NVQ / QCF

Where do NVQs fit with traditional qualifications, like ‘A’ levels and GCSEs?

They are different and not intended as either a substitute or replacement for the qualifications mentioned. The vocational part is important as it sets NVQs apart from the other qualifications. The ‘traditional’ qualifications may focus on an examination-based assessment, whereas NVQs operate a system of competence based assessment. This gives candidates a considerable amount of comfort as it is not about passing examinations, or writing essays, but about being able to carry out a clearly defined task to a specific standard. There is also no requirement to attend courses, college or any formal training programme.

You could even argue that they are based on ‘success’, whereas other qualifications may be on ‘failure’! Traditional qualifications must have some people that fail, NVQs have no specific pass mark, either you can do the task, or you can’t. NVQs have no entry qualification rules, if you do the job, then you can get the NVQ!

NVQs also recognise existing skills and knowledge whereas traditional qualifications request your skills to be repeated in the form of assignments, or examinations. An example of this may be the ability to control resources, such as finance. A person may be able to satisfy this by demonstrating competence in managing the finances for a local sports club. Such skills, if judged adequate, would not need to be repeated for the purposes of the NVQ qualification. This is known as the Accreditation of Prior Experience and Learning.

Are all NVQs at the same level?

No, there are 5 different levels of NVQ, although they all tend to take the same basic structure.

What does that mean?

As an example - at Level 1 people are expected to be able to do a range of things whilst carrying out their work. They will be supervised and will be told what to do and how to do it.

At Level 2 a candidate will be able to carry out tasks with a minimum of supervision and have the ability to fit into a work team.

Structure of NVQs

Earlier it was mentioned that NVQs have the same structure. This is helpful as once you are familiar with the layout you can look at any NVQ standard and get a feel for what is required. A fairly typical NVQ layout is:

Unit Title: Describes a specific area of work eg: maintenance.

Element Title: Describes the activities required in the area of work, eg: implementing maintenance systems. There are a number of Elements in each UNIT.

Performance Standard: Describes the specific work functions that must be performed

Glossary: Provides clarification on the meaning of specific highlighted words, eg: equipment: for safety, for quality, for environmental protection.

Knowledge and Understanding: It is important that as well as knowing what needs to be done, the candidate also knows why things need to be done, eg, COSHH, HASAWA.

Quality Assurance of NVQS

Traditional qualifications tend to be examinations-based, NVQs are different. You will, therefore, want to know how the whole thing is ‘marked’.

Marking is not really the right word; instead the work is “assessed”. This process is based on competence. Because there may be several ways of carrying out a task, a judgement must be made as to whether the method used is acceptable in terms of the standard. This judgement must stand up to scrutiny otherwise the system could easily be exploited. A robust quality assurance system is therefore in place to ensure that the necessary checks and balances are being carried out correctly.

Roles and Responsibilities in Quality Assurance

External Verifier: Monitors the activities of the internal verifier. Samples assessments. Provides information and advice on awarding body requirements.

Internal Verifier: Provides advice and support to Assessors. Maintains the candidate records systems. Acts as a link with the awarding body. Monitors the assessment practice of the Assessors.

Assessor: Assess candidate’s performance to the national standard. Cross-check each other’s candidates. Compare interpretations of standards and guidelines. Agree common approaches to assessment planning and evidence collecting. Provide detailed Information Advice and Guidance to the candidate.

Candidates: Demonstrate competence to the national standard. Self assess and compare with Assessor’s judgement. Identify opportunities for their assessment. Following IAG, consider options and opportunities for further learning.

The Assessment Process

The assessment process is fairly formal and controlled and is made up of a series of linked steps.

Initial Visit: This is an important part of the assessment process. It is designed to provide you with an explanation of what to expect and is also some encouragement to get you started.

You should determine at this stage whether any aspect of the assessment or award is going to be difficult. Candidates will have different learning and development needs. This should not be allowed to be a barrier to the assessment process, but they may need some assessment work and the Assessor may need to speak to the Centre and verifiers. This is undertaken in order to identify current levels of competence and any individual learning needs...

Following a good induction you should understand the following:

What is meant by vocational competence and how this is addressed in NVQs?

• The assessment requirement of the relevant NVQ

• The roles and responsibilities of the different “players”

• The opportunities for recognising current skills and knowledge

The Assessment: The aim of an NVQ programme is to enable the candidate to develop and demonstrate occupational competence.

The role of the Assessor can be defined as: ‘Making a judgement of an individual candidate in order to see that’:

• They have the specified knowledge and understanding and are able to apply it,

• Their competence is current and they can demonstrate consistent performance over a period of time.

It is important that you are able to get on with your Assessor and that you can feel comfortable discussing your performance with them. You should receive positive ‘feedback’ as part of the assessment process.

In the QCA guide on assessing NVQs it describes effective feedback as being:

• Ongoing – given throughout the development of the candidate

• Positive – informs the candidate of what has been achieved

• Specific – relates to particular actions or targets so the candidate knows the areas where they are performing well or where further development needs to take place

• Constructive – if the candidate is not doing something well, any barriers to progress should be identified and suggestions made about how to improve performance.

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How is my competence judged?

The Assessor is really judging your competence. The candidate must carry out tasks competently in order for your Assessor to decide if the assessment is a true and accurate reflection of your ability and also for this judgement to be auditable.

The best form of evidence is that which can be collected naturally from the workplace. This makes sense as the NVQ is all about work based skills. The Assessor can judge from their observation of you carrying out your normal work. This is likely to be supported by the use of questions.

It is unlikely that the Assessor will be able to see every aspect of your work. They will need various types of evidence in order to help with their judgements. One method is through your testimonies. The testimonies should say who the witness is, what they saw, including circumstances and then identify what aspects of the standard their testimony addresses.

Witness Testimonies are good evidence, ask your Assessor about these as they will know more about you, your work and when they may be appropriate.

You may also be able to show products of your work for the Assessor to examine and make a judgement on competence, eg letters, a piece of equipment etc. This will probably be supported by the use of further questioning.

NVQs enable candidates to use accredited prior experience and learning as evidence. This is not second rate evidence. However care must be taken in order to ensure that it meets the standard, and that the skills and experiences are transferable to the workplace.

Your Assessor will need to be flexible, not assuming that one approach is right for all candidates.

The evidence needs to be judged for the so called VACS requirements. This stands for:

Valid – Is relevant to the element being assessed.

Authentic – Is produced by the candidate. This is not always easy to determine, eg a computer printout.

The Assessor will need to satisfy their self (and a verifier) that the candidate’s claims are valid. This may be through witness testimonies, additional questioning and possibly collecting further evidence.

Current – Ideally within the last 2 years. Older items of evidence may still be relevant where the activity is unlikely to happen more frequently and where the response from the candidate would still be relevant. In such cases the Assessor will need to establish that you could still carry out the response competently and in accordance with any existing company, or statutory requirements.