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What are Qualification Assessment Specifications - QAS

The AQP will set the national standards to ensure validity and consistency of the external   summative   assessment.  The   QAS  form   an   integral   part   of   every occupational qualification and are developed for each occupational qualification and outline and record the following information: Title of occupational qualification; Curriculum reference number; Name and details of the AQP; External assessment strategy; Key occupational outcomes; The point(s) at which the qualification must be assessed (allowing for production cycle if required); Critical  identified  elements  of  ‘internal  assessment’  to  be  externally moderated (if any); Eligibility requirements for candidates for exter[...]

classes

Assessing oral presentations in classes

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.

 

    -Questions and discussion: presentation pitched at a level and in a way that generates discussion; understanding questions asked by class, rephrasing where necessary; direct answers to questions; conciseness; honesty.