Top three tips for getting assessment and internal verification right

A sixth form student guides younger learners through an activity.

Who is this for: all centres

The fairness, accuracy and consistency of the assessment decisions you make and the quality of your internal verification

1. Make sure your tutor(s) give learners/delegates feedback on the assessment decisions they make

Tutors must give meaningful and constructive feedback to learners through their learner evidence record/delegate evidence record (LER/DER).  For those that ‘pass’, explain what they did well in achieving the assessment criteria. For those that you ‘defer’, outline the steps the learner/delegate needs to take to pas next time. Having this audit trail of feedback in the LER/DER will make your internal verifier’s job easier. It will also ensure we have enough information to complete the quality assurance review.

2. Refer to the Internal Verification Record Guidance to help you get the internal verification process right first time

The guidance document provides you with tips and hints, and explains what is expected of the internal verifier in their completion of the internal verification role. Getting it right first time means that your learners/delegates are more likely to receive their certificates at a time when you want them to.

Key items to focus on are:

  • completing all sections of the internal verification record (i.e. not leaving a box blank);
  • collating all course evidence for the internal verification sample of learners/delegates;
  • giving feedback on the tutor’s performance rather than reassessing the learners/delegates.

3. Use the minimum action column in the qualification specification to help you with your assessment decision

The qualification specification is the primary document you should use to plan and deliver your assessment. The minimum action guides you and your delivery team on what you should expect your learners to produce to achieve the assessment criteria.

To help you further, when a specific number of answers are needed (e.g. three reasons why leadership skills are important), the LERs/DERs have typically been developed with enough boxes for the number of answers needed.