The Purpose Of Test Inspections

Pearson’s Functional Skills Test Inspections are carried out in a supportive way. They are not about catching out centres, but rather to ensure that our assessments are carried out in the correct way. For the vast majority of providers, this is about providing reassurance that their practices are effective and correct or for providing helpful suggestions on how to make the assessment processes run smoother. For many, a considerable amount of time has passed since they gained approval to run our assessments, and this process allows all parties to be reassured that nothing has changed since that point. In addition, the world of assessments and regulations is constantly shifting, and it is important for centres to keep abreast of developments on a regular basis. I recommend bookmarking the JCQ ICE guidance document.

What We Look At

Pearson’s Test Inspections typically look at six different aspects of how assessments are conducted:

• Security of assessment materials
• Centre staff knowledge
• Assessment room set up
• Before the start of the assessment
• During the assessment
• After the assessment 

Security Of Assessment Materials

This element of the test inspections looks at how materials are received and logged by the centre to ensure the assessments remain secure. This includes a review of the secure room and lockable storage unit, how materials are transported to the secure room and secured and who has access to the room and how that access is controlled. We also look at how materials are checked, what to look for and what action needs to be taken if concerns are identified. For onscreen assessments we look at the security of onscreen assessments, control of passwords and administrative rights (access).  

During the last year we have seen a few instances of non-compliance in this category. It is important to keep a record of who has access to the secure materials and when, as well as limiting the number of keys, for example. The centre needs to ensure that the storage unit and secure room meet the standards required, not just for Functional Skills, by the way, but for all JCQ assessments. One centre kept the assessments in an unlocked filing cabinet in a corridor which could be accessed by staff and learners. At a centre that I worked at, we found live entry level materials on a tutor’s desk while they were teaching. This is not good practice.

Centre Staff Knowledge

The aim of this section is to ensure centre staff involved in the assessment delivery fully understand Pearson’s requirements. This includes Test Managers (the person responsible for the test on the day) and invigilators understand their roles and how to summon support if they need it, including tech support for onscreen assessments. It is important to keep up to date with JCQ rules and Pearson’s own ICE document. Generally, the feedback from the Test Inspection Team on this aspect has been very positive, especially when centres employed specialist exams officers.

Assessment Room Set Up

The purpose of this point is to ensure the assessment room is set up as per Pearson’s requirements prior to the start of the assessment. This covers the room itself and the equipment. In terms of the room, we look at the following:

• Exam notices
• Seating arrangements
• Reference material removed from walls
• A working clock (if applicable) and test details clearly displayed

It is easy to overlook the relevant notices, especially with assessments often taking place in the workplace, but these are very much for the benefit of the learners and ensure that the environment is quiet and there are no interruptions. One recent inspection noted that the noise from adjacent rooms could have been distracting for learners, and centres do need to bear this in mind too when organising assessments.

It is also important to have a copy of the relevant handbook/support documents (paper or electronic) within the room and a copy of a seating plan. The lack of seating plans is a common theme throughout the feedback from the Test Inspection Team.

Finally, workstations for onscreen tests also need to have been tested with spares available. There is nothing worse for a learner than turning up for an assessment and the equipment not working, so it is better to be safe than sorry.

Before The Start Of The Assessment

The aim of this part is to ensure that the start of the assessment runs smoothly. It focuses on how candidates enter the assessment room, the checking of identification and the registration process and instructions for candidates. These instructions should include what to do in case of an emergency to ensure that candidates remain under exam conditions (segregated, supervised and candidates not to talk to anyone whilst outside).

This part of the check also covers the opening of assessment papers in the room and the removal of prohibited items. These include:

• Bags and coats to be left outside the room if possible (cloakroom) or at the front of the room
• No mobile phones or web enabled devices
• Watches to be removed and placed on candidates' desks in front of them
• Water bottles to have no labels (clear bottles only) 
• If pencil cases are required, they are to be clear i.e. see-through

As part of my research for this section, I learnt that Functional Skills learners should be seated ten minutes before the assessment starts. It is also something that some of our centres need to learn too. 

This section should all be about making the start of the assessment smooth and as uncomplicated as possible for the learners, who are, after all, about to start a stressful event. Learners should know beforehand when to arrive, what ID is required and what equipment is allowed / prohibited. It reduces stress and the possibility of confrontation. As a parent, I know that pencil cases have to be see-through (and we have a special one just for that scenario), however, when testing our Remote Invigilation software, I fell foul of the rule on clear bottles, so it is an easy mistake to make. 

During The Assessment

This should be fairly obvious and is about ensuring that the assessment is carried out according to Pearson’s rules. It is important that the invigilators do know what to do about possible malpractice and who to report it too.

After The Assessment

The final section is to ensure the assessment ends as per Pearson’s requirements. This includes how candidates finish their assessment and the collection of their paper(s) (if applicable) and how these materials are securely stored until returned to Pearson. It is important to remember that unused materials do need to be securely destroyed and not returned to us. Also included in this section is how invigilators/exams managers/officers notify Pearson of any late arrivals, disturbances, events or malpractice in their assessments.

One final thing to remember is that Functional Skills Tutors should not be part of this process at any point, as per Ofqual’s requirements.

Types Of Inspection

Pearson has two types of test inspection, on-site and remote. Full details are providedhere: Types of inspection applicable to Functional Skills, but the key difference is the on-site visit is unannounced. To ensure we can carry out these inspections, centres should complete this form: Test Notification Form 2024.

Further Details

Further support documents, including useful infographics are available on the JCQ website and in our Additional Exams Guidance.

Our Test Inspections are designed to ensure that your learners are getting the best possible experience for their assessments, and we thank you for your involvement in making this a success.

Chris Briggs - Product Manager Post 16 English, Maths and Digital Skills