When learner work is deemed to be unsatisfactory, a second attempt to complete an assessment satisfactorily is permitted under the rules relating to the particular learning programme or unit of work.
An appeal can only be considered after the second attempt has been assessed.
The usual grounds for appeal are that the assessor failed to carry out the assessment either to meet the assessment criteria laid down by the awarding body or the terms and conditions agreed between the centre and the learner or either.
- The learner requests an appeal form [Appeals form 1] from the centre.
- The centre acknowledges receipt of the Appeals form 1 and indicates that the appeal will be responded to within 14 days of it’s receipt.
- The completed Appeals form 1 to be sent to centre, the assessor and internal verifier (IV).
- The assessor discusses the appeal with the learner
- If agreement is reached no further action is required.
If no agreement is reached the learner requests a meeting/discussion with the internal verifier or designated member of staff identified by the centre to discuss the appeal.
- An appeal report form [Appeals form 2] is completed by the internal verifier/designated member of staff and signed and dated by both parties.
- If agreement is reached the internal verifier/designated member of staff informs the parties concerned.
If agreement is not reached, the internal verifier/designated member of staff puts the appeal form and the appeal report form forward to the centre coordinator within 5 working days.
- The centre coordinator convenes an appeals panel, informing members and the learner in writing within 10 working days of receiving the Appeal Form.
- The learner can prepare a personal statement and make this available, together with relevant documentary evidence, to the appeals panel.
- The panel may contact any person who has been involved in the assessment under consideration for further information.
- A member of the appeals panel will complete the appeal panel report [Appeals form 3].
If the appeal is upheld, the report must state that:[a] the assessment result has been changed, setting out the panel’s reasons for doing so; [b] another assessor will be invited by the appeals panel to repeat the assessment process. In this case, the new assessors decision will be communicated to the candidate
The learner, centre coordinator and Active IQ, the awarding body will be informed of the details and outcomes of the appeal.
The appeals panel takes into account the requirements of the awarding body and is independent of the learners employer.
Membership of each appeal panel will comprise of both:
- another accredited assessor
- an internal verifier who is familiar with the area of work concerned
The appeals panel will not include any person(s) involved in the original assessment decision.
The learner has the right to attend the appeals panel hearing and may be accompanied by a person of her/his choice.
If agreement is not reached the matter will be referred to Active IQ to be investigated and their decision l will be final.
- If agreement is reached no further action is required.
Equal Opportunities Policy
Johnson Training is committed to the principal of equal opportunities and has a responsibility to take such steps as maybe considered reasonably practicable to prevent unlawful discrimination on account of race, ethnic origin, nationality, gender, sexual orientation, age, disability, religious convictions or beliefs
We take great care to ensure that there is standardisation of all assessments via our internal verification processes. In the event that a candidate requires special assessment arrangements arising out of a disability, special needs, or foreign language translation requirements at the time of assessment this will be considered.
In circumstances where a candidate in an assessment programme feels that he or she has been discriminated against, or where a candidate wishes to appeal against an assessment decision, a complaint should be made in writing to the Head of the Centre within 20 working days of receiving the assessment decision.
If it is established that an act of discrimination has occurred, action will be taken to remedy the situation including, but not limited to, commencing disciplinary action against the relevant individual(s).
The outcome of the investigation will be sent to the complainant in writing within 15 working days.
The decision of the Head of Centre will be final.
This Equal Opportunities Policy applies to all awards and qualifications.
If you submit a piece of work for marking that contains material that is not your own, you must acknowledge the source of this material in order to avoid charges of plagiarism.
Plagiarism is defined as:
- copying word-for-word directly from a text
- paraphrasing the words of a text very closely
- using material downloaded from the Internet
- copying material from a fellow student.
Learners are obliged to adhere to its anti-plagiarism policy as a condition of their enrolment. If plagiarism is detected in an assessed piece of work the enrolment will be cancelled and there will be no return of fees paid.
You can avoid ‘inadvertent’ plagiarism by ensuring that you follow the guidelines for referencing your sources (see below). Note that plagiarism is very likely to be spotted by your tutor or at another stage in the quality-assurance process.
If you do submit work that isn’t your own, you’re also cheating yourself, as the work you have to do in preparing for an assignment is a crucial part of the learning process.
If you work on the same site as another colleague on the course, you will need to carry out water testing at different times and the comment I the assignment must be your own work.
You will need to sign a declaration on the learner Achievement Portfolio to confirm that the work is your own.
Recognition of Prior Learning
In recent years, there has been an increasing interest within qualifications frameworks across the world in how to recognise individuals’ previous achievements.
There are several different ways(in which this process is described. Terms like ‘the accreditation of prior learning’, ‘the recognition of experiential learning’ or ‘the validation of informal learning’ are all used in different frameworks in different countries. In the Qualifications and Credit Framework (QCF) the term ‘recognition of prior learning’ has been adopted and abbreviated to RPL.
All achievements in the QCF lead to the award(of credit. ‘Claiming credit’ is a comprehensive concept that applies to all achievements in the framework. Any unit within the QCF is capable of being assessed through an RPL process and, with the exceptions identified below, the opportunity to be awarded credit through RPL is a universal entitlement for all individuals in the QCF.
Where a unit requires that assessment takes place in a given setting and/or at a(given time. (All credits are recorded in an electronic record, owned by the individual. All awarding organisations in the QCF are required to record all credits achieved within this personal learning record.
Individuals will be able to access their QCF achievement data through the Managing Information Across Partners (MIAP) personal learning record from September 2010. Additional functionality will be provided to help individuals plan future episodes of learning in the QCF.
The Skills Funding Agency is currently working with awarding organisations to collect achievement to ensure the record is populated on release (of QCF functionality. All credit achievements will be recorded in the personal learning record. There is no separate identification of ‘credits gained through RPL’ and other types of credit achievement on the personal learning record.
The recording of credit on the personal learning record embodies the RPL principles set out above, and is an important tool for resolving some of the problems of recognizing informal learning within formal qualifications frameworks that have arisen in other countries.
We will endeavor to recognize appropriate prior learning at the necessary academic level, undertaken within the previous two year period and will seek to allow credit for this where it is possible and practical to do so.