Training on Opus Systems

1. Opus Learning
Training Day
10th January 2013

2. The Business Models Of Opus
Opus Learning Ltd has 2 main business models:
1. direct services to candidates and
2. support services to partners to support
candidates.

3. Direct Services To Candidates And Students
Three main provisions of learning:
Opus Learning
Coaches Info
ILPD (Informed Learning and Professional
Development Limited)
Further programmes in Education, and in Management.

4. Exercise1:
Take a few minutes to explore these sites to get an
indication of our range of offerings.

5. Support services to partners
• We have signed two agreements so far:
Institution Location of Territory of Qualifications Target
Partner activity numbers
Bourneville College Birmingham Kolkata HND Business 20 per
semester
Principals Academy Singapore Singapore and HND Business 100 per
Korea semester
• Target another 9 partners for this year,
• with an average intake of 30 candidates per semester (or
trimester).
• 7-800 candidates per year,
• each with us for an average of 3 years.

6. What We Offer Our Partners
• a fully hosted client-branded, adaptable Moodle 2 based
ecommerce delivery platform on the Cloud to market
recognised SQA qualifications worldwide
or
• a fully integrated solution of Opus content into existing
institutional systems.

8. Exercise2
The Opus Partner Brochure is here
Take a few moments to read this brochure.
It is in the pack

9. Other Future Business Models
• Apprenticeship and work based learning
• Future free services – Opus MOOC

10. The Quality System of Opus

11. Current Policies and procedures
1 The Opus Quality Assurance Strategy
2 Self-Assessment Process
3 Learning Experience Observations
4 Programme Validation
5 Programme Information
6 On-Programme Assessment and Verification
7 Equal Opportunity Policy
8 Student Achievement
9 Opus Ltd Survey Reports
10 The Opus Charter 2012-2014
11 Complaints Procedure
12 Opus and the SQA
13 Relationship with Corporations
14 Opus Organisational Chart

12. The Opus Partner QS Manual
• Five Categories:
– Management of a centre
– Resources
– Candidate Support
– Assessment & Verification The PAI Quality Manual
– Records/Data Management
• All signposted to four QA processes
• All pre-rated as High/Medium/Low impact
• All must be supported by possible sources of
evidence

13. The SQA Approach to Quality Assurance:
The Four Processes
• Systems Approval
• Qualification Approval
• Systems Verification
• Qualification Verification

14. Most Important Policies
• Assessment/Re-Assessment Policy
• Candidate Authentication Policy
• Candidate Appeals Procedure
• Candidate Induction Policy & Procedure
• Individual Learning Agreement
• Internal Verification Policy & Procedures
• Malpractice Policy
• Model for Assessment/Verification
• Plagiarism Policy
• Pre-exit Guidance
• Self-Assessment Process
• Staff Development Policy

15. Exercise3:
Make yourself familiar with all of the policies. Do this in your own time.

16. The Important Processes Supporting
Students

17. Individual Learning Agreement
Learner Name:
Main Programme of Study:
Additional Qualifications:
Long term career/educational aims
Steps/targets to achieve long term aims
Programme / Progress Review Dates Revised Details
(R) /
Additio
nal (A)
Referral for support in: Yes No
Communication/English/Literacy
Numeracy
ESOL (English for Speakers of Other Languages)
LLD (Learners with Learning Difficulties)
Learners with Physical Disabilities or Sensory
Impairment

18. Candidate Authentication Policy
Digital Authentication
+
Physical Authentication

19. Digital Authentication

20. Digital Recording Of Candidate Progress
Student interacts with content
Learner
interacting
with content, Makes notes, responds to
leaving traces quiz, send messages, etc
Store in MLE Capture notes
Print off
record of
learning

21. The Physical Presence Requirements
of a Programme
In each programme there are various points
where physical presence is required by
candidates.
Closed book instrument of assessment
Proctored examination, eg graded unit
Presentation by candidate, eg in a unit using
powerpoint
Presence at meeting, eg unit on
communications

22. The Authentication Table
Action Point Action Problem with ID Action on problem
with id
Sign on of candidate Assign secure login to Username and Re-issue username and
candidate to VLE, password wrong password
assign to tutor
Physical presence point Invigilator/proctor Photo-id missing Do not proceed with
checks photo-id assessment
Photo-id not accepted Report to Head of
Academy, who will
decide whether to
proceed with
assessment
Digital Check via Tutor monitors Lack of progress Discuss with candidate
workbook Candidate progress via Change of personality, Report to Head of
Digital workbook or suspicion of Academy.
personating
Digital Check via VLE Tutor monitors Lack of activity Discuss with candidate
Candidate activity
through activity logs

23. The Plagiarism Policy
• We are obliged to ensure that the qualifications its
candidates receive are a fair and accurate
representation of their work, and of the knowledge
and skills attained.
• We will take all appropriate measures to ensure that
candidates’ work is in fact their own, and will take
action where plagiarism and/or malpractice have
occurred.
NONE OF THIS PAGE IS MY WORK

24. The Malpractice Policy
• We comply with the SQA policy and procedures to handle
aspects of malpractice.
http://www.sqa.org.uk/files_ccc/CandidateMalpracticeGuida
nceForCentres.pdf
http://www.sqa.org.uk/files_ccc/Malpractice_in_IAQs.pdf

25. Malpractice
Types of malpractice include:
• Collusion
• Frivolous content
• Misconduct
• Offensive content
• Personation
• Plagiarism
• Unauthorised aids.

26. Exercise 4
Discuss scenarios where you may suspect
malpractice in assessment and your responses.

27. Assessment/Re-Assessment Policy
Assessment - First attempt at any form of assessment.
Re-assessment - Any agreed further assessment.
The planned assessment approaches gather all the necessary evidence for each specification.
 Assessment evidence is gathered for all learning outcomes.
 Standards as set out in Unit specifications are accurately applied to the work of all
candidates.
 Systematic internal moderation/verification procedures are applied in line with Opus policy.
 Staff have confidence in the assessment procedure.

28. Assessment Support Material
• A marking schedule is required for each assessment.
• Model solutions are required for each assessment. The format
of the solutions should tie in with the marking schedule.
• Marking schedules and model solutions must be approved by
the appropriate curriculum group to comply with IA/IV
procedures.

29. Internal Moderation/Verification
and
External Moderation/Verification
Internal moderation/verification and external
moderation/verification will be carried out in
accordance with policy and procedures as
outlined in the Quality Assurance Manuals.

30. Assessment and Re-Assessment
Policy and Procedures
Unless there are specific SQA guidelines
the following policy should be
followed.

31. Assessment/Re-Assessment of
closed book and “In Class” assessments
• Situation 1
• Fails 1st attempt, but is good attempt
• Remediation offered
• Re-assessment using SAME Instrument of
Assessment

32. Situation 2
Situation 2
Fails 1st attempt, and is poor attempt
Remediation offered
Re-assessment using DIFFERENT Instrument
of Assessment

33. Assignment/Project Based Assessments
 Under exceptional circumstances, approved by the programme team leader prior to the
submission date, an extension of time may be granted to allow submission at a later agreed
date.
 Failure to submit an assignment/project on the agreed date will result in FAIL. A second
agreed submission date will be set and this will be regarded as a re-assessment.
 Failure to satisfy all performance criteria/evidence requirements on the first submission must
be followed by corrective feedback from the tutor and a second agreed submission date set.
 Failure to submit a re-assessment on the agreed date will result in a FAIL.
 Failure to satisfy all performance criteria/evidence requirements on the second submission
will result in a FAIL.
 All outcomes in the unit must be re-assessed, with a different instrument.

34. HN Graded Units
 Each Faculty/programme Team will decide on the appropriate
action to be taken with regard to initial assessment planning.
 Re-assessment issues of Graded Units will be agreed at
Programme Team meetings and thereafter sanctioned by the
Academic Board. This applies to both exam based and project
based Graded Units.
 Resits to achieve upgraded scores are not permitted.

35. Internal Verification Policy & Procedures

36. Role of the Internal Verifier (IV) within Opus
• Persons appointed will have
– a good understanding of HND assessment requirements and
– must be a subject expert.
• They are responsible for ensuring the standardisation process
• The internal verification process will be monitored by the
designated Lead Internal.

37. Planning Role
 Monitor that the internal verifier (IV) schedule covers all units
and all assessors on a programme.
 Advise on the interpretation of National standards.
 Internal verifier goes through all assignments in brief before
issue to learners
 Standardisation meetings can be used to develop quality and
consistency of assessment across assessors involved in
different units across different programmes.

38. Undertaking Role Includes
• Provide advice and support to assessors on a regular basis.
• Advise on the appropriateness of assessment evidence with regard to
level, sufficiency, authenticity, validity and consistency.
• Check the quality of assessment to ensure that it is consistent, fair and
reliable.
• Ensure own assessment decisions are internally verified by another
person.
• Give feedback to assessors and identify action to be taken where
appropriate.
• There is evidence that candidate achievement record of progress are up-
to-date, monitored and action taken where necessary
• Records of candidate achievement provide a clear audit trail of
assessment and internal verification of the HND

39. Reviewing Role Includes
• Ensure appropriate corrective action is taken when
assignment briefs are not fit for purpose or when assessment
decisions are not accurate.
• Provide feedback on aspects of the assessment system to the
programme team, senior management.
• Standardisation of assessment must take place when there is
more than one assessor engaged in delivery and assessment
of an assignment or unit.

40. Strategy for Internal Verification
Sampling
• The sample should present a sufficiently accurate picture of the quality of
assessments to be confident that those decisions not sampled also meet national
standards. It should reflect:
• Examples of work from all markers in Units where more than one marker
contributes to the Unit assessment
• For experienced assessors, at least 5 candidates or 25% of the candidates –
whichever is the greater.
• For a new Assessor – a 100% sampling should continue until the Internal Verifier is
satisfied that accurate decisions are being made.
• If an Internal Verifier is not satisfied with the Assessor’s marking decision an
increased sample will be used.
• If the assessment decisions do not improve the Programme Manager will be
informed.

41. Standardising Assessment Practice
 Standardisation meetings will be held with the Assessment Team that will
include all assessors, the IV and Quality Nominee.
 The meetings will focus on areas such as revisions to standards where
appropriate, problems with generating evidence, the validity and
sufficiency of evidence, the different approaches by assessors and
candidate progress.
 The minutes from all meetings will be distributed to all participants and all
action points monitored to ensure implementation.
 Meetings will be held weekly in the first instance to ensure ease of
implementation then fortnightly thereafter.

42. Model for Assessment/Verification
 The SQA view on assessment and verification is given in
their guidebook:
 Guide to Assessment
 There is also an open course on the SQA Academy on
Assessment:
 http://www.sqaacademy.org.uk/course/view.php?id=109
 You cam sign in as a guest, or register for access.

43. An Assessor
• An Assessor is one who conducts the Assessment
Process.
• An Assessor must have a good understanding of the
assessment cycle.
• An Assessor will carry out the following tasks:
– Agree assessment arrangements with candidates
– Conduct assessment with candidates
– Review evidence and communicate assessment decisions
to candidates
– Contribute and conform to internal quality assurance
requirements

44. An Internal Verifier
• An Internal Verifier is one who conducts the Internal
Verification Process.
• An Internal Verifier must have a good understanding of the
assessment cycle.
• An Internal Verifier will carry out the following tasks:
– Prepare to internally verify the assessment process
– Arrange and conduct internal verification of the
assessment process
– Review and standardise assessment practices and
procedures

45. Candidate
Requests
Assessment
Instrument
from VLE
Assessment
sent to
Candidate –
Assessment And Verifications time limited
PDF
Assessment
pdf
System And Process Map Candidate
responds to
Assessment
Candidate
Attempt
Assessor
reviews
Verifier
Assessment
consultation
Attempt Makes
comments
yes Satisfactory
No
Sign Sign No
assessment assessment
Resubmit?
record detailing record detailing
Satisfactory re-assessment
yes
Send assessment
record to Assessor
Assessor sends comments
candidate – Verifier
complete record
comments to
consultation
in VLE/SQA candidate
Connect
Candidate
Candidate attempt
Assessment
Record Candidate
Resubmits

46. Tasks for Tutor/Assessor
• Monitor VLE activity, identify lack of
progress and contact course leader.
• Monitor Digital Workbook identify any
outliers in progress, contact course
leader with details.
• Respond to direct emails from
candidate, making use of FAQs for
response.

47. Timing of Assessment Model
Unit name Unit code Credit SCQF Number Notional Verifier
For Bournville College, we value level of
assess
ments
Assessor
time
(minutes)
Overhead
Minutes
were asked to produce a YEAR 1
Business Accounting
Business Law: An Introduction
F84M 34
F84P34
2
1
7
7
2
3
52
66
7
7
timing model for Communication: Analysing and Presenting
Complex Communication
DE3N 34 1 7 3 66 7
Creating a Culture of Customer Care H1F0 34 1 7 2 44 7
assessments. We carried out Economic Issues: An Introduction
Economics 1: Micro and Macro Theory and
F7J8 34
F7J6 35
1
1
7
8
3
3
66
66
7
7
an exercise in timing, and
Application
Human Resource Management: Introduction H1KP 34 1 7 2 44 7
Information Technology: Applications D75X 34 1 7 1 22 7
came up with the following Software 1
IT in Business: Spreadsheets F84V 34 1 7 3 66 7
Managing People and Organisations F84T 34 2 7 2 52 7
findings: Marketing: An Introduction
Personal Development Planning
F7BX 34
DE3R 34
1
1
7
7
1
1
22
22
7
7
Business: Graded Unit 1 H0HY 34 1 7 Exam 45 20
Page 24 YEAR 2
Behavioural Skills for Business F84L 35 1 8 1 22 7
Business Contractual Relationships F84N 34 1 7 3 66 7
Business Culture and Strategy F7J7 35 2 8 4 104 7
Economics 2: The World Economy F86E 35 1 8 1 22 7
Information and Communication Technology F84W 35 2 8 3 78 7
in Business
International Marketing: An Introduction DG6M 34 1 7 2 44 7
Preparing Financial Forecasts F84R 35 1 8 2 44 7
Presentation Skills F84E 35 1 8 3 66 7
Statistics for Business F84K 35 1 8 3 66 7
Training and Developing the Workforce A6HC 34 2 7 3 78 7
Business: Graded Unit 2 H0J0 35 2 8 Project 90 40
Research Skills F60A 34 1 7 Project 60 20
Project Management F1NH 34 1 7 Project 40 13
Leadership in Public Sector F3HM 35 1 8 Project 60 20
Marketing Practice DG6V 34 1 7 4 88 7
Totals 928 170

48. The Opus Delivery System
• In the study pack, there is a powerpoint presentation on the
Opus Digital Work book.
Explore this presentation
in your own time, send any
comments to:
jg@opuslearning.com
kwc@opuslearning.com

49. Opus Environment
• The rest of this session will consist of a
run through of the Opus Learning
environment, presented by Ken Currie.

50. A Candidate Case Study,
email Flows and Reports
Unit Title: Communication: Communication: Analysing
and Presenting Complex Communication
Outcome Task Evidence to be
retained
1 Summarising and evaluating a Written or taped oral responses
complex business text
2 Producing a range of complex written One or a portfolio of complex
business documents business document(s) of at least
1,500 words
3 Planning, contributing to and Support materials, such as
documenting a formal meeting planning
notes, presentation slides or other
visual aid. A detailed observation
checklist, and/or video recording

51. The email traffic is shown below:

52. The evidence gathered is in the form
of a set of files held in our file store.
Assignment Number 1
LA_DEL_ROSARIO_Assignment_no._2.docx
Unit assessment no 1 Llewellyn Del Rosario 041212.docx
Assignment number 2
Assignment_-_LA_DEL_ROSARIO.docx
LA_DEL_ROSARIO_ASSESSMENT_NO._3 jg comments.docx
LA_DEL_ROSARIO_ASSESSMENT_NO._3.docx
LA_DEL_ROSARIO_ASSESSMENT_NO._3_revised.docx
Unit assessment no 2 Llewellyn Del Rosario v2 280912.docx
Unit assessment no 2 Llewellyn Del Rosario.docx
Assignment Number 3
8th TPAG MEA - AGENDA FINAL.doc
8th TPAG meeting attendance 001.pdf
8th_TPAG_meeting_attendance_001.pdf
Assignment 3 v2.docx
Assignment 3.docx
LLewie audio record.MP3
Minutes 8th MEA TPAG Meeting - 19th November 2012 Final.docx
Minutes_8th_MEA_TPAG_Meeting_-_19th_November_2012_draft_2 (1).docx
Unit assessment no 3 Llewellyn Del Rosario 041212.docx

53. Interoperations between Opus and SQA
• Opus support for Centre Approval
• One of the major features of the Opus operation is the support we provide to our partners in
the achievement of Centre and Qualification approval from SQA. We have two clients who
have gone through two different processes.

54. Bournville College
At Bournville College we have provided the following support:
 Support in gaining Centre recognition form SQA
 Training of staff in Opus systems
 Provision of a Bournville College version of the Opus learning
environment
 Support for the planning of the delivery of the Bournville HND in
Business. This was very detailed. We supplied the following:
 Bournville Environment
 Project Plan
 Financial model
 Assessor/verifier Plan
 New content to their specification

55. Principals Academy, Singapore
At the PA we have provided the following support
 Development of the PA Quality Manual
 Support for Centre Approval – including all documentation, and
attendance at meetings with SQA.
 Delivery of all documentation required for the delivery of the HND
Business
 We have indicated that we shall support the PA in all aspects of
delivery, including:
 Financial Model
 Payments Gateway
 Staff Training
 Project Planning
 Instance of environment.

56. SQA Connect
 Our main data interchange with SQA is SQA Connect. This is where we
input student data and also input results of assessment.
 http://www.sqa.org.uk/sqa/44795.html
 SQA Connect is operated by our Chairman of the Academic Board Mr Ken
Currie.
 All communication with SQA is via Ken for data purposes.
 Other Communication with SQA
 Currently John Gordon is the SQA Coordinator, but this is likely to change
in the coming weeks.

57. END