Contingency Assessment Arrangements to Apply in Cork Education and Training Board Centres and Services in Response to the Impact of Covid 19 and ...
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2020 Contingency Assessment Arrangements to Apply in Cork Education and Training Board Centres and Services in Response to the Impact of Covid 19 and Public Health Restrictions and Arrangements Directed by Government
CETB Contingency Assessment Arrangements – Covid 19 2020 1
Table of Contents
Contingency Assessment Arrangements to Apply in Cork Education and Training Board Centres and Services in Response to
the Impact of Covid 19 and Public Health Restrictions and Arrangements Directed by Government............................................. 2
1. Introduction ........................................................................................................................................................................ 2
2. Contingency Arrangements Based on possible Centre Re-opening Dates ...................................................................... 4
1. Overview ....................................................................................................................................................................... 4
1. Contingency Arrangements – 3 Scenarios................................................................................................................... 5
2. Timeframe for preparing modified assessments .......................................................................................................... 7
3. Notes ............................................................................................................................................................................ 7
3. CETBs Statement of the Principles for Alternative Assessments ..................................................................................... 8
1. Overview ....................................................................................................................................................................... 8
2. Professionalism and Collaboration............................................................................................................................... 9
3. Governance and Oversight .......................................................................................................................................... 9
4. Some Considerations in Revising Assessments........................................................................................................ 10
5. Written (Theory) Examinations ................................................................................................................................... 10
6. Practical Assessments ............................................................................................................................................... 11
7. Marking alternative assessments ............................................................................................................................... 11
8. What happens if….? ................................................................................................................................................... 11
4. Contingency Arrangements for Work Experience ........................................................................................................... 13
1. Where Learners have completed work placement but have been unable to have the placement completion verified
by the workplace supervisor ................................................................................................................................................. 13
2. Where Learners have partially completed work placement. ...................................................................................... 13
3. Where Learners have not commenced work placement. .......................................................................................... 14
4. Learners on Early Childhood Care and Education, Healthcare, or other Courses with a significant Vocational Skills
element ................................................................................................................................................................................. 14
5. Reasonable Accommodations......................................................................................................................................... 16
6. Developing Alternative Assessment, Applying Universal Design for Learning (UDL) Approach and Principles............ 17
1. Engaging with Learners, Ensuring Clarity and Understanding around Assessment ................................................. 17
7. Assessment Submission Deadlines ................................................................................................................................ 18
Appendix 2 ...................................................................................................................................................................................... 19
ALTERNATIVE ASSESSMENT PROPOSAL TEMPLATE ....................................................................................................... 19
Appendix 2 ...................................................................................................................................................................................... 22
Overarching Considerations – Assessment Completion .......................................................................................................... 22
Overall Aprpoach: ................................................................................................................................................................. 22
Other points for consideration: ............................................................................................................................................. 23
Teacher/Tutor challenges:.................................................................................................................................................... 23
Recommendations: .............................................................................................................................................................. 23
Remote learning: .................................................................................................................................................................. 23
Recommendations: .............................................................................................................................................................. 23
Appendix 3 ...................................................................................................................................................................................... 25
10 Points to Consider in Choosing Alternative Assessment Methods for the Online Environment.......................................... 25
Version 1.0 April 2020CETB Contingency Assessment Arrangements – Covid 19 2020 2
Contingency Assessment Arrangements to Apply in Cork
Education and Training Board Centres and Services in
Response to the Impact of Covid 19 and Public Health
Restrictions and Arrangements Directed by Government
1. Introduction
These guidelines are informed by QQI’s Guiding Principles for Alternative Assessment,
published by QQI on 27March, 2020, and the agreed Overarching Principles issued by ETBI
following discussion and agreement between the Directors of Further Education and Training
and the Chief Executives, supported by ETBI.
Cork Education and Training Board recognises that the current situation arising from the Covid
19 (Coronavirus) worldwide pandemic has had, and continues to have a significant impact on
our learners, our staff and the communities we live in. While every effort has been made to
move courses onto online platforms and to support teaching and learning through remote,
information technology supported platforms and tools, we are very aware of the challenges
and difficulties this creates for both learners and staff. The availability of appropriate hardware,
access to reliable broadband, and the impact of the virus on families both due to direct infection
as well as the disruption to daily lives and routines are all impacting on the situation.
Notwithstanding the challenges, Cork Education and Training Boards commitment to learners
across all services is the focal point of the contingency arrangements. The purpose of these
arrangements is to ensure that where appropriate and feasible, provision is made to allow for
the assessment of courses be completed, and that learners be able to progress onward from
their present course.
It is equally important in developing these contingency arrangements, and from them the
attendant alternative assessment instruments and approaches, that the QQI Principles of
Assessment are applied, and all assessments must be:
• Fair
• Reliable
• Valid
• Transparent
• Quality Assured.
At the end of this process, it is essential that the certification achieved by a learner has the
same value as if this situation had not arisen. In the development of alternative forms of
assessment to ensure that learners can achieve the qualification/certification they
aspire to, the arrangements must respect and reflect the need to maintain the integrity
of the award.
While respecting the fact that every learner would like to be able to complete their course of
studies and obtain the certification in the timeframe and manner as set out where they
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commenced on the course, that is not feasible in the current circumstances, and with the
current restrictions and limitations as they apply. Consequently, and in accordance with the
“Guiding Principles for Alternative Assessment”, Cork Education and Training Board is taking
the following approach:
1. Prioritising assessment for learners and courses that lead to a full (major)
award on the National Framework of Assessment
2. Prioritising assessment for learners where progression to a course of study
requires the completion of the award and certification to be achieved
3. Prioritising assessment for learners who require certification for employment
opportunities
4. Prioritising assessment for learners engaged on full time courses of study
Where the above considerations do not apply, assessments will be deferred until normal
activity and engagement can recommence. In the event that disruption to teaching and
learning activity extends beyond the commencement of the start of the 2020 academic year,
additional guidance and arrangements will be provided.
Please note, these contingency arrangements provide for a number of scenarios and
possibilities, depending on the future date of resumption of normal or near normal activity. In
some cases, and the intent is to minimise the number of such instances, alternative
assessment arrangements may not be feasible or possible, i.e.:
• Where access specialist equipment or facilities is required for the learner to be able
to produce evidence of all the required learning outcomes, and no alternative is
possible
• Awards that have a significant vocational component e.g. Early Childhood Care and
Education, Healthcare Support, that have mandatory elements that must be
assessed in the workplace and these workplace assessments/skills demonstrations
were not completed prior to the disruption to classes
In such instances, assessments will be deferred until normal activities can resume.
All assessments, including the alternative assessments developed under these arrangements,
must be in accordance with the Quality Assurance requirements of Cork Education and
Training Board.
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2. Contingency Arrangements Based on possible Centre Re-opening Dates
1. Overview
The following contingency arrangements have been drafted on the basis of a number of
possible centre reopening dates. It is impossible to be definitive at this point regarding which,
if any of the scenarios will apply, and some modifications/adjustments may be required if the
situation changes, or if additional factors or arrangements come into play.
The premise of these arrangements is to ensure the following:
• That the assessment outcomes, and the certification awarded arising from these
retain the validity, reliability and integrity of the awards.
• That where amendments to planned assessment activities are required, that these
amendments are aligned with the learning outcomes of the component award
• That any amended assessments and the changes are proportional, balanced and fair
The professionalism, knowledge and integrity of our staff is at the core of all our activities, and
the contingency arrangements for assessment set out below relies heavily on these qualities,
guided by a concern for the learners who engage with Cork Education and Training Board.
We further recognise that, since the decision was made to close schools and colleges, staff
have interacted at significant levels with learners, maintaining online engagement with them,
supporting learning, making additional resources available, and providing feedback and
updating some elements of assessment. The steps or approaches below are aimed at those
elements of courses that require completion and in particular the end of year assessments,
including but not limited to where a final examination would normally be part of the assessment
process.
In all scenarios below, with the exception of 1, where the intent would be to operate in as
normal a manner as possible, albeit within a shortened timeframe, different considerations will
apply to full time (PLC, YR, etc.) programmes, and most part-time programmes.
In scenarios 2 and 3, where amendment of assessments and examinations will be required,
the following will also need to be provided for, from a governance and management oversight
perspective, to assure confidence and maintain transparency:
• A short rational supporting the basis for any changed assessment, including
identification of the Learning Outcomes to be assessed, mapping of the new
proposed assessment method against the one it is replacing
• Evidence supporting the engagement that has occurred with learners over the period
of closure, the materials and supports provided, the degree of engagement by
learners, etc.
CETB’s Quality Assurance office will provide support, advice and assistance where required
in the management and implementation of these contingency arrangements.
While we recognise that the current situation contains a high level of uncertainty, and that
planning for alternative assessments may not be required, we are taking the approach that it
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is better to plan and not need, than to wait and have to do things at short notice and in a hurry
if they are needed.
1. Contingency Arrangements – 3 Scenarios
Scenario Centres Re- Number of Approach
open Weeks
missed
1 20th April Three weeks • Deadlines for completion of assessments
and 1 day extended by two weeks (taking into account that
(plus Easter some/most assessments should have been
Holidays) completed, and corrected during downtime)
• Exams / Skills Demonstrations to be scheduled
as normal, but with revised/compressed timetable
where possible
• Delay Internal Verification by two weeks for all
non-fulltime courses
• Revise/Shorten IV process/schedule for fulltime
courses
• External Authentication for courses with CAO
progressions or new staff only
• External Authentication for courses in early June
on sampling basis
• Results Approval Panel meetings as normal/first
week in June for full time courses
• Results Approval Panel meetings as normal for
all other courses
Outcome: June Certification deadline met for all
courses, including those with CAO applicants
2 27th April Four weeks • Teaching/project work completion continues
and one day for first two weeks (up until 15th May) for PLC
(plus Easter courses
Holidays) • staff on other courses continue delivery for
entire month of May
• Revise all examinations and, where possible,
replace examinations and outstanding
assessments with alternative methods of
assessment
• Revise/Shorten IV process/schedule for
fulltime courses (week of 25th May)
• External Authentication for fulltime courses
on sampling basis only or where new
teacher/tutor involved
• Results Approval Panel meetings as first
week in June for full time courses
• IV process/schedule for part time courses as
normal or with minor adjustments
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• External Authentication for part-time courses
on sampling basis only or where new
teacher/tutor involved first weeks in June
• Results Approval Panel meetings in June for
part time courses
• All part-time courses processed for
certification in August round
Outcome: June Certification deadline met only
for all full-time courses, including those with
CAO applicants
3 Any later In excess of 1. Only full-time courses processed for
than 27th four weeks certification
April 2. Part time courses1 suspended and
assessment and certification to be dealt with
on full resumption of service
3. For full time courses, replace all
examinations and outstanding assessments,
where possible, with alternative methods of
assessment
4. Where necessary and possible, learners
submit recorded Skills demonstrations from
home
5. Provide for learners in on individual or very
small group basis to undertake examinations
that cannot be altered (Word Processing,
Payroll, etc.)
6. Practical Examinations that must proceed,
conduct these in very small groups
7. Revise IV process to allow for IV process to
take place in centres but maintaining social
distancing requirements for fulltime courses
(week of 25th May)
8. Reduced level of External Authentication,
and/or External Authentication conducted
remotely where provided for
9. Results Approval process to be manged
remotely through online systems
Outcome: June Certification deadline met only
for all full time courses, including those with CAO
applicants
1
BTEI, Community Education, etc.
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2. Timeframe for preparing modified assessments
Wednesday 1st April Notification and materials distributed to centres
Friday 24th April Modified assessment proposals submitted to centre
management
Friday 1st May Final date for modified assessment proposals to be confirmed
Wednesday 6th May Confirmation of final assessment schedule to learners
In order to ensure that there is minimal delay in confirming revised assessment procedures,
centre management with QA input will review assessment proposals as they are submitted.
3. Notes
• Specific consideration of any additional requirements of other awarding bodies, i.e.
VCTC/ITEC, CIDESCO, etc.
• Management of the Internal Verification process, if social distancing arrangements
still apply will require coordination and adjustment to provide for the logistical
requirements in each college. This document will be updated to reflect any changes
or requirements to change the approach to Internal Verification
• The results appeals process will have to be reviewed and timelines adjusted for
appeals to take cognisance of the amended timelines and meet CAO deadlines
• Issues relating to work Experience/Work Practice are dealt with separately later in
this document.
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3. CETBs Statement of the Principles for Alternative Assessments
1. Overview
CETB recognises the extreme and unanticipated circumstances in which centres, staff and
learners find themselves, and the necessary responsiveness and flexibility now required to
accommodate the significantly changed and changing environment caused by the spread of
the coronavirus disease (Covid-19). The impact and implications of the current situation for
staff and learners looking to complete course are significant and require responses that reflect
and respond to the changed and changing environment. Notwithstanding this, any and all
actions and decisions that impact on course assessments must be considered, proportionate
and reasonable for both staff and learners.
We find ourselves in unprecedented circumstances, with the decisions to have our centres
and colleges open or close influenced by factors outside our control. And while the duration
and extent of the current closures may extend beyond the indicated period, having a significant
impact on how courses would be delivered and assessed, unprecedented efforts have been
made across centres and services to ensure engagement with learners has been maintained
at the highest level possible, albeit through modes and approaches that are different, in many
cases novel and in some cases limited by technical and communication systems and factors
outside of our control.
Despite the upheaval and change brought experienced, we have control over how we support
learners through the assessment and certification processes, to provide for their progression
to further education/training/ or to the world of work.
In considering any appropriate action, CETB recognises the need to make a distinction
between what is for immediate focus and what are the short- and medium-term actions
required that relate to assessment. It is important to distinguish between assessments that
provide or allow for progression within a programme or to other programmes, and
assessments at the final stage of a programme that lead to the achievement/awarding of an
NFQ qualification (award stage assessment).
While CETB values every learner equally and places no weighting or ranking on any course
or programme, in the current challenging circumstances our initial focus and priority is on
award stage assessments, in line with a joint recommendation from ETBI the Directors of FET
and QQI.
Qualifications can only be awarded on the basis of validly and reliably assessed learning
outcomes. QQI have been very clear in their public statements in this matter, and have
stressed that from a tertiary education perspective, 2020 qualifications need to have the same
value and fitness for purpose as those made in previous years. QQI have published high-level
principles intended to support this objective, with particular reference to the sections on
governance, teaching and learning and assessment of learners.
CETB is confident that the Principles Underpinning Alternative Assessment that it has adopted
are reflective of the QQI principles:
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1. Learning outcomes-based approaches
2. Integrity of assessment
3. Proportionality
4. Support for staff and students:
5. Confidence and transparency
The contingency assessment arrangements for FET in CETB are being developed with
reference and regard to these Principles. CETB will be required to advise QQI of its alternative
assessment arrangements, and QQI will advise on whether they are satisfied that these
arrangements are an acceptable, quality assured response
In drafting CETB’s approach and guidance for centres on alternative assessment approaches,
cognisance has been taken of the following:
a. What is reasonable as a method of assessment alternative to
that previously validated or in detailed in the component specifications, and
now necessary in some instances because of these exceptional
circumstances.
b. Applicability, insofar as it can assess the learning outcomes and is valid and
fair
2. Professionalism and Collaboration
CETB recognises the professional role, specialist knowledge and expertise of the staff
involved directly in course delivery. It further recognises that different class groups undertaking
the same component or award may require slightly different approaches to the assessment of
their work in normal circumstances, and possibly even more so in the current circumstances.
The environment in which staff currently are operating creates significant challenges for staff
involved in the delivery of the same components to engage and agree a common approach to
revised assessments in these components. While every effort to ensure such a common
approach is encouraged, it is not an absolute requirement.
3. Governance and Oversight
To ensure that the principles stated are apparent and applied in the revised assessment
approaches and mechanism adopted by CETB, the following Governance approach will be
applied:
1. General principals and approach to revised assessment procedures to be considered
and approved by CETB’s FET Steering Group
2. Modified/alternative assessments to be reviewed by centre management and CETB’s
QA Office
3. Modified/alternative assessments approved by centre management
4. QQI to be advised of alternative assessment arrangements
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4. Some Considerations in Revising Assessments
Staff who have identified the need to amend/modify assessment approaches due to the
current situation are referred to the following:
• Guiding Principles for Alternative Assessments (Devised in Response to The Covid-
19 Emergency Restrictions)
– QQI 26th March 2020
• Building Confidence: Supports and Arrangements for The Tertiary Education System
– QQI 25th March 2020
Particular attention should be paid to the elements identified on page 3 of the “Guiding
Principles” document, specifically:
c. Intended learning outcomes can sometimes be quite granular and include elements
that are incidental rather than essential to expectations for the qualification. If the
current situation makes the achievement of such incidental outcomes impossible, it is
reasonable (subject to the approval of the appropriate governance structures) to
replace or remove them, provided it does not substantially affect the overall expected
learning outcomes. This does not apply to core learning outcomes associated
with the qualification; these cannot be compromised. Nor does it apply to any core
regulatory or professional body requirements save with the agreement of the relevant
body.
In other words, when reviewing assessments and the learning outcomes that the assessment
mode and instrument is intended to measure, a degree of distinction MAY be made regarding
what is a core, essential learning outcome, and one which is incidental in the context of the
overall award.
For example, supposing that a component specification contained the two following learning
outcomes:
1. The driver will demonstrate how to safely undertake a safe emergency braking
manoeuvre at speeds in excess of 50 kilometre per hour
2. The driver will be able to demonstrate how to fill the screen wash container
One is core, the other incidental.
5. Written (Theory) Examinations
In many instances the focus will be on developing alternatives to a final, written examination.
In developing the alternative proposals, or indeed any proposal that might involve a written
examination, cognisance has to be taken of the fact that it is not possible, within the current
restrictions, to administer an examination that can be defended as reliable, valid and
transparent. This does not mean that examinations that have already been prepared must be
Version 1.0 April 2020CETB Contingency Assessment Arrangements – Covid 19 2020 11
completely disregarded, rather that if they are to be used as the basis for an alternative
assessment that they must be considered carefully and revisions or adjustments made that
reflect the fact that learners will be undertaking the assessment outside any formal
supervision/invigilation, etc.
6. Practical Assessments
Many of the courses delivered across CETB services are highly practical in nature, requiring
access to specialist equipment, facilities, etc., and requiring learners to demonstrate
proficiency in a wide range of technical, practical skills. Providing for the assessment of the
skills is a significant challenge, and while it is recognised and acknowledged that teachers and
learners have shown tremendous ingenuity in their approach to the demonstration of skill over
the past few weeks, it may be the case in some instances that, despite every effort to identify
a suitable, alternative means of assessing some skills or elements that without the access to
the specialist facilities this cannot be done. If, as indicate previously, these skills are
determined to be core, essential skills rather than incidental skills, then it may very well be the
case that the assessments of the skills or elements will have to be deferred until access to the
requisite facilities can be provided.
7. Marking alternative assessments
In developing alternative assessments, it is important to note that the allocation of marks and
marking scheme can, and in most cases will, very from that set out in the original assessment
mode. For example, where a final examination paper had an allocation of 40% of the overall
marks for a component, and the paper comprised two sections , section 1 being ten short
answer question received 20% of the overall (40% allocation) , and section 2 comprising two
long essay type questions receiving 40% of the overall (40% allocation) each, the revised
assessment might involve an assignment with four elements/sub parts, each to get 25% of the
overall (40% allocation).
Revised assessments will require an accompanying marking scheme when submitted for
Internal Verification and subsequent External Authentication.
8. What happens if….?
Cork Education and Training Board cannot, at this time, give any indication of when centres
may reopen for staff and learners, other than the indication given by the Taoiseach in his
announcement on Friday 27th March. The “Contingency Arrangements Based on possible
Centre Re-opening Dates” prepared by CET sets out a number of possible scenarios and
approaches, and at this moment in time this is as far as we can go. The question may arise
as the situation develops, and if staff and learners have access to centres for a significant
period before the normal end of term date of Friday the 29th May, regarding which assessment
applies, the original or the revised? It is not possible to give a single response to this real
Version 1.0 April 2020CETB Contingency Assessment Arrangements – Covid 19 2020 12
consideration, other than to indicate that the approach that will be adopted will be on a course
by course, component by component basis, taking what is in the best interests of the learners
as the key priority and advised and informed by teacher input.
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4. Contingency Arrangements for Work Experience
Note: Work Experience is used throughout this section to describe both work experience and
Work Practice.
The Work Experience component (5N1356 or 6N1946) is an essential, mandatory element in
most programmes leading to QQI level 5 and 6 Awards. The consequences of the Covid 19
measures have given rise to a number of different scenarios:
1. Learners have completed work placement but have been unable to have the placement
completion verified by the workplace supervisor
2. Learners have partially completed work placement.
3. Learners have not commenced work placement.
1. Where Learners have completed work placement but have been unable to have
the placement completion verified by the workplace supervisor
In instances where the work placement has been completed but the final supervisors report
has not been provided, or if the report has not been signed off by the supervisor, the following
arrangements may be employed:
a. The supervisor report can be submitted by email or through media messaging. The
email address/communicating phone number will be accepted as verifying the
supervisor’s signature.
b. The supervisors report can be transcribed from a telephone call with the
supervisor, who will be asked to verify the transcript by email or media messaging.
c. Where a supervisor’s report cannot be retrieved from the workplace, that work
placement to be assessed by the liaising teacher completing the supervisor’s report
form in lieu. In such instances, learners will be required to confirm to the assessor
in writing that the requirements of the placement have been completed in full.
2. Where Learners have partially completed work placement.
The Work Experience component, 5N1356 and 6N1946 are assessed in a similar manner at
both level 5 and level 6:
Portfolio / Collection of Work 60%
Skills Demonstration 40%
The following arrangement is premised on the understanding that learners have completed,
prior to the closure of centres, or are in the process of completing through engagement with
their teacher online/remotely, the portfolio/collection of work.
The Skills Demonstration requires the learner to record their experiences in their workplace
diary, during placement in a vocationally relevant area.
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If the learner has completed a minimum of 40% of the time required for the work placement
element, learners can supplement any missing days/hours by means of one of the following:
• a written structured diary or reflection
• a case study
• an assignment
The piece of work to be presented would be informed by a structured brief and is to be be
marked alongside the Supervisor's Report. (The supervisors report can be treated in the same
manner as 1 above, if there are difficulties in accessing the workplace/supervisor)
3. Where Learners have not commenced work placement.
These arrangement also apply to learners who have completed less than 40% of the time
required for work placement.
The following arrangement is premised on the understanding that learners will have
completed, prior to the closure of centres, or are in the process of completing through
engagement with their teacher online/remotely, the portfolio/collection of work.
The Skills Demonstration requires the learner to record their experiences in their workplace
diary, during placement in a vocationally relevant area. A learner who has been unable to
commence or has less than 40% of the work placement completed, may substitute work
experience that they have undertaken in the previous three years, including paid employment,
voluntary work, care responsibilities, for the placement element. In order for the substitution
to be valid, the learner must submit all of the following:
• A current, up to date Curriculum Vitae
• A written reference or letter of confirmation from the employer
• a written structured diary or reflection on the work experience they are relying
on/submitting
Learners will also be required to complete:
• an assignment
The assignment to be in response to a structured brief.
4. Learners on Early Childhood Care and Education, Healthcare, or other Courses
with a significant Vocational Skills element
The work placement element for Early Childhood Care and Education or Healthcare courses
is significantly more involved than for other courses, with a wide range of skills requiring
demonstration over an extended period in the workplace. Given the nature of the employment
settings that graduates of these programmes will enter, if work placement has not been
significantly completed, i.e. over 80% (with the exception of the requirements for the sign off
Version 1.0 April 2020CETB Contingency Assessment Arrangements – Covid 19 2020 15
by the workplace supervisor as in 1 above), completion of this element will have to be deferred
until resumption of normal activities.
The work placement element for other courses with a significant Vocational Skills element, for
example Culinary Skills, where the work placement was not significantly completed, and the
skills required demonstrated prior to the closure of centres may also have to be deferred until
the resumption of normal activities.
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5. Reasonable Accommodations
Cork Education and Training Board recognises that some learners require accommodation in
assessment due to a specific needs and provides for this under its procedure for “Reasonable
Accommodation in Assessment for Learners with Specific Needs” - QA 6.6.
The provisions of the Reasonable Accommodations procedure provide for the adaptation of
assessments in order that learners are enabled in so far as is possible to demonstrate their
level of actual attainment and are not unfairly or unequally treated due to a specific, defined
condition or grounds.
Under these contingency assessment arrangements, insofar as is possible, learners with who
have previously applied for reasonable accommodations in assessment should be provided
for. It is recognised that many of the supporting measures that would normally be available to
learners under normal circumstances will be difficult if not possible to provide for under these
contingency arrangements, however some elements such as the provision of extra time to
complete the assessment, waivers from spelling and grammar and punctuation should still be
applied.
Note: Cork Education and Training Board recognises that some learners may be affected by
technology or connectivity issues at this time. Every effort should be made in designing
alternative assessments to limit the impact of such issues on the assessments,
however it is important to note that these technology issues DO NOT, of themselves,
provide grounds to apply the Reasonable Accommodations procedures.
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6. Developing Alternative Assessment, Applying Universal Design for Learning
(UDL) Approach and Principles
Universal Design for Learning (UDL) encourages an approach to teaching and learning that
promotes flexibility in the way information is communicated, and that learners are able to
engage with their learning and demonstrate knowledge and skills and in a variety of ways that
reflect their abilities and aptitudes. It is predicated on the concept that all learners are different,
and that all learning can take place in different ways, and that through recognition of these
differences, and adapting approaches to teaching and learning, all learners have equal
opportunities to participate in the learning and assessment and to demonstrate their skills,
knowledge and competence in a manner most appropriate to them.
Insofar as is possible, all assessments should be devised with reference to Universal Design
for Learning principles and guidelines. When developing alternative assessments,
consideration should be given to providing alternative modes or options for learners to present
their responses. As well as written responses, video, presentations, story boards, blogs,
models, etc., may all be acceptable responses and representations that allow the learners to
demonstrate the knowledge, skills and competencies required or identified in the learning
outcome(‘s) are still demonstrated, albeit in a different manner.
1. Engaging with Learners, Ensuring Clarity and Understanding around Assessment
If it becomes necessary to implement these Contingency Assessment Arrangements, we
recognise that learners will be facing alternative assessments in an environment where
communication and engagement with their teachers is challenging and significantly different
to what they would normally experience at assessment times. It is important therefore, to
emphasise the following:
• New/revised assessments briefs need to be clear, detailed and comprehensive. The
language used and the instructions given need to be considered carefully as many
learners may never have operated in this online or remote environment previously.
• Learners need to be made aware of the new assessment method and given as much
information and notice in advance of its implementation. Prior to the issuing of the
alternative assessments, teachers should make contact with learners by phone or
video chat, as a group or individually, to talk through the assessment and respond to
any queries or concerns.
• It should be made clear to learners on how to access support and guidance if required
and needed throughout the completion of the assessment task. Regular checking in
with learners throughout the process is encouraged.
• Be clear and realistic about timelines for completion and submission. In the event that
it is necessary to activate these contingency arrangements everyone will still likely be
operating in a very challenging environment where factors other than assessment
requirements will be impacting on lives.
• Encourage learners as a class group to support each other through the assessments,
to engage with other through the communication channels available.
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7. Assessment Submission Deadlines
In the event that it becomes necessary to implement the arrangements outlined under the
contingency arrangements for assessment, a critical area for colleges and centres to consider
and coordinate will be the expected dates for submission, by learners, of their responses to
the alternative assessment instruments. Consideration needs to be given to the workload and
expectations that will be placed on learners to complete a range of alternative assessments,
assessments that may differ considerably from what they originally expected to encounter, in
a relatively short time frame. Teachers will, understandably, wish to receive learner
submissions as early as possible in order for them to correct them and compile final marks for
submission, prepare material for Internal Verification, and discuss marks across courses at
internal examination boards.
It is important that colleges/centres review, on a course by course basis, the alternative
assessments and the submission deadlines for each components, to determine whether the
timeframes and expectations are realistic.
A detailed, agreed course assessment submission schedule should be issued to all
learners on the course as soon as it is agreed that the implementation of alternative
assessment approaches, as outlined in this contingency document, are required.
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Appendix 2
ALTERNATIVE ASSESSMENT PROPOSAL TEMPLATE
Where it is proposed to alter an element of the assessment from that set out in the
programme descriptor to an alternative mode to provide the opportunity for learners to
complete their course and assessments in light of exceptional circumstances(Covid 19)
the following must be completed and submitted to centre management for approval
prior to notifying leaners of any changes
Programme/Centre
Module/Component Name
Module/Component Code
Assessment Title xxxx (in lieu of assessment yyy)
Maximum Mark
Date of Issue
Submission Date
Assessor Name
LOs to be assessed (identify Learning Outcomes from award descriptor)
Assessors outline rationale for the proposed alternative mode of assessment
(include short note on how proposed mode maps to mode as set out in programme descriptor,
the approach taken to ensuring that LO’s will be fully assessed and any additional work
undertaken with learners to provide for achievement of LO’s)
Alternative assessment brief description and instructions
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Presentation of Evidence
Assessment/Performance Criteria and Marks
Submission Details
The assignment must be submitted by on the submission date
outlined at the top of this brief. This assignment must be submitted by (state means/method
of submission)
Note: Alternative Marking scheme will be required to support proposed revised
assessment mode
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Submitted to Management
Reviewed by CETB QA
CETB QA comments
Approved by Management
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Appendix 2
Overarching Considerations – Assessment Completion
For discussion and agreement, across the ETB sector's governance structures (i.e. DFET
Forum and CE Forum) as to what is reasonable as a method of assessment alternative to
that previously validated or detailed in the component specifications. Alternative
considerations are deemed necessary in some instances because of the exceptional
circumstances COVID19 has presented.
By reasonable, it is meant that the learning outcomes can be assessed and is approved by
academic governance. Collective consideration and governance is critical in determining
this.
Like other providers, once the ETBs have agreed a contingency plan either at sector level or
provider level, a copy should be given to QQI and also published on each provider's website.
Overall Aprpoach:
ETBs will work towards meeting the QQI June deadline (where at all possible) with following
overarching principles:
1. Learners will be communicated with regularly using appropriate methods to keep
them informed
2. Alternative methods of assessment do not act as precedent after the conclusion of
COVID19 measures
3. All exams (exceptions outlined below) will be replaced with alternative methods of
assessment which will:
o Enable learners to submit recorded skills demonstrations remotely
o Allow for practical exams or exams that cannot be delivered remotely to take
place where required adhere to social distancing requirements if still in place
past 19 April
o Require teachers/tutors to identify learners that require supports in the areas
outlined below:
Do not have access to digital technology and the internet
Access to learning resources
Time management/ self-directed learning skills
o Consider a centralised approach to developing a loan system for devices that
can be provided to learners
o Develop a resource kit for learners that equips them with time management
skills and effective strategies to succeed in digital learning environments
where required
Note: DES are engaging with Telecom and service providers around increasing data caps and
limits and working with HEAnet to make supports for alternative assessment methods required
1. Agree Internal Verification must take place
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2. Process CAO courses for certification as a priority
3. External Authentication to take place remotely where possible
4. Agreed list of options to address common modules across the ETB sector
5. Using the role of Quality Councils to review and approve alternatives methods of
assessments may not be feasible in every instance in light of the time pressures,
therefore procedures for setting alternative methods of assessment at class/centre
level may need to be utilised here.
6. Any issues that arise in agreeing alternatives should be addressed in the first
instance with Line Manager/Principal/co-ordinator and then onto Director of FET with
support from ETB Quality Assurance personnel to facilitate existing QA
arrangements
Other points for consideration:
• Local engagement with TUI will take place around contingency planning
• DFET Forum Quality Strategy Group to act as advisory group for any assessment
related issues that may arise over the course of the coming weeks
• On-going engagement with QQI
Teacher/Tutor challenges:
• Professional development required to deliver effective digital instruction
• Access to digital tools needed to effectively deliver instruction from home
• Ability to stay connected to learners beyond digital tools
• Identifying learners that require support
Recommendations:
• Provide training opportunities around digital learning to institution and teachers
• Develop a resource hub for educators to access materials necessary for digital
learning
• Offer guidelines to educators on how to stay connected to learners beyond
traditional digital forms of communication (e.g. phone conversations, letter writing,
etc)
• Consider a centralised solution to gathering of data on learners in a standardised
way and the solutions to be agreed when cohort is identified
Remote learning:
• Can encompass a wide variety of learning opportunities
• Should include consideration of ways that student learning can continue offline,
and could include exploring the natural world, activities to support students’ local
communities (with appropriate social distancing), and engaging, hands-on
projects and artistic creations that stem from students’ own passions and
experiences.
Recommendations:
Consider:
• large-group video or audio conference calls,
• 1:1 phone or video calls
• email
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• work packets/projects,
• reading lists include links with borrow box (Co. Council library free resource)
• online learning platforms, and other resources to effectively engage with
students.
These tools could be used to deliver lessons, provide individual student support, provide
resources (including instructional material and student assignments), connect students to
each other and their teacher, and provide feedback on student work.
31 March 2020
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Appendix 3
10 Points to Consider in Choosing Alternative Assessment Methods for the
Online Environment
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