ERIC Number: ED391015
Record Type: RIE
Publication Date: 1995
Reference Count: 0
Further Education Development Agency, London (England).
This document, which is intended for curriculum managers at British further education colleges, presents guidelines for developing and implementing a college assessment policy based on the principle that the objectives of all assessment procedures and policies are as follows: enhance the assessment provision within colleges; ensure that assessment is consistent and fair to all students; allow colleges to monitor their assessment provision; and provide clear evidence for external bodies. Discussed in part 1 are the following aspects of developing a college assessment policy: principles and assessment entitlements in operation within a college; the assessment stages for students from entry to exit; the assessment processes used within colleges; and quality assurance and control procedures for monitoring assessment practice. Part 2 contains codes of practice defining cross-college provision for the following: initial assessment; accreditation of prior learning; core skills assessment; recording of achievement; and access to fair assessment. Examined in part 3, which focuses on implementing policy and codes of practice at the program level, are the following: assessment entitlements and regulations; assessment planning; and assessment design and grading criteria. Appended are the following: national body requirements; sources of information about assessments and audits; and sample auditing questions. (MN)
Descriptors: Accountability, Basic Skills, Educational Assessment, Educational Planning, Educational Policy, Educational Quality, Evaluation Criteria, Evaluation Methods, Foreign Countries, National Programs, Policy Formation, Prior Learning, Program Evaluation, Quality Control, Student Certification, Student Evaluation, Technical Institutes, Vocational Education
Further Education Development Agency, Citadel Place, Tinworth Street, London SE11 5EH, England, United Kingdom (8.50 British pounds).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Further Education Development Agency, London (England).
Identifiers: Great Britain