Here are the ACCRIN Standards for both face-to-face and distance/open/online learning. On application for accreditation, we will discuss with you which Standards may not apply, if any, in relation to the type of course/module for which you are seeking accreditation. The Standards have been developed in four easy-to-manage categories:
A. Standards: Organisation
B. Standards: Course/Module
C. Standards: Feedback and Assessment
D. Standards: Staff
Below each standard we have indicated the evidence that requires to be demonstrated during the accreditation audit process. Once you have completed your Application for Accreditation and have paid your Initial Accreditation Fee we will advise you of the likely sources of physical evidence (LSE) which will demonstrate the evidence sought. As an example, we have suggested likely sources of evidence in italics under the first Standard A1-1.1. below.
A. Standards: Organisation
1. Management Accountability
1.1 ACCRIN Standards are adhered to at all times and all relevant information is forwarded to ACCRIN promptly as and when agreed by the appointed Provider personnel
There must be a robust process in place to ensure adherence to the ACCRIN Standards and for communicating relevant information to ACCRIN as and when agreed.
LSE: records of internal accreditation-related meetings; process and system for communicating information; method and timing matrix for forwarding to ACCRIN
1.2 All roles and responsibilities are clearly defined and known
There must be an organisational chart and documents defining the roles and responsibilities of the management team and staff, including assessment personnel. Relevant information should be clearly communicated to the respective personnel.
1.3 Systematic monitoring of operations is conducted regularly
There must be a robust process in place to monitor and evaluate performance of the teaching and assessment activities and how management is involved in the process. Internal audits and feedback activities must be conducted regularly to evaluate and improve as appropriate the quality and effectiveness of the teaching and assessment activities.
1.4 Robust processes are in place to monitor and evaluate performance of tutors
There must be a robust process in place to monitor and evaluate the performance of tutors.
1.5 The certification process is seamless, sound and swift
The certification process must be flawless, ensuring that the right certificate is given to the right person at the right time. The organisation must demonstrate that this process is carried out quickly and competently to ensure the Students receive their certificates without delay and correctly.
2. Administrative Procedures and Practices
2.1 Robust administrative system is in place for keeping up-to-date records for each course/module run
The organisation must demonstrate the maintenance of records for:
Students’ registration details, fees paid, refunds given, Students’
attendance, Students’ feedback on assessments, Students’ assessment
results, Students’ post-course/module evaluation/feedback
2.2 Appropriate alternative arrangements are made in the event of unexpected changes
There must be robust procedures in place to manage changes to tutors,
course/module dates, test dates, venues, etc and how Students are
informed of the changes in a timely manner. Alternative arrangements
must not compromise the requirements and must abide by the terms and
conditions of accreditation status.
2.3 Robust procedures are in place to maintain confidentiality of records
The organisation must demonstrate the procedures used to safeguard the
confidentiality of records and ensure that they are used for the
intended purposes only. These records include: Students’ registration
details, Students’ feedback on assessments, Students’ assessment
results, Students’ post-course/module evaluation/feedback
3. Services for Students
3.1 All relevant information is clearly and honestly stated and provided to Students prior to enrolment
The organisation must demonstrate that all relevant information is made
available to customers prior to enrolment, that this information is
clearly and honestly stated and includes: course/module objectives and
curriculum, course/module pre-requisites / entry and enrolment criteria,
fees, charges and deposits, government funding / subsidy, if any,
refund/cancellation/rescheduling policy, tutors’ qualifications and
relevant work experiences, all relevant terms and conditions. The
organisation must also demonstrate how the above information is
communicated to the customers. All information must comply with relevant
legislation.
3.2 Robust processes are in place to assess and recognise prior
learning and existing English language proficiency on entry, where
relevant
The organisation must have robust procedures in place to manage the
assessment/recognition of prior learning and English language
proficiency on entry, where relevant to the individual Student.
3.3 Robust processes are in place to manage and address complaints and appeals
Robust procedures must be in place to manage customer complaints and
appeals effectively and in a timely manner. The organisation must
demonstrate the service standards set.
3.4 Assistance and wellbeing procedures are in place to assist Students attending face-to-face courses/modules
The organisation must demonstrate assistance and wellbeing procedures
for those attending face-to-face courses/modules to meet the reasonable
needs of the Students.
4. Financial Procedures and Practices
4.1 Transparent refund policies are in place
The organisation must have written refund policies in place, including
refund provisions for course/module cancellations and postponements. The
organisation should also show how the above information is communicated
to the customers and timescales.
5. Policies and Statements
5.1 Policies and statements are in place and readily available to all stakeholders on request
Policies and statements relevant to all stakeholders must be in place
and must be readily available to all stakeholders on request. These will
include, but are not limited to: Equal Opportunities Policy, Health and
Safety Policy, Diversity Policy, Refund Policy, Appeals Policy,
Confidentiality of Customer Information
6. Resources
6.1 All resources are available and adequate
The organisation must demonstrate how it ensures that all relevant
resources are available and adequate to conduct teaching and assessment.
B. Standards: Course/Module
1. Course/Module Design and Ongoing Development
1.1 Course/Module design and ongoing development takes all key requirements into account
The organisation must demonstrate that the course/module design and
ongoing development takes the following key requirements into account:
target group, learning needs, entry requirements, optimum class size,
course/module structure, course/module goals and outcomes, assessment
criteria and strategy, recognition of prior learning (RPL), English
language proficiency where appropriate, course/module delivery,
monitoring and evaluation, tutor requirements, and resources. The course
content must be geared to incorporate both tutor input and independent
learning. These requirements must be documented.
1.2 Course/Module is developed and updated by personnel with the relevant competencies
The organisation must demonstrate that the teaching and assessment
activities are developed in line with the requirements of the above
criterion.
1.3 Course/Module design is well-organised, marries with the pace and
stated goals of the course/module and syllabus requirements, and the
strategies are instructionally robust
The teaching activities must be designed in line with the requirements of the above criteria.
1.4 Course/Module content is relevant and current to meet the stated goals, and needs of the Students
There must be robust procedures in place to ensure that the content
remains relevant to the changing needs and practices of the TEFL/TESOL
industry and its Students.
1.5 Course/Module materials are well-organised and easily accessible
There must be robust procedures in place to ensure proper organisation of course/module materials.
2. Course/Module Delivery
2.1 Course/Module delivery takes all key requirements into account
The organisation must demonstrate that course/module delivery takes the
following key requirements into account: target group, learning needs,
entry requirements, optimum class size, course/module structure,
course/module goals and outcomes, assessment criteria and strategy,
recognition of prior learning (RPL), English language proficiency where
appropriate, monitoring and evaluation, tutor requirements, and
resources. These requirements must be documented.
2.2 Course/Module is delivered by personnel with the relevant competencies
The organisation must demonstrate that the teaching and assessment
activities are delivered in line with the requirements of the above
criterion.
2.3 Course/Module applies appropriate and current methodology and delivery to meet the needs of the Students
The organisation must demonstrate that the teaching and assessment
activities are delivered in line with the requirements of the above
criterion and are geared to incorporate both tutor input and independent
learning.
2.4 Course/Module delivery should be geared to cover practical aspects and Student participation, where possible
The organisation must demonstrate that the teaching and assessment
activities are delivered in line with the requirements of the above
criteria, where appropriate.
2.5 Course/Module materials are reviewed regularly and updated as required
The organisation must have robust procedures in place to ensure that
course/module materials are reviewed regularly and are updated as
required. It must also demonstrate how it ensures that the latest
version of the course/module materials is used.
3. Course/Module Evaluation
3.1 Course/Module evaluation is conducted at the end of teaching episodes to monitor standards and ensure continuous improvement
There must be a robust and systematic evaluation process in place to
monitor and evaluate the Students’ performance, teaching and assessment
activities and how the tutor is involved in the process. Student and
tutor feedback, and external monitoring feedback, must be collected and
evaluated with the aim of improving the quality and effectiveness of the
course/module.
C. Standards: Feedback and Assessment
1. Feedback
1.1 Students receive regular feedback and improvement suggestions during their period of study
The organisation must demonstrate that Students receive regular feedback
on their progress and performance throughout the course/module,
underpinned with the aim of continuous improvement and encouragement to
complete the course/module successfully.
1.2 Tutor feedback is given skilfully, constructively and in a
structured manner to ensure it is a motivational learning experience
The organisation must demonstrate that feedback is structured and
constructive and is intended to be a motivational learning experience
for the Students. It must also demonstrate that ‘positive feedback’ is
given when praising a Student for a behaviour which has gone well and
‘improvement feedback’ is given when informing a Student about a
behaviour that needs to be improved or changed. There should be no
evidence of ‘negative feedback’.
2. Assessment
2.1 The organisation abides by the basic principles underpinning assessment: credibility, fairness, validity, reliability and practicability
The organisation must demonstrate that it abides by the above principles of assessment.
2.2Internal moderation/verification processes and systems are set up, managed and overseen at all times by the internal moderator who has undergone training in moderation and has wide knowledge of the learning area
A competent and knowledgeable internal moderator must be appointed to set up, manage and oversee the internal moderation/verification processes and systems at all times and this person’s details must be made known to ACCRIN.
2.3 Internal moderation/verification processes and systems are in place to ensure the choice and design of assessment methods and instruments are appropriate to the unit standard and qualifications being assessed
The assessments chosen and designed must be appropriate, consistent, accurate and well-designed to match the specifications of the unit standards and qualifications being assessed.
2.4 Internal moderation/verification processes and systems are in place to ensure the assessments are appropriately conducted and match the specifications of unit standards and qualifications
The assessments must be appropriately conducted and match the specifications of unit standards and qualifications being assessed.
2.5 Internal moderation/verification processes and systems are in place to ensure any lessons learnt from the two previous stages – C2.2 and C2.3 – are considered and the necessary changes are made
Any lessons learnt from the two previous stages above must be considered and any necessary changes must be made.
2.6 Internal moderation/verification processes and systems are in place to ensure assessment instruments are credible, fair, valid, reliable and practicable at all times
The organisation must demonstrate that internal moderation/verification processes and systems are in place to ensure assessment instruments utilised are varied and meet the above criteria, and are reviewed from time to time to ensure they continue to meet the goals and outcomes stated.
2.7 Internal moderation/verification processes and systems are in place to identify the need to redesign assessments as and when required
The organisation must demonstrate that internal moderation/verification processes and systems are in place to identify the need to redesign assessment instruments, where need be.
2.8 Internal moderation/verification processes and systems are in place to ensure that all assessors who assess a particular unit, standard or qualification are using comparable assessment methods and are making similar and consistent judgements about candidates’ performance
The organisation must demonstrate that internal moderation/verification processes and systems are in place to ensure that all assessors use comparable assessment methods when assessing a particular unit, standard or qualification and are making similar and consistent judgements about candidates’ performance
2.9 The internal moderator provides appropriate and necessary support, advice and guidance to assessors
The organisation must demonstrate that the internal moderator is proactive in providing appropriate and necessary support, advice and guidance to assessors.
2.10 Procedures are in place for the de-registration of unsatisfactory assessors
The organisation must demonstrate that internal moderation/verification processes and systems are in place for the de-registration of unsatisfactory assessors.
2.11 The internal moderator co-ordinates regular assessor meetings and discussions as and when required
The organisation must demonstrate that internal moderation/verification processes and systems are in place to ensure that regular assessor meetings and discussions, led by the internal moderator, take place.
2.12 The internal moderator liaises with the external moderator/verifier (ACCRIN) as necessary and promptly
The internal moderator must liaise with ACCRIN promptly, as and when required.
2.13 Students are informed about assessment outcomes in a timely manner
There must be robust procedures in place to communicate, in a timely manner, the assessment outcomes to Students and procedures for certification.
2.14 Debrief sessions are held after the assessment to provide feedback on the Students’ performance
The organisation must demonstrate that debrief sessions are held after assessments to provide feedback to Students.
2.15 An appeals procedure for dissatisfied candidates is in place
The organisation must demonstrate that an appeals procedure for dissatisfied candidates is in place.
2.16 Assessment results are stored safely and are retrievable in a reasonable time
There must be robust procedures and facilities in place for the identification, storage, protection, and retrieval of assessment results.
2.17 Security measures are in place to ensure that certificates from Providers are received by relevant Students or their authorised representatives
There must be robust security measures in place to ensure that certificates are given to the ‘right’ Students or their authorised representatives.
2.18 Procedures are in place for verification of certificates issued
There must be robust procedures in place for verification of certificates issued. The organisation must demonstrate that staff are well informed of the procedures.
D. Standards: Staff
1. All Staff
1.1 All staff have relevant qualifications, experience and skills relevant to their role and are motivated to perform well
The organisation must demonstrate that all staff have the
qualifications, experience and skills to ensure an excellent customer
experience. It must also demonstrate that steps are in place to ensure
their continuing motivation to perform well, thereby maintaining an
excellent customer experience ethos.
1.2 Staff, including new starts, are encouraged to develop
There must be robust procedures in place to encourage and foster staff
development and sufficient time and assistance must be given to ensure
this.
1.3 There are sufficient staff to ensure an excellent customer experience
The organisation must demonstrate that, in normal circumstances, there
are sufficient internal and teaching staff to ensure an excellent
customer experience.
1.4 Staff are encouraged at all times to contribute to the customer experience
The organisation must demonstrate that all staff, at whatever level, are
encouraged to contribute suggestions and ideas to ensure an excellent
customer experience.
2. Tutors
2.1 Tutors have professional qualifications, skills and experience in the relevant subject areas
The organisation must demonstrate that the tutors have met the requirements of the above criteria.
2.2 Tutors are aware of, and apply, the latest developments in teaching and assessment subject matter, methodology and approaches
The organisation must demonstrate how the tutor meets the requirements of the above criterion.
END OF STANDARDS AND EVIDENCE
