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Every Wednesday I have an hour staff meeting, during this meeting, we as an IT department, discuss issues raised on students behaviours, attendances and progress, etc. This meeting occurs throughout the college departments, however, I do not think it is effective as we do not always have much to say as we all discuss issues or concerns during the teaching week (monday-friday). Therefore, I think this hour should have been given to teachers to use as a tutorial session to meet their students for one-to-one meetings.

Having a tutorial/one-to-one sessions with students would be very beneficial for me and students because I do not believe that students have the time to discuss any issues they have during taught sessions as they are stressed with doing work, therefore designating an hour to students and teachers would allow teachers to have a positive relationship with students, which could underpin any issues raised from students and any concerns they may have. Using this hour to get feedback from students would have a positive impact because this allows me as a teacher to improve my teaching practice based on learners' opinions/feedback. It also allows students to be up to date with their progress and to set targets for improvements.

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As I teach Level 3 IT at Regent College, we do not have an initial assessment to gain current level knowledge of understanding of students. We therefore do not use diagnostic assessments, which outlines students strengths and weaknesses on specific maths topics. This is because we require 5 GCSEs graded A* to C, otherwise they will not be enrolled onto the course, but we have two weeks at the beginning of the academic year where teachers get to know students, identify any barriers to learning i.e. learning difficulties, mental health and other issues students may have. To conclude, students without 5 GCSEs A*-C will not be enrolled onto Level 3 programmes.

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The IV folder is used within my placement to track all the assessments that have been sampled from the groups that I teach which allows Regent College to keep a record of what has been internally verified. IV is a process which Regent College must undertake as it is Edexcel's expectation to ensure students work are internally verified for quality assurance. Furthermore, the folder contains all the Internal verifier's comments which could possibly show they are agree or not agree with the decision.

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student's feedback has helped me in the way i deliver sessions or particular topics. Their feedback has enabled me to alter my teaching practises i.e. by handing out more activities during the sessions. I now plan sessions based on previous lessons or lessons that have gone well, which enables the students and I to learn effectively and for learners to meet their targets.

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This is a blank page of Edexcel observation record sheet that I have been using as a teacher as part of some unit assessment records. The reason for using this is that some units involve a lot of practical activity, where as a teacher I must observe to ensure that they have completed each task effectively before giving the grade. This record sheet includes all the required information that must be included and signed by the witness which is me and the learner.

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Due to the file being large, I was not able to attach pictures of all the attendance records for all groups in my Information Technology Tracker (diary). The reason for having this attendance diary is to keep eye on students that are late and to avoid this from happening again. This diary is very useful as I can go back to it at the beginning of each lesson and challenge students that are late. This has worked for me as I now have students with improved attendance records.

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This is a witness statement that I have created and use as an assessment record for some units that I teach. The reason for using this witness statement is that some units involve practical activities and/or contain aspects covered by other units. I therefore use this witness statement to provide evidence that the student has met the criteria from another unit, which is accepted by the awarding body. This witness statement was used for one of my units which involved presenting an e-commerce strategy and recommending methods to promote the website.

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This is an assignment brief and cover sheet which has all the required information by Edexcel for a unit that I have taught as part of my PGCE placement. This brief explains all the requirements and tasks to achieve a pass, merit, or a distinction. Students can decide whether they want to attempt all criteria i.e. pass, merit, or distinction.

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A copy of vocational internal verification assignment brief form 

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A copy of vocational internal verification assignment brief form 

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This is to ensure that written assignments covers the unit content and follows Edexcel rules. One teacher must check the newly written assignment brief to ensure it complies by the Edexcel standards.

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A copy of the external Verification Form

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A copy of the external Verification Form

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There are no forms for external verification in the college, however the internal verification form will be sent to the exam board upon request. The way the external verification work is that assignments will be verified internally and will be sent to awarding bodies (Edexcel) when required.

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What paper work the external verification needs to see when they come to the college for quality check?

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What paper work the external verification needs to see when they come to the college for quality check?

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There are no external verification forms, however, the exam board asks for students work and the college sends them off and they get to check the students work to ensure that it has been assessed accurately. if students work has not been marked properly then the board will send the work back to Regent College and the teacher who taught the units must correct the mistakes and send the work back to the exam board for reassessment.

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Rems is another system that Regent College uses along with ProMonitor, however Rems is more to do with monitoring students’ behaviour and attendance. The system allow trainees and teachers to see which subject students have enrolled onto, their qualifications, personal details, timetables, etc. Moreover, this system is useful for teachers as it shows them what students performances are in relation to their grades/achievements. Again, this helps me as a trainee teacher to plan my lesson based on their grades, abilities and to see if students have any learning disabilities.

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We use a system called ProMonitor at Regent College, this allows all trainees and teachers to gain knowledge of students’ current level of understanding through initial, diagnostic assessments and current subject grades. This system also allows my to see the courses that students are enrolled onto, their current and national target grades, units they are doing or have completed and grades they have achieved. The current and national target grades are used to see whether students are meeting their targets. The initial and diagnostic assessments are used to indicate where students will be placed and used to see students progress from the start to the end of the year.

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There are various ways that record keeping could be improved at Regent College’s Information Technology (IT) department. For example, having a student’s shared folder which includes student attendance, punctuality, performance, behavior and grades which allows other teachers to view this information about students across other units that are taught by other teachers.

I think shared record keeping folder would allow me as well as other teachers to see students completed summative units, progress, and their achievements. The internal system ProMonitor is used at Regent college to input students data in this way. However, a drawback to this is that staff do not update students marks/grades promptly. It is therefore of use to have a shared folder containing students grades and performance to provide other teachers with an insight of how well the student is doing.

However, at the beginning of my teaching career, I spoke to all my students to determine their general skills, attributes and attitudes towards learning and to try and find a mechanism to overcome any barriers they face during their studies. I also feel like end of session evaluation or students feedback will support me to understand my students and prompt ideas for improving teaching and learning.

However, I plan to keep students formative and summative assessments records which I believe will help me to see whether my students are progressing or not and how to improve their learning.

Furthermore, as I did not start teaching from the start of the academic year, so I did not have the chance to know all my students motivation or attitudes towards learning, therefore, I plan to have one-to-one discussions with my students to establish positive attitudes towards learning and to reduce/overcome barriers which they may have that may have negative impacts on their learning.

I believe that this alongwith with the evaluation/questions will have a positive impact on my students learning as well as myself because I will be able to understand my learners more and to improve my teaching practice by developing new learning methods and finding different approaches to teaching, which they may benefit from.

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As a new trainee teacher, at the end of most sessions that I deliver, I ask three simple questions. This helps me to see whether my students have achieved the learning outcomes. This will help me to go back and recap the previous topic and make changes for future sessions. The questions are as follows:

·      Write down two things you have learned

·      Write down one thing you need to work on

·      Write down one thing you are good at

These questions help me to see if students are progressing and this has taught me how I should change the way I plan and deliver sessions. Based on my teaching experience this has worked well for me and I will continue to ask these questions.

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Information Technology tracker (grades, units, deadlines and attendance)

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Information Technology tracker (grades, units, deadlines and attendance)

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I have a teachers diary, which I use to track students’ attendance, modules, hand out/in assignments deadlines as well as referral hand out/in dates, grades and assessments have been sampled 10% from my class for internal assessment verification decisions.. This helps myself and Regent’s Information Technology department to keep a record of what has been internally verified and is kept in the Internal verification folder. However, this is not just the college’s expectation to keep up with sampled work for quality check, but it is Edexcel's expectation. This shows Regent and Edexcel whether the verifier agrees with the assessor’s decision.

I use my diary to keep on top of my students’ attendance and see which topics they have covered/missed. At the end of each taught unit, students are then expected to undertake a summative assignment to measure their ability based on what they have learnt. Once they complete their assignment, I will then mark them, give a grade and feedback and get 10% of sample work verified internally to ensure there are no issues with the way i have marked students work. The students get to see their marked assignment along with their feedback so that they can look at it and improve their work and grades for future assignments.

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Student formative and summative feedback

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Student formative and summative feedback

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Formative/summative feedback from students has allowed me to make positive changes in my teaching based on the delivery of various Information Technology related topics. This helps me to know my students’ opinion the way the course/units are being delivered and make changes based on their opinions to suit their needs. Nevertheless, their feedback has helped me to plan my future lessons effectively. For example, I handed out learning styles questionnaire to all my learners to see how they learn as a way of tailoring my teaching to meet their needs. I have started to develop lesson plans and activities based on their learning styles to meet their learning goals and modifying activities that I have used which did not work in the past.

This has helped me to deliver sessions more effectively and students now learn more in each session.

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Why do we use assessment records and how do we use them?

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Why do we use assessment records and how do we use them?

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There are many benefits for using assessment records, for example, I use assessment records to track my students progress, corroborate achievements for all my students, identify issues with attendance, behaviours, learning disabilities and to ensure that I have successfully delivered/completed the subject (IT course) based on Edxcel rules and regulations.

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Immediately after the internal verification is completed for assignment brief and assessment decision, the verifier can elaborate on their decision and can set out an action plan for me as the assessor for either improvement or future reference. This can be based on students work that has been marked that they did not agree with.

This gives me the opportunity to see where I may have gone wrong when marking students’ work and helps me to match all the marking process internally. Please see internal verification (IV) forms from each IV section.

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A copy of vocational internal verification assessment decisions form

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A copy of vocational internal verification assessment decisions form

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This is used to ensure that all assessments have been marked accurately/fairly across different groups of students. This is very useful as sometimes I may not have given a grade to students because of some minor mistakes.  Therefore, this internal verification helps me to improve my marking skills in the future.

The form has got all the required information/checklist that needs to be carried out to meet Edexcel standards.

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Here is a copy of a sample assignments and mark scheme written by myself. It is easy to follow and breaks down each task and grades available to students. This is another tool which teachers and I can use at Regent College to mark according to what Edexcel deems satisfactory. This is very effective as students find it easy to follow and include required details for each criteria. Despite the many advantages of a mark scheme/checklist, students tend to reply on this more apposed to reading their assignment briefs, this prevents them meeting the assignment outcomes

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By looking at the assignment cover sheet you will see the criteria placed on the front page as a reminder for students to know to achieve a pass, merit or distinction grade for any unit they undertake. They are used to show students what they will be expected to produce to complete their unit successfully. Although this is a useful tool for students to use as a guide for their summative assessment, there are several drawbacks associated with it for example an extensive list of criterions to be met, which can be overwhelming for students and sometimes demotivate them. However, a way that I have overcome this problem is by splitting a whole assignment for a unit into smaller, more manageable assignments for the students. This has proved effective as more students are achieving higher grades relative to an assignment that was handed out as whole. This is based on the outcomes of the assignment as well as student feedback.

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As a trainee teacher, I use the documents that have been provided by Edexcel as I find it easy to follow. However, sometimes I do alter some of them to suit my teaching needs. All these documents have been mentioned in other tasks of this assessment records.

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Edexcel has provided various forms to trainees and teachers to use while they are teaching or running assessment sessions. For example, witness statements, observation records,  internal verification for assignment briefs and assessment decisions. This is to ensure the organisation is following Edexcel’s standards/rules. These forms must be available for external verifiers if they request them or when they visit the center for quality check.

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It is a requirement for all trainees and teachers to verify an assignment brief internally to ensure the assignment covers the unit specification. Furthermore, 10% of students’ assessment work must also be verified internally to ensure all administration, assessment and organisation follows the Edexcel standard i.e. learner and assessor have to sign declaration forms, evidencing any malpractice, etc. All internal and external verification documents have been provided within this presentation.

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Author: Kordo Ahmed

As a trainee teacher, teaching Information Technology, I have been asked to produce an online presentation using Padlet to examine the range of assessment records that may be used across a range of disciplines and to outline the reasons for their design and use. For this presentation, I will critically evaluate and judge a range of assessment records and will justify the reasons for this, highlighting whether the records are for internal and or external bodies. I will also like to consider how the records may be reviewed or offer alternative forms of record keeping for assessments. Again, I will be justifying the reasons for this. This presentation will cover the following points;

1. Edexcel expectations, provided and documents

2. ProMonitor and Rems

3. Why do we use assessment records and how we use them?

4. Student formative and summative feedback

5. Feedback for Assessor

6. A copy of vocational internal Verification assessment decisions Form:

7. Information about the process of external Verification

8. Assessment guidelines and mark scheme

9. IT tracker (diary students’ grades and attendance)

10. Evaluation forms and alternative forms of record keeping

11. What paper work the external verification needs to see when they come to the college for quality check?

12. Student feedback

13. Weekly Review

14. Initial and Diagnostic Assessment

15. BTEC Internal Verification IV Folder