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Code of Practice for Assessment

1    Principles

  1. The maintenance of high standards of performance and assessment are essential for safe professional working practice, to protect  clients and to protect the integrity and credibility of NLP and Therapeutic Modelling.
  2. Assessment is regarded as a source of learning, providing feedback on performance.
  3. Assessment contributes towards judgements regarding satisfactory performance against agreed Standards and contributes to certification decisions
  4. All feedback addresses the nature of the learner’s behaviours and are not a comment on the learner him/herself.
  5. Assessment decisions are required to be provided in a timely manner, after submission of materials by the learner.
  6. Assessment decisions are required to be free of bias, and uninfluenced by personal preferences.
  7. Learners are required to operate within their conscious competence, during the duration of the programme, and so are responsible for identifying and presenting what they deem to be suitable evidence.

2    Transparency

  1. All qualitative and quantitative evidence requirements are presented in advance so that the learner is clear about what behaviour is expected at each level of certification.
  2. All time frames are clearly given.
  3. Any costs incurred in the assessment process are clearly stated in advance.
  4. Learners will have access to all materials from the point of registration.
  5. All assessment judgements, and the materials in question, are made available for internal and external verification.

3    Scope of Assessment

  1. The Learner determines what he or she is asking to be assessed, and is responsible for identify which competence the evidence relates to.
  2. It is not the responsibility of the assessor to identify suitable evidence.
  3. The assessor commit to address only the evidence the learner presents, and does not consider anything outside of this.
  4. The learner is free to remove previous evidence in favour of more current and possibly higher quality material.

4    Review of Standards and Assessment Materials

  1. All materials, procedures, evidence requirements and Standards of Competence will be reviewed at the end of the two year period, in light of feedback from the learners and assessors.
  2. Changes may be made as a consequence of this Review, or as the result of a direct intervention from NLPtCA or indirectly from UKCP.
  3. Such changes may be implemented immediately, or where they adversely affect a learner’s progress, can be introduced at a defined later point.
  4. Any alterations to these specifications will be notified to all concerned.

5    Recruitment of Assessors

  1. fORGE undertakes to recruit assessors who
    • are qualified both as NLP Trainers and Accredited NLP Psychotherapists
    • can operate with an open mind, and consciously manage any inclination towards bias or prejudice
    • have a full understanding of the qualification and the evidence requirements
    • have been trained in the use of the various assessment tools
    • participate in moderation activities to ensure parity between assessment judgements
    • have no other involvement with the learner at the point of the assessment.

6    Third Party Sources

  1. fORGE welcomes input from Third Parties regarding the performance of learners on the programme.  This input may or may not be solicited by either the learner or fORGE.  Such third parties may be:
    • learner’s supervisor
    • clients
    • trainers on associated training programmes
    • referral agencies used by the learner
    •  NLPtCA members or any other affiliated organisation,  should the learner be involved in activities of that organisation.
  2. Such input can be added to materials held within the portfolio and referenced against specific competences.
  3. The learner’s supervisor is invited to complete an annual summary as part of the review and feedback system.
  4. For NLPtCA accreditation application, the learner’s supervisor is required to provide a full assessment summary.

7    Portfolios

  1. Learners will be provided with Portfolio folders and indices at the beginning of the programme, in which they can keep, manage and record their evidence and assessment outcomes.
  2. Learners will be inducted in the use of their Portfolio.
  3. Templates of documents will be provided.
  4. Where appropriate completed examples of work-to-standard will be supplied to act as a benchmark.
  5. The Portfolio remains the property of the Learner and is only handed over to an assessor for an assessment decision to be made, or through consent as part of moderation or verification requirements.
  6. The learner is responsible for the presentation of their portfolio as a vehicle to convey their selected evidence.
  7. Any loss of the portfolio would require the provision of a replacement by the learner.
  8. The learner is expected to present their materials in a tidy orderly manner, with each item suitably referenced, to make navigation simple for the assessor.  It is not the job of the assessor to dig for evidence within the materials provided. Portfolios which are difficult to make sense of will be returned to the learner without any assessment decisions being recorded.

8    Moderation

  1.  fORGE undertakes to hold bi-annual moderation events where all those involved in the assessment process are asked to review common materials and evaluate their assessment judgements.  From this discussion common consensus is sought.
  2. These moderation decisions are recorded.

9    Internal Verification

  1. Prior to awarding interim or full certification, the Lead Tutor will undertake an internal verification process, to ensure the quality standards of provision.
  2. The Lead Tutor will sample the assessment decisions made by the team of assessors to ensure that evidence across the board is sufficient, appropriate, current and relevant.
  3.  The Lead Tutor will also verify that the assessment decisions
    • are consistent across assessors, without any element of bias
    • reflect the intentions of the Standards
    • are in line with the standards required of NLPtCA.
  4.  Any shortfall in practice will be brought to the Review Panel, or earlier as required, and action taken.
  5. These verification practices and conclusions arising will be recorded, signed and dated.

10   External Verification

  1. Prior to presenting full Diploma Certification, fORGE will invite an external verifier to
    • sample three Portfolios
    • observe presentations of research work
    • and/or view learners demonstrating their skills
  2. The External Verifier will inform the Lead Tutor of his/her conclusions and provide feedback regarding possible improvements.
  3. These conclusions will be formally written up and presented to the Lead Tutor.
  4. The Lead Tutor will present the findings to the Board in the Annual Meeting.

11   Confidentiality

  1. All assessment decisions are shared between the learner, the assessor and the Lead Tutor.  The learner is at liberty to inform others, unless there are known mitigating reasons for not doing so.
  2. In the occasion of moderation and verification, permission will be asked to present materials to other assessors and external verifiers.  In these instances, the identity of the learner will be unknown.
  3. All assessment records will be held safely within the administration office.
  4. Learners can ask the Lead Tutor for references and assessment decisions many form part of this.
  5. External References may be solicited to the Lead Tutor, who will consult the learner prior to acceding to this request