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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 [...]

Assessing oral presentations in classes

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The following criteria are applied when assessing oral presentations in classes:

      -Delivery: clarity and audibility; variety of tone; engagement with audience.

 

      -Coherence of presentation and argument: concise and informative introduction and conclusion; clear sign-posting of what is being said; ensuring that listeners have sufficient background; logical order to sections and development of argument in clear steps; consideration of possible counter-arguments; appropriate balance of argument and information; good time-keeping.

 

      -Handouts and visual aids: a clearly produced handout, summarising key points; use of other appropriate handouts, e.g., of documents, and other visual aids, e.g. slides, or use of powerpoint, where appropriate.

 

      -Interest and learning value: enthusiasm for subject; stimulation of ideas; appropriate level of detail; increasing knowledge and understanding of the field of the presentation.

 

      -Accuracy and choice of information: factual accuracy; appropriateness of examples; use of unusual examples; capacity to argue from examples.

 

      -Awareness of historical issues and any historiographical issues: capacity to show how specific topic fits in with wider historical area; consideration of relationship with key themes of the course; issues of comparison, including those beyond the focus of the course; mastery of secondary literature; consideration of any relevant debates; contextualisation of any original ideas being put forward.