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The functions of an Assessment Quality Partner - AQP

An Assessment Quality Partner must, in respect of the qualifications and part qualifications specified in the Service Level Agreement; recommend the external assessment specifications document for approval by the QCTO; recommend the external assessment specifications document for approval by the QCTO; develop and maintain a national data-bank of instruments for external assessments;publish exemplars of external assessments;recommend to the QCTO the accreditation and withdrawal of accreditation of skills development providers for the knowledge and/or practical skills component using criteria and guidelines provided by the QCTO; register assessors and moderators for the external assessments;develop c[...]

Analyse and Break Down Learning Objectives

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Learning objectives usually need to be broken down into more-detailed objectives in order to help the facilitator and planning group design appropriate learning activities. Facilitators can ask themselves: “What would learners need to be able to do in order to develop, through further practice, the required performance?” The objectives should be as specific as possible: phrases like “to know”, “to appreciate” are impossible to measure. Phrases like “to plan”, “to make”, “to identify” are more concrete and therefore easier to evaluate.

The objectives should always be realistic and achievable to avoid any sense of personal failure on the part of the participants or the facilitator.