FAQs



Programmes

How will learner evidence be assessed in programmes leading to QQI certification?

Learner evidence will be subject to the provider's quality assured assessment process, incorporating the QQI Quality Assuring Assessment Guidelines for Providers (revised 2013). This includes internal verification, external authentication, results approval and appeals processes.

What is programme validation?

Validation is the process through which QQI determines that the programme developed by the provider is fit for purpose; that it will give the profiled learner the opportunity to meet the standards for the award(s), that it is appropriate to the learner and that it fulfils the award requirements.

Providers may not offer programmes for certification unless the programmes have been validated by QQI.

How is a programme different from an award?

programme is developed and delivered by the provider.

An award is determined and made by QQI.

The programme can be described as the journey, while the award is the destination.

Therefore different programmes, from different providers, may all lead to the same award.

Who owns the validated programme?

When QQI validates a programme for the provider's use, the provider then owns the programme.

A provider may develop their own programme and submit it to QQI for validation. Alternatively a programme may be developed on behalf of a group of providers, or provider types, and this programme may be submitted to QQI for approval for sharing. Subsequently a provider may make an application for validation for this programme. Following validation the provider owns the programme.

A programme cannot be offered to a learner by a provider until it has been validated by QQI for use by that provider.

What is a programme?

A programme is a learning package developed by the provider. It enables the learner to reach the national standards of knowledge, skill and competence required in order to achieve an award. The programme includes the aims, objectives, delivery modes and methodologies, duration, content and assessment through which the learner will achieve the award.

NB: programmes are developed by a provider in line with their quality assurance policy and procedures on programme development, delivery and review.

A programme for the purposes of QQI certification can not be offered by a provider until it has been validated by QQI.


Awards

Where can I find out about NFQ levels?

The National Framework of Qualifications (NFQ) was launched in 2003. 

QQI now has responsibility for overseeing the NFQ. You will find further information about the NFQ here.

Can a provider contribute to the development of an award in the Common Awards System (CAS)?

QQI accepts formal proposals for new awards and/or the review of existing awards. Guidelines on the criteria to be addressed in an application to QQI can be viewed here.

What is the Common Awards System?

Under the Common Awards System (CAS) all QQI awards have a common structure and common characteristics and features such as title, level, volume, profile, assessment and grading. These common awards will be published on www.qqi.ie and available to all providers registered for provision with QQI. Programmes leading to these common awards must be validated by QQI prior to delivery.

How is an award different from a programme?

An award is determined and made by QQI

programme is developed and delivered by the provider.

The programme can be described as the journey, while the award is the destination. Therefore different programmes, from different providers, may all lead to the same award.

What is an Award?

An award is a record that the learner has achieved the standards of knowledge, skill and competence required.  The learner receives documentary confirmation of this record by means of a certificate or statement of results.

There are four award-types on the National Framework of Qualifications (NFQ)

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;"> Major
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;"> Minor
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;"> Special Purpose
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;"> Supplemental

Standards for QQI awards at NFQ Level 1 - Level 6 are determined and published by QQI in documents called award specifications:

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;"> A Certificate Specification outlines the standards required for a major award
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">A Component Specification outlines the standards required for a minor award
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">A Specific Purpose Specification outlines the standards required for a special purpose award
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">A Supplemental Specification outlines the standards required for a supplemental award

Recognition of Prior Learning (RPL)

How may a Provider implement RPL for exemptions within a programme?

The Provider may grant a Learner exemptions from specific requirements of a programme, on the basis of prior learning.

For each programme, the Provider should make available a statement of entry requirements where applicable, and a list of the competences needed to participate on the programme. These should be listed as equipped to participate statements for each programme. Further information on devising equipped to participate statements can be found in FETAC's Information for Learners, Guidelines for Providers.

The Learner should demonstrate to the Provider that they have the capacity to achieve the programme learning outcomes without attending or participating in the programme or part of the programme. Evidence of this capacity may include a CV, references, records of courses attended or samples of work.

The Provider may grant the exemption(s) from attendance and/ or participation in the programme on the basis of information obtained from the Learner through, for example, an application form, an initial interview or meeting, or a completed questionnaire or checklist.

The Provider should enter the Learner for assessment of the module in the normal way. Learners must provide proof that they have achieved the programme learning outcomes, either by:

Option 1: completing the assessment as per programme/ module requirements
OR
Option 2: submitting a portfolio of valid and reliable* evidence of relevant prior learning, for example, CV, references, records of courses attended or samples of work. Providers who choose to offer this option (Option 2) must document and agree their Policy B10: Recognition of Prior Learning with FETAC.

* NOTE: for evidence to be valid, it must match the Learning Outcomes for the programme and must demonstrate the standard required. For evidence to be reliable, the Learner must attest that it is their OWN.

Whether the assessment is to be completed as per programme requirements or through submitting a portfolio of prior learning, the Learner should be provided with a full, written assessment brief, to include marking and grading criteria.

An example of exemption within a programme is where a Learner with prior experience of work which is:

 

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">recent

 

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">relevant

 

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">substantial

 

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">verifiable

 

may be granted an exemption from the work placement (Skills Demonstration) element of Level 5 Work Experience [W20008]. The assessment of the module is then implemented through APEAL (Accreditation of Prior Experience, Achievement and Learning) as outlined in the module descriptor.

 

Implementation must be in accordance with the Provider's Policy B4: Access, Transfer and Progression; Procedure B4.3 Recognition of Prior Learning AND the procedures documented in the optional Policy sub-strand B10: Recognition of Prior Learning, if the Provider has chosen that option and agreed it with FETAC.

Can a provider offer Recognition of Prior Learning (RPL) for the purpose of accessing an award, independent of a programme?

Providers who opt to implement this area of RPL, and who have the capacity and resources to facilitate learners to achieve a QQI award through RPL, will have additional agreed quality assured procedures in place to support this activity. Such arrangements will be published by the provider and therefore available to any potential learners.

RPL for an award - this is where a learner may achieve an award on the basis of prior learning.

Providers, offering this service, will facilitate learners in achieving an award on the basis of RPL by assessing learner evidence and submitting learner results for certification to QQI, using standard procedures.

The role of the Provider may include:

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">assisting the learner in identifying the award they wish to apply for
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">determining the learner's eligibility for the named award
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">analysing the learner's knowledge, skill and competence in relation to the standards of knowledge, skill and competence required for the award
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">supporting the learner in identifying and gathering the appropriate evidence
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">assessing the evidence provided by the learner against the assessment criteria for the award
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">quality assuring the assessment process
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">submitting learner results to QQI for certification

The role of the learner is to gather and present the evidence required for assessment according to the guidance given by the provider. Evidence may include CV, references, certificates or testimonials, products or samples, job descriptions and/ or evaluations, evidence of attendance at training courses or workplace assessments. Evidence for assessment may be presented in a portfolio of evidence.

How may a provider implement RPL for credit towards an award?

This is applicable where the Learner is being entered for a major or special purpose award. Credits cannot be claimed in isolation.

QQI recognises a range of specific prior accredited learning by recognising non-QQI awards

The provider should inform learners of this process. The learner must provide the original certificate to the provider.

Implementation must be in accordance with the provider's policy on Access, Transfer and Progression and procedures for the Recognition of Prior Learning.

How may a provider implement RPL for entry to a programme?

The provider may offer a learner a place on a programme on the basis of prior learning. For each programme, the provider should make available a list of the competences needed to participate on the programme. These should be listed as equipped to participate/capacity to succeed statements for each programme.

Where there are entry requirements to a programme, these should be stated in such a way that learners who possess the competences, even if not formally certified, may achieve entry.

Learners must demonstrate to the provider that they have the capacity to participate successfully on the programme. Evidence of this capacity may include a CV, references, records of courses attended or samples of work.

The provider decision to offer a learner a place on a programme is usually made on the basis of information obtained through interview, meeting, questionnaire, application form, checklist or other.

Having gained a place on the programme, the learner will complete the programme and the assessment in the normal way.

Implementation must be in accordance with the provider's policy on Access, Transfer and Progression and procedures for the Recognition of Prior Learning.

What is recognition of prior learning (RPL)?

Recognition of Prior Learning (RPL) is a method of assessment which may allow learners to gain formal recognition (certification) for knowledge, skills and competence that they already have, howsoever acquired.

Under their quality assurance agreement with QQI, policy on Access, Transfer and Progression, all providers will have statements on their RPL arrangements, if any, for entry to a programme, credit towards an award and access to an award.

RPL may require the learner to demonstrate or prove their learning through interview and/ or through compiling a portfolio.

RPL may allow the learner to:

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">gain entry to a programme: a learner may gain a place on a programme, based on the learner's knowledge, skill and competence, gained through relevant life and work experience or through previous certification.
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">gain credit towards an award: a learner may gain a credit towards a major award using previous certification which is recognised by QQI.
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">attain an award: a learner may be awarded a major or minor award on the basis of previously acquired learning for which they do not have a formal certificate.

What is prior learning?

Learning is the acquisition of knowledge, skills and competence. Prior learning is the knowledge, skills and competence that an individual learner has already attained. This may have been acquired in any of the following ways:

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">Formal learning: takes place through programmes of study or training that are delivered by education or training providers, for example in schools, colleges or adult education centres. This learning is usually accredited, i.e. it is recognised through formal certification, for example Leaving Certificate or ECDL.
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">Non-formal learning: takes place alongside the mainstream systems of education and training, for example in work-based training, in voluntary sector activities or in community-based learning. Where this learning is assessed and leads to formal certification, it is accredited. Where it is not assessed and does not lead to formal certification, it is non-accredited.
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">Informal learning: takes place through life experience and work experience. This learning is often unintentional and the Learner may not recognise at the time that it has contributed to his or her knowledge, skills and competence; for example the learning acquired through running a family business or through caring for an elderly relative. This informal learning does not lead to formal certification, so it is non-accredited.

The Authentication Process - Internal Verfication

What is internal verification?

"Internal verification is the process by which the provider's assessment processes and procedures related to planning, managing and operationalising all aspects of assessment practices will be internally verified i.e. monitored by the provider itself." QQI Quality Assuring Assessment Guidelines for Providers (2013, p.24)

This involves:

  1. Verification of assessment procedures
  2. Verification of assessment results

Can the Assessor also be the Internal Verifier?

The Internal Verifier's role includes verifying assessment procedures and checking and confirming assessment results. An Assessor cannot verify assessment procedures for his/her own assessment activities and cannot check and confirm his/her own assessment results. An Assessor may carry out the role of internal verification on the assessment activities and assessment results of other Assessors.

If there are no briefs, marking schemes, examination papers etc. what should the internal verifier do?

In the case where there are no assessment briefs, examination papers, marking schemes or outline solutions made available, the internal verifier should follow the provider's procedures for taking corrective action. The internal verifier should also communicate this fact to the provider and include details in the internal verification report.

The assessment briefs, marking schemes, examination papers etc. must be available for the external authentication process so it is important that the internal verifier can confirm their existence.

Is the internal verifier responsible for moderating results?

No, the internal verifier is not responsible for determining whether assessment material is in line with national standards and therefore will not be moderating assessment results. Moderation of assessment results is the role of the external authenticator.

What happens if the sampling strategy, developed by the provider, doesn't yield an appropriate sample?

If the sampling strategy provided by the provider does not yield an appropriate sample, the internal verifier or external authenticator should inform the provider and may select additional portfolios to ensure that a sufficient sample is selected.

Who develops the sampling strategy?

The provider is responsible for developing the sampling strategies as part of their quality assuring assessment processes. Providers will make these sampling strategies available for the internal verification and external authentication processes, as appropriate.

The internal verifier and the external authenticator will apply the appropriate sampling strategy.

Does the internal verifier look at all the learner assessment portfolios or only a sample?

There are a number of aspects to the role of internal verifier and part of the role will require the internal verifier to look at a sample of portfolios and part of the role will require the internal verifier to look at all portfolios.

To confirm that results are recorded for all learners and that evidence is available for all learners the internal verifier will confirm that there is a portfolio available for each learner listed on the QBS authentication report (results sheet).

The internal verifier will look at a SAMPLE of portfolios to confirm that

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">marks are totalled and percentage marks calculated correctly,
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">that marks are transferred correctly from learner evidence to learner marking sheet/record
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">that percentage marks and grades allocated are consistent with QQI grading bands 
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">assessment procedures are adhered to

Will all the learner assessment portfolios be available for the internal verification process?

Yes, all the portfolios of assessment must be available for the internal verification process.

What does the internal verifier need to have access to in order to conduct the internal verification process?

The internal verifier needs to have access to:

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">all the assessment evidence available, including
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">a portfolio of assessment for each learner registered for assessment,
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">a marking sheet(s) for each learner, completed and attached to the front of each portfolio.
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">an authentication report (results sheet from QBS) by learner group by minor award,
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">assessment instruments and associated documentation (outline solutions and marking schemes)
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">evidence of assessment planning 
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">evidence of other procedures based on learner evidence.

Is there any training available for internal verifiers?

Providers are responsible for ensuring that internal verifiers are appropriately briefed and trained. Resources are available on the Further Education Support Service (FESS) website, www.fess.ie. FESS can be contacted in relation to training for internal verifiers.

How many internal verifiers will a provider have?

The number of internal verifiers that a provider will have will depend on several factors:

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">The time available for the internal verification process to be completed before the external authentication process begins
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">The number of programmes for which learners been assessed for the certification period
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">The number of assessment portfolios that are being processed for certification

For a multi-location provider, the number of locations/centres through which learners may be processed The provider's quality assured processes

Can you work as an internal verifier within your ETB/school/college/centre?

Yes. The internal verifier is internal to the provider and may be a staff member working in an ETB, or for other provider contexts may be a staff member working for that provider.

Who will the internal verifier be?

The person who will act as internal verifier will be identified by the provider. The way the provider organises the internal verification process and assigns the internal verifier(s) will reflect the provider's context and will be consistent with QQI Quality Assuring Assessment Guidelines for Providers, Guidelines for Internal Verifiers and the provider's quality assurance system.


The Authentication Process - External Authentication

How does the external authenticator give feedback to the provider?

Feedback is given primarily through the external authentication report, but in addition the external authenticator may be required to give verbal feedback directly to management and/or assessors and/or the results approval panel.

What is included in the external authentication report?

The external authentication report must be completed (using QQI template or provider's own) and submitted to the provider and should include:

  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">Provider details
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">Date
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">Basis for sample selected and sample size
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">External authenticator's details
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">A report on moderation/extent to which assessment decisions were consistent with national standards
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">Awards moderated (modules)
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">Number and % of grades changed
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">Good practice observed
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">Concerns identified
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">Areas for improvement
  • http://www.fess.ie/templates/ja_edenite/images/bullet.gif) 18px 7px no-repeat;">Signature

What does the external authenticator do with the final results sheets?

The final results sheets are left with the provider on the day of external authentication. All moderated grades will be listed on the authentication report (results sheet from the QBS).

Where grades have been changed the external authenticator will have taken notes on why grades were changed and these notes will be included or attached to the external authentication report.

Will assessors be available to the external authenticators?

Assessors may be available to the external authenticator if agreed in advance with the provider and in accordance with the provider's quality assurance policies and procedures.

Where an authenticator changes a grade, will they also change the mark?

Where an external authenticator changes a grade, they will have to change the mark to reflect the grade change. This does not involve re-marking the work. For example, if an external authenticator moderates a portfolio of learner evidence which is marked at 78% and therefore graded merit and the external authenticator deems this portfolio to be at distinction level, he/she will change the grade to distinction and the mark to 80%.

Will all the learner assessment portfolios be available for the external authenticator?

Yes, all learner evidence must be available to the external authenticator. This should be established with the provider prior to the visit of the external authenticator.

Does the external authenticator moderate all portfolios or only a sample?

This will depend on the total number of learner assessment portfolios presented for authentication and on the provider's sampling strategy. The sample must be sufficient in size to enable the external authenticator to make an informed judgement on the consistency of assessment decisions in the context of the award standards.

What if the sample is not sufficient?

If the external authenticator determines that the sample yielded by the provider's sampling strategy is not sufficient to enable him/her to make an informed judgement on the consistency of assessment decisions in the context of the award standards, he/she may request to see more learner evidence.

Can a provider amalgamate groups from different centre locations for the purposes of sampling?

Yes. Where the learners are completing the same major, special purpose, supplemental and/or minor award. However, a provider must document their agreed procedures for sampling (including a sampling strategy) ensuring that all the criteria as set out by QQI in the Quality Assuring Assessment Guidelines for Providers, revised 2013, p 27/28 are met.

Can the same sample be used for internal verification and external authentication?

This will depend on a provider's agreed sampling strategy and on how the strategy is intended to be applied. It could yield the same sample and it may not. It is more than likely that the chosen samples will be different for internal verification and external authentication, as both processes have very different functions.

What preparations should an external authenticator do prior to the visit?

There are a number of things that an external authenticator should do in preparation for the external authentication visit, including:

Agree the terms and conditions for conducting external authentication with the provider

Confirm, with the provider, the availability of

  • Relevant validated programmes including programme modules
  • ALL relevant assessment instruments and appropriate supporting documentation (Assessment briefs, Examination papers, Marking schemes, Outline solutions, etc.)
  • Assessment plan(s)
  • ALL Learner assessment evidence
  • ALL Learner assessment results recorded on an authentication report (results sheet from QBS) by learner group by minor award
  • List of assessors per module and/or class group
  • Internal verification report(s)
  • The provider's sampling strategy which ensures the sample is sufficient in size; reflects the spread of grades including results that are borderline between the grades; includes evidence from each assessor and programme; reflects ALL centres
  • Appropriate equipment to moderate assessment evidence produced in a multi-media format, if required
  • Acquire knowledge of:

  • QQI award structures
  • QQI award standards
  • QQI assessment principles
  • QQI assessment techniques
  • QQI grading bands
  • Other relevant information
  • What does the external authenticator do if the internal verification process has not been completed?

    The external authenticator should not commence external authentication until the internal verification process is complete. An internal verification report must be available to the external authenticator.

    Internal verification and external authentication comprise the two elements of a provider's quality assured authentication process. The internal verification process must precede the external authentication process. Internal verification is a monitoring process which confirms that the provider's assessment procedures have been applied consistently across assessment activities and also verifies the accuracy of assessment results. The external authentication process involves the moderation of assessment evidence to confirm that the assessment evidence and its grading are consistent with national standards.

    Can the external authenticator be a member of the results approval panel?

    Although it is not the role of the external authenticator to be a member of the results approval panel, the provider may request that the external authenticator be a member of or be available to the results approval panel. This would be negotiated between the external authenticator and the provider.

    The external authenticator must complete an external authentication report and make it available to the provider's results approval panel.

    Can the external authenticator be from a different centre but from within the same provider?

    Yes. According to QQI, external authenticator(s) should be "independent of the centre to which they are assigned" (QQI Quality Assuring Assessment Guidelines for Providers revised 2013, p 26) . Therefore, for a multi-centre/location provider, an external authenticator may be selected from within the provider but must be external to the centre/location. A provider must document their procedures for selecting external authenticator(s) as part of their quality assuring assessment process.

    Can an external authenticator moderate/authenticate in areas outside their range of expertise?

    No. According to QQI Quality Assuring Assessment Guidelines for Providers (revised 2013, p. 26), the external authenticator selected should "have technical/subject matter expertise within the appropriate award area/field of learning". However, in some cases an external authenticator may be in a position to moderate results in general award areas within the context of the field of learning in which s/he is moderating, for example, an external authenticator moderating a major award in childcare may be in a position to moderate a minor award in communications for the same group of learners.

    How often should external authentication take place?

    A provider will ensure that all major/special purpose/supplemental award areas and all centres have an external authenticator assigned per annum, as identified by QQI in the Quality Assuring Assessment Guidelines for Providers (2013 p. 27).

    In addition, ALL awards should be included in a sample over a two year cycle (Quality Assuring Assessment Guidelines for Providers (2013 p. 43).

    What is the role of the external authenticator?

    The role of the external authenticator is to provide independent confirmation of the fair and consistent assessment of learners and to ensure consistency of assessment results with national standards. This is achieved by moderating learner assessment evidence against the relevant standard and the assessment criteria in the award specifications and validated programmes. External authenticators are appointed by the provider in order to carry out this role. For further information see page 26 of the QQI Quality Assuring ASsessment, Guidleins for Providers revised 2013

    Where can a provider source an external authenticator?

    Providers can source external authenticators from the QQI external authenticator panel. In addition, providers may appoint external authenticators through their own quality assured processes as agreed with QQI. 

    Information on the QQI panel of external authenticators can be found on the QBS.