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Keywords e.g. warehousing
Qualification Code e.g. 600/5640/X
Keywords e.g. warehousing
Unit Code e.g. Y/505/4889
Open Awards Unit ID e.g. CBF498
Keywords e.g. warehousing
Open Awards Unit Code e.g. UA33ART12
Open Awards Unit ID e.g. CBF521

Assessment / Awarding

Yes, SLC can be assessed remotely. Centres must ensure they meet the requirements of the assessment in full, including the requirements to verify the candidates identify before the assessment; provide video or audio evidence for each assessment; and to keep full records. If you need support with this component of Functional Skills English, please contact your Lead Quality Reviewer or email quality@openawards.org.uk 

If you are able to deliver assessments as normal, then you are able to continue with these. Any learner who is unable to access an assessment in the normal way for your centre, and who was due to sit an assessment this summer, will be given a calculated grade. 

Should you experience any disruption that may have an adverse effect on a learner achieving their Open Awards qualification please follow our Special Considerations policy and complete the Special Consideration Form available through our portal to advise us of this.

 

Where assessment cannot be completed as normal, we will work with you to ensure that as many learners as possible should receive grades for their vocational qualifications as possible. The primary mitigation for qualifications in 2020/2021 is an adaptation to the assessment. 

 

It is likely that some assessment criteria can still be met and it may be possible for some observations to be completed remotely. Please contact your Quality and Standards Advisor to discuss appropriate adaptations. We will work with you to find alternative arrangements to evidence and assess achievement.

If you want to change the units you offer, please complete an Adaptation Request Form.

The need to adapt to continue with delivery assessments currently applies to all Ofqual-regulated qualifications and units as well as quality endorsed units. We are aware that there may be some practical skills that may be difficult to assess remotely. Please complete an Adaptation Request Form if you want to deliver alternative units or contact your Quality and Standards Advisor to discuss other mitigations.

There is separate guidance for Access to HE Diplomas that can be found here.

 

Guidance for adapting delivery and assessments in 2020-21 can be downloaded from the Secure Portal.

Adaptations to teaching and assessment may be made where normal practices are not possible. This may include changes to the way you normally teach, changes to assessment or the units you deliver. Centres must complete an adaptation request form for each adaptation they plan on making.

Yes, if the centre needs to change the way they normally teach, changes to assessment or the units they deliver to mitigate any possible effects of disruptions.

Once the centre has considered all appropriate delivery, assessment and course content options, they must submit an Adaptation Request Form outlining their preferred approach.

The Adaptation Request Form (ARF) template can be downloaded from the secure portal (Open Awards Templates) for completion.

Completed forms must be uploaded to the portal using the Resources menu and selecting Documents using the document type Adaptation and sub-type Request Form.

We anticipate processing correctly completed forms within 6 working days of the date of submission via the portal.

Open Awards will only allow adaptations designed to mitigate any possible effects of disruptions to teaching and learning relating to the pandemic. We will review each request form and may seek further information or suggest alternative solutions.

Yes. A centre must follow agreed mitigations for the following qualifications if they are unable to deliver and assess in line with their normal arrangements.

  • Functional Skills Qualifications (all subject, all levels, legacy and reformed)
  • Open Awards Level 3 Award in Education and Training (RQF)
  • Open Awards Level 4 Certificate in Education and Training (RQF)
  • Open Awards Level 3 Award in Assessing Competence in the Work Environment (RQF)
  • Open Awards Level 3 Certificate in Assessing Vocational Achievement (RQF)
  • Open Awards Level 4 Award in Understanding the External Quality Assurance of Assessment Processes and Practices (RQF)
  • Open Awards Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practices (RQF)
  • Open Awards Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practices (RQF)
  • Open Awards Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practices (RQF)
  • Open Awards Level 2 Award in Food Safety in Catering (RQF)
  • Open Awards Level 2 Award in Principles of Safeguarding and Child Protection (RQF) Health and Social Care
  • Open Awards Level 3 Diploma In The Principles Of Aseptic Pharmaceuticals Processing (RQF)
  • Open Awards Level 3 Diploma in the Principles and Practice for Pharmacy Technicians (RQF)
  • Open Awards Level 3 Certificate in Forest School Programme Leadership (RQF)

Centres must submit adaptation request forms to advise Open Awards that they are planning to adopt the agreed adaptation.

Details of set adaptations for each qualification in the following list can be found on the Portal.

  • Open Awards Level 3 Award in Education and Training (RQF)
  • Open Awards Level 4 Certificate in Education and Training (RQF)
  • Open Awards Level 3 Award in Assessing Competence in the Work Environment (RQF)
  • Open Awards Level 3 Certificate in Assessing Vocational Achievement (RQF)
  • Open Awards Level 4 Award in Understanding the External Quality Assurance of Assessment Processes and Practices (RQF)
  • Open Awards Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practices (RQF)
  • Open Awards Level 4 Award in Understanding the Internal Quality Assurance of Assessment Processes and Practices (RQF)
  • Open Awards Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practices (RQF)
  • Open Awards Level 2 Award in Food Safety in Catering (RQF)
  • Open Awards Level 2 Award in Principles of Safeguarding and Child Protection (RQF) Health and Social Care
  • Open Awards Level 3 Diploma In The Principles Of Aseptic Pharmaceuticals Processing (RQF)

Open Awards Level 3 Diploma in the Principles and Practice for Pharmacy Technicians (RQF)

Qualification assessments, including those on-demand, modular assessments for qualifications such as Functional Skills should continue where possible, with or without permitted adaptations, subject to public health guidance and in line with the requirements of the qualification. 

Where assessments required to demonstrate occupational competence for employment can be delivered safely in line with public health guidance, they would continue as normal. Learners continuing to access assessments as normal will be awarded based on these results and no mitigations would apply.

If the centre is unable to assess learners using their normal arrangements, they should consider adaptations. An adaptation is any change to how you would ‘normally’ teach and assess the qualification. For example:

  • Moving teaching/learning or assessment to online, blended or remote where previously all face-to-face in a classroom.
  • Changing assessment methods e.g. from an exam to a professional discussion.
  • Changing the units within the qualification to units that can more easily be taught online (subject to rules of combination being met).
  • Changing the conditions of an assessment e.g. from a controlled assessment (under exam conditions)

Centres adapting their normal assessment arrangements to mitigate against the impacts of COVID-19 must obtain approval from Open Awards before adopting adaptations.

Yes. Guidance for centres regarding set adaptations for qualifications in the following sectors/ suites can be found on the Portal.

  • Guidance for centres – Functional Skills Qualifications 2020-21
  • Guidance for centres – Education and Training 2020-21
  • Guidance for centres – Forest School 2020-21
  • Guidance for centres – Health and Social Care 2020-21
  • Guidance for centres – Pharmacy Qualifications 2020-21

Where assessments cannot be delivered safely in line with public health guidance, adaptations to assessments should be considered. There is flexibility built into Open Awards qualifications to allow centres to use assessments methods appropriate to an individual learner’s performance and specific role.

Guidance for adapting delivery and assessments in 2020-21 can be found on the Secure Portal.

Once the centre has considered all appropriate delivery, assessment and course content options, they must submit an Assessment Adaptation and Unit Replacement Form outlining their preferred approach. The template can be downloaded from the secure portal for completion.

Completed forms must be uploaded to the portal using the Resources menu and selecting Documents using the document type Adaptation and sub-type Request Form.

If the centre needs additional support to identify suitable adaptations or other appropriate mitigations, they should contact their Quality and Standards Advisor.

Correctly completed forms will normally be processed within 6 working days of the date of submission via the portal.

All assessments must be completed under controlled conditions. If they cannot be undertaken using the centre’s normal arrangements, remote assessment and remote invigilation can be considered as a suitable adaptation. Centres wishing to offer controlled assessments remotely must review Instructions for Conducting Controlled Assessments Remotely which is available via the Secure Portal. The centre must submit a Remote Assessment Centre Declaration form to confirm adherence to our requirements.

In certain circumstances, Open Awards may be able to remotely invigilate controlled assessments on behalf of the centre.

To discuss remote invigilation options, please contact enquiries@openawards.org.uk.

If all possibilities to assess the learner either through normal arrangements or adaptations have been exhausted and it is not appropriate to replace units, the centre should consider a delay to the assessment. As lockdown restrictions start to be eased, it may be possible to assess learners in the near future either through normal or adapted arrangements. Centres should regularly monitor and review decisions to delay assessments, making them available as soon as possible.

Delaying assessments is most appropriate for:

  • Assessments for Category A qualifications where learners are not eligible for TAGs
  • Learners that do not have an imminent end date to their course and are not awaiting the qualification result in order to progress to employment or further learning by a set date
  • Unitised programmes where the order of assessments can easily be changed
  • Learners who have not been taught all the content and would benefit from extra learning time to be ready for assessment.

A Teacher Assessed Grade (TAG) is a formal judgement of learner attainment against the requirements of a given assessment, offered by a centre where it has not been possible for the learner to complete the assessment that would usually be required. TAGs are only available for learners on Category B qualifications.

A TAG will cover part of a qualification, with evidence for the remainder coming from actual assessed achievement.

TAGs will be available to learners on Category B qualifications who:

  • were expected to be assessed between 1st August 2020 and 31st August 2021
  • have completed all necessary learning and are ‘assessment ready’
  • are unable to fully complete a course or access an assessment before 31st August 2021 due to the pandemic
  • need to complete imminently for progression/employment purposes
  • have met the minimum evidential threshold to be eligible for TAGs

Learners on Category B qualifications must meet the following criteria to be eligible for a TAG:

  • Must have exhausted all opportunities to complete assessments.
  • Must have been taught all elements of the course.
  • Needs a result based on a TAG to progress.
  • For learners on courses up to 12 credits (120 hours total qualification time) at least 75% of the course content must have been covered by assessments (either through normal or adapted arrangements) that have been subject to external quality assurance (or AIV scrutiny)
  • For learners on courses between 13 and 36 credits (130 -360 TQT), at least 50% of the hours the course content must have been assessed by actual assessments (either through normal or adapted arrangements) that have been subject to external quality assurance (or AIV scrutiny)
  • For learners on courses with at least 37 credits (370+ TQT), at least 25% of the hours the course content must have been assessed by actual assessments (either through normal or adapted arrangements) that have been subject to external quality assurance (or AIV scrutiny).
  • Learners were due to be assessed between 01/08/20 and 31/08/21.
  • The centre has valid evidence on which to make a TAG judgement.

Teacher judgements must be made based on a review of valid and reliable evidence of the learner’s ability to achieve the assessment criteria. The following evidence is listed from the most valid at the top, to least valid at the bottom:

  1. Assessed learner work that has been externally quality assured by Open Awards
  2. Assessed learner work that has been subject to Authorised Internal Verifier scrutiny at the centre
  3. Assessed work that has been internally quality assured but not through EQA/AIV scrutiny.
  4. Assessed work that has not been internally quality assured
  5. Partially completed assessments
  6. Learner performance on class/mock assessments taken during course.
  7. Records of learner’s performance over course such as progress review data, class work or participation in practical activities.
  8. Evidence from specialist teachers and other educational professionals who have worked with the learner.
  9. Centre assurances that the TAG is based on the centre’s judgement of the individual learner’s actual level of attainment against standards set in previous years.

TAGs must be determined by tutors/ assessors who understand the learning requirements of the qualification and are able to make an informed judgement on each individual learner. Where more than one tutor/ assessor has taught the learner, they should all have input into determining the TAG.

If the centre is unable to provide valid and reliable evidence to make a TAG judgement, the centre will not be able to submit a TAG for the learner for the relevant unit(s). The centre may choose to delay the assessment. This may result in an extension to the course end date.

If the learner has not been able to provide sufficient evidence due to adverse effects outside of their control, the centre should follow the Reasonable Adjustment and Special Considerations Policy and Procedures available through our portal.

All results, including TAG results must be submitted using Direct Entry Results (DER). We will not be able to accept results via ERAC. Guidance on the use of DER can be found under the “Awarding 2020/2021” section of The Portal. If you require support with this or additional user access please call 0151 494 2027

Follow our guidance in  “Approach to Awarding” document, which can be located in The Portal to ensure you are eligible to apply. A Head of Centre Declaration, one per Centre should be submitted along with a TAG learner eligibility form for each learner you are requesting a TAG for, along with results via Direct Entry Results.

We are accepting applications up to 31.08.2021. However, if you wish for results release to align with GCSE results day, results and applications must be submitted by 30.06.2021

No. All results must be submitted via Direct Entry Results. . If you require support with this or additional user access please call 0151 494 2072