Unit 1: Understanding the Principles and

Practices of Assessment
Unit code: D/601/5313
QCF level 3: Specialist
Credit value: 3
Guided learning hours: 24

Unit aim
The aim of this unit is to assess the learning and development practitioner’s
knowledge and understanding of the principles and practices of assessment.
Practitioner means anyone with a learning and development responsibility as the
whole or part of their role.

Unit introduction
This is a knowledge based unit which gives learners an understanding of the
principles and requirements for different types of assessment methods. This
understanding will help learners make assessment judgments using evidence of
knowledge, skills, understanding and occupational competence.
By having a better understanding of the function of assessment, it is possible for
learners to review the strengths and weaknesses of different types of assessment
method. This will enable those in assessor roles to plan assessment for different
learners, acknowledging different needs and contexts. It also identifies the need to
involve the learners themselves, in the assessment process. This ensures that
learners feel actively involved in the assessment process and then it becomes a
natural extension of their learning. By understanding the principles behind a holistic
approach to assessment, the best possible use can be made of a range of possible
evidence opportunities.
Assessors need to be able to make assessment decisions that that are fair and
based on appropriate assessment criteria. They must also provide appropriate
feedback to the learner along with information that will provide valid, reliable and
current data relating to learners’ achievements.
An assessor should be aware of the need to collect, collate and record assessment
decisions in a way that is clear, concise and accurate – making use of technology
where appropriate. This should be seen as a way to contribute to the quality
assurance process in order to meet legal, equality and good practice requirements
in relation to assessment.

BA025219 - Specification – Edexcel BTEC Level 3 Award, Certificate specialist qualification 17

Assessing the Quality of Assessment – Issue 1 – November 2010 © Edexcel Limited 2010
Learning outcomes and assessment criteria
In order to pass a unit, the evidence that the learner presents for assessment
needs to demonstrate that they can meet all the learning outcomes for the unit.
The assessment criteria determine the standard required to achieve the unit.
Learners must reference the type of evidence they have and where it is available,
for quality assurance purposes. See Annexe B.
On completion of this unit a learner should:

Learning outcomes Assessment criteria

1 Understand the 1.1 Explain the functions of assessment in learning

principles and and development
requirements of 1.2 Define the key concepts and principles of
assessment assessment
1.3 Explain the responsibilities of the assessor
1.4 Identify the regulations and requirements relevant
to assessment in own area of practice
2 Understand different 2.1 Compare the strengths and limitations of a range
types of assessment of assessment methods with reference to the
method needs of individual learners
3 Understand how to 3.1 Summarise key factors to consider when planning
plan assessment assessment
3.2 Evaluate the benefits of using a holistic approach
to assessment
3.3 Explain how to plan a holistic approach to
assessment
3.4 Summarise the types of risks that may be
involved in assessment in own area of
responsibility
3.5 Explain how to minimise risks through the
planning process
4 Understand how to 4.1 Explain the importance of involving the learner
involve learners and and others in the assessment process
others in assessment 4.2 Summarise types of information that should be
made available to learners and others involved in
the assessment process
4.3 Explain how peer and self-assessment can be
used effectively to promote learner involvement
and personal responsibility in the assessment of
learning
4.4 Explain how assessment arrangements can be
adapted to meet the needs of individual learners

18 BA025219 - Specification – Edexcel BTEC Level 3 Award, Certificate specialist qualification

Assessing the Quality of Assessment – Issue 1 – November 2010 © Edexcel Limited 2010
Learning outcomes Assessment criteria

5 Understand how to 5.1 Explain how to judge whether evidence is:

make assessment sufficient, authentic, current
decisions 5.2 Explain how to ensure that assessment decisions
are: made against specified criteria, valid,
reliable, fair
6 Understand quality 6.1 Evaluate the importance of quality assurance in
assurance of the the assessment process
assessment process 6.2 Summarise quality assurance and standardisation
procedures in own area of practice
6.3 Summarise the procedures to follow when there
are disputes concerning assessment in own area
of practice
7 Understand how to 7.1 Explain the importance of following procedures for
manage information the management of information relating to
relating to assessment
assessment 7.2 Explain how feedback and questioning contribute
to the assessment process
8 Understand the legal 8.1 Explain legal issues, policies and procedures
and good practice relevant to assessment, including those for
requirements in confidentiality, health, safety and welfare
relation to 8.2 Explain the contribution that technology can make
assessment to the assessment process
8.3 Evaluate requirements for equality and diversity
and, where appropriate, bilingualism in relation to
assessment
8.4 Explain the value of reflective practice and
continuing professional development in the
assessment process

BA025219 - Specification – Edexcel BTEC Level 3 Award, Certificate specialist qualification 19

Assessing the Quality of Assessment – Issue 1 – November 2010 © Edexcel Limited 2010
Unit content

1 Understand the principles and requirements of assessment

Functions of assessment in learning and development: functions eg
measurement and recording of achievement, identification of individual learners’
needs, formative or summative assessment, fit-for-purpose, reflecting required
standards and performance/assessment criteria, monitoring development,
evidence for performance review/targets/benchmarking, contributing to quality
assurance, development of best practice
Key concepts and principles of assessment: purpose eg who is it for? Learner,
trainer, assessor, organisation, employer; assessment as a part of the learning
or training cycle eg to recognise prior learning, to identify specific assessment
requirements; assessment of specific learning domains eg Bandler and Grinder’s
Psychomotor/Cognitive/Affective – skills, knowledge or understanding
Responsibilities of the assessor: range of responsibilities eg to the learner, the
employer, the organisation, occupational standards, awarding organisation;
practical responsibilities eg planning, managing and delivering assessment;
maintaining the integrity of the qualification; learner-centred assessment
Regulations and requirements relevant to assessment: regulatory bodies of
standards eg Ofqual, Sector Skills Councils, awarding organisations, Institute for
Learning (IFL); other regulations eg health and safety, equality and diversity/
DDA4, data protection, safeguarding learners during assessment;
recording/tracking and logging assessment decisions, communication decisions
with learners, standardisation, moderation and quality assurance of assessment

2 Understand different types of assessment method

Strengths and limitations of assessment methods in relation to the needs of
individual learners: range of assessment methods for performance-based
assessment of skills or knowledge-based assessment of understanding,
individual or group assessment, fit-for-purpose eg learners’ needs, context,
measures of achievement, performance criteria, assessment criteria, levels
standards; practical limitations eg numbers involved, range, opportunity,
reliability, time constraints, resources, staffing

3 Understand how to plan assessment

Key factors in planning assessment: eg addressing regulations or standards,
learner, employer, business needs; timing of assessment eg initial/pre-course,
formative, summative, recognising prior learning (RPL); methods/activities eg
observation, performance evidence, discussion, witness/learner statement;
knowledge/understanding eg tests, multiple-choice questions, written
assignment/task, reflective journal, verbal questioning; naturally occurring
evidence; specific learners’ needs
Holistic approach to assessment: benefits eg cost and time effectiveness,
motivational for learners eg promoting learner responsibility and learner
involvement, use of naturally occurring evidence, experiential learning, linking
different aspects of learning through assessment, transference of skills, work-
based opportunities, rationalising collection of assessment evidence, meeting
number of learning outcomes/assessment criteria, linked knowledge-based and
performance-based assessment opportunities

20 BA025219 - Specification – Edexcel BTEC Level 3 Award, Certificate specialist qualification

Assessing the Quality of Assessment – Issue 1 – November 2010 © Edexcel Limited 2010
 Planning a holistic approach to assessment: range of assessment requirements
and opportunities eg comprehensive approach, logical progression and
sequencing, related to specific context, learner needs, preferences, workplace;
opportunities to use linkages particularly between knowledge and understanding
to skills requirements, naturally occurring evidence, appropriate assessment
opportunities, evidence appropriate to number of learning
outcomes/assessment criteria
Risks involved in assessment: organisational risks eg organisational culture,
appropriate opportunities for assessment, staff occupational, assessment
experience; practical risks eg health and safety, equality and diversity, data
protection, specific occupational risks; learner-based risks eg occupational
competence, responsibility, motivation; assessment risks eg timing, range,
sufficiency, bias, fairness
Minimising risks through planning the assessment process: clear criteria for
assessment eg identifying, addressing specific requirements, standardisation of
planning, negotiating with learner; selecting appropriate range of assessment
methods appropriate to context to generate the required evidence; safeguarding
learners eg planning for health and safety, equality and diversity, negotiating
with learners, appropriate timing of assessment; clear recording, tracking,
logging of assessment decisions

4 Understand how to involve learners and others in assessment

Importance of involving the learner and others in the assessment process:
recognising needs eg initial assessment, learning, training needs analysis, RPL
(recognising current level of knowledge, understanding, skills and experiences);
negotiating learning eg targets, goals, objectives for assessment, self-
assessment, ‘bite size chunks’, meaningful, relevant, motivation, engagement,
involvement, individual responsibility; involvement with others eg organisation,
colleagues, employers, peers, witnesses
Types of information to be made available: standards, criteria against which
they will be assessed eg awarding organisation requirements, occupational
standards, other specific requirements; assessment plan eg specific criteria they
will be assessed against, timing, venue, methods, expected outcomes,
opportunities for feedback, benefits of assessment, appeals procedure;
requirements of the learner eg preparation, specific needs, activity, evidence
required; assessment decisions
Use of peer- and self-assessment to promote learner involvement and personal
responsibility: peer formal, informal eg witness statements, peer observations,
feedback, working collaboratively, sharing goals, targets, giving and receiving
feedback, awareness of risks of appearing challenging or confrontational; self-
assessment formal, informal eg SAR (self- assessment review) initial
assessment, current knowledge, understanding, skills, occupational
competence, SWOT (strengths, weaknesses, opportunities and threats),
reflection, identifying targets, target setting, action planning
Adapting assessment arrangements to meet the needs of individual learners:
negotiating assessment needs with individual learners eg identifying specific
learning, assessment needs, range of assessment methods, activities to meet
different learner, context needs, alternative assessment activities where
appropriate, repeating assessment to provide opportunity for experiential
learning, use of alternative assessor, learning support, discussion to supplement
primary evidence; recording evidence of assessment to suit learners needs eg
digital recording – audio/visual, scribe

BA025219 - Specification – Edexcel BTEC Level 3 Award, Certificate specialist qualification 21

Assessing the Quality of Assessment – Issue 1 – November 2010 © Edexcel Limited 2010
5 Understand how to make assessment decisions
Judging evidence: understanding rules of evidence eg meeting outcomes and
objectives identified in assessment plan, evidence is coherent, accessible,
realistic, relevant, attributable, achieved within time constraints; credible and
compatible with learning programme and required assessment outcomes,
context, adhering to organisation, industry, awarding body and government
requirements and standards
Ensuring assessment decisions are made against specified criteria, valid, reliable
and fair: range of evidence eg clearly identified, current, appropriate criteria,
valid currency, level, attributable; reliable and can be repeated or learning
transferred; assessment decisions are fair eg without bias and relate to the
identified criteria, complying with organisation and or industry, awarding body
and government requirements, addressing specific learner needs

6 Understand quality assurance of the assessment process

Importance of quality assurance in the assessment process: ensuring
organisation, occupational, awarding organisation and government requirements
eg standardisation, quality assurance of practice, consistency, across learners,
assessors, contexts, units; comprehensive approach to assessment from
preparation, planning (process) to assessment outcomes (product);
benchmarking and measures of achievement; identifying development and
Continuing Professional Development needs for quality improvement
Quality assurance and standardisation procedures: organisation assessment
policies and procedures eg complying with Sector Skills Council, National
Occupational Standards (SSC/NOS) requirements; team, assessor
standardisation eg observations of practice, standardisation meetings, sharing
good practice, observation of peers, work shadowing, feedback, comparisons of
process and product; internal/external quality assurance reviews, evaluation
procedures
Procedures to follow when there are disputes concerning assessment:
organisation policies and procedures eg clearly written appeals, grievance
procedures, accessible systems for appeals eg documents for appeals,
appropriate staffing for management of appeals, confidentiality, non-
discriminatory policy, application in practice, recording of outcomes, clear
paper-trail

7 Understand how to manage information relating to assessment

Procedures for the management of information: policies for management of
assessment evidence eg portfolios, assessment records, observation records,
physical evidence, learner and witness statements; management of assessment
records eg storage and retrieval, confidentiality, data protection, use of
technology; sharing information with relevant parties eg learners, other
assessors, employer, colleagues, organisation; regulations covering sharing
information eg Ofqual, awarding organisation, SSC, data protection

22 BA025219 - Specification – Edexcel BTEC Level 3 Award, Certificate specialist qualification

Assessing the Quality of Assessment – Issue 1 – November 2010 © Edexcel Limited 2010
 Contribution of feedback and questioning to assessment: supporting range of
evidence; confirming learning eg knowledge, understanding, skills, reward,
motivation, linking learning of product and process, transferability of learning,
identifying further learning requirements, target setting and action planning,
recording distance travelled, value-added, progression; corroboration of
assessor decision-making process, judgment; identifying specific needs or need
for support

8 Understand the legal and good practice requirements in relation to

assessment
Legal issues, policies and procedures relevant to assessment: organisation
policies and procedures eg associated with Ofqual, awarding organisation
requirements, SSC/national occupational standards, specific requirements eg
confidentiality; health, safety and welfare; inclusion, equality and diversity; staff
development needs eg standardisation, sharing good practice, work shadowing,
peer observation, in-service training, cascading training, Continuing Professional
Development
Technology in assessment process: appropriate technology eg initial
assessments, online testing, recording of evidence including audio or visual,
submission of assignments electronically, electronic feedback to learners,
emailing feedback, discussion forums, web-based learning including distance or
blended learning, issues of authenticity; technology for recording and storing
assessment evidence eg software, awarding organisation online provision,
learners managing own electronic records; security
Equality and diversity in relation to assessment: forms of inequality and
discrimination and their impact on individuals, the relevant legislation,
employment regulations and policies and codes of practice relevant to the
promotion of equality and valuing of diversity eg visual auditory impairment,
physical disability, bilingualism; flexibility in approach to planning of assessment
and quality assurance eg negotiating timing, context, providing additional
resources where appropriate, recognising additional support needs, alternative
approaches, evidence
Reflective practice and CPD in assessment process: reflective practice eg self-
assessment, SWOT analysis (strengths, weaknesses, opportunities, threats),
realistic targets for own development, use feedback from learners, colleagues,
managers, external evaluators, other individuals and professionals, self and
team reviews, observation reports, outcome from appraisal, monitoring and
modifications, updating knowledge, occupational expertise, skills and self-
confidence, modifications to assessment plans, developing technologies to
extend and enhance assessment process, contributing to curriculum
development

BA025219 - Specification – Edexcel BTEC Level 3 Award, Certificate specialist qualification 23

Assessing the Quality of Assessment – Issue 1 – November 2010 © Edexcel Limited 2010
Essential guidance for tutors

Delivery
It is important for learners to experience a holistic approach to learning and
assessment as this helps relate their own achievements to the underpinning theory,
Professional Standards (PS) and National Occupational Standards (NOS). This unit
provides the underpinning theory for the practical units Unit 2: Assess Occupational
Competence in the Workplace and Unit 3: Assess Vocational Skills, Knowledge and
Understanding. Learners should be made aware of the importance of their own
professional practice and the opportunities for naturally occurring evidence to be
used at all times where available or appropriate. Learners should be encouraged to
evaluate their own experiences and assess relevant past and present practice.
The unit emphasises the importance of the shared knowledge and experience of
peers and colleagues for good practice and reflection on assessment approaches.
When dealing with peers and colleagues, any issues of confidentiality should be
considered at all times.
The delivery of this knowledge-based unit needs to take into account the different
contexts in which learners may be undertaking assessments. It is necessary to
make as much use as possible of naturally occurring evidence so that learners can
relate to evidence from their own practice. This makes learning more meaningful
and will help underpinning knowledge to be put into a practical context, used to
help build effective assessment processes and used in the practical units Unit 2:
Assess Occupational Competence in the Workplace and Unit 3: Assess Vocational
Skills, Knowledge and Understanding.
The unit should focus on the knowledge required to improve understanding of the
assessment process and on the different methods that can be used to engage
learners more actively in their own learning through assessment. Learners will need
to examine a wide range of assessment methods in order to develop an
understanding of the different purposes of assessment and the wide range of
assessment tools, including those used for diagnostic, formative or summative
purposes.
Learners should be given opportunities to explore with peers, colleagues and senior
staff within different organisations how data is used in the planning, management
and quality assurance of the delivery of the assessment of learning – whether it is
of knowledge, skills or understanding. It is especially important to recognise the
role of assessment in enabling individual learners to feel greater ownership of their
own learning, whilst providing appropriate support and guidance in accordance with
the requirements of the assessment process.
Delivery should emphasise links with the current professional standards and
National Occupational Standards and should allow for formal and informal
discussion of the issues raised by the unit content. Learners should be given
opportunities to demonstrate their understanding of both organisational and
external requirements. Reference should be made to the need to maintain
standards of quality that will meet the requirements of external moderation,
examination and quality assurance and ways to address the needs of those learners
unable to access usual assessment strategies.

24 BA025219 - Specification – Edexcel BTEC Level 3 Award, Certificate specialist qualification

Assessing the Quality of Assessment – Issue 1 – November 2010 © Edexcel Limited 2010
Learners should be encouraged to evaluate the requirements of their own
assessment process and assess relevant past and present practice, identifying
areas of strength and need. They should also evaluate the qualities and
transferable skills needed to meet the needs of the learners being assessed. It is
also important for learners to recognise the need to be adaptable to changing
circumstances and to develop both the confidence and flexibility to adapt and
develop assessment methods. The unit should encourage individuals to explore
aspects of their own assessment approaches in order to contribute effectively to the
quality assurance process. Learners should be encouraged to follow best
assessment practice, and should understand the need to share information with
others.
Support for learners can be offered through a mentoring system to provide informal
support and guidance, with the opportunity for learners to record their own
professional development, along with possible routes for progression, with the aid
of an individual learning plan.

Assessment
Although this is a knowledge-based unit it is important that links are made to the
practical units Unit 2: Assess Occupational Competence in the Workplace and Unit
3: Assess Vocational Skills, Knowledge and Understanding. These will provide
opportunities to generate a range of evidence that can effectively cover assessment
criteria in this unit whilst providing the underpinning knowledge required for the
practical units through a holistic assessment strategy that links theory to practice
and generates transferable skills. At this level learners should show creativity and
originality in the ways in which they present evidence.
Assessment criteria requiring knowledge- or understanding-based evidence require
the use of reflective journals and other forms of evaluation that can draw on
research which supports the evidence of practical experience.

Supporting evidence for this unit can potentially include any of the following:
• summaries of key documentation, eg awarding organisation documentation,
quality assurance policy, documents, procedures and legal requirements
• assessment plan indicating when/how learners are involved, eg through
providing feedback/action planning/recordkeeping
• written report including examples of assessment methods and procedures
devised, developed and used with learners relevant to a specific programme. At
least two different methods should be included to show how they can be fairly
and reliably used to produce valid results
• justification and evaluation of selected assessment tools to suit specific learners
and/or contexts
• identification of approaches to make assessment accessible for learners with
specific needs within a specific subject area
• records of formal/informal assessment according to organisational and/or
awarding body requirements to demonstrate how they can be used to inform
changes and/or modifications to a selected curriculum/training area
• evidence of the use of assessment records to inform/manage/develop
assessment practice individually and through negotiation within a teaching
team.
It is important, however, for the assessor to interview the candidate
assessor/learner so they can demonstrate the knowledge underpinning their
presentation of any documentary evidence.

BA025219 - Specification – Edexcel BTEC Level 3 Award, Certificate specialist qualification 25

Assessing the Quality of Assessment – Issue 1 – November 2010 © Edexcel Limited 2010
Sample holistic assessment activity
The assessment for this unit is in three parts. All parts have to be completed to
achieve the unit.
Before beginning this assignment, learners need to be familiar with:
policies and procedures relating to assessment and quality assurance processes
(standardisation, moderation, internal and external quality assurance) of their
organisation, appeals procedures and equality of opportunity (in relation to
assessment).
(The range will depend on availability within different organisations.)
awarding organisation regulations about assessment

Part one - the principles and requirements of assessment

Describe how, within your own organisation, the functions of assessment in learning
and development can be explained in relation to the key concepts and principles of
assessment.
Use your organisation documentation to review the ways in which assessment is
affected by concerns over the regulations, legal issues, policies, procedures and
requirements relevant to assessment and the responsibilities of the assessor in the
management of the process. (This may be done through discussion or in writing.)
(Assessment criteria 1.1; 1.2; 1.3; 1.4; 8.1)

Part two – the assessment process

Use the principles from part one to identify assessment opportunities for TWO
specific learners with different levels of occupational competence or individual
needs.
You need to include:
• types of information that need to be made available to learners and others
involved in assessment
• the use of a holistic approach to assessment that makes use of different
methods
• how self-assessment can be used to involve the individual learner and promote
personal responsibility
• how peer assessment can be used to promote involvement
• ways in which others can be involved in the assessment process
• how risks for individual learners as well as the procedures can be minimised
• procedures to follow when there are disputes concerning assessment in your
own area of practice. (This may be done through discussion or in writing.)
(Assessment criteria 3.1; 3.3; 3.5; 4.1; 4.2; 4.3; 6.3)
Identify a range of assessment methods you could use to enable you to make a
judgement as to whether the evidence was sufficient, authentic and current. The
methods identified must also provide appropriate evidence to show the assessment
decisions are made against specified criteria, valid, reliable and fair. (This may be
done through discussion or in writing.)
(Assessment criteria 5.1; 5.2; 7.1)

26 BA025219 - Specification – Edexcel BTEC Level 3 Award, Certificate specialist qualification

Assessing the Quality of Assessment – Issue 1 – November 2010 © Edexcel Limited 2010
Produce a written report to explain the benefits of using a holistic approach to
assessment, as well as the strengths and limitations of your selected assessment
methods. Explain the risks involved in assessment and how you would plan
assessment arrangements to meet the needs of selected learners, equality and
diversity needs and minimise possible risks in the assessment process.
(Assessment criteria 2.1; 3.2: 3.4; 4.4; 8.2):

Part three - Quality assurance of the assessment process

Explain what happens to the results of the assessment process once you have
completed it with learners. Include in the explanation:
• procedures for the management of information
• importance of quality assurance in the assessment process
• quality assurance and standardisation procedures
• ways to use technology in assessment.
Explain how you can now use this reflective practice in your own continuing
professional development to improve your assessment practice. (This may be done
through discussion or in writing.)
(Assessment criteria 6.1; 6.2; 6.3; 7.1; 8.3; 8.4)

Links to professional standards

New Professional Standards in Initial Teacher/Tutor/Trainer Education Standards
New Learning and Development Standards
These standards are available at http://www.ukstandards.co.uk, within the Skills
for Business website.

Essential resources
Learners should be supported by access to a wide range of assessment materials,
which use different methods and are designed for different purposes. Opportunities
for discussion with more experienced colleagues will provide an essential source of
support and guidance.
Academic and professional literature will help learners to evaluate the strengths and
weaknesses of different assessment strategies and the development of approaches
that are fit for purpose for particular subject areas and different learners’ needs.
Suitable venues for individual/group study and assessment should be organised in
advance.

Indicative reading for learners

Dadzie S - Equality Assurance: Self-Assessment for Equal Opportunities in Further
Education (Further Education Development Agency, 1998)
Gibbs G, Habshaw S and Habshaw T — 53 Interesting ways to Assess your
Students (Technical and Educational Services, rev ed 1993) ISBN 0947885102
Marshall B - Preparing to Teach in the Learning and Skills Sector - BTEC
textbook/CD ROM (Pearson, 2006)
Morgan C and O’Reilly M -Assessing Open and Distance Learners (Kogan Page,
1999) ISBN 0749428759
Murphy P -Learners, Learning and Assessment (Sage Publications Ltd, 1998) ISBN
1853964247

BA025219 - Specification – Edexcel BTEC Level 3 Award, Certificate specialist qualification 27

Assessing the Quality of Assessment – Issue 1 – November 2010 © Edexcel Limited 2010
Read H – Excellence in Assessing (Readon Publications, 2006) (distributed by
ENTO) ISBN 1 872678 22 X
Read H – Excellence in Reviewing Learners’ Progress (Readon Publications, 2005)
(distributed by ENTO) ISBN 1 872678 21 1
Read H – Excellence in Initial Assessment (Readon Publications, 2004) (distributed
by ENTO) ISBN 1 872678 25 4
Wolf A -Competence-Based Assessment (Open University Press, 1995) ISBN
0335190235
Wolf A -Assessment Issues and Problems in a Criterion-based System
(FEDA/Institute of Education, 1993) ISBN 1853382973
Journal
Times Educational Supplement
Websites
www.dcsf.gov.uk Department for Education and Employment (DfEE)
www.dius.gov.uk Department for Innovation, Universities and Skills (DIUS)
www.dcsf.gov.uk Department of Education and Science (DfES)
www.ento.co.uk ENTO
www.ifl.ac.uk Institute for Learning (IfL)
www.lluk.org Lifelong Learning LLUK
www.niace.org.uk NIACE
www.ypla.gov.uk. Young People’s Learning Agency

28 BA025219 - Specification – Edexcel BTEC Level 3 Award, Certificate specialist qualification

Assessing the Quality of Assessment – Issue 1 – November 2010 © Edexcel Limited 2010