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Criteria for the approval of an Assessment Quality Partner

The QCTO will appoint an entity as an assessment quality partner only if it is satisfied that the entity has: i.      The necessary expertise, experience and standing in relation to the occupational qualifications or foundational learning for which the assessment quality partner is appointed; and ii.      the resources necessary to perform its functions In terms of clause of the QCTO Delegation Policy, 22 June 2011 the criteria have been defined in detail as follows: i.     be  recommended  to  the  QCTO  by  the  relevant      DQP  during  the occupational                           development  process at a point  when they submit  an occupational profile. Possible evidence: letter of recommendation from [...]

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.