Final Checks Academy CIC

Internal Verification Policy and Procedure

The purpose of internal verification is to:

Ensure assessment is accurate, consistent, current, timely, valid, authentic, and meets awarding body standards.
Confirm assessment instruments are fit for purpose.
Assure the quality of assessment across all programmes delivered by the centre.
Provide an audit trail of learner achievement records.
Provide feedback to inform centre quality improvement.

Ensure an accredited Lead Internal Verifier (LIV) is appointed in each principal subject area.
Ensure internal verification is valid, reliable, and covers all assessors and programme activities.
Ensure the internal verification procedure is open, fair, and free from bias.
Maintain accurate and detailed records of internal verification decisions.

Final Checks Academy CIC will:

Identify an internal verifier for each principal subject area.
Ensure internal verifiers oversee effective verification systems.
Brief and train staff on current internal verification procedures.
Define, maintain, and support internal verification roles.
Promote internal verification as a developmental process among staff.
Provide standardised internal verification documentation.
Verify all centre assessment instruments for fitness.
Maintain an annual internal verification schedule linked to assessment plans.
Sample assessments from all programmes, sites, and teams to ensure conformity with national standards.
Maintain secure records of all internal verification activities.
Use internal verification outcomes to enhance assessment practices.

Internal Verification: The process by which the Head of Centre assures assessment against unit grading criteria and verifies assignments are fit for purpose.
Standards Verification: External verification by awarding bodies to check centre assignments and assessments against national standards and internal verification processes.

Head of Centre (Academic Quality and Standards): Ensures internal verification and standardisation processes operate effectively; acts as main contact for all programmes; monitors awarding body reports and implements remedial actions.
Internal Verifier: Verifies assessor decisions, validates assignments, records findings, provides feedback, and oversees remedial actions.
Standards Verifier/External Examiner: Appointed by awarding bodies to sample and review assignments, assessments, and internal verification quality.

Staff Briefing: All assessors and internal verifiers receive regular briefings at least annually; new tutors attend briefing before assessment drafting or marking.
Verification Schedules: Annual schedules cover all assessors and are monitored throughout the year.
Internal Verification of Assignments: Conducted before use to ensure fitness and action recommendations.
Internal Verification of Student Work: Sampling ensures security of standards; all assessors are sampled per unit. Internal verifiers ensure consistent standards across units and grades, noting statistical pass/merit/distinction rates. Assessors cannot verify their own work. Feedback and support are provided by Programme Leaders or Head of Centre.
Record Keeping: Internal verification records are securely maintained for seven years post-certification using standardised forms.

The Head of Centre liaises with the Standards Verifier (External Examiner) to facilitate their role.
The Standards Verifier receives samples of student work, assessment records, assignment briefs, and internal verification records.
Additional sampling may be requested and must be provided within required timescales.
Outcomes are monitored and reviewed per Quality Assurance Handbook procedures.

Assessment: Process of evidencing and evaluating learner achievement of outcomes.
Formative Assessment: Developmental tasks providing feedback during modules.
Formal Assessment: Judged, graded, and recorded evaluation of learning outcomes.
Feedback: Information given to learners about assessment quality.
Final Overall Assessment: Awarded upon completion of all qualification work, based on average grades (Pass, Merit, Distinction).

Clear grading expectations exist for units, qualifications, assignments, and assessments.
Grades include Distinction*, Distinction, Merit, Pass, and Ungraded.
Criteria are detailed in assignment briefs accessible via Google Classroom.
Learners receive positive, constructive feedback and opportunities to self-assess and improve work.
High-achieving learners are praised to encourage peer motivation.
Certificates are awarded per module and overall qualification.

Assessments match learning outcomes and academic levels.
All learning outcomes are assessed appropriately and timely to provide feedback.
Strategies include summative and formative methods, promoting inclusivity and equal opportunity.
Reasonable adjustments are made for learners with disabilities.
Formative assessments include oral, written, and peer feedback, encouraging improvement.

Use grading definitions as standardised marking guides.
Respond to external moderation feedback to improve practice.
Retain assessed work for the current academic year; advise learners to keep work for an additional year.
Qualified staff set and mark work.
Sample moderation ensures marking consistency; assessors requiring support receive training.
Motivate learners to set realistic targets for higher grades.
Provide clear, supportive feedback to learners below standard.
Ensure fair and unbiased grading for all learners.

Staff must inform learners that plagiarism and academic dishonesty are unacceptable and penalised.
Warnings are given at course start and reiterated during sessions, especially for substantial coursework.
Refer to the Academic Work Completion & Plagiarism Policy for details.