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Btec Standards Verification Training: Engineering: Levels 1 To 3 (Module 1)

This document provides an overview and agenda for a training session on standards verification for BTEC Engineering qualifications. It introduces the key contacts involved in standards verification, provides an update on how COVID-19 may impact assessments, and outlines the qualifications, sector priorities, and important actions for standards verifiers. Specifically, it emphasizes promoting authenticity, using suitable contextual examples, interpreting specifications correctly, and advising centers to seek guidance from subject advisors.

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Daniel Adebayo
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98 views

Btec Standards Verification Training: Engineering: Levels 1 To 3 (Module 1)

This document provides an overview and agenda for a training session on standards verification for BTEC Engineering qualifications. It introduces the key contacts involved in standards verification, provides an update on how COVID-19 may impact assessments, and outlines the qualifications, sector priorities, and important actions for standards verifiers. Specifically, it emphasizes promoting authenticity, using suitable contextual examples, interpreting specifications correctly, and advising centers to seek guidance from subject advisors.

Uploaded by

Daniel Adebayo
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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BTEC

Standards
Verification
Training
Engineering:
Levels 1 to 3
(Module 1)
October 2020
Welcome!

2
Module 1

Sector Update

Mark Shenton - Senior Standards Verifier


Agenda
By the end of this training
session, you should:
• know who your key
contacts are
• consider the potential
impact of COVID-19 on
your work
• be aware of the
qualifications you will
standards verify (SV)
• understand what the
sector priorities are.
Key contacts
Principal Standards Manager (PSM):
Howard Lober ([email protected])

Senior Standards Verifier (SSV) at Levels 1 to 3:


Mark Shenton ([email protected])

Assessment Leader (AL):


Katerina Christofides ([email protected])

Qualification Delivery and Award Manager (QDAM):


Claire Jenkin ([email protected])

3 x Lead Verifiers:
Mike Ryan, Mike Deacon, Charles Gibson - support the PSM and SSV with the application of
standards across all BTEC Engineering qualifications at Levels 1-3 (no formal role in team
leading)

Senior Team Leaders (STL): team led by the SSV

Team Leaders (TL): team led by a STL or the SSV

Standards Verifiers (SV): team led by a TL or STL


COVID-19 Update
You will undoubtedly be aware of the unprecedented year we have
experienced as a result of COVID-19.

The team at Pearson have been working extremely hard to support


BTEC centres and to ensure that BTEC learners have not been unfairly
disadvantaged.

As part of our ongoing support to centres, Pearson have reviewed the


content of all BTEC qualifications to assess the potential implications of
delivering these qualifications in the next academic year.

Each sector has produced a delivery guidance document which


considers the possible impact of social distancing, blended learning
and remote delivery.

Please read through the ‘BTEC-Engineering-Delivery-Guidance-from-


September-2020’ document provided with this module.
COVID-19 Update
Proposed adaptations for BTEC assessments
• Please read through the document provided with this module,
which is also available at:
https://qualifications.pearson.com/content/dam/pdf/teaching-
and-learning-hub/Proposed-adaptations-for-BTEC-assessments-
2021.pdf

• The contents of the document mean that your sampling could be


affected

To summarise, as a SV you should check that:

• centres have taught and assessed the mandatory units first


• all learners have/will complete the mandatory internal
assessments
• any forgone/streamlined summative assessments comply with
the rules as stated (see pages 2 and 3 of the document)
Sector Overview
BTEC L3 Nationals in Engineering (2010/QCF) - final registration date
was 30th September 2020, funding removed from July 2020

BTEC L1/2 Firsts in Engineering (2012/NQF) - final registrations are 2024


for the Award Certificate, Extended Certificate and Diploma (England)

BTEC L3 Nationals in Engineering (2016/RQF) - first teaching September


2016, approved for the 16-19 headline performance measures in summer
2021 (England)

BTEC L1/2 Tech Award in Engineering (RQF) - first teaching September


2017, approved for the 14-16 headline performance measures in summer
2021 (England)

BTEC L2 Technical Diploma in Engineering (RQF) - withdrawn for new


registrations from the end of January 2020
Sector Overview
BTEC Knowledge qualifications that are available for the Apprenticeship
Standards:

• BTEC Level 2 Certificate in Engineering Operations (Knowledge)


• BTEC Level 2 Diploma in Aerospace and Aviation Engineering (Foundation
Knowledge)
• BTEC Level 2 Diploma in Machining (Foundation Knowledge)
• BTEC Level 2 Certificate in Rail Engineering Operative Knowledge
• BTEC Level 3 Award/Certificate/Diploma/Extended Diploma in Advanced
Manufacturing Engineering (Development Technical Knowledge) [known as AME]
• BTEC Level 3 Diploma/Extended Diploma in Aerospace and Aviation Engineering
(Development Technical Knowledge)
• BTEC Level 3 Diploma in Rail Engineering Technician Knowledge
• BTEC Level 3 Diploma in Composites Engineering
• BTEC Level 3 Diploma in Machining (Development Knowledge)

Go to:
https://qualifications.pearson.com/en/qualifications/btec-specialist-and-
professional-qualifications.html
Sector Overview – Key Priorities
Authenticity

• It is very noticeable that learners from those centres taking


proactive steps to eliminate collusion/plagiarism often provide
evidence of a higher standard.

• For example, many centres are now making use of data tables
for those units where learners have to carry out calculations.

• Centres should also be advised that where units require the


suitable use of contextual products/drawings, it is advisable to
provide learners with different examples/a range to choose
from.
Sector Overview – Key Priorities
Suitable use of contextual products/drawings
• There are many Authorised Assignment Briefs (AABs) available for the NQF/RQF
specifications at L1/2 and L3; however, many units still require the centre to, for
example: a) choose a product/s as the focus for the assessment tasks; or b)
provide an engineering drawing/s so learners can demonstrate their practical
skills. In general, the AABs do not contain, for example, product/s or drawing/s,
as we have no way of knowing what resources/equipment/tools each centre
has.

• Focusing on inappropriate engineering products/drawings that are either too


simple or unnecessarily complex often leads to inaccurate assessment
decisions, as the learner has not been provided with a suitable opportunity to
achieve before they generate any assessment evidence.

• Watch out for this in core/mandatory/popular units such as Unit 2 for RQF L3,
Component 2 for the L1/2 Tech Award and Units 2 and 7 for NQF L1/2.
Sector Overview – Key Priorities
Evidence formats
• Criterion statements may begin with 'Carry out', 'Check', 'Draw‘, 'Test', ‘Create’ or
‘Produce’, often with an extension to the command verb such as 'safely' or
'accurately'.

• There may be a quantity of assessment evidence that collectively could be used to


show achievement of the criterion/criteria in question, and it may come from what
would naturally occur when the learner completes the relevant assignment brief
task.

• In most cases, a Learner Observation Record or Witness Statement should also be


generated as supplementary/supporting evidence - remember, Learner
Observation Records are secondary, not primary forms of evidence.

• For example, the criterion 'Use a multimeter to carry out circuit measurements in a
DC network' (L3 QCF, Unit 6, P2) could be evidenced by a learner via a range of
formats, such as annotated photographs showing 'use', a table of results showing
'circuit measurements' and a Learner Observation Record confirming that the learner
was 'safe' (as required in the Assessment section of the Unit 6 specification) and took
measurements from a 'DC network'.
Sector Overview – Key Priorities
Specification interpretation and use of the Subject Adviser

• In Modules 2 to 5 (and 6, if applicable), you will be provided with


reminders as to how you must interpret the component/unit
specifications to ensure consistent and fair decisions.

• How SVs interpret the component/unit specifications is not a


secret; inform centres so they can be more accurate with their
assessment decisions.

• If centres have queries they should make use of the Subject


Adviser via https://support.pearson.com/uk/s/qualification-
contactus - please remind them of this.
Sector Overview
Important actions

In your communications with centres and your SV reports:

• Promote proactive steps to discourage collusion/plagiarism/malpractice


with comments that are engineering/centre specific, not generic

• Advise centres on the suitability of chosen product/s and/or drawing/s and


whether they allow the learners to generate suitable assessment evidence

• Recommend evidence formats that are suited to the command verb and
the assessment requirements of the Learning aim/outcome and the
assessment criteria/criterion in question

• Inform centres about how we interpret the component/unit specifications.

• Encourage centres to make use of the Subject Adviser.


Verifying a full sample
Important actions

The following modules are based on making decisions associated


with the standard of assessment evidence for one learner. In
practice, this is very rare.

As a SV, invariably you will be standards verifying several learner


samples, possibly for more than one unit/component - as a result,
you have to take a holistic view on the centre’s assessment
decisions, internal verification processes etc and report
accordingly.

You should avoid ‘picky’ decision making, but you must also
maintain standards - after all, you are a ‘Standards Verifier’.
Handle
information in Advise the
Be professional centre honestly
confidence

Representing Pearson

Respect your Do not discuss Have respect


environment other SVs and courtesy
Thank you!

17

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