appeal a review of

marking prior to marks being submitted to the awarding body Candidate not given sufficient time to review materials to make a decision whether to request a review of

centre assessed marks

Access arrangements

Candidate not assessed by the centre’s appointed assessor Candidate not involved in decisions made regarding his/her access arrangements Candidate did not consent to personal data being shared electronically (by the non-acquisition of a signed

Data Protection Notice) Candidate not informed/adequately informed of the arrangements in place and the subjects or

components of subjects where the arrangements would not apply Exam information not appropriately adapted for a disabled candidate to access it Adapted equipment put in place failed during exam/assessment Approved access arrangement(s) not put in place at the time of an exam/assessment Appropriate arrangements not put in place at the time of an exam/assessment as a consequence of a

temporary injury or impairment

Entries

Failure to clearly explain a decision of early entry for a qualification to candidate (or parent/carer)

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Candidate not entered/entered late (incurring a late entry fee) for a required exam/assessment Candidate entered for a wrong exam/assessment Candidate entered for a wrong tier of entry

Conducting examinations

Failure to adequately brief candidate on exam timetable/exam regulations prior to exam/assessment taking place

Room in which exam held did not provide candidate with appropriate conditions for taking the exam Inadequate invigilation in an exam room Failure to conduct exam according to the regulations Online system failed during exam/assessment Disruption during exam/assessment Alleged, suspected or actual malpractice incident not investigated/reported Eligible application for special consideration for a candidate not submitted/not submitted to timescale Failure to inform/update candidate on the outcome of a special consideration application

Results and Post-results

Before exams, candidate not made aware of the arrangements for post-results services and the accessibility of senior members of centre staff after the publication of results

Candidate not having access to a member of senior staff after the publication of results to discuss/make decision on the submission of an enquiry

Candidate request for return of work after moderation and work not available/disposed of earlier than allowed in the regulations

Candidate (or parent/carer) unhappy with a result (complainant to refer via exams officer to awarding body post-results services)

Candidate (or parent/carer) unhappy with a centre decision not to support a clerical check, a review of marking, a review of moderation or an appeal (complainant to refer via exams officer to the centre’s internal appeals procedure)

Centre applied for the wrong post-results service/for the wrong exam paper for a candidate Centre missed awarding body deadline to apply for a post-results service Centre applied for a post-results service for candidate without gaining required candidate

consent/permission

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Complaints and appeals procedure

If a candidate (or his/her parent/carer) has a general concern or complaint about Caledonia Campus’ delivery or administration of a qualification he/she is following, Caledonia Campus encourages him/her to try to resolve this informally in the first instance. A concern or complaint should be made in person, by telephone or in writing to the head of centre.

If a complaint fails to be resolved informally the candidate (or his/her parent/carer) is then at liberty to make a formal complaint.

How to make a formal complaint

A complaint should be submitted in writing by completing a complaints and appeals form Forms are available from the exams officer Completed forms should be returned to the head of centre Forms received will be logged by the centre and acknowledged within 5 working days

How a formal complaint is investigated

The head of centre will further investigate the complaint and report on the findings and conclusion The findings and conclusion will be provided to the complainant within 8 working weeks

AppealsFollowing the outcome, if the complainant remains dissatisfied and believes there are clear grounds, an appeal can be submitted.

Any appeal must be submitted in writing by again completing a complaints and appeals form Forms received will be logged by the centre and acknowledged within 5 working days The appeal will be referred to the Chair of Governors (or a special Committee of the Governing body) for

consideration The Chair of Governors (or Committee) will inform the appellant of the final conclusion in due course

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Complaints and appeals formFOR CENTRE USE ONLY

Date received

Please tick box to indicate the nature of your complaint/appeal Reference No.

£ Complaint/appeal against the centre’s delivery of a qualification£ Complaint/appeal against the centre’s administration of a qualification

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Name of complainant/appellant

Learner name if different to complainant/appellant

Please state the grounds for your complaint/appeal below:

If your complaint is lengthy please write as bullet points; please keep to the point and include relevant detail such as dates, names etc. and provide any evidence you may have to support what you say

Your appeal should identify the centre’s failure to follow procedures as set out in the relevant policy, and/or issues in teaching and learning which have impacted the candidate

If necessary, continue on an additional page if this form is being completed electronically or overleaf if hard copy being completed

Detail any steps you have already taken to resolve the issue(s) and what you would consider to be a good resolution to the issue(s):

Complainant/appellant signature: Date of signature:

This form must be completed in full; an incomplete form will be returned to the complainant/appellant

Complaints and appeals log

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On receipt, all complaints/appeals are assigned a reference number and logged. Outcome and outcome date is also recorded.

Ref No. Date received Complaint or Appeal Outcome Outcome date

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Controlled

Assessment

Policy



Exams Officer



Contents

Purpose of the policy...................................................................................................................................................

Roles and responsibilities............................................................................................................................................

Head of centre.........................................................................................................................................................

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Teaching staff...........................................................................................................................................................

Exams officer (exams office staff)............................................................................................................................

Special educational needs coordinator/additional learning support.......................................................................

Risk management process...........................................................................................................................................

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This purpose of this policy is to

identify staff responsibilities in planning and managing controlled assessment for legacy GCSE qualifications

examine potential risks and issues relating to the implementation of controlled assessment and how these might be managed and mitigated through forward planning and remedial actions

at Caledonia Campus.

The term ‘assessment’ where used in this policy, relates to controlled assessment.

This policy does not cover specific instructions for conducting controlled assessments which are provided by JCQ and awarding bodies.

Roles and responsibilities

Head of centre

Accountable for the safe and secure conduct of assessments. Ensure assessments comply with JCQ guidelines and awarding bodies’ subject-specific instructions. At the start of the academic year, begin coordinating with heads of department/subject staff to schedule

assessments. (It is advisable that controlled assessments are spread throughout the academic years of Key Stage 4.)

Map overall resource management requirements for the academic year. As part of this resolve:o clashes/problems over the timing or operation of assessments; o issues arising from the need for particular facilities (rooms, IT networks, time out of centre etc.);

Ensure that all staff involved have a calendar of events. Create, publish and update an internal appeals policy for assessments. Decides on the awarding body and specification for a particular GCSE Internally standardises the marking of all teachers involved in assessing an internally assessed component. Ensures that individual teachers fully understand their responsibilities with regard to assessment. Ensures that individual teachers fully understand the requirements of the awarding body's specification, are

familiar with the relevant teachers' notes and any other subject specific instructions. Where appropriate, develops new assessment tasks or adapt sample awarding body assessment tasks to

meet local circumstances, in line with the awarding body’s specification and control requirements.

Teaching staff

Understand and comply with the general guidelines detailed within the JCQ publication Instructions for conducting controlled assessments.

Understand and comply with the awarding body’s specification for conducting assessments, including any subject-specific instructions, teachers’ notes or additional information on the awarding body’s website.

Keep live assessments and candidates’ work secure and confidential at all times whilst in their possession. Supply to the exams officer (EO) details of all entry/unit codes for assessments to the internal deadline

specified by the EO. Obtain confidential materials/tasks set by awarding bodies in sufficient time to prepare for the assessment(s)

and ensure that such materials are stored securely at all times.

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http://www.jcq.org.uk/exams-office/controlled-assessments

Liaise with the special educational needs coordinator (SENCo) regarding the support required for access arrangement candidates taking assessments.

Supervise assessments (at the specified level of control). Undertake the tasks required under the regulations, only permitting assistance to candidates as the specification allows.

Retain candidates’ work securely between assessment sessions (if more than one). Ensure that candidates and supervising teachers sign authentication forms on completion of an assessment. Mark internally assessed components using the mark scheme provided by the awarding body. Inform candidates of their marks which will be submitted to the awarding body, making it clear that these

marks are subject to change through the moderation process. Advise candidates of their marks within a sufficient window in order to allow time for any internal appeal to

be concluded prior to the submission of centre marks to the awarding body.

Submit marks by hard copy marksheet or input online (via awarding body secure extranet sites) to the deadline specified by the awarding body, keeping a record of the marks awarded.OR

Complete hardcopy marksheets provided by the EO and return to the EO by the internal deadline specified by the EO, keeping a record of the marks awarded.

Submit the required samples of candidates’ marked work to the moderator by the deadline specified by the awarding body, keeping a record of the work submitted.OR

Provide the requested samples of candidates’ work to the EO by the internal deadline specified by the EO, keeping a record of the work provided.

Post-completion, retain all candidates’ work securely until the closing date for enquiries about results. In the event that an enquiry is submitted, retain candidates’ work securely until the outcome of the enquiry and any subsequent appeal has been conveyed to the centre.

Exams officer (exams office staff)

Where confidential materials from awarding bodies are directly received by the exams office, to be responsible for receipt, safe storage and safe transmission, whether in CD or hard copy format.

Direct teaching staff in the process for providing marks and samples of candidates’ marked work to awarding bodies.

Distribute marksheets, where provided in hard copy by the awarding body, for teaching staff to record the marks they have awarded.

Confirm with teaching staff that marks have been submitted by the deadline specified by the awarding body.OR

Collate marks and submit by hard copy marksheet or input online (via awarding body secure extranet sites) to the deadline specified by the awarding body, keeping a record of the marks awarded.OR

Input/collate marks in the centre’s MIS and submit to the awarding bodies by electronic data interchange (EDI)/A2C polling (via A2C).

Submit the required samples of candidates’ marked work to the moderator by the deadline specified by the awarding body, keeping a record of the work submitted.OR

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Confirm with teaching staff that the requested samples of candidates’ work have been submitted to the moderator by the deadline specified by the awarding body.

In exceptional circumstances and at the direction of the senior leadership team, where assessments cannot be conducted in the classroom, arrange suitable accommodation (for example, the main exam hall) where assessments for the whole cohort may be carried out in one sitting.

Special educational needs coordinator/additional learning support

For eligible candidates, ensure access arrangements are in place and awarding body approval, where required, has been obtained prior to assessments taking place.

Work with teaching staff to ensure requirements for access arrangement candidates requiring the support of a facilitator (reader, scribe etc.) in assessments are met.

Ensure that staff acting as an access arrangement facilitator (reader, scribe etc.) are fully trained in their role.

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Risk management process

Potential risks and issuesPossible remedial action

StaffForward planning Action

Timetabling

Assessment schedule clashes with other activities

Plan/establish priorities well ahead (e.g. at the start of the academic year)

Plan dates in consultation with centre calendar – negotiate with other parties

Head of centre

Teaching staff

Too many assessments close together across legacy GCSE subjects

Plan assessments so they are spaced over the duration of the course Space assessments to allow candidates

some time between themHead of centre

Teaching staff

Accommodation

Insufficient space in classrooms for candidates

Once the size of the cohort is known at the start of the year, flag instances where regular classroom space may not be suitable to conduct assessments

Use more than one classroom or multiple sittings where necessary

Where appropriate, arrange to conduct assessments in the main exam hall for the whole cohort (written exam conditions will not however apply to the assessment)

Teaching staff

Teaching staff

Exams officer

Insufficient facilities for all candidates

Careful planning ahead and booking of rooms / centre facilities Use multiple sittings where necessary Teaching staff

Downloading awarding body set tasks

IT system unavailable on day of assessment

Download tasks well ahead of scheduled assessment date in all cases

Book IT equipment well ahead and download tasks before scheduled date of assessment

Teaching staff

OR

Exams officer

Teaching staff unable to access task details

OR

Exams officer unable to access task details

Test secure access rights ahead of controlled assessment schedule every year and every session

Ensure teaching staff have access rights for the correct area of awarding body secure extranet sites well ahead of the controlled assessment schedule

OR

Ensure exams officer has access rights for the correct area of awarding body secure extranet sites well ahead of the controlled assessment schedule

Teaching staff

OR

Exams officer

Loss of task details in transmission

Download tasks well ahead of scheduled assessment date Contact awarding body and ask for

replacement task; download again

Teaching staff

OR

Exams officer

Absent candidates

Candidates absent for all Plan alternative session(s) for Seek awarding body guidance where Teaching staff

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or part of assessment (various reasons)

candidatescandidate unable to attend alternative session OR

Exams officer

Absent teachers

Teaching staff absent at key points in the assessment process

An individual record by teacher will be kept of progress in terms of conducting the three assessment stages

- task setting- task taking - task marking

The exam contingency plan for Teaching staff extended absence at key points in the exam cycle will be implemented

Appropriate cover will be arranged

Head of centre

Teaching staff

Control levels for task taking

The assessment is undertaken under incorrect level of control (time, resources, supervision and collaboration)

Ensure teaching staff know what level is applicable and understand what is involved. Provide training if required

Ensure teaching staff are fully familiar with the JCQ publication Instructions for conducting controlled assessments

Seek guidance from the awarding body Head of centre

Teaching staff

Supervision

Student study diary/plan not provided or completed*

Ensure teaching staff are aware of the need for study diary/plans to be completed early in course

Ensure candidates start, continue and complete study diary/plans that are signed after every session

Teaching staff

Teaching staff do not understand that the supervision of assessments is their responsibility

Ensure teaching staff fully understand the nature of assessments and their role in supervising assessments

Ensure teaching staff are fully familiar with the JCQ publication Instructions for conducting controlled assessments

Head of centre

Teaching staff

A suitable supervisor has not been arranged for an assessment where teaching staff are not supervising

A suitable supervisor must be arranged for any assessment session where a teacher is not supervising, in line with the awarding body’s specification

A suitable supervisor will be arrangedHead of centre

Teaching staff

Task setting

Teaching staff fail to correctly set tasks

Ensure teaching staff fully understand the task setting arrangements as defined in the awarding body’s specification**

Seek guidance from the awarding bodyHead of centre

Teaching staff

Assessments have not been moderated in line with the awarding body’s specification

Check specification and plan required moderation appropriately Seek guidance from the awarding body

Head of centre

Teaching staff

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Security of materials

Assessment tasks not kept secure before assessment

Ensure teaching staff fully understand the importance of task security

Contact the awarding body to request/obtain different assessment tasks

Head of centre

Teaching staff

Candidates’ work not kept secure during or after assessment

Define the appropriate level of security, in line with the awarding body’s requirements, for each department as necessary

Seek guidance from the awarding bodyHead of centre

Teaching staff

Insufficient or insecure storage space

Look at provision for suitable storage at the start of the course

Find alternative storage within the centre

Head of centre

Teaching staff

Deadlines

Deadlines not met by candidates

Ensure all candidates are briefed on deadlines and the penalties for not meeting them

Mark what candidates have produced by the deadline

Seek guidance from awarding body on further action

Teaching staff

Deadlines for marking and/or paperwork not met by teaching staff

Ensure teaching staff are given clear deadlines (prior to the awarding body deadline) to complete marking/paperwork (Marks can then be processed and submitted ahead of awarding body deadlines)

Seek guidance from awarding bodyHead of centre

Teaching staff

Exams officer

Authentication

Candidate fails to sign authentication form

Ensure all candidates have authentication forms to sign

Ensure that the authentication form is securely attached to their work when it is completed and handed in for marking

Find candidate and ensure authentication form is signed

Teaching staff

Teaching staff fail to complete authentication forms or leave before completing the authentication process

Ensure teaching staff fully understand the importance of authentication forms and the requirement of a signature

Return the authentication form to the teacher for signature

Ensure authentication forms are signed as work is marked

Head of centre

Teaching staff

Marking

Teaching staff interpret marking descriptions incorrectly

Ensure appropriate training and practicing of marking

Plan for sampling of marking during the practice phase

Arrange for re-marking

Consult the awarding body’s specification for appropriate procedures

Head of centre

Teaching staff

Centre does not run the standardisation activity as required by the awarding

Plan against the awarding body’s requirements for standardisation, i.e. when and how this activity must be

Check with the awarding body whether a later standardisation event can be arranged

Head of centre

Teaching staff

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body conducted

Lost or damaged candidates’ work

Loss, damage to or destruction of assessment evidence before it can be marked

Assessment evidence will be safely stored at all times as per the JCQ and awarding body requirements

The exam contingency plan for Assessment evidence is not available to be marked will be implemented

Seek guidance from the awarding body

Head of centre

Teaching staff

Exams officer

* Not all assessments will require the completion of a study diary or study plans ** All tasks whether set by the awarding body or the centre must be developed in line with the requirements of the specification.

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Disability

Policy (Exams)



Exams Officer


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ContentsPurpose of the policy...................................................................................................................................................

The Equality Act 2010 definition of disability..............................................................................................................

Identifying the need for access arrangements.............................................................................................................

Roles and responsibilities........................................................................................................................................

Requesting access arrangements................................................................................................................................


Implementing access arrangements and the conduct of exams..................................................................................


External assessments...............................................................................................................................................

Internal assessments...............................................................................................................................................

Internal exams.........................................................................................................................................................

Facilitating access to assessment.................................................................................................................................

Accessibility to exam rooms....................................................................................................................................

Exam information for candidates.............................................................................................................................

Exam seating arrangements....................................................................................................................................

Candidates requiring access arrangements.............................................................................................................

Emergency evacuation of the exam room...............................................................................................................

Facilitating access scenarios....................................................................................................................................

Appendix 1...................................................................................................................................................................

The criteria Caledonia Campus uses to award and allocate word processors for examinations..............................

Caledonia Campus printing arrangements for candidates using word processors in examinations........................

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This document is provided as an exams-specific supplement to the centre-wide accessibility procedure/plan which details how Caledonia Campus “recognises its duties towards disabled candidates as defined under the terms of the Equality Act 2010†. This must include a duty to explore and provide access to suitable courses, submit applications for reasonable adjustments and make reasonable adjustments to the service the centre provides to disabled candidates…

†or any legislation in a relevant jurisdiction other than England and Wales which has an equivalent purpose and effect”

Quote taken directly from chapter 5.4 of the JCQ publication General regulations for approved centreshttp://www.jcq.org.uk/exams-office/general-regulations

This publication is further referred to in this policy as GR.

This policy details how Caledonia Campus facilitates access to assessment for disabled candidates by outlining staff roles and responsibilities in relation to

identifying the need for appropriate arrangements, reasonable adjustments and/or adaptations (referred to in this policy as ‘access arrangements’)

requesting access arrangements implementing access arrangements and the conduct of exams good practice in relation to the Equality Act 2010

The Equality Act 2010 definition of disability

A definition is provided on page 4 of the current JCQ publication Adjustments for candidates with disabilities and learning difficulties Access Arrangements and Reasonable Adjustments

This publication is further referred to in this policy as AA.

Identifying the need for access arrangements


The head of centre (HoC) will: be fully familiar with the contents, refer to and direct relevant centre staff to annually updated JCQ

publications including GR and AA ensure that processes for identifying the need for access arrangements and reasonable adjustments

(referred to in this policy as ‘access arrangements’) for individual candidates (including private candidates) are clearly defined and documented

ensure that staff roles and responsibilities in identifying, requesting and implementing access arrangements are clearly defined and documented

ensure an appropriately qualified assessor(s) is appointed and that evidence of the appropriate qualification(s) of the person(s) appointed is held on file

ensure that the assessment process is administered in accordance with the regulations ensure a policy showing the centre’s compliance with relevant legislation is in place

The special educational needs co-ordinator (SENCo) will:

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http://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance






be fully familiar with the contents, refer to and direct relevant centre staff to annually updated JCQ publications including AA

lead on the access arrangements process to facilitate access to exams/assessment for candidates if not the appropriately qualified assessor, will work with the person appointed, on all matters relating to

assessing candidates and the administration of the assessment process ensure the qualified assessor(s) has access to the assessment objectives for the relevant specification(s) a

candidate is undertaking ensure that all assessments carried out and arrangements put in place comply with JCQ and awarding

body regulations and guidance complete appropriate documentation as required by the regulations of JCQ and the awarding body ensure arrangements put in place reflect a candidate’s normal way of working within the centre and that

evidence to support the needs of a candidate show a history of support and provision within the centre ensure the need for access arrangements for a candidate will be considered on a subject by subject basis liaise with teaching staff, relevant support staff and the exams officer to ensure centre-delegated and

awarding body approved access arrangements are put in place for candidates taking internal and external exams/assessments

present when requested by the JCQ Centre Inspector, evidence of the specialist assessor’s qualification


inform the SENCo of any support that might be needed by a candidate provide information to evidence the normal way of working of a candidate support the SENCo as required in identifying the need for access arrangements

Support staff (for example, Learning Support Assistants, Teaching Assistants and Communication Support Workers) will (where appropriate)

provide comments/observations to support the SENCo in painting a holistic picture of need confirming normal way of working for a candidate

The assessor of candidates with learning difficulties will:

(An assessor of candidates with learning difficulties will be an appropriately qualified access arrangements assessor/psychologist/specialist assessor)

have a detailed understanding of the current JCQ publication AA conduct appropriate assessments to identify the need(s) of a candidate provide appropriate evidence to confirm the need(s) of a candidate complete appropriate documentation as required by the regulations of JCQ and the awarding body

Requesting access arrangements


The SENCo will: determine if the arrangements identified for a candidate require prior approval from the awarding body

before the arrangements are put in place or if approval is centre-delegated follow guidance in AA Chapter 8 to process approval applications for access arrangements for those

qualifications listed on page 2 of AA

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have a username and password for one or more awarding body secure extranet sites in order to gain access to Access arrangements online (AAO)

apply for approval where this is required, through AAO, or through the awarding body where qualifications sit outside the scope of AAO

ensure appropriate evidence is held on file to confirm validation responses in AAO; examples might include:

o painting a holistic picture of need confirming normal way of working on section A of JCQ form 8 o a completed specialist assessment necessary to support the application recorded on section C of

form 8o a body of evidence to substantiate the candidate’s normal way of working within the centre

ensure where form 8 (Profile of learning difficulties) is required to be completed, the original form is signed by hand and dated as required prior to approval being sought and that the original form is provided for processing and inspection purposes

ensure the names of all other assessors, who are assessing candidates studying qualifications as listed on page 2 of AA, are entered into AAO to confirm their status including any professionals working outside the centre

confirm by ticking the ‘Confirmation’ box prior to submitting the application for approval that the ‘malpractice consequence statement’ has been read and accepted

make an awarding body referral through AAO where the initial application for approval may not be approved by AAO, where it is deemed by the centre that the candidate does meet the criteria for the arrangement(s)

ensure that arrangements, and approval where required, are in place before a candidate takes his/her first exam or assessment (which is externally assessed or internally assessed/externally moderated)

ensure that where approval is required that this is applied for by the awarding body’s published deadline maintain a file for each candidate that will include:

o completed JCQ/awarding body application forms and evidence formso appropriate evidence to support the need for the arrangemento appropriate evidence to support normal way of working within the centreo in addition, for those qualifications listed on page 2 of AA (where approval is required), a print out

of the AAO approval and a signed data protection notice (which provides candidate consent to their personal details being shared)

will present the files when requested by the JCQ Centre Inspector

The exams officer (EO) will:

liaise with teaching staff regarding any appropriate modified paper requirements for candidates liaise with the SENCo to ensure arrangements are in place to either order a non-interactive electronic

(PDF) question paper or to open question paper packets in the secure room within 90 minutes of the published starting time for the exam where the centre is permitted to modify a timetabled written component exam paper (copy on coloured paper, enlarge to A3 or copy to single sided print)

have a username and password for one or more awarding body secure extranet sites in order to gain access to Access arrangements online(AAO)

follow the appropriate process (AAO for those qualifications listed on page 74 of AA; JCQ Form 7 or Form VQ/EA) to order published modified papers, by the awarding body’s published deadline for the exam series, where these may be required for a candidate

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Implementing access arrangements and the conduct of exams


External assessments

These are assessments which are normally set and marked/examined by an awarding body which must be conducted according to awarding body instructions and/or the JCQ publication Instructions for conducting examinations http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations.

This publication is further referred to in this procedure as ICE.

The HoC will: support the SENCo, the exams officer and other relevant centre staff in ensuring appropriate

arrangements, adjustments and adaptations are in place to facilitate access for disabled candidates to exams

be familiar with the Checklist for heads of centre and examination officers – The Equality Act 2010 and conduct of examinations provided in the current ICE (page 44)

The SENCo will: ensure a candidate is involved in any decisions about arrangements, adjustments and/or adaptations that

may be put in place for him/her and ensure the candidate understands what will happen at exam time ensure exam information (JCQ information for candidates documents, individual exam timetable etc.) is

adapted where this may be required for a disabled candidate to access it ensure that prior to any arrangements being put in place checks are made that arrangements do not

impact on any assessment criteria/competence standards being tested ensure that any arrangements put in place do not unfairly disadvantage or advantage disabled candidates liaise with relevant centre staff regarding the provision of appropriate rooming and equipment that may

be required to facilitate access for disabled candidates to exams appoint appropriate centre staff as facilitators to support candidates who have been approved the use of:

o a practical assistanto a promptero an Oral Language Modifiero a readero a scribeo a Sign Language Interpreter

ensure facilitators supporting candidates are appropriately trained and understand the rules of the particular access arrangement(s)

ensure a record of the training given to invigilators and those facilitating an access arrangement for a candidate under examination conditions is kept and retained on file until the deadline for enquiries about results has passed or until any appeal, malpractice or other results enquiry has been completed, whichever is later

ensure candidates are aware of the access arrangements that are in place for their exams and assessments

ensure the facilitator is known by or introduced to the candidate prior to exams ensure a facilitator acting as a prompter is aware of the appropriate way to prompt depending on the

needs of the candidate

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liaise with the EO regarding facilitation and invigilation of access arrangement candidates in exams liaise with the EO to ensure that invigilators are made aware of the Equality Act 2010 and are trained in

disability issues ensure cover sheets are completed as required by facilitators liaise with the EO where a facilitator may be required to support a candidate requiring an emergency

(temporary) access arrangement at the time of exams

The EO will: liaise with the SENCo and other relevant centre staff to ensure appropriate arrangements, adjustments

and adaptations are in place to facilitate access for disabled candidates to exams liaise with the SENCo to ensure exam information (JCQ information for candidates documents, individual

exam timetable etc.) is adapted where this may be required for a disabled candidate to access it liaise with the SENCo regarding the facilitation and invigilation of access arrangement candidates liaise with the SENCo regarding rooming of access arrangement candidates ensure appropriate seating arrangements are in place where different arrangements may need to be

made for a candidate to facilitate access to his/her exams ensure invigilators supervising access arrangement candidates are trained in their role and understand

the invigilation arrangements required for access arrangement candidates as detailed in ICE 7 and 8 ensure a record of the training given to invigilators is kept and retained on file until the deadline for

enquiries about results has passed or until any appeal, malpractice or other results enquiry has been completed, whichever is later

liaise with the SENCo to ensure that invigilators are made aware of the Equality Act 2010 and are trained in disability issues

ensure invigilators are briefed prior to each exam session of the arrangements in place for a disabled candidate in their exam room

provide cover sheets prior to the start of an exam where required for particular access arrangements and ensure that these have been fully completed before candidates’ scripts are dispatched to examiners/markers

print pre-populated cover sheets from AAO where this is required for those qualifications listed on page 2 of AA

check in advance of dated exams/assessments that modified paper orders have arrived (and if not will contact the awarding body to ensure that papers are available when required)

make modifications that are delegated to the centre (a question paper copied onto coloured paper, an A4 to A3 enlarged paper or a paper printed on single sheets or where a question paper may need to be scanned into PDF format where a candidate is approved the use of a computer reader) that may be required and will either access a non-interactive electronic (PDF) question paper or open the exam question paper packet in the secure room no earlier than 90 minutes prior to the published start time of the exam

understand that where permitted/approved, secure exam question paper packets may need to be opened early where preparation is required by the facilitator (Oral Language Modifier, Live Speaker, Sign Language Interpreter only)

ensure that the facilitator only has access to the papers 60 minutes prior to the published start time of the exam

have a process in place to deal with emergency (temporary) access arrangements as they arise at the time of exams in terms of rooming and invigilation

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liaise with the SENCo where a facilitator may be required to support a candidate requiring an emergency (temporary) access arrangement at the time of exams

where required for emergency (temporary) access arrangements, apply for approval through AAO or through the awarding body where qualifications sit outside the scope of AAO

Other relevant centre staff could include:

those responsible for IT or other specialist equipment that may need to be provided or adapted for a candidate

those responsible for rooms and non-specialist equipment (chairs, tables, clocks etc.) used for exams that may need to be adapted for a candidate

those responsible for the centre’s emergency evacuation procedures and the arrangements that may need to be in place for a candidate with a disability who may need assistance when an exam room is evacuated

Internal assessments

These are assessments which are normally set by a centre/awarding body, marked and internally verified by the centre and moderated by the awarding body.

The SENCo will: liaise with teaching staff to implement appropriate access arrangements for candidates. ensure centre-delegated and awarding body approved arrangements are in place prior to a candidate

taking his/her first formal supervised assessment ensure candidates are aware of the access arrangements that are in place for their assessments ensure facilitators supporting candidates are appropriately trained and understand the rules of the

particular access arrangement(s) ensures cover sheets are completed as required by facilitators liaise with the teacher where a facilitator may be required to support a candidate requiring an emergency

(temporary) access arrangement at the time of his/her formal supervised assessment


support the SENCo in implementing appropriate access arrangements for candidates liaise with the SENCo regarding assessment materials that may need to be modified for a candidate provide the SENCo with assessment schedules to ensure arrangements are put in place when required

Internal exams

These are exams or tests which are set and marked within the centre; normally a pre-cursor to external assessments (exams).

The SENCo will liaise with teaching staff to implement appropriate access arrangements for candidates.


support the SENCo in implementing appropriate access arrangements for candidates provide exam materials that may need to be modified for a candidate

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provide the SENCo with internal exam timetable to ensure arrangements are put in place when required

Facilitating access to assessment

The following information confirms Caledonia Campus good practice in relation to the Equality Act 2010 and the conduct of examinations.

On a candidate by candidate basis, consideration is given to adapting assessment arrangements adapting assessment materials the provision of specialist equipment or adaptation of standard equipment adaptation of the physical environment for access purposes

Accessibility to exam rooms

Entrances to the centre and corridors to access exam rooms are well lit by natural or fluorescent lighting Tactile surfaces and/or warning signs highlight steps or change in floor level All corridors to access exam rooms are wide enough to allow access for wheelchair users Exam rooms for wheelchair users or candidates with reduced mobility are always located on the ground

floor During exam timetabling and rooming, the EO will ensure as far as possible that exam rooms for

wheelchair users or candidates with reduced mobility are located close to an adapted bathroom facility As part of the required conditions for exam rooms, heating, lighting, ventilation and level of outside noise

are checked in every room prior to each exam taking place by the EO/invigilator; site staff are notified to action any issues

Exam information for candidates

Exam information (including individual timetables and JCQ information for candidates) is provided to all candidates prior to exams taking place by the EO

o Where a candidate is identified as requiring support to access this information, this will be provided as far as possible by the SEN department to ensure the candidate understands all the information that has been provided

o This might include for example, ensuring that information is suitably sized and adapted

Exam seating arrangements

The EO will make appropriate seating plan arrangements so exam desks for wheelchair users, candidates with reduced mobility and candidates with other physical or medical conditions where they may need to leave the exam room temporarily, will be located near the door for ease of access to and from the exam room

o Where candidates may need to leave the exam room temporarily, they will be escorted to and from the room in line with the required JCQ supervision arrangements

Where it is known prior to an exam that a candidate may become unwell during the exam, changes will be made to the seating plan arrangements to seat them close to the door to make them feel more comfortable and to limit any disruption to candidates in the exam room

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The SENCo will ensure as far as possible that adapted seating or exam desks and any other appropriate aids are provided so that affected candidates are able to take their exams in conditions that are comfortable and appropriate to the needs of their disability or temporary condition at the time of the exam

As far as possible exam rooms will be located near seating areas or chairs may be provided outside the exam room to enable those with a disability or those candidates who experience extreme stress or anxiety, to sit and rest before they enter the room

During the briefing session prior to each exam, the EO will make invigilators aware of any special arrangements that are in place for candidates including:

o the seating plan o adapted seating, exam desks or other specialist equipmento details of any medication, food or drink that may need to be taken during the examo those who may need to leave the exam room temporarilyo those with access arrangements

Candidates requiring access arrangements

The SENCo will ensure when appropriate that o where a candidate has been approved a facilitated access arrangement, the facilitator appointed

will be known by or introduced to the candidate prior to exams to reduce any difficulties the candidate may have in relating to a stranger

o where a candidate has been granted the use of a prompter, the prompter will be made aware of appropriate/inappropriate ways of prompting dependent on the nature of the candidate’s disability

The EO will ensure that where a candidate has been granted supervised rest breaks, the area or room allocated for the break is suitably comfortable whilst also allowing the security of the exam to be maintained

At the direction of the SENCo, IT staff will o ensure that where a candidate has been approved the use of assistive software/assistive

technology in exams, these will be checked and tested prior to exams taking placeo ensure for on-screen tests that hardware and software have been appropriately adapted where a

candidate may have sensory impairment(s)

Emergency evacuation of the exam room

The EO ensureso invigilator training sessions include the procedures to be followed for the emergency evacuation

of the exam roomo prior to each exam invigilators are briefed on any special evacuation arrangements in place for a

candidate who may need assistance in leaving the exam room and reaching the assembly pointo prior to each exam, all candidates are made aware that they must follow the instructions of the

invigilator in case of emergency evacuation of the exam roomo where procedures may be different for a candidate who may need assistance, the candidate is

informed of the evacuation arrangements that are in place for them

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Facilitating access scenarios

The table provides scenarios where arrangements, adjustments and adaptations are considered to meet the need(s) of a candidate and the actions considered/taken by the centre for the purposes of facilitating access.

Example of candidate need(s)

Arrangements explored Centre actions

A medical condition which prevents the candidate from taking exams in the centre

Alternative site for the conduct of examinations

Supervised rest breaks

SENCo gathers evidence to support the need for the candidate to take exams at home

Pastoral head provides written statement for file to confirm the need

Approval confirmed by SENCo; AAO approval for both arrangements not required

Pastoral head discussion with candidate to confirm the arrangements should be put in place

EO submits appropriate ‘Alternative site for the conduct of exams form’

EO provides candidate with exam timetable and JCQ information for candidates

Pastoral head confirms with candidate the information is understood

Pastoral head agrees with candidate that prior to each exam will call to confirm fitness to take exam

EO allocates invigilator(s) to candidate’s timetable; confirms time of collection of exam papers and materials

Invigilator monitors candidate’s condition for each exam and records any issues on incident log

Invigilator records rest breaks (time and duration) on incident log and confirms set time given for exam

Invigilator briefs EO after each exam on how candidate’s performance in exam may have been affected by his/her condition

EO discusses with pastoral head if candidate is eligible for special consideration (candidate present but disadvantaged)

EO processes request(s) for special consideration where applicable; incident log(s) provides supporting evidence

Pastoral head informs candidate where special consideration has been requested

Persistent and significant difficulties in accessing written text

Reader/computer reader

25% Extra time

Separate invigilation within the centre

SENCo confirms candidate is disabled within the meaning of the Equality Act 2010

EO checks papers for those testing reading

SENCo sources computer reader or examination reading pen for use in papers (or sections of papers) testing reading OR up to 50% extra time applied for

SENCo ensures the original form 8 is signed by hand and dated, with Sections A, B and C completed; keeps on file with body of supporting evidence, printed approval from AAO and signed data protection notice

Significant difficulty in concentrating

Prompter

Separate invigilation within the centre

SENCo liaises with teaching staff/relevant support staff to gather evidence to support substantial and long term adverse impairment

SENCo confirms with candidate how and when he/she will be prompted

SENCo OR EO briefs invigilator to monitor candidate and the method of prompting (call out his/her name to bring his attention back to the

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paper - confirms requirement for separate room)

A wheelchair user Desk

Rooms

Facilities

Seating arrangements

Practical assistant

SENCo applies for practical assistant to help candidate set up wheelchair and other equipment in PE practical assessment; approval automatically fails so awarding body referral lists the tasks that will be performed

Site staff provide height adjustable desk in exam room

EO allocates exam room on ground floor near adapted bathroom facilities

Site staff spaces desks to allow wheelchair access

EO seats candidate near exam room door

SENCo confirms arrangements in place to assist the candidate in case of emergency evacuation of the exam room

EO prints practical assistant cover sheet printed from AAO; which is completed by facilitator and inserted inside the candidate’s script where this is applicable to the assessment

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Appendix 1

The criteria Caledonia Campus uses to award and allocate word processors for examinations

The provision of laptops for an examination and ‘normal way of working’

‘Normal way of working’ in a Focus school and policy in this school as directed by the head of centre, is work produced in a handwritten format. The exception to this will be any student on the SEN register or one who has specific access arrangements in place.

As many exam laptops as are needed by qualifying students are requested from the IT department at head office by filling in a request online. These are then sent out to the school on loan to the school for the duration of the exam session.

Caledonia Campus’ printing arrangements for candidates using word processors in examinations

After an exam has finished, the following arrangements are in place for printing the word-processed work of a candidate.

Where a printer is provided in the exam room, the candidate will remain under supervision until his/her typed script has been printed out and collected by the invigilator

Where a printer is not provided in the exam room, the invigilator will collect the candidate’s memory stick and other exam materials and escort the candidate under supervision to the printing area

On completion of printing, the typed script will be presented to the candidate for verification purposes The candidate will then be dismissed from supervision (unless he/she is subject to clash supervision

arrangements)

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Emergency

Evacuation

Policy (exams)



Exams Officer



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ContentsPurpose of the policy...................................................................................................................................................

When is an emergency evacuation required?.............................................................................................................

Emergency evacuation of an exam room....................................................................................................................


Emergency evacuation procedure...............................................................................................................................

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This policy details how Caledonia Campus deals with an emergency evacuation of the exam room(s) by defining staff roles and responsibilities and confirming the emergency evacuation procedure.

When is an emergency evacuation required?

An emergency evacuation is required where it is unsafe for candidates to remain in the exam room. This might include a fire in the exam room, the fire alarm sounding to warn of fire, bomb alert or other serious threat.

In exceptional situations, where candidates might be severely disadvantaged or distressed by remaining in the exam room, the emergency evacuation procedure may also need to be followed. This might include situations where there is severe disruption in the exam room, serious illness of a candidate or invigilator or similarly serious incidents.

Emergency evacuation of an exam room


Head of centre Ensures the emergency evacuation policy for exams is fit for purpose and complies with relevant health

and safety regulation Ensures all staff and appointed fire marshals are aware of the policy and procedures to be followed when

an emergency evacuation of an exam room is required

Special educational needs coordinator (SENCo) Ensures appropriate arrangements are in place for the emergency evacuation of a disabled candidate

from an exam room where different procedures or assistance may need to be provided for the candidate Ensures the candidate is informed prior to taking their exams of what will happen in the event of an

emergency evacuation

Exams officer Ensures invigilators are trained in emergency evacuation procedures and how an incident and actions

taken must be recorded Ensures candidates are briefed (Candidate exam handbook), prior to exams taking place, on what will

happen in the event of an emergency in the exam room Provides invigilators with a copy of the emergency evacuation procedures for every exam room Provides a standard invigilator announcement for each exam which includes appropriate information for

candidates regarding what will happen if the fire alarm sounds Provides an exam room incident log in each exam room Liaises with the SENCo and other relevant staff prior to each exam where different procedures or

assistance may need to be provided for a disabled candidate Briefs invigilators prior to each exam where different procedures or assistance may need to be provided

for a disabled candidate Ensures appropriate follow-up is undertaken after an emergency evacuation reporting the incident to the

awarding body and the actions taken through the special consideration process

Invigilators By attending training, ensure they understand what to do in the event of an emergency in the exam room Follow the actions required in the emergency evacuation procedure issued to them for every exam room

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Confirm with the exams officer, where different procedures or assistance may need to be provided for a disabled candidate they are invigilating

Other relevant centre staff Support the head of centre, SENCo, exams officer and invigilators in ensuring the safe emergency

evacuation of exam rooms

Emergency evacuation procedure

Invigilators are made aware of the emergency evacuation procedure and the actions they are required to take through invigilator training sessions.

In the event of a fire alarm or other emergency that leads to an evacuation of the exam room, actions must be taken by invigilators in accordance with the JCQ publication Instructions for conducting examinations http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations [ICE] regulation 18: Emergencies).

In addition to the actions required by JCQ ICE regulation 18, invigilators are also informed of additional centre-specific actions and information.

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Emergency evacuation procedure

ICE 18 actions

Stop the candidates from writing

Collect the attendance register (in order to ensure all candidates are present)

Evacuate the examination room in line with the instructions given by the appropriate authority

Advise candidates to leave all question papers and scripts in the examination room (If there are only a few candidates, consider the possibility of taking the candidates (with question papers and scripts) to another place to finish the examination)

Inform candidates they must leave the room in silence

Supervise candidates as closely as possible while they are out of the examination room to make sure there is no discussion about the examination; when instructed, supervise the return of candidates to the exam room

Make a note of the time of the interruption and how long it lasted

Allow the candidates the full working time set for the examination

Make notes of the incident to enable the exams officer to produce a full report of the incident and of the action taken to be forwarded to the relevant awarding body

Additional centre-specific actions and information

In the event of a fire alarm during exams, invigilators should await instructions from the H&S Officer or the head of centre to determine whether the exam room should be evacuated OR evacuate the exam room immediately

Candidates should be instructed to leave all personal belongings in the exam room and be escorted to the to the nearest fire exit for evacuation

Candidates must further be escorted to the evacuation assembly point

If and when instructed by EO/HOC to return to the exam room, allow candidates time to settle down, reminding them they are still under exam conditions

Restart the exam and make relevant changes to the displayed finish time

All information regarding the evacuation must be recorded on the exam room incident log including

time and length of interruption time of restart of exam time of finish of restarted exam if candidates were able to be given the full working time set for the exam any relevant information regarding the behaviour of candidates during the evacuation and return to exam

room conditions etc.

Where not allowed to return to the exam room, or the decision is made that the exam must be abandoned – the centre’s exam contingency plan (Emergency evacuation) will be invoked and you will be briefed accordingly at the

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time

Exam

Contingency

PlanThis plan is reviewed annually to ensure compliance with current regulations


Exams Officer



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ContentsPurpose of the plan.....................................................................................................................................................

Causes of potential disruption to the exam process....................................................................................................

1. Exams officer (EO) extended absence at key points in the exam process (cycle)

2. SENCo extended absence at key points in the exam cycle

3. Teaching staff extended absence at key points in the exam cycle

4. Invigilators - lack of appropriately trained invigilators or invigilator absence

5. Exam rooms - lack of appropriate rooms or main venues unavailable at short notice

6. Failure of IT systems

7. Emergency evacuation of the exam room

8. Disruption of teaching time – centre closed for an extended period

9. Candidates unable to take examinations because of a crisis – centre remains open

10. Centre unable to open as normal during the exams period

11. Disruption in the distribution of examination papers

12. Disruption to the transportation of completed examination scripts

13. Assessment evidence is not available to be marked

14. Centre unable to distribute results as normal

Further guidance to inform and implement contingency planning.............................................................................

Ofqual..........................................................................................................................................................................

JCQ...............................................................................................................................................................................

GOV.UK........................................................................................................................................................................

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Purpose of the plan

This plan examines potential risks and issues that could cause disruption to the management and administration of the exam process at Caledonia Campus. By outlining actions/procedures to be invoked in case of disruption it is intended to mitigate the impact these disruptions have on our exam process.

Alongside internal processes, this plan is informed by the Exam system contingency plan: England, Wales and Northern Ireland which provides guidance in the publication What schools and colleges and other centres should do if exams or other assessments are seriously disrupted.

This plan also confirms Caledonia Campus is compliant with the JCQ regulation (section 5.3, General Regulations for Approved Centres 2017-2018) that the centre has in place a written examination contingency plan which covers all aspects of examination administration. This will allow members of the senior leadership team to act immediately in the event of an emergency or staff absence.

Causes of potential disruption to the exam process

1. Exams officer (EO) extended absence at key points in the exam process (cycle)

Criteria for implementation of the plan

The following main key tasks/areas in the management and administration of each stage of the exam cycle would be at risk.

Planning Annual data collection exercise not undertaken to collate information on qualifications and awarding body

specifications being delivered Annual exams plan not produced identifying essential key tasks, key dates and deadlines Sufficient invigilators not recruited and trained

Entries Awarding bodies not being informed of early/estimated entries which prompts release of early information

required by teaching staff Candidates not being entered with awarding bodies for external exams/assessment Awarding body entry deadlines missed or late or other penalty fees being incurred

Pre-exams (exam preparation) New invigilators not trained or existing invigilators not updated on changes to instructions for conducting

exams affecting invigilators Exam timetabling, rooming allocation; and invigilation schedules not prepared Candidates not briefed on exam timetables and awarding body information for candidates Exam/assessment materials and candidates’ work not stored under required secure conditions Internal assessment marks and samples of candidates’ work not submitted to awarding bodies/external

moderators

Exam time Exams/assessments not taken under the conditions prescribed by awarding bodies Required reports/requests not submitted to awarding bodies during exam/assessment periods e.g. very late

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arrival, suspected malpractice, special consideration Candidates’ scripts not dispatched as required to awarding body examiners/markers

Results and post-results Access to examination results affecting the distribution of results to candidates The facilitation of the post-results services

Centre actions to mitigate the impact of this risk

1. The HoC will ensure a robust exams policy is in place identifying roles and responsibilities of centre staff within the exams process (Exam officers at Millden and Ochil will communicate regularly)

2. The EO will produce an annual exams plan in August to identify key tasks, key dates and deadlines for the new academic year

3. The EO will produce a procedures manual covering all stages of the exam cycle identifying how the key tasks are undertaken

a. Once produced this manual will be annually reviewed and updated to ensure any changes to current regulations and processes are recorded

4. The EO will annually gather information from curriculum staff in August on the qualifications being delivered in the new academic year and collate this information into a composite summary

5. A list of exam support contacts will be provided in the procedures manual; this will include JCQ, all awarding bodies the centre works with, local EO network group, The Exams Office, management information system (MIS) provider

6. The line manager will be briefed by the EO on the location of the annual exams plan, the procedures manual and the composite list of qualifications being delivered

7. As needed, the line manager will appoint a deputy to cover the role during the EO absencea. The line manager will brief the deputy on the location of the annual exams plan, the procedures

manual and the composite list of qualifications being delivered8. As needed, the deputy will make contact with a local EO who may agree to act as a buddy/mentor9. As needed, the line manager will arrange MIS training for the deputy on entries and/or results10. The deputy will research JCQ, relevant awarding body and The Exams Office websites to determine the

information and resources available to support them in their role

2. SENCo extended absence at key points in the exam cycle


The following main key tasks/areas in the management and administration of the stages of the exam cycle would be at risk.

Planning Candidates not tested/assessed to identify potential access arrangement requirements The centre fails to recognise its duties towards disabled candidates as defined under the terms of the Equality

Act 2010 Evidence of need and evidence to support normal way of working not collated

Pre-exams (exam preparation) Approval for access arrangements not applied for to the awarding body Centre-delegated arrangements not put in place Modified paper requirements not identified in a timely manner to enable ordering to meet external deadline

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Staff providing support to access arrangement candidates not allocated and trained

Exam time Access arrangement candidate support not arranged for exam rooms


1. The SENCo will produce an Access arrangements policy which will include procedures to be followed in identifying and testing potential access arrangement candidates and collating evidence of need to support normal way of working

a. Once produced this policy will be annually reviewed and updated to ensure any changes to current regulations and processes are recorded

2. The SENCo will maintain an access arrangements file for each candidate as per JCQ requirements3. The line manager and the EO will be briefed by the SENCo on the location of the policy and candidate files4. As needed, the line manager will appoint a deputy to cover the role during the SENCo absence5. As needed, the deputy will make contact with a local SENCo who may agree to act as a buddy/mentor6. The deputy will research JCQ and relevant awarding body websites to determine the information and

resources available to support them in their role7. As needed, the deputy will seek to identify any candidates not yet tested or approved for access

arrangements for upcoming exams/assessments and take any necessary actions8. As needed, the deputy will identify relevant staff to support access arrangement candidates in exam rooms

and arrange relevant training

3. Teaching staff extended absence at key points in the exam cycle



Entries Early/estimated entry information not provided to the exams officer on time; resulting in pre-release

information not being received Final entry information not provided to the exams officer on time; resulting in:

o candidates not being entered for exams/assessments or being entered lateo late or other penalty fees being charged by awarding bodies

Pre-exams Internal assessment task setting, task taking and task marking not undertaken Candidates not being informed of centre assessed marks before marks are submitted to the awarding body

and therefore not being able to consider appealing internal assessment decisions and requesting a review of the centre’s marking

Results and post-results Internal assessment marks and candidates’ work not available/provided to meet awarding body submission

deadlines potentially resulting in a delay to the issue of final results Guidance being unavailable to candidates after the issue of results (enquiries about results, re-sits etc.)


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1. The Head of centre (HoC) will provide the EO with details of estimated/final entries to the internal deadlines identified by the EO

2. The HoC will ensure a controlled assessment policy is in place for legacy GCSE specifications and a non-examination assessment policy for new GCSE and GCSE specifications are in place identifying roles and responsibilities of centre staff and how risks will be managed

3. The HoC will ensure teaching staff keep an individual record of progress in terms of conducting the three assessment stages - task setting- task taking - task marking

4. The HoC will ensure a clearly defined process will be followed by all teaching staff conducting assessments in terms of where the above record of progress, live assessments and candidates’ work will be safely stored

5. As needed, the HoC will appoint a subject-specialist deputy to assess candidates’ work a. Where a subject-specialist deputy is not available in-house, the HoC will approach a partner school

for support/assistance6. The HoC will ensure the EO is provided with internal assessment marks and the required samples of

candidates’ work to the internal deadlines identified by the EO7. The HoC will appoint a deputy, or act as the deputy, to provide guidance/advice to candidates after the issue

of results on matters relating to enquiries about results, re-sit opportunities etc.

4. Invigilators - lack of appropriately trained invigilators or invigilator absence



Planning Failure to recruit and train sufficient invigilators to conduct exams

Pre-exams (exam preparation) Invigilator shortage on peak exam days

Exam time Invigilator absence on the day of an exam


1. The EO will use estimated entry information collated early in the academic year to determine likely invigilator numbers for upcoming exam series’

2. Where a likely shortfall of invigilators is identified, the EO will instigate a recruitment campaign3. Where the campaign fails to recruit sufficient invigilators, the HoC will support the EO in identifying

internal/cover staff who are able/willing to be trained as invigilators who may also be called on to invigilate on peak exam days/in an emergency situation to cover an absent invigilator on the day of an exam

4. Where the above may be unsuccessful, the HoC will approve the use/payment of agency staff and confirm that such persons are competent and fully trained

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5. Exam rooms - lack of appropriate rooms or main venues unavailable at short notice



Pre-exams (exam preparation) EO unable to identify sufficient/appropriate rooms during exams timetable preparation Insufficient rooms available on peak exam days

Exam time Main exam venues unavailable due to an unexpected incident at exam time


1. As needed, the HoC willa. support the EO in identifying sufficient/appropriate roomsb. instruct the timetabling officer that exams take priority and that classes must be moved to free up

appropriate classrooms for exam usec. authorise the release of individual staff offices for exam use on peak exam days for 1:1 candidatesd. determine if an educational visit/school trip is appropriate on a peak exam day to free up classrooms

for exam use2. If all the above are unsuccessful, the HoC will support the sourcing of an alternative off-site venue

a. In the event of the centre being unusable for the purposes of sitting examinations it has been agreed that the local community meeting hall foyer at [Grangemouth (Ochil), Balmedie (Millden)] will be used as an exam centre and that this has been agreed with the hall trustees

b. As required, the EO will instigate the JCQ Alternative site process (http://www.jcq.org.uk/exams-office/forms/alternative-site-form-and-guidance-notes)

3. In an emergency situation, the HoC will immediately support the EO in sourcing an alternative off-site venue a. As required, the EO will instigate the JCQ Alternative site process

6. Failure of IT systems



Entries Management information system (MIS) failure at final at final entry deadline

Pre-exams MIS system failure during exam preparation

Results and post-results MIS system failure at results release time


1. In any situation where IT systems failure affects urgent completion of key tasks, the EO will work with the MIS

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http://www.jcq.org.uk/exams-office/forms/alternative-site-form-and-guidance-notes

http://www.jcq.org.uk/exams-office/forms/alternative-site-form-and-guidance-notes

manager and MIS provider to explore the possibility of accessing the centre’s MIS remotely in another location

2. The EO will contact awarding bodies prior to the entry deadline to inform of the situation and to negotiate an extension to the deadline to avoid late entry fees being charged

a. If resolution cannot be achieved within the timescale agreed, the line manager will ensure the EO is provided with administrative support to input the entries manually through the awarding body secure extranet sites

i. Remedial action in this scenario will be undertaken as soon as practically possible to ensure entries are recorded in the MIS

3. Where exam preparation may be affected, the EO will, as far as possible, access information through other external sources

a. Candidate entry and exam timetable information will be accessed through awarding body secure extranet sites

b. Master exam timetable information will be accessed through the Exams timetable tool (http://www.theexamsoffice.org/exams_timetable_tool.asp) or through individual awarding body website exam timetable information

4. Where downloading results is affected, the EO will access result information through awarding body secure extranet sites

a. Remedial action in this scenario will be undertaken as soon as practically possible to ensure results are downloaded into the MIS

5. In all cases where a manual process (including accessing/exporting/printing information from awarding body secure extranet sites) has to replace an MIS automated process, the line manager with ensure the EO is provided with appropriate support to complete tasks to timescale

7. Emergency evacuation of the exam room


Whole centre evacuation during exam time due to serious incident resulting in exam candidates being unable to start, proceed with or complete their exams


1. The HoC will ensure all exam candidates are supervised until an immediate resolution is found2. The HoC OR EO will immediately contact the awarding body/bodies of the affected exams to appraise them

of the situation and to seek guidance on how to proceed3. If an alternative venue cannot be immediately sourced the HoC will follow awarding body guidance on how

to proceed (see also scenario 5 above, Exam rooms – lack of appropriate rooms or main venues unable at short notice, regarding the location of the alternative venue)

4. If an immediate resolution is found and candidates are able to start or proceed with their exam, the HoC will make a judgement on how the disruption affected candidates

5. At the direction of the HoC the EO will submit special consideration applications for affected candidates6. The HoC will inform candidates (and their parents/carers) of special consideration applications that have

been made7. Where an exam is unable to be started or continued the HoC will inform candidates (and their

parents/carers) of the awarding body guidance given including if an opportunity to re-sit the exam in a future

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http://www.theexamsoffice.org/exams_timetable_tool.asp

exam series is available for the particular qualification

8. Disruption of teaching time – centre closed for an extended period


Centre closed or candidates are unable to attend for an extended period during normal teaching or study supported time, interrupting the provision of normal teaching and learning.


1. The HoC and relevant teaching staff will identify alternative methods of learning, alternative venues or both as a priority

2. The HoC will communicate with parents, carers and students about the disruption to teaching time and plans to address this

3. Priority arrangements for alternative methods of learning, alternative venues or both will be made for candidates who will be taking exams shortly

4. The EO will identify if exams are available in another future exam series5. Where appropriate and where available, candidates will be advised to take exams in the next available exams

series6. Where the disruption may extend into the exam period, actions identified in scenario 9 will be followed

9. Candidates unable to take examinations because of a crisis – centre remains open


Candidates are unable to attend the examination centre to take examinations as normal.


1. Actions may vary dependent on the nature of the crisis for an individual candidate2. Where a candidate is fit to take an exam but is unable to attend the centre because of a crisis, the following

options will be explored in agreement with the candidate (and where appropriate, the parent/carer) and the relevant awarding bodies

a. The EO will make arrangements for the candidate to sit the exam at an alternative venueb. Where this might be another registered exam centre and where the situation meets the criteria, the

EO will instigate the JCQ Transferred candidate process (https://www.jcq.org.uk/exams-office/entries)

c. Where this might be a non-registered venue and where the situation meets the criteria, the EO will instigate the JCQ Alternative site process

d. Where appropriate, or where it is deemed the candidate’s performance in the exam has been adversely affected by the situation, the EO will make an application for special consideration (Candidate present for the assessment but disadvantaged) to the relevant awarding body (https://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance/a-guide-to-the-special-consideration-process-2017-2018)

3. Where a candidate is unfit to take an exam, the following options will be exploreda. The EO will determine if there is an opportunity for the candidate to take the exam missed in the next

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https://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance/a-guide-to-the-special-consideration-process-2017-2018

https://www.jcq.org.uk/exams-office/access-arrangements-and-special-consideration/regulations-and-guidance/a-guide-to-the-special-consideration-process-2017-2018

https://www.jcq.org.uk/exams-office/entries

available exam seriesb. If this option is not available, where appropriate and the candidate has met the minimum

requirements, the EO will make an application for special consideration (Candidate absent from a timetabled component/unit for an acceptable reason) to the relevant awarding body

10. Centre unable to open as normal during the exams period


Centre unable to open as normal for scheduled examinations


1. The EO will determine if there is an opportunity for candidates to take exams in the next available exam series

2. Where this is not an option, the EO will inform the awarding bodies of the situation as a priority and seek any guidance on how the situation should be managed

3. The HoC will determine any possibility of part of the centre being opened to exam candidates only4. The HoC or relevant centre staff will source an alternative venue to hold exams

a. In the event of the centre being unusable for the purposes of sitting examinations it has been agreed that the local community meeting hall foyer at [insert address] will be used as an exam centre and that this has been agreed with the hall trustees

5. The EO will instigate the JCQ Alternative site process6. The HoC will communicate with candidates (and where appropriate, parents/carers) and keep them informed

of arrangements being made7. Where relevant, the EO will make the appropriate special consideration applications to awarding bodies

11. Disruption in the distribution of examination papers


Disruption to the distribution of examination papers to the centre in advance of examinations.


1. The EO will liaise with the awarding body to determine alternative arrangements2. Where this might be electronic access via an awarding body secure extranet site, the EO will arrange for the

papers to be accessed and printed in a secure area and be immediately placed in the centre’s secure exam storage as per the requirements in JCQ Instructions for conducting examinations, Chapter 1 (http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations)

3. Where electronic access is not available, the facility to fax an exam paper to the EO will be explored with the awarding body; the EO will follow the same secure process as above when printing and storing papers

4. In an extreme case, where electronic access or fax facility is unavailable, the EO will request that a copy of the paper(s) can be securely obtained from the nearest centre that has been provided with the relevant papers; the EO will follow the same secure process as above when printing and storing papers

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12. Disruption to the transportation of completed examination scripts


Delay in normal collection arrangements for completed examination scripts.


1. The EO will liaise with the awarding body and/or the normal collection service to determine alternative arrangements

2. The EO will ensure that sealed packets of completed exam scripts are kept in secure storage until collection

13. Assessment evidence is not available to be marked


Large scale damage to or destruction of completed examination scripts/assessment evidence before it can be marked.


1. The EO will contact the awarding body immediately for guidance on how candidate marks can be generated2. The HoC will inform candidates (and where relevant, parents/carers) of the situation and how this will be

resolved3. The HoC will investigate if any assessments taken by candidates under supervised conditions (internal exams

etc.) have been safely stored in the centre in case the awarding body may accept this as other appropriate evidence of candidate achievement

4. The EO will investigate if a re-sit opportunity is available in a subsequent assessment window or future exam series

5. Where relevant, the EO will instigate the special consideration process (Lost or damaged work)

14. Centre unable to distribute results as normal


Centre is unable to access or manage the distribution of results to candidates, or to facilitate post-results services.


1. Actions identified in scenario 6, Failure of IT systems, will be followed to enable access to results2. If these actions are unsuccessful, the EO will contact awarding bodies about alternative options for gaining

access to results3. The HoC will make arrangements for candidates to collect results from an alternative site 4. The HoC will ensure appropriate teaching and pastoral staff are available at the alternative site to provide

advice and guidance to candidates collecting results 5. The EO will ensure information relating to post-results services is made available to candidates collecting

results from the alternative site6. The EO will provide information to candidates on how requests for enquiries about results and access to

scripts can be made remotely or by email (including the collection of candidate consent)

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7. As needed, the EO will work with the Finance Officer to determine how fees for post-results services can be collected from candidates

8. The EO will process enquiries about results and access to script requests online through the awarding body secure extranet sites as normal as this can be done remotely (providing secure username and password are available)

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Further guidance to inform and implement contingency planning

Ofqual

What schools and colleges and other centres should do if exams or other assessments are seriously disrupted

1. Contingency planning

You should prepare for possible disruption to exams and other assessments as part of your emergency planning and make sure your staff are aware of these plans…

2. Disruption to assessments or exams

In the absence of any instruction from the relevant awarding organisation, the school or college should assume that any exam or timetabled assessment should take place if it is possible for it to do so. This may mean having to locate alternative premises.

If the exam or assessment cannot take place, or if a student misses an exam or loses their assessment due to an emergency or other event outside the control of the school or college, you should discuss alternative arrangements with your awarding organisation.

2.1 The school or college should consider the following steps

Exam planning

1. Review your contingency plan well in advance of each exam series.2. Ensure that copies of question papers are received and stored under secure conditions.

In the event of disruption

1. Contact the relevant awarding organisation and follow its instructions.2. Take advice, or follow instructions, from relevant local or national agencies in deciding whether the school or

college is able to open.3. Identify whether the exam can be sat at an alternative venue, in agreement with the relevant awarding

organisation.4. Where accommodation is limited, prioritise students whose progression will be severely delayed if they do not

take their exams when planned.5. Communicate with parents, carers and students regarding any changes to the exam timetable.6. Advise students, where appropriate, to sit exams in the next available series.

After the exam

1. Consider whether students may be eligible for special consideration.2. Ensure that scripts are stored under secure conditions.3. Return scripts to awarding organisations in line with their instructions. Never make alternative arrangements for

the transportation of completed exam scripts, unless told to do so by the awarding organisation.

2.2 The awarding organisation should take the following steps

Exam planning

1. Establish, maintain and at all times comply with an up to date written contingency plan.2. Ensure that the arrangements that are in place with schools and colleges enable them to deliver and award

qualifications in accordance with its conditions of recognition.

In the event of disruption

1. Take all reasonable steps to mitigate any negative effect, in relation to its qualifications, arising from any disruption.

2. Provide effective guidance to any of its centres responsible for delivering qualifications on its behalf.3. Ensure that where an assessment is required to be completed under specified conditions, students complete the

assessment under those conditions (other than where any reasonable adjustments or special considerations require alternative conditions).

4. Promptly notify the relevant regulators about any event which could have a negative effect on students, standards or public confidence.

After the exam

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Consider any requests for special consideration for affected students. For example, those who may have lost their internally assessed work or whose performance in assessments or exams could have been affected by the disruption.

2.3 When a student misses an exam or is disadvantaged by the disruption

If you feel that the performance of all or some of your students has been negatively affected by the disruption you should ask your awarding organisation about applying for special consideration. The decision about what special consideration is, or is not appropriate, is for awarding organisations to make. Their decisions might be different, for different qualifications and for different subjects. However, we encourage awarding organisations to adopt a consistent approach, including between learners, schools or colleges, and awarding organisations, when dealing with a number of similar cases.

[Ofqual guidance extract taken directly from the Exam system contingency plan: England, Wales and Northern Ireland - What schools and colleges and other centres should do if exams or other assessments are seriously disrupted, sections 1 and 2 https://www.gov.uk/government/publications/exam-system-contingency-plan-england-wales-and-northern-ireland/what-schools-and-colleges-should-do-if-exams-or-other-assessments-are-seriously-disrupted]

JCQ

Contingency planning

The qualifications regulators, JCQ and government departments responsible for education have prepared and agreed information for schools and colleges in the event of examinations being seriously disrupted. This jointly agreed information will ensure consistency of response in the event of major disruption to the examinations system affecting significant numbers of candidates.

In addition, awarding bodies have their own well-established contingency plans in place to respond to disruptions. It is important that exams officers who are facing disruption liaise directly with the relevant awarding body/bodies.

Centres should prepare plans for any disruption to examinations as part of their general emergency planning. It is important to ensure that relevant centre staff are familiar with the plan. Consideration should be given as to how these arrangements will be communicated to candidates, parents and staff should disruption to examinations occur.

In the event that the head of centre decides the centre cannot be opened for scheduled examinations, the relevant awarding body must be informed as soon as possible. Awarding bodies will be able to offer advice regarding the alternative arrangements for conducting examinations that may be available and the options for candidates who have not been able to take scheduled examinations.

Further information may be found at:

https://www.gov.uk/government/publications/exam-system-contingency-plan-england-wales-and-northern-ireland/what-schools-and-colleges-should-do-if-exams-or-other-assessments-are-seriously-disrupted

[JCQ guidance taken directly from JCQ Instructions for conducting examinations http://www.jcq.org.uk/exams-office/ice---instructions-for-conducting-examinations, page iv]

General regulations for approved centres


Guidance on alternative site arrangements

http://www.jcq.org.uk/exams-office/forms

Guidance on transferred candidate arrangements


Instructions for conducting examinations


A guide to the special consideration process


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http://www.jcq.org.uk/exams-office/forms








GOV.UK

Emergency planning and response: Severe weather; Exam disruption

https://www.gov.uk/guidance/emergencies-and-severe-weather-schools-and-early-years-settings

Teaching time lost due to severe weather conditions

https://www.gov.uk/government/publications/teaching-time-lost-due-to-severe-weather-conditions

Dispatch of exam scripts guide: Ensuring the service runs smoothly; Contingency planning

https://www.gov.uk/government/publications/dispatch-of-exam-scripts-yellow-label-service

Statutory guidance on school closures

https://www.gov.uk/government/publications/school-organisation-maintained-schools

Wales

School closures – opening schools in extreme bad weather

http://gov.wales/topics/educationandskills/publications/guidance/schoolclosuresfaq/?lang=en

Northern Ireland

Exceptional closure days

https://www.education-ni.gov.uk/articles/exceptional-closure-days

Checklist for Principals when considering Opening or Closure of School

https://www.education-ni.gov.uk/publications/checklist-exceptional-closure-schools

School closures

https://www.nidirect.gov.uk/articles/school-closures

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https://www.nidirect.gov.uk/articles/school-closures

https://www.education-ni.gov.uk/publications/checklist-exceptional-closure-schools

https://www.education-ni.gov.uk/articles/exceptional-closure-days

http://gov.wales/topics/educationandskills/publications/guidance/schoolclosuresfaq/?lang=en

https://www.gov.uk/government/publications/school-organisation-maintained-schools

https://www.gov.uk/government/publications/dispatch-of-exam-scripts-yellow-label-service

https://www.gov.uk/government/publications/teaching-time-lost-due-to-severe-weather-conditions

https://www.gov.uk/guidance/emergencies-and-severe-weather-schools-and-early-years-settings

Internal

Appeals

Procedures

These procedures are reviewed annually to ensure compliance with current regulations


Exams Officer



ContentsAppeals procedure against internal assessment decisions (centre assessed marks)......................................................

Appeals procedure against the centre’s decision not to support a clerical check, a review of marking, a review of moderation or an appeal............................................................................................................................................

Internal appeals form......................................................................................................................................................

Complaints and appeals log............................................................................................................................................

Further guidance to inform and implement appeals procedures........................................................................................

JCQ..................................................................................................................................................................................

Ofqual.............................................................................................................................................................................

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Appeals procedure against internal assessment decisions (centre assessed marks)

This procedure confirms Caledonia Campus’ compliance with JCQ’s General Regulations for Approved Centres 2017-2018, section 5.8, that the centre has in place “a written internal appeals procedure relating to internal assessment decisions and to ensure that details of this procedure are communicated, made widely available and accessible to all candidates” and that the centre “must inform candidates of their centre assessed marks as a candidate is allowed to request a review of the centre’s marking before marks are submitted to the awarding body.”

Certain components of GCSE and GCE qualifications (GCSE controlled assessments, GCE coursework, GCE and GCSE non-examination assessments) that contribute to the final grade of the qualification are internally assessed (marked) by the subject teacher. The marks awarded (the internal assessment decisions) are then submitted by the deadline set by the awarding body for external moderation.

Deadlines for the submission of marks (Summer 2018 exam series)

Date Qualification Details

GCSE See dates issued to staff

15/05/2018 GCE Final date for submission of coursework marks (AQA, OCR, Pearson and WJEC)

Caledonia Campus is committed to ensuring that whenever its staff mark candidates’ work this is done fairly, consistently and in accordance with the awarding body’s specification and subject-specific associated documents.

This is ensured by: subject staff having the necessary and appropriate knowledge, understanding, skills, and training in this

activity subject staff authenticating candidates work according to the requirements of the relevant awarding body where a number of subject teachers are involved in marking candidates’ work, a process of internal

moderation and standardisation led by nominated staff to ensure consistency of marking the centre having in place a robust policy with regard to the management of GCE and GCSE non-

examination assessments

On being informed of their centre assessed marks, if a candidate believes that the correct procedures were not followed in relation to the marking of his/her work, or that the assessor (subject teacher) has not properly applied the mark scheme to his/her marking, then he/she may make use of this appeals procedure to consider whether to request a review of the centre’s marking.

Caledonia Campus will

1. ensure that candidates are informed of their centre assessed marks so that they may consider requesting a review of the centre’s marking before marks are submitted to the awarding body

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2. inform candidates that they may request copies of materials (for example, a copy of their marked work, the relevant specification, the mark scheme and any other associated subject-specific documents) to assist them in considering whether to request a review of the centre’s marking of the assessment

3. having received a request for copies of materials, promptly make them available to the candidate within 3 working days

4. provide candidates with sufficient time in order to allow them to review the copies of materials and reach a decision

Requests for reviews of marking must be made in writing within 3 working days of receiving copies of the requested materials using the internal appeals form. Completed forms must be returned to the exams officer.

The head of centre will

5. allow 5 working days for the review to be carried out, to make any necessary changes to marks and to inform the candidate of the outcome, all before the awarding body’s deadline

6. ensure that the review of marking is carried out by an assessor who has appropriate competence, has had no previous involvement in the assessment of that candidate and has no personal interest in the review

7. instruct the reviewer to ensure that the candidate’s mark is consistent with the standard set by the centre

8. ensure the candidate will be informed in writing of the outcome of the review of the centre’s marking

9. ensure the outcome of the review of the centre’s marking will be made known to the head of centre and will be logged as a complaint. A written record will be kept and made available to the awarding body upon request. Should the review of the centre’s marking bring any irregularity in procedures to light, the awarding body will be informed immediately

After candidates’ work has been internally assessed, it is moderated by the awarding body to ensure consistency in marking between centres. The moderation process may lead to mark changes. This process is outside the control of Centre Name and is not covered by this procedure.

Content in the above procedure is taken from the JCQ publication Reviews of marking (centre assessed marks) suggested template for centres

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http://www.jcq.org.uk/exams-office/controlled-assessments

Appeals procedure against the centre’s decision not to support a clerical check, a review of marking, a review of moderation or an appeal

This procedure confirms Caledonia Campus’ compliance with JCQ’s General Regulations for Approved Centres 2017-2018, section 5.14 that the centre has in place “a written internal appeals procedure to manage disputes when a candidate disagrees with a centre decision not to support a clerical check, a review of marking, a review of moderation or an appeal...”

Following the issue of results, awarding bodies make post-results services available. Full details of these services, internal deadlines for requesting a service and fees charged are provided by the exams officer.

Candidates are also informed of the arrangements for post-results services before they sit any exams and the accessibility of senior members of centre staff immediately after the publication of results through a briefing assembly held in January and/or a candidate exam handbook issued to them in January.

If the centre or a candidate (or his/her parent/carer) has a concern and believes a result may not be accurate, an enquiry about the result may be requested.

Enquiries about results (EARs) offers three services.

Service 1 – clerical re-check Service 2 – review of marking Service 3 – review of moderation (this service is not available to an individual candidate)

Written candidate consent (informed consent via candidate email is acceptable) is required in all cases before a request for an EAR service 1 or 2 is submitted to the awarding body as with these services candidates’ marks and subject grades may be lowered. Candidate consent can only be collected after the publication of results.

If a concern is raised about a particular examination result, the exams officer, teaching staff and head of centre will investigate the feasibility of requesting an enquiry at the centre’s expense.

When Caledonia Campus does not uphold a request from a candidate (or his/her parent/carer), the candidate may pay the appropriate fee, and a request will be made to the awarding body on the candidate’s behalf.

If the candidate (or his/her parent/carer) believes there are grounds to appeal against the centre’s decision not to support an EAR, an appeal can be submitted to the centre using the internal appeals form at least one week prior to the internal deadline for submitting an EAR.

The appellant will be informed of the outcome of his/her appeal before the internal deadline for submitting an EAR.

Following the EAR outcome

Where the head of centre remains dissatisfied after receiving the outcome of an EAR and believes there are grounds for appeal, a preliminary appeal will be made to the awarding body, following the guidance in the JCQ publications Post-results services and JCQ Appeals Booklet (A guide to the awarding bodies’ appeals processes)..

Where the head of centre is satisfied after receiving the outcome of an EAR, but the candidate (or his/her parent/carer) is not satisfied, he/she may make a further representation to the head of centre. Following this, the head of centre’s decision as to whether to proceed with an appeal will be based upon the acceptable grounds for appeal as detailed in the JCQ Appeals Booklet. Candidates or parents/carers are not permitted to make direct representations to an awarding body.

The internal appeals form should be completed and submitted to the centre within 20 calendar days of the notification of the outcome of the EAR. Subject to the head of centre’s decision, this will allow the centre to

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process the preliminary appeal and submit to the awarding body within the required 30 calendar days of receiving the outcome of the EAR.

Awarding body fees which may be charged for the preliminary appeal must be paid by the appellant on submission of the internal appeals form. If the preliminary appeal is upheld by the awarding body, this fee will be refunded by the awarding body and repaid to the appellant by the centre.

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Internal appeals formFOR CENTRE USE ONLY

Date received

Please tick box to indicate the nature of your appeal and complete all white boxes on the form below

Reference No.

£ Appeal against an internal assessment decision and/or request for a review of marking£ Appeal against the centre’s decision not to support a clerical check, a review of marking, a review

of moderation or an appeal

Name of appellant

Candidate name if different to appellant

Awarding body Exam paper code

Subject Exam paper title

Please state the grounds for your appeal below:

(If applicable, tick below)

£ Where my appeal is against an internal assessment decision I wish to request a review of the centre’s marking

If necessary continue on an additional page if this form is being completed electronically or overleaf if hard copy being completed

Appellant signature: Date of signature:

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This form must be signed, dated and returned to the exams officer on behalf of the head of centre to the timescale indicated in the relevant appeals procedure

Complaints and appeals log

On receipt, all appeals will be assigned a reference number and logged.

The outcome of any reviews of the centre’s marking will be made known to the head of centre and will be logged as a complaint. A written record will be kept and made available to the awarding body upon request. Should the review of the centre’s marking bring any irregularity in procedures to light, the awarding body will be informed immediately.

Ref No. Date received Complaint or Appeal Outcome Outcome date

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Further guidance to inform and implement appeals procedures

JCQ

General Regulations for Approved Centres

https://www.jcq.org.uk/exams-office/general-regulations

Post-Results Services

https://www.jcq.org.uk/exams-office/post-results-services

JCQ Appeals Booklet

https://www.jcq.org.uk/exams-office/appeals

Notice to Centres - Reviews of marking (centre assessed marks)

https://www.jcq.org.uk/exams-office/controlled-assessments

https://www.jcq.org.uk/exams-office/coursework

https://www.jcq.org.uk/exams-office/non-examination-assessments

Ofqual

GCSE (9 to 1) qualification-level conditions and requirements https://www.gov.uk/government/publications/gcse-9-to-1-qualification-level-conditions

GCSE (A* to G) qualification-level conditions and requirements

https://www.gov.uk/government/publications/gcse-a-to-g-qualification-level-conditions-and-requirements

GCE qualification-level conditions and requirements https://www.gov.uk/government/publications/gce-qualification-level-conditions-and-requirements

Pre-reform GCE qualification-level conditions and requirements https://www.gov.uk/government/publications/gce-qualification-level-conditions-for-pre-reform-qualifications

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https://www.gov.uk/government/publications/gce-qualification-level-conditions-for-pre-reform-qualifications

https://www.gov.uk/government/publications/gce-qualification-level-conditions-and-requirements

https://www.gov.uk/government/publications/gce-qualification-level-conditions-and-requirements

https://www.gov.uk/government/publications/gcse-a-to-g-qualification-level-conditions-and-requirements

https://www.gov.uk/government/publications/gcse-9-to-1-qualification-level-conditions

https://www.gov.uk/government/publications/gcse-9-to-1-qualification-level-conditions

https://www.jcq.org.uk/exams-office/non-examination-assessments

https://www.jcq.org.uk/exams-office/coursework

https://www.jcq.org.uk/exams-office/controlled-assessments

https://www.jcq.org.uk/exams-office/appeals

https://www.jcq.org.uk/exams-office/post-results-services

https://www.jcq.org.uk/exams-office/general-regulations

Non-examination

Assessment

Policy



Exams Officer



ContentsWhat does this policy affect?.......................................................................................................................................

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Purpose of the policy...................................................................................................................................................

What are non-examination assessments?...................................................................................................................

Procedures for planning and managing non-examination assessments identifying staff roles and responsibilities....

The basic principles..................................................................................................................................................

Task setting..............................................................................................................................................................

Issuing of tasks.........................................................................................................................................................

Task taking...............................................................................................................................................................

Supervision..........................................................................................................................................................

Advice and feedback............................................................................................................................................

Resources............................................................................................................................................................

Word and time limits...........................................................................................................................................

Collaboration and group work.............................................................................................................................

Authentication procedures..................................................................................................................................

Presentation of work...........................................................................................................................................

Keeping materials secure.....................................................................................................................................

Task marking – externally assessed components....................................................................................................

Conduct of externally assessed work...................................................................................................................

Submission of work..............................................................................................................................................

Task marking – internally assessed components.....................................................................................................

Marking and annotation......................................................................................................................................

Internal standardisation.......................................................................................................................................

Submission of marks and work for moderation...................................................................................................

Storage and retention of work after submission of marks...................................................................................

External moderation - feedback..........................................................................................................................

Access arrangements...............................................................................................................................................

Special consideration...............................................................................................................................................

Malpractice..............................................................................................................................................................

Enquiries about results............................................................................................................................................

Practical Skills Endorsement for the A Level Sciences designed for use in England.................................................

Spoken Language Endorsement for GCSE English Language specifications designed for use in England................

Management of issues and potential risks associated with non-examination assessments........................................

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What does this policy affect?

This policy affects the delivery of subjects of reformed GCE and GCSE qualifications which contain a component(s) of non-examination assessment.

The regulator’s definition of an examination is very narrow and in effect any type of assessment that is not ‘externally set and taken by candidates at the same time under controlled conditions’ is classified as non-examination assessment (NEA). ‘NEA’ therefore includes, but is not limited to, internal assessment. Externally marked and/or externally set practical examinations taken at different times across centres are classified as ‘NEA’.

[Definition taken directly from the JCQ publication Instructions for conducting non-examination assessments – Foreword , page 3 ]

This publication is further referred to in this policy as NEA


The purpose, as defined by JCQ, is to

cover procedures for planning and managing non-examination assessments define staff roles and responsibilities with respect to non-examination assessments manage risks associated with non-examination assessments

[NEA 1]

What are non-examination assessments?

Non-examination assessments measure subject-specific knowledge and skills that cannot be tested by timed written papers. There are three assessment stages and rules which apply to each stage. These rules often vary across subjects. The stages are:

task setting; task taking; task marking.

[NEA 1]

Procedures for planning and managing non-examination assessments identifying staff roles and responsibilities

The basic principles

Head of centre Ensures that the centre’s non-examination assessment policy is fit for purpose Ensures the centre’s internal appeals procedures clearly detail the procedure to be followed by

candidates (or their parents/carers) appealing against internal assessment decisions (centre assessed marks) and requesting a review of the centre’s marking

Ensures the correct conduct of non-examination assessments (including endorsements) which comply with NEA and awarding body subject-specific instructions

Ensures the centre-wide calendar records assessment schedules by the start of the academic year Confirms with subject leaders that appropriate awarding body forms and templates for non-examination

assessments (including endorsements) are used by teachers and candidates

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Ensures appropriate procedures are in place to internally standardise/verify the marks awarded by subject teachers in line with awarding body criteria

Ensures appropriate centre-devised templates are provided to capture/record relevant information given to candidates by subject teachers

Ensures appropriate centre-devised templates are provided to capture/record relevant information is received and understood by candidates

Where not provided by the awarding body, ensures a centre-devised template is provided for candidates to keep a detailed record of their own research, planning, resources etc.

Subject leader Ensures subject teachers understand their role and responsibilities within the non-examination

assessment process Ensures NEA and relevant awarding body subject specific instructions are followed in relation to the

conduct of non-examination assessments (including endorsements) Where applicable, liaises with all relevant parties in relation to arrangements for and conduct of the

monitoring visit for GCSE (9-1) Computer Science Works with senior leaders to ensure appropriate procedures are followed to internally standardise/verify

the marks awarded by subject teachers Understands the arrangements that the centre needs to put in place where the centre might accept

private candidates (including distance learners and home educated students) for components of non-examination assessment

Subject teacher Understands and complies with the general instructions as detailed in NEA Where these may also be provided by the awarding body, understands and complies with the awarding

body’s specification for conducting non-examination assessments, including any subject-specific instructions, teachers’ notes or additional information on the awarding body’s website

Marks internally assessed work to the criteria provided by the awarding body Ensures the exams officer is provided with relevant entry codes for subjects (whether the entry for the

internally assessed component forms part of the overall entry code or is made as a separate unit entry code) to the internal deadline for entries

Exams officer Signposts the annually updated JCQ publication Instructions for conducting non-examination

assessments to relevant centre staff Carries out tasks where these may be applicable to the role in supporting the

administration/management of non-examination assessment

Task setting

Subject teacher Selects tasks from a choice provided by the awarding body OR designs tasks where this is permitted by

criteria set out within the subject specification Makes candidates aware of the criteria used to assess their work

Issuing of tasks

Subject teacher

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Determines when set tasks are issued by the awarding body Identifies date(s) when tasks should be taken by candidates Accesses set tasks in sufficient time to allow planning, resourcing and teaching and ensures that materials

are stored securely at all times Ensures requirements for legacy specification tasks and new specification tasks are distinguished between

Task taking

Supervision

Subject teacher Checks the awarding body’s subject-specific requirements ensuring candidates take tasks under the

required conditions and supervision arrangements Ensures there is sufficient supervision to enable the work of a candidate to be authenticated Ensures there is sufficient supervision to ensure the work a candidate submits is their own Where candidates may work in groups, keeps a record of each candidate’s contribution Ensures candidates are aware of the JCQ documents Information for candidates - non-examination

assessments and Information for candidates - Social Media Ensures candidates understand and comply with the regulations in relevant JCQ documents Information

for candidates

Advice and feedback

Subject teacher As relevant to the subject/component, advises candidates on relevant aspects before candidates begin

working on a task When reviewing candidates’ work, unless prohibited by the specification, provides oral and written advice

at a general level to candidates Allows candidates to revise and re-draft work after advice has been given at a general level Records any assistance given beyond general advice and takes it into account in the marking or submits it

to the external examiner Ensures when work has been assessed, candidates are not allowed to revise it

Resources

Subject teacher Refers to the awarding body’s specification and/or associated documentation to determine if candidates

have restricted/unrestricted access to resources when planning and researching their tasks Ensures conditions for any formally supervised sessions are known and put in place Ensures conditions for any formally supervised sessions are understood and followed by candidates Ensures candidates understand that they are not allowed to introduce improved notes or new resources

between formally supervised sessions Ensures that where appropriate to include references, candidates keep a detailed record of their own

research, planning, resources etc.

Word and time limits

Subject teacher Refers to the awarding body’s specification to determine where word and time limits apply/are

mandatory

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http://www.jcq.org.uk/exams-office/information-for-candidates-documents



Collaboration and group work

Subject teacher Unless stated otherwise in the awarding body’s specification, and where appropriate, allows candidates

to collaborate when carrying out research and preparatory work Ensures that it is possible to attribute assessable outcomes to individual candidates Ensures that where an assignment requires written work to be produced, each candidate writes up their

own account of the assignment Assesses the work of each candidate individually

Authentication procedures

Subject teacher Where required by the awarding body’s specification

o ensures candidates sign a declaration confirming the work they submit for final assessment is their own unaided work

o signs the teacher declaration of authentication confirming the requirements have been met Keeps signed candidate declarations on file until the deadline for enquiries about results has passed or

until any appeal, malpractice or other results enquiry has been completed, whichever is later Provides signed candidate declarations where these may be requested by a JCQ Centre Inspector Where there may be doubt about the authenticity of the work of a candidate or if malpractice is

suspected, follows the authentication procedures and malpractice information in NEA and informs the exams officer

Presentation of work

Subject teacher Obtains informed consent at the beginning of the course from parents/carers if videos or

photographs/images of candidates will be included as evidence of participation or contribution Instructs candidates to present work as detailed in NEA unless the awarding body’s specification gives

different subject-specific instructions Instructs candidates to add their candidate number, centre number and the component code of the

assessment as a header/footer on each page of their work

Keeping materials secure

Subject teacher When work is being undertaken by candidates under formal supervision, ensures work is securely stored

between sessions (if more than one session) When work is submitted by candidates for final assessment, ensures work is securely stored Follows secure storage instructions as defined in NEA 4.8 Takes sensible precautions when work is taken home for marking Stores internally assessed work, including the sample returned after awarding body moderation, securely

until the closing date for enquiries about results or until the outcome of an enquiry or any subsequent appeal has been conveyed to the centre

Reminds candidates of the need to keep their own work secure at all times and not share completed or partially completed work on-line, on social media or through any other means

Liaises with the IT Manager to ensure that appropriate arrangements are in place to restrict access between sessions to candidates’ work where work is stored electronically

IT Manager

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Ensures appropriate arrangements are in place to restrict access between sessions to candidates’ work where work is stored electronically

Task marking – externally assessed components

Conduct of externally assessed work

Subject teacher Liaises with the exams officer regarding arrangements for the conduct of any externally assessed non-

examination component of a specification Liaises with the Visiting Examiner where this may be applicable to any externally assessed component

Exams officer Arranges timetabling, rooming and invigilation where this is applicable to any externally assessed non-

examination component of a specification Conducts the externally assessed component within the window specified by the awarding body Conducts the externally assessed component according to the JCQ publication Instructions for conducting

examinations

Submission of work

Subject teacher Provides the attendance register to a Visiting Examiner

Exams officer Provides the attendance register to the subject teacher where the component may be assessed by a

Visiting Examiner Ensures the awarding body’s attendance register for any externally assessed component is completed

correctly to show candidates who are present and any who may be absent Where candidates’ work must be despatched to an awarding body’s examiner, ensures the completed

attendance register accompanies the work Keeps a copy of the attendance register until after the deadline for enquiries about results for the exam

series Packages the work as required by the awarding body and attaches the examiner address label Despatches the work to the awarding body’s instructions by the required deadline

Task marking – internally assessed components

Marking and annotation

Subject teacher Marks candidates’ work in accordance with the marking criteria provided by the awarding body Annotates candidates’ work as required to facilitate internal standardisation of marking and enable

external moderation to check that marking is in line with the assessment criteria Informs candidates of their marks which could be subject to change by the awarding body moderation

process Ensures candidates are informed to the timescale indicated in the centre’s internal appeals procedure to

enable an internal appeal/request for a review of marking to be submitted by a candidate and the outcome known before final marks are submitted to the awarding body

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Internal standardisation

Head of centre Ensures that internal standardisation of marks across assessors and teaching groups takes place as

required and to sequence Supports staff not familiar with the mark scheme (e.g. NQTs, supply staff etc.) Ensures accurate internal standardisation - for example by

o obtaining reference materials at an early stage in the course o holding a preliminary trial marking session prior to marking o carrying out further trial marking at appropriate points during the marking period o after most marking has been completed, holds a further meeting to make final adjustments o making final adjustments to marks prior to submissiono retaining work and evidence of standardisation

Subject teacher Indicates on work (or cover sheet) the date of marking Marks to common standards

Submission of marks and work for moderation

Subject teacher Inputs and submits marks online via the awarding body secure extranet site, keeping a record of the

marks awarded to the external deadline OR

Provides marks to the exams officer to the internal deadline Where responsible for marks input, ensures checks are made that marks for any additional candidates are

submitted and ensures mark input is checked before submission to avoid transcription errors Submits the requested samples of candidates’ work to the awarding body moderator by the external

deadline, keeping a record of the work submitted OR

Provides the moderation sample to the exams officer to the internal deadline Ensures the moderator is provided with authentication of candidates’ work, confirmation that internal

standardisation has been undertaken and any other subject-specific information where this may be required

Exams officer Inputs and submits marks online via the awarding body secure extranet site, keeping a record of the

marks submitted to the external deadlineOR

Confirms with subject teachers that marks have been submitted to the awarding body deadline Where responsible for marks input, ensures checks are made that marks for any additional candidates are

submitted and ensures mark input is checked before submission to avoid transcription errors Submits the requested samples of candidates’ work to the moderator by the awarding body deadline,

keeping a record of the work submittedOR

Confirms with Subject teacher that the moderation sample has been submitted to the awarding body deadline

Ensures that for postal moderation

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o work is dispatched in packaging provided by the awarding bodyo moderator label(s) provided by the awarding body are affixed to the packagingo proof of dispatch is obtained and kept on file until the successful issue of final results

Through the subject teacher, ensures the moderator is provided with authentication of candidates’ work, confirmation that internal standardisation has been undertaken and any other subject-specific information where this may be required

Storage and retention of work after submission of marks

Subject teacher Keeps a record of names and candidate numbers for candidates whose work was included in the

moderation sample Retains all marked candidates’ work (including any sample returned after moderation) under secure

conditions until after the deadline for enquiries about results Takes steps to protect any work stored electronically from corruption and has a back-up procedure in

place Retains evidence of work where retention may be a problem (for example, photos of artefacts etc.)

Exams officer Ensures any sample returned after moderation is logged and returned to the subject teacher for secure

storage and required retention

External moderation - feedback

Subject leader Checks moderator reports and ensures that any remedial action, if necessary, is undertaken before the

next examination series

Exams officer Accesses or signposts moderator reports to relevant staff Takes remedial action, if necessary, where feedback may relate to centre administration

Access arrangements

Subject teacher Works with the SENCo to ensure any access arrangements for eligible candidates are applied to

assessments

Special educational needs coordinator (SENCo) Follows the regulations and guidance in the JCQ publication Access Arrangements and Reasonable

Adjustments Where arrangements do not undermine the integrity of the qualification and is the candidate’s normal

way of working, will ensure access arrangements are in place and awarding body approval, where required, has been obtained prior to assessments taking place

Makes subject teachers aware of any access arrangements for eligible candidates which need to be applied to assessments

Works with subject teachers to ensure requirements for access arrangement candidates requiring the support of a facilitator in assessments are met

Ensures that staff acting as an access arrangement facilitator are fully trained in their role

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Special consideration

Subject teacher Understands that a candidate may be eligible for special consideration in assessments in certain situations

where a candidateo is absento produces a reduced quantity of worko work has been lost

Liaises with the exams officer when special consideration may need to be applied for a candidate taking assessments

Exams officer Refers to/directs relevant staff to the JCQ publication A guide to the special consideration process Where a candidate is eligible, submits an application for special consideration via the awarding body’s

secure extranet site to the prescribed timescale Where application for special consideration via the awarding body’s secure extranet site is not applicable,

submits the required form to the awarding body to the prescribed timescale Keeps required evidence on file to support the application

Malpractice

Head of centre Understands the responsibility to immediately report to the relevant awarding body any alleged,

suspected or actual incidents of malpractice involving candidates, teachers, invigilators or other administrative staff

Is familiar with the JCQ publication Suspected Malpractice in Examinations and Assessments: Policies and Procedures

Ensures that those members of teaching staff involved in the direct supervision of candidates producing non-examination assessment are aware of the potential for malpractice and ensures that teaching staff are reminded that failure to report allegations of malpractice or suspected malpractice constitutes malpractice in itself

Subject teacher Is aware of the JCQ Notice to Centres - Teachers sharing assessment material and candidates’ work Ensures candidates understand the JCQ document Information for candidates - non-examination

assessments Ensures candidates understand the JCQ document Information for candidates - Social Media Escalates and reports any alleged, suspected or actual incidents of malpractice involving candidates to the

head of centre

Exams officer Signposts the JCQ publication Suspected Malpractice in Examinations and Assessments: Policies and

Procedures to the head of centre Signposts the JCQ Notice to Centres - Teachers sharing assessment material and candidates’ work to

subject leads Signposts candidates to the relevant JCQ information for candidates documents Where required, supports the head of centre in investigating and reporting incidents of alleged,

suspected or actual malpractice

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Enquiries about results

Head of centre Ensures the centre’s internal appeals procedures clearly detail the procedure to be followed by candidates

(or their parents/carers) appealing against a centre decision not to support a clerical check, a review of marking, a review of moderation or an appeal

Subject leader Provides relevant support to subject teachers making decisions about enquiries about results

Subject teacher Provides advice and guidance to candidates on their results and the post-results services available Provides the exams officer with the original sample or relevant sample of candidates’ work that may be

required for an enquiry about results to the internal deadline Supports the exams officer in collecting candidate consent where required

Exams officer Is aware of the individual post-results services available for externally assessed and internally assessed

components of non-examination assessments as detailed in the JCQ publication Post Results Services, Information and guidance for centres

Provides/signposts relevant centre staff and candidates to post-results services information Ensures any requests for post-results services that are available to non-examination assessments are

submitted online via the awarding body secure extranet site to deadline Collects candidate consent where required

Practical Skills Endorsement for the A Level Sciences designed for use in England

Head of centre Provides a signed declaration as part of the National Centre Number Register Annual Update, that all

reasonable steps have been or will be taken to ensure that all candidates at the centre have had, or will have, the opportunity to undertake the prescribed practical activities

Ensures new lead teachers undertake the required training provided by the awarding body on the implementation of the practical endorsement

Ensures relevant centre staff liaise with all relevant parties in relation to arrangements for and conduct of the monitoring visit

Subject leader Confirms understanding of the Practical Skills Endorsement for the A Level Sciences designed for use in

England Ensures where the centre intends to enter candidates for the first time for one or more of the A level

subjects, the relevant awarding body will be contacted at the beginning of the course Undertakes training provided by the awarding body on the implementation of the practical endorsement Disseminates information to subject teachers ensuring the standards can be applied appropriately Liaises with all relevant parties in relation to arrangements for and conduct of the monitoring visit

Subject teacher

Ensures all the requirements in relation to the endorsement are known and understood Ensures the required arrangements for practical activities are in place Provides all the required centre records

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Ensures candidates provide the required records Provides any required information to the subject leader regarding the monitoring visit Assesses candidates using Common Practical Assessment Criteria (CPAC) Applies for an exemption where a candidate cannot access the practical endorsement due to a substantial

impairment Follows the awarding body’s instructions for the submission of candidates Pass or Not Classified

assessment outcome

Exams officer Follows the awarding body’s instructions for the submission of candidates Pass or Not Classified

assessment

Spoken Language Endorsement for GCSE English Language specifications designed for use in England

Head of centre Provides a signed declaration as part of the National Centre Number Register Annual Update, that all

reasonable steps have been or will be taken to ensure that all candidates at the centre have had, or will have, the opportunity to undertake the Spoken Language endorsement

Ensures the appropriate arrangements are in place for internal standardisation of assessments

Subject leader Confirms understanding of the Spoken Language Endorsement for GCSE English Language specifications

designed for use in England Ensures the required task setting and task taking instructions are followed by subject teachers Ensures subject teachers assess candidates, either live or from recordings, using the common assessment

criteria Ensures for monitoring purposes, audio-visual recordings of the presentations of a sample of candidates

are provided

Subject teacher Ensures all the requirements in relation to the endorsement are known and understood Follows the required task setting and task taking instructions Assesses candidates, either live or from recordings, using the common assessment criteria Provides audio-visual recordings of the presentations of a sample of candidates for monitoring purposes Follows the awarding body’s instructions for the submission of grades (Pass, Merit, Distinction or Not

Classified) and the storage and submission of recordings

Exams officer Follows the awarding body’s instructions for the submission of grades and the storage and submission of

recordings

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Management of issues and potential risks associated with non-examination assessments

Issue/Risk Centre actions to manage issue/mitigate risk Action by

Task settingAwarding body set task: IT failure/corruption of task details where set task details accessed from the awarding body online

Awarding body key date for accessing/downloading set task noted prior to start of courseIT systems checked prior to key dateAlternative IT system used to gain accessAwarding body contacted to request direct email of task details

Subject teacher

Centre set task: Subject teacher fails to meet the assessment criteria as detailed in the specification

Ensures that subject teachers access awarding body training information, practice materials etc.Records confirmation that subject teachers understand the task setting arrangements as defined in the awarding body’s specificationSamples assessment criteria in the centre set task

Head of centre

Candidates do not understand the marking criteria and what they need to do to gain credit

A simplified version of the awarding body’s marking criteria described in the specification that is not specific to the work of an individual candidate or group of candidates is produced for candidatesRecords confirm all candidates understand the marking criteriaCandidates confirm/record they understand the marking criteria

Subject leader

Subject teacherCandidates

Subject teacher long term absence during the task setting stage

See centre’s exam contingency plan - Teaching staff extended absence at key points in the exam cycle

Issuing of tasksTask for legacy specification given to candidates undertaking new specification

Ensures subject teachers take care to distinguish between requirements/tasks for legacy specifications and requirements/tasks for new specificationsAwarding body guidance sought where this issue remains unresolved

Subject leader

Subject leaderAwarding body set task not issued to candidates on time

Awarding body key date for accessing set task as detailed in the specification noted prior to start of courseCourse information issued to candidates contains details when set task will be issued and needs to be completed bySet task accessed well in advance to allow time for planning, resourcing and teaching

Subject leader

The wrong task is given to candidates

Ensures course planning and information taken from the awarding body’s specification confirms the correct task will be issued to candidatesAwarding body guidance sought where this issue remains unresolved

Subject leader

Subject teacher long term absence during the issuing of tasks stage


Task takingSupervisionPlanned assessments clash with other centre or candidate activities

Assessment plan identified for the start of the courseAssessment dates/periods included in centre wide calendar Subject leader

Rooms or facilities inadequate for candidates to take tasks under appropriate supervision

Timetabling organised to allocate appropriate rooms and IT facilities for the start of the courseStaggered sessions arranged where IT facilities insufficient for number of candidatesWhole cohort to undertake written task in large exam venue at the same time (exam conditions do not apply)

Subject leader

Insufficient supervision of candidates to enable work to be authenticated

Confirm subject teachers are aware of and follow the current JCQ publication Instructions for conducting non-examination assessments and any other specific instructions detailed in the awarding body’s specification in relation to the supervision of candidates

Head of centre

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Confirm subject teachers understand their role and responsibilities as detailed in the centre’s non-examination assessment policy

A candidate is suspected of malpractice prior to submitting their work for assessment

Instructions and processes in the current JCQ publication Instructions for conducting non-examination assessments (chapter 9 Malpractice) are followedAn internal investigation and where appropriate internal disciplinary procedures are followed

Head of centre

Access arrangements were not put in place for an assessment where a candidate is approved for arrangements

Relevant staff are signposted to the JCQ publication A guide to the special consideration process (chapter 2), to determine the process to be followed to apply for special consideration for the candidate

Exams officer

Advice and feedbackCandidate claims appropriate advice and feedback not given by subject teacher prior to starting on their work

Ensures a centre-wide process is in place for subject teachers to record all information provided to candidates before work begins as part of the centre’s quality assurance proceduresRegular monitoring of subject teacher completed records and sign-off to confirm monitoring activityFull records kept detailing all information and advice given to candidates prior to starting on their work as appropriate to the subject and componentCandidate confirms/records advice and feedback given prior to starting on their work

Head of centre

Head of centre

Subject teacher

Candidates

Candidate claims no advice and feedback given by subject teacher during the task-taking stage

Ensures a centre-wide process is in place for subject teachers to record all advice and feedback provided to candidates during the task-taking stage as part of the centre’s quality assurance proceduresRegular monitoring of subject teacher completed records and sign-off to confirm monitoring activityFull records kept detailing all advice and feedback given to candidates during the task-taking stage as appropriate to the subject and component Candidate confirms/records advice and feedback given during the task-taking stage

Head of centre

Head of centre

Subject teacher

Candidates

A third party claims that assistance was given to candidates by the subject teacher over and above that allowed in the regulations and specification

An investigation is conducted; candidates and subject teacher are interviewed and statements recorded where relevantRecords as detailed above are provided to confirm all assistance givenWhere appropriate, a suspected malpractice report is submitted to the awarding body

Head of centre

Subject leaderHead of centre

Candidate does not reference information from published source

Candidate is advised at a general level to reference information before work is submitted for formal assessmentCandidate is again referred to the JCQ document Information for candidates: non-examination assessmentsCandidate’s detailed record of his/her own research, planning, resources etc. is regularly checked to ensure continued completion

Subject teacher

Candidate does not set out references as required

Candidate is advised at a general level to review and re-draft the set out of references before work is submitted for formal assessmentCandidate is again referred to the JCQ document Information for candidates: non-examination assessmentsCandidate’s detailed record of his/her own research, planning, resources etc. is regularly checked to ensure continued completion

Subject teacher

Candidate joins the course late after formally supervised task taking has started

A separate supervised session(s) is arranged for the candidate to catch up Subject teacher

Candidate moves to another centre during the course

Awarding body guidance is sought to determine what can be done depending on the stage at which the move takes place

Subject leader

An excluded pupil wants to complete his/her non-

The awarding body specification is checked to determine if the specification is available to a candidate outside mainstream education

Subject leader

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examination assessment(s) If so, arrangements for supervision, authentication and marking are made separately for the candidate

ResourcesA candidate augments notes and resources between formally supervised sessions

Preparatory notes and the work to be assessed are collected in and kept secure between formally supervised sessionsWhere memory sticks are used by candidates, these are collected in and kept secure between formally supervised sessions Where work is stored on the centre’s network, access for candidates is restricted between formally supervised sessions

Subject teacher

A candidate fails to acknowledge sources on work that is submitted for assessment

Candidate’s detailed record of his/her own research, planning, resources etc. is checked to confirm all the sources used, including books, websites and audio/visual resourcesAwarding body guidance is sought on whether the work of the candidate should be marked where candidate’s detailed records acknowledges sources appropriatelyWhere confirmation is unavailable from candidate’s records, awarding body guidance is sought and/or a mark of zero is submitted to the awarding body for the candidate

Subject teacher

Word and time limitsA candidate is penalised by the awarding body for exceeding word or time limits

Records confirm the awarding body specification has been checked to determine if word or time limits are mandatoryWhere limits are for guidance only, candidates are discouraged from exceeding themCandidates confirm/record any information provided to them on word or time limits is known and understood

Subject leader

Subject teacher

Candidates

Collaboration and group workCandidates have worked in groups where the awarding body specification states this is not permitted

Records confirm the awarding body specification has been checked to determine if group work is permittedAwarding body guidance sought where this issue remains unresolved Subject leader

Authentication proceduresA teacher has doubts about the authenticity of the work submitted by a candidate for internal assessment

Candidate plagiarises other material

Records confirm subject staff have been made aware of the JCQ document Teachers sharing assessment material and candidates’ workRecords confirm that candidates have been issued with the current JCQ document Information for candidates: non-examination assessmentsCandidates confirm/record that they understand what they need to do to comply with the regulations for non-examination assessments as outlined in the JCQ document Information for candidates: non-examination assessmentsThe candidate’s work is not accepted for assessmentA mark of zero is recorded and submitted to the awarding body

Head of centre

Subject teacher

Candidates

Subject teacherSubject teacher

Candidate does not sign their authentication statement/declaration

Records confirm that candidates have been issued with the current JCQ document Information for candidates: non-examination assessmentsCandidates confirm/record they understand what they need to do to comply with the regulations as outlined in the JCQ document Information for candidates: non-examination assessmentsDeclaration is checked for signature before accepting the work of a candidate for formal assessment

Subject teacher

Candidates

Subject teacher

Subject teacher not available to sign authentication forms

Ensures a centre-wide process is in place for subject teachers to sign authentication forms at the point of marking candidates work as part of the centre’s quality assurance procedures

Head of centre

Presentation of workCandidate does not fully complete the awarding body’s cover sheet that is attached to their worked

Cover sheet is checked to ensure it is fully completed before accepting the work of a candidate for formal assessment

Subject teacher

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submitted for formal assessmentKeeping materials secureCandidates work between formal supervised sessions is not securely stored

Records confirm subject teachers are aware of and follow current JCQ publication Instructions for conducting non-examination assessmentsRegular monitoring ensures subject teacher use of appropriate secure storage

Head of centre

Head of centre

Adequate secure storage not available to subject teacher

Records confirm adequate/sufficient secure storage is available to subject teacher prior to the start of the courseAlternative secure storage sourced where required

Head of centre

Task marking – externally assessed componentsA candidate is absent on the day of the examiner visit for an acceptable reason

Awarding body guidance is sought to determine if alternative assessment arrangements can be made for the candidateIf not, eligibility for special consideration is explored and a request submitted to the awarding body where appropriate

Subject leader

Exams officer

A candidate is absent on the day of the examiner visit for an unacceptable reason

The candidate is marked absent on the attendance register Exams officer/Invigilator

Task marking – internally assessed componentsA candidate submits little or no work

Where a candidate submits no work, the candidate is recorded as absent when marks are submitted to the awarding bodyWhere a candidate submits little work, the work produced is assessed against the assessment criteria and a mark allocated appropriately; where the work does not meet any of the assessment criteria a mark of zero is submitted to the awarding body

Subject teacher

A candidate is unable to finish their work for unforeseen reason

Relevant staff are signposted to the JCQ publication A guide to the special consideration process (chapter 5), to determine eligibility and the process to be followed for shortfall in work

Exams officer

The work of a candidate is lost or damaged

Relevant staff are signposted to the JCQ publication A guide to the special consideration process (chapter 5), to determine eligibility and the process to be followed for lost or damaged work

Exams officer

Candidate malpractice is discovered

Instructions and processes in the current JCQ publication Instructions for conducting non-examination assessments (chapter 9 Malpractice) are followedInvestigation and reporting procedures in the current JCQ publication Suspected Malpractice in Examinations and Assessments are followedAppropriate internal disciplinary procedures are also followed

Head of centre

A teacher marks the work of his/her own child

A conflict of interest is declared by informing the awarding body that a teacher is teaching his/her own child at the start of the courseMarked work of said child is submitted for moderation whether part of the sample requested or not

Head of centre ORExams officer

An extension to the deadline for submission of marks is required for a legitimate reason

Awarding body is contacted to determine if an extension can be grantedRelevant staff are signposted to the JCQ publication A guide to the special consideration process (chapter 5), to determine eligibility and the process to be followed for non-examination assessment extension

Subject leaderExams officer

After submission of marks, it is discovered that the wrong task was given to candidates

Awarding body is contacted for guidanceRelevant staff are signposted to the JCQ publication A guide to the special consideration process (chapter 2), to determine eligibility and the process to be followed to apply for special consideration for candidates

Subject leaderExams officer

A candidate wishes to appeal/request a review of the marks awarded for their work by their teacher

Candidates are informed of the marks they have been awarded for their work prior to the marks being submitted to the awarding bodyRecords confirm candidates have been informed of their marksCandidates are informed that these marks are subject to change through the awarding body’s moderation processCandidates are informed of their marks to the timescale identified in the centre’s internal appeals procedure and prior to the internal deadline set by

Subject teacher

Subject teacherSubject teacher

Subject teacher

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the exams officer for the submission of marksThrough the candidate exam handbook, candidates are made aware of the centre’s internal appeals procedures and timescale for submitting an appeal/request for a review of the centre’s marking prior to the submission of marks to the awarding body

Exams officer

Deadline for submitting work for formal assessment not met by candidate

Records confirm deadlines given and understood by candidates at the start of the courseCandidates confirm/record deadlines known and understoodDepending on the circumstances, awarding body guidance sought to determine if the work can be accepted late for marking providing the awarding body’s deadline for submitting marks can be metDecision made (depending on the circumstances) if the work will be accepted late for marking or a mark of zero submitted to the awarding body for the candidate

Subject teacher

CandidatesSubject leader

Subject leader

Deadline for submitting marks and samples of candidates work ignored by subject teacher

Internal/external deadlines are published at the start of each academic yearReminders are issued through subject leader as deadlines approachRecords confirm deadlines known and understood by subject teachersWhere appropriate, internal disciplinary procedures are followed

Exams officer

Exams officerSubject leaderHead of centre

Subject teacher long term absence during the marking period


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