{ "schemaVersion": "iceqc.research-report.reader.v1", "document": { "id": "doc-iceqc-r-2013-06", "slug": "assessment-integrity-low-capacity-emergency-settings", "documentNumber": "ICEQC-R-2013-06", "title": "Assessment Integrity in Low-Capacity and Emergency Settings", "subtitle": "A global standards-interpretive study of authorised decisions, reliable evidence and equitable learner protection", "family": "RESEARCH", "reportType": "THEMATIC_RESEARCH_REPORT", "researchCategory": "STANDARDS_INTERPRETATION", "reportArchetype": "STANDARDS_INTERPRETIVE_STUDY", "geographicScope": "Global", "ownerBody": "ICEQC Research and Policy Directorate", "publisher": "International Council for Education Quality Certification (ICEQC)", "publicIdentity": "ICEQC_ONLY" }, "version": { "id": "ver-iceqc-r-2013-06-en-2013-08-01", "edition": "2013", "versionLabel": "Published 2013-08-01", "language": "en", "authoritativeLanguage": "en", "status": "PUBLISHED", "publicationDate": "2013-08-01", "evidenceCutoffDate": "2013-08-01", "statusNotice": "This is the controlled English edition. Evidence and institutional status are stated as at the evidence cut-off date.", "summary": "Assessment may be necessary during disruption to support teaching, placement, progression, certification and transfer. Limited capacity and urgency can justify proportionate adaptation, but they do not remove the need for lawful authority, a defined construct, accessible conditions, reliable evidence and review." }, "publicationControl": { "matrixRecordId": "ICEQC-R-2013-06", "temporalBasis": "CONTEMPORANEOUS_AS_AT_PUBLICATION_DATE", "originalAuthorship": "ICEQC", "suggestedMainTextWords": 17000, "suggestedTechnicalAnnexWords": 3500, "suggestedTotalWords": 20500, "actualMainTextWords": 19867, "actualTechnicalAnnexWords": 0, "actualTotalWords": 19867 }, "frontMatter": { "executiveSummary": [ "Assessment may be necessary during disruption to support teaching, placement, progression, certification and transfer. Limited capacity and urgency can justify proportionate adaptation, but they do not remove the need for lawful authority, a defined construct, accessible conditions, reliable evidence and review.", "Integrity should be understood across the complete decision chain: learner eligibility, task design, administration, custody, marking, data, result, recognition and correction. A breach or limitation should be assessed for the learners, sites, decisions and period actually affected.", "This report examines twelve domains through tests of minimum condition, evidence, validity, reliability, equity, proportionality, implementation, incident response and recognition. It distinguishes an anomalous signal from a finding and a completed assessment from a defensible result.", "The central conclusion is that emergency adaptation should preserve the substantive basis for the intended decision and state limits on later use. Where this cannot be achieved, alternative evidence, delayed decision or proportionate reassessment may be necessary." ], "keyFindings": [ "Assessment authority, purpose and consequence should be stated before administration.", "Missing identity or study records should not lead automatically to exclusion.", "Shortened instruments require explicit limits on coverage and use.", "Accessibility and language conditions form part of validity.", "Site variation should be authorised, recorded and examined for consequence.", "Marking controls should reflect decision consequence and available capacity.", "Anomalies and allegations require inquiry rather than automatic adverse findings.", "Results should distinguish verified evidence, uncertainty and material limitation.", "Recognition information should not promise a receiving body’s decision.", "Remedy should restore the learner pathway as far as practicable." ], "scopeAndMethod": [] }, "parts": [ { "id": "part-iceqc-r-2013-06-i", "number": "I", "title": "Authority and assessment purpose", "anchor": "part-i-authority-and-assessment-purpose", "sectionIds": [ "sec-iceqc-r-2013-06-1", "sec-iceqc-r-2013-06-2", "sec-iceqc-r-2013-06-3", "sec-iceqc-r-2013-06-4", "sec-iceqc-r-2013-06-5", "sec-iceqc-r-2013-06-6", "sec-iceqc-r-2013-06-7", "sec-iceqc-r-2013-06-8", "sec-iceqc-r-2013-06-9", "sec-iceqc-r-2013-06-10" ] }, { "id": "part-iceqc-r-2013-06-ii", "number": "II", "title": "Learner identity and eligibility", "anchor": "part-ii-learner-identity-and-eligibility", "sectionIds": [ "sec-iceqc-r-2013-06-11", "sec-iceqc-r-2013-06-12", "sec-iceqc-r-2013-06-13", "sec-iceqc-r-2013-06-14", "sec-iceqc-r-2013-06-15", "sec-iceqc-r-2013-06-16", "sec-iceqc-r-2013-06-17", "sec-iceqc-r-2013-06-18", "sec-iceqc-r-2013-06-19", "sec-iceqc-r-2013-06-20" ] }, { "id": "part-iceqc-r-2013-06-iii", "number": "III", "title": "Assessment design and construct", "anchor": "part-iii-assessment-design-and-construct", "sectionIds": [ "sec-iceqc-r-2013-06-21", "sec-iceqc-r-2013-06-22", "sec-iceqc-r-2013-06-23", "sec-iceqc-r-2013-06-24", "sec-iceqc-r-2013-06-25", "sec-iceqc-r-2013-06-26", "sec-iceqc-r-2013-06-27", "sec-iceqc-r-2013-06-28", "sec-iceqc-r-2013-06-29", "sec-iceqc-r-2013-06-30" ] }, { "id": "part-iceqc-r-2013-06-iv", "number": "IV", "title": "Accessibility and accommodation", "anchor": "part-iv-accessibility-and-accommodation", "sectionIds": [ "sec-iceqc-r-2013-06-31", "sec-iceqc-r-2013-06-32", "sec-iceqc-r-2013-06-33", "sec-iceqc-r-2013-06-34", "sec-iceqc-r-2013-06-35", "sec-iceqc-r-2013-06-36", "sec-iceqc-r-2013-06-37", "sec-iceqc-r-2013-06-38", "sec-iceqc-r-2013-06-39", "sec-iceqc-r-2013-06-40" ] }, { "id": "part-iceqc-r-2013-06-v", "number": "V", "title": "Language and cultural context", "anchor": "part-v-language-and-cultural-context", "sectionIds": [ "sec-iceqc-r-2013-06-41", "sec-iceqc-r-2013-06-42", "sec-iceqc-r-2013-06-43", "sec-iceqc-r-2013-06-44", "sec-iceqc-r-2013-06-45", "sec-iceqc-r-2013-06-46", "sec-iceqc-r-2013-06-47", "sec-iceqc-r-2013-06-48", "sec-iceqc-r-2013-06-49", "sec-iceqc-r-2013-06-50" ] }, { "id": "part-iceqc-r-2013-06-vi", "number": "VI", "title": "Administration and supervision", "anchor": "part-vi-administration-and-supervision", "sectionIds": [ "sec-iceqc-r-2013-06-51", "sec-iceqc-r-2013-06-52", "sec-iceqc-r-2013-06-53", "sec-iceqc-r-2013-06-54", "sec-iceqc-r-2013-06-55", "sec-iceqc-r-2013-06-56", "sec-iceqc-r-2013-06-57", "sec-iceqc-r-2013-06-58", "sec-iceqc-r-2013-06-59", "sec-iceqc-r-2013-06-60" ] }, { "id": "part-iceqc-r-2013-06-vii", "number": "VII", "title": "Materials and information security", "anchor": "part-vii-materials-and-information-security", "sectionIds": [ "sec-iceqc-r-2013-06-61", "sec-iceqc-r-2013-06-62", "sec-iceqc-r-2013-06-63", "sec-iceqc-r-2013-06-64", "sec-iceqc-r-2013-06-65", "sec-iceqc-r-2013-06-66", "sec-iceqc-r-2013-06-67", "sec-iceqc-r-2013-06-68", "sec-iceqc-r-2013-06-69", "sec-iceqc-r-2013-06-70" ] }, { "id": "part-iceqc-r-2013-06-viii", "number": "VIII", "title": "Marking and moderation", "anchor": "part-viii-marking-and-moderation", "sectionIds": [ "sec-iceqc-r-2013-06-71", "sec-iceqc-r-2013-06-72", "sec-iceqc-r-2013-06-73", "sec-iceqc-r-2013-06-74", "sec-iceqc-r-2013-06-75", "sec-iceqc-r-2013-06-76", "sec-iceqc-r-2013-06-77", "sec-iceqc-r-2013-06-78", "sec-iceqc-r-2013-06-79", "sec-iceqc-r-2013-06-80" ] }, { "id": "part-iceqc-r-2013-06-ix", "number": "IX", "title": "Data, results and uncertainty", "anchor": "part-ix-data-results-and-uncertainty", "sectionIds": [ "sec-iceqc-r-2013-06-81", "sec-iceqc-r-2013-06-82", "sec-iceqc-r-2013-06-83", "sec-iceqc-r-2013-06-84", "sec-iceqc-r-2013-06-85", "sec-iceqc-r-2013-06-86", "sec-iceqc-r-2013-06-87", "sec-iceqc-r-2013-06-88", "sec-iceqc-r-2013-06-89", "sec-iceqc-r-2013-06-90" ] }, { "id": "part-iceqc-r-2013-06-x", "number": "X", "title": "Integrity incidents and evidence", "anchor": "part-x-integrity-incidents-and-evidence", "sectionIds": [ "sec-iceqc-r-2013-06-91", "sec-iceqc-r-2013-06-92", "sec-iceqc-r-2013-06-93", "sec-iceqc-r-2013-06-94", "sec-iceqc-r-2013-06-95", "sec-iceqc-r-2013-06-96", "sec-iceqc-r-2013-06-97", "sec-iceqc-r-2013-06-98", "sec-iceqc-r-2013-06-99", "sec-iceqc-r-2013-06-100" ] }, { "id": "part-iceqc-r-2013-06-xi", "number": "XI", "title": "Progression, recognition and records", "anchor": "part-xi-progression-recognition-and-records", "sectionIds": [ "sec-iceqc-r-2013-06-101", "sec-iceqc-r-2013-06-102", "sec-iceqc-r-2013-06-103", "sec-iceqc-r-2013-06-104", "sec-iceqc-r-2013-06-105", "sec-iceqc-r-2013-06-106", "sec-iceqc-r-2013-06-107", "sec-iceqc-r-2013-06-108", "sec-iceqc-r-2013-06-109", "sec-iceqc-r-2013-06-110" ] }, { "id": "part-iceqc-r-2013-06-xii", "number": "XII", "title": "Correction, appeal and continuity", "anchor": "part-xii-correction-appeal-and-continuity", "sectionIds": [ "sec-iceqc-r-2013-06-111", "sec-iceqc-r-2013-06-112", "sec-iceqc-r-2013-06-113", "sec-iceqc-r-2013-06-114", "sec-iceqc-r-2013-06-115", "sec-iceqc-r-2013-06-116", "sec-iceqc-r-2013-06-117", "sec-iceqc-r-2013-06-118", "sec-iceqc-r-2013-06-119", "sec-iceqc-r-2013-06-120" ] }, { "id": "part-iceqc-r-2013-06-xiii", "number": "XIII", "title": "Conclusions", "anchor": "part-xiii-conclusions", "sectionIds": [ "sec-iceqc-r-2013-06-121", "sec-iceqc-r-2013-06-122", "sec-iceqc-r-2013-06-123" ] } ], "sections": [ { "id": "sec-iceqc-r-2013-06-1", "partId": "part-iceqc-r-2013-06-i", "parentId": null, "number": "1", "title": "Integrity proposition", "anchor": "1-integrity-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-1-b001", "type": "PARAGRAPH", "text": "The relevant condition is the competent body, intended decision, learners and consequences governed by the assessment. The principal risk is that emergency substitution can create results whose status and permitted use are unclear. Authorities should state authority, construct, decision, period and review before administration.", "citationIds": [ "REF-01" ] } ] }, { "id": "sec-iceqc-r-2013-06-2", "partId": "part-iceqc-r-2013-06-i", "parentId": null, "number": "2", "title": "Minimum standard", "anchor": "2-minimum-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-2-b001", "type": "PARAGRAPH", "text": "In authority and assessment purpose, assessment integrity concerns the competent body, intended decision, learners and consequences governed by the assessment. The principal risk is that emergency substitution can create results whose status and permitted use are unclear. The competent authority should therefore state authority, construct, decision, period and review before administration.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-2-b002", "type": "PARAGRAPH", "text": "The minimum standard test asks which condition must be present for the assessment decision to proceed. Assessment bodies should state observable threshold and competent verifier. The governing proposition is that limited capacity does not justify an undefined minimum. The decision record should identify learner population, purpose, authority, conditions and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-2-b003", "type": "PARAGRAPH", "text": "Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-3", "partId": "part-iceqc-r-2013-06-i", "parentId": null, "number": "3", "title": "Evidence", "anchor": "3-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-3-b001", "type": "PARAGRAPH", "text": "Evidence is material because the competent body, intended decision, learners and consequences governed by the assessment cannot be inferred from completion of an assessment event. In this domain, emergency substitution can create results whose status and permitted use are unclear. The immediate safeguard is to state authority, construct, decision, period and review before administration.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-3-b002", "type": "PARAGRAPH", "text": "A defensible decision should establish which record demonstrates compliance or explains variation and should retain source, date, site, cohort and incident information, recognising that a plan or signed form is not proof of operational condition. Local incident evidence should be capable of changing a central result or validity judgement.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-3-b003", "type": "PARAGRAPH", "text": "Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-4", "partId": "part-iceqc-r-2013-06-i", "parentId": null, "number": "4", "title": "Validity", "anchor": "4-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-4-b001", "type": "PARAGRAPH", "text": "The protected educational function in authority and assessment purpose is the competent body, intended decision, learners and consequences governed by the assessment. If emergency substitution can create results whose status and permitted use are unclear, an apparently standard result can impose an unfair progression consequence. The required course is to state authority, construct, decision, period and review before administration.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-4-b002", "type": "PARAGRAPH", "text": "Under validity, review concerns whether evidence supports the intended interpretation and use. Authorities should connect construct, task, condition and decision, subject to the principle that reliability alone cannot justify use for a different purpose. Reasons should match the consequence and uncertainty of the decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-4-b003", "type": "PARAGRAPH", "text": "Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-5", "partId": "part-iceqc-r-2013-06-i", "parentId": null, "number": "5", "title": "Reliability", "anchor": "5-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-5-b001", "type": "PARAGRAPH", "text": "Assessment of authority and assessment purpose should begin with the competent body, intended decision, learners and consequences governed by the assessment. A foreseeable failure arises where emergency substitution can create results whose status and permitted use are unclear. Bodies should state authority, construct, decision, period and review before administration.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-5-b002", "type": "PARAGRAPH", "text": "The reliability standard requires consideration of whether comparable evidence receives sufficiently consistent treatment. Decision-makers should use proportionate standardisation and moderation, because uniform procedure cannot correct a biased or inaccessible construct. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-5-b003", "type": "PARAGRAPH", "text": "The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-6", "partId": "part-iceqc-r-2013-06-i", "parentId": null, "number": "6", "title": "Equity", "anchor": "6-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-6-b001", "type": "PARAGRAPH", "text": "Authority and assessment purpose requires explicit control because it concerns the competent body, intended decision, learners and consequences governed by the assessment. The risk is that emergency substitution can create results whose status and permitted use are unclear. A competent authority should state authority, construct, decision, period and review before administration.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-6-b002", "type": "PARAGRAPH", "text": "Review of equity should determine which learners experience a different barrier or consequence. It should test disability, language, displacement, gender, geography and cost and acknowledge that identical administration does not establish equal opportunity to demonstrate learning. Personal information and allegations should remain protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-6-b003", "type": "PARAGRAPH", "text": "Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-7", "partId": "part-iceqc-r-2013-06-i", "parentId": null, "number": "7", "title": "Proportionality", "anchor": "7-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-7-b001", "type": "PARAGRAPH", "text": "The public interest in authority and assessment purpose is the credible use of the competent body, intended decision, learners and consequences governed by the assessment. Where emergency substitution can create results whose status and permitted use are unclear, administrative completion can create false assurance. Authorities should state authority, construct, decision, period and review before administration.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-7-b002", "type": "PARAGRAPH", "text": "For proportionality, responsible bodies should identify how consequence, urgency, capacity and alternatives shape control and should record options, risks and reasons. Any conclusion must respect that lower-stakes flexibility should not be represented as adequate for every decision. Material limitations should accompany the result they qualify.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-7-b003", "type": "PARAGRAPH", "text": "The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-8", "partId": "part-iceqc-r-2013-06-i", "parentId": null, "number": "8", "title": "Implementation", "anchor": "8-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-8-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 8. Implementation to distinguish authority, delivery, distribution and remedy. In authority and assessment purpose, assessment integrity concerns the competent body, intended decision, learners and consequences governed by the assessment. The principal risk is that emergency substitution can create results whose status and permitted use are unclear. The competent authority should therefore state authority, construct, decision, period and review before administration. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-8-b002", "type": "PARAGRAPH", "text": "The implementation test asks which people, resources and sequence make the standard feasible. Assessment bodies should assign authority, deputies, materials and communication. The governing proposition is that unfunded or unavailable controls should remain visible as limitations. The decision record should identify learner population, purpose, authority, conditions and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-8-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 8. Implementation to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-9", "partId": "part-iceqc-r-2013-06-i", "parentId": null, "number": "9", "title": "Incident response", "anchor": "9-incident-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-9-b001", "type": "PARAGRAPH", "text": "Incident response is material because the competent body, intended decision, learners and consequences governed by the assessment cannot be inferred from completion of an assessment event. In this domain, emergency substitution can create results whose status and permitted use are unclear. The immediate safeguard is to state authority, construct, decision, period and review before administration.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-9-b002", "type": "PARAGRAPH", "text": "A defensible decision should establish how failure is contained, investigated and remedied and should protect evidence, learners and due process and determine affected scope, recognising that an anomaly is a trigger for inquiry rather than an automatic finding. Local incident evidence should be capable of changing a central result or validity judgement.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-9-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 9. Incident response to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-10", "partId": "part-iceqc-r-2013-06-i", "parentId": null, "number": "10", "title": "Review and recognition", "anchor": "10-review-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-10-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 10. Review and recognition to distinguish authority, delivery, distribution and remedy. The protected educational function in authority and assessment purpose is the competent body, intended decision, learners and consequences governed by the assessment. If emergency substitution can create results whose status and permitted use are unclear, an apparently standard result can impose an unfair progression consequence. The required course is to state authority, construct, decision, period and review before administration. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-10-b002", "type": "PARAGRAPH", "text": "Under review and recognition, review concerns how decisions are challenged, corrected and used by receiving bodies. Authorities should provide records, reasons, status and a competent review route, subject to the principle that one authority should not promise another authority’s recognition decision. Reasons should match the consequence and uncertainty of the decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-10-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 10. Review and recognition to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-11", "partId": "part-iceqc-r-2013-06-ii", "parentId": null, "number": "11", "title": "Integrity proposition", "anchor": "11-integrity-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-11-b001", "type": "PARAGRAPH", "text": "The relevant condition is proportionate confirmation of the person and entitlement to participate. The principal risk is that lost documents, displacement and weak registers can exclude learners or create unresolved duplicate records. Authorities should use controlled identifiers and lawful alternative evidence with correction.", "citationIds": [ "REF-02" ] } ] }, { "id": "sec-iceqc-r-2013-06-12", "partId": "part-iceqc-r-2013-06-ii", "parentId": null, "number": "12", "title": "Minimum standard", "anchor": "12-minimum-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-12-b001", "type": "PARAGRAPH", "text": "Learner identity and eligibility requires explicit control because it concerns proportionate confirmation of the person and entitlement to participate. The risk is that lost documents, displacement and weak registers can exclude learners or create unresolved duplicate records. A competent authority should use controlled identifiers and lawful alternative evidence with correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-12-b002", "type": "PARAGRAPH", "text": "Review of minimum standard should determine which condition must be present for the assessment decision to proceed. It should state observable threshold and competent verifier and acknowledge that limited capacity does not justify an undefined minimum. Personal information and allegations should remain protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-12-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 12. Minimum standard to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-13", "partId": "part-iceqc-r-2013-06-ii", "parentId": null, "number": "13", "title": "Evidence", "anchor": "13-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-13-b001", "type": "PARAGRAPH", "text": "The public interest in learner identity and eligibility is the credible use of proportionate confirmation of the person and entitlement to participate. Where lost documents, displacement and weak registers can exclude learners or create unresolved duplicate records, administrative completion can create false assurance. Authorities should use controlled identifiers and lawful alternative evidence with correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-13-b002", "type": "PARAGRAPH", "text": "For evidence, responsible bodies should identify which record demonstrates compliance or explains variation and should retain source, date, site, cohort and incident information. Any conclusion must respect that a plan or signed form is not proof of operational condition. Material limitations should accompany the result they qualify.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-13-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 13. Evidence to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-14", "partId": "part-iceqc-r-2013-06-ii", "parentId": null, "number": "14", "title": "Validity", "anchor": "14-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-14-b001", "type": "PARAGRAPH", "text": "In learner identity and eligibility, assessment integrity concerns proportionate confirmation of the person and entitlement to participate. The principal risk is that lost documents, displacement and weak registers can exclude learners or create unresolved duplicate records. The competent authority should therefore use controlled identifiers and lawful alternative evidence with correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-14-b002", "type": "PARAGRAPH", "text": "The validity test asks whether evidence supports the intended interpretation and use. Assessment bodies should connect construct, task, condition and decision. The governing proposition is that reliability alone cannot justify use for a different purpose. The decision record should identify learner population, purpose, authority, conditions and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-14-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 14. Validity to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-15", "partId": "part-iceqc-r-2013-06-ii", "parentId": null, "number": "15", "title": "Reliability", "anchor": "15-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-15-b001", "type": "PARAGRAPH", "text": "Reliability is material because proportionate confirmation of the person and entitlement to participate cannot be inferred from completion of an assessment event. In this domain, lost documents, displacement and weak registers can exclude learners or create unresolved duplicate records. The immediate safeguard is to use controlled identifiers and lawful alternative evidence with correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-15-b002", "type": "PARAGRAPH", "text": "A defensible decision should establish whether comparable evidence receives sufficiently consistent treatment and should use proportionate standardisation and moderation, recognising that uniform procedure cannot correct a biased or inaccessible construct. Local incident evidence should be capable of changing a central result or validity judgement.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-15-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 15. Reliability to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-16", "partId": "part-iceqc-r-2013-06-ii", "parentId": null, "number": "16", "title": "Equity", "anchor": "16-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-16-b001", "type": "PARAGRAPH", "text": "The protected educational function in learner identity and eligibility is proportionate confirmation of the person and entitlement to participate. If lost documents, displacement and weak registers can exclude learners or create unresolved duplicate records, an apparently standard result can impose an unfair progression consequence. The required course is to use controlled identifiers and lawful alternative evidence with correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-16-b002", "type": "PARAGRAPH", "text": "Under equity, review concerns which learners experience a different barrier or consequence. Authorities should test disability, language, displacement, gender, geography and cost, subject to the principle that identical administration does not establish equal opportunity to demonstrate learning. Reasons should match the consequence and uncertainty of the decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-16-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 16. Equity to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-17", "partId": "part-iceqc-r-2013-06-ii", "parentId": null, "number": "17", "title": "Proportionality", "anchor": "17-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-17-b001", "type": "PARAGRAPH", "text": "Assessment of learner identity and eligibility should begin with proportionate confirmation of the person and entitlement to participate. A foreseeable failure arises where lost documents, displacement and weak registers can exclude learners or create unresolved duplicate records. Bodies should use controlled identifiers and lawful alternative evidence with correction.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-17-b002", "type": "PARAGRAPH", "text": "The proportionality standard requires consideration of how consequence, urgency, capacity and alternatives shape control. Decision-makers should record options, risks and reasons, because lower-stakes flexibility should not be represented as adequate for every decision. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-17-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 17. Proportionality to distinguish authority, delivery, distribution and remedy. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-18", "partId": "part-iceqc-r-2013-06-ii", "parentId": null, "number": "18", "title": "Implementation", "anchor": "18-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-18-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 18. Implementation to distinguish authority, delivery, distribution and remedy. Learner identity and eligibility requires explicit control because it concerns proportionate confirmation of the person and entitlement to participate. The risk is that lost documents, displacement and weak registers can exclude learners or create unresolved duplicate records. A competent authority should use controlled identifiers and lawful alternative evidence with correction. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-18-b002", "type": "PARAGRAPH", "text": "Review of implementation should determine which people, resources and sequence make the standard feasible. It should assign authority, deputies, materials and communication and acknowledge that unfunded or unavailable controls should remain visible as limitations. Personal information and allegations should remain protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-18-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 18. Implementation to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-19", "partId": "part-iceqc-r-2013-06-ii", "parentId": null, "number": "19", "title": "Incident response", "anchor": "19-incident-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-19-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 19. Incident response to distinguish authority, delivery, distribution and remedy. The public interest in learner identity and eligibility is the credible use of proportionate confirmation of the person and entitlement to participate. Where lost documents, displacement and weak registers can exclude learners or create unresolved duplicate records, administrative completion can create false assurance. Authorities should use controlled identifiers and lawful alternative evidence with correction. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-19-b002", "type": "PARAGRAPH", "text": "For incident response, responsible bodies should identify how failure is contained, investigated and remedied and should protect evidence, learners and due process and determine affected scope. Any conclusion must respect that an anomaly is a trigger for inquiry rather than an automatic finding. Material limitations should accompany the result they qualify.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-19-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 19. Incident response to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-20", "partId": "part-iceqc-r-2013-06-ii", "parentId": null, "number": "20", "title": "Review and recognition", "anchor": "20-review-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-20-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 20. Review and recognition to distinguish authority, delivery, distribution and remedy. In learner identity and eligibility, assessment integrity concerns proportionate confirmation of the person and entitlement to participate. The principal risk is that lost documents, displacement and weak registers can exclude learners or create unresolved duplicate records. The competent authority should therefore use controlled identifiers and lawful alternative evidence with correction. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-20-b002", "type": "PARAGRAPH", "text": "The review and recognition test asks how decisions are challenged, corrected and used by receiving bodies. Assessment bodies should provide records, reasons, status and a competent review route. The governing proposition is that one authority should not promise another authority’s recognition decision. The decision record should identify learner population, purpose, authority, conditions and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-20-b003", "type": "PARAGRAPH", "text": "For learner identity and eligibility, the authority should test this safeguard against the learner and site evidence. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-21", "partId": "part-iceqc-r-2013-06-iii", "parentId": null, "number": "21", "title": "Integrity proposition", "anchor": "21-integrity-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-21-b001", "type": "PARAGRAPH", "text": "The relevant condition is tasks that elicit the knowledge or competence relevant to the intended decision. The principal risk is that rapidly assembled or heavily shortened instruments can measure familiarity, language or disruption rather than the intended learning. Authorities should define essential construct, coverage and limitations.", "citationIds": [ "REF-03" ] } ] }, { "id": "sec-iceqc-r-2013-06-22", "partId": "part-iceqc-r-2013-06-iii", "parentId": null, "number": "22", "title": "Minimum standard", "anchor": "22-minimum-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-22-b001", "type": "PARAGRAPH", "text": "The protected educational function in assessment design and construct is tasks that elicit the knowledge or competence relevant to the intended decision. If rapidly assembled or heavily shortened instruments can measure familiarity, language or disruption rather than the intended learning, an apparently standard result can impose an unfair progression consequence. The required course is to define essential construct, coverage and limitations.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-22-b002", "type": "PARAGRAPH", "text": "Under minimum standard, review concerns which condition must be present for the assessment decision to proceed. Authorities should state observable threshold and competent verifier, subject to the principle that limited capacity does not justify an undefined minimum. Reasons should match the consequence and uncertainty of the decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-22-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 22. Minimum standard to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-23", "partId": "part-iceqc-r-2013-06-iii", "parentId": null, "number": "23", "title": "Evidence", "anchor": "23-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-23-b001", "type": "PARAGRAPH", "text": "Assessment of assessment design and construct should begin with tasks that elicit the knowledge or competence relevant to the intended decision. A foreseeable failure arises where rapidly assembled or heavily shortened instruments can measure familiarity, language or disruption rather than the intended learning. Bodies should define essential construct, coverage and limitations.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-23-b002", "type": "PARAGRAPH", "text": "The evidence standard requires consideration of which record demonstrates compliance or explains variation. Decision-makers should retain source, date, site, cohort and incident information, because a plan or signed form is not proof of operational condition. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-23-b003", "type": "PARAGRAPH", "text": "Within assessment design and construct, the principle bears on the decision described in this part. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-24", "partId": "part-iceqc-r-2013-06-iii", "parentId": null, "number": "24", "title": "Validity", "anchor": "24-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-24-b001", "type": "PARAGRAPH", "text": "Assessment design and construct requires explicit control because it concerns tasks that elicit the knowledge or competence relevant to the intended decision. The risk is that rapidly assembled or heavily shortened instruments can measure familiarity, language or disruption rather than the intended learning. A competent authority should define essential construct, coverage and limitations.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-24-b002", "type": "PARAGRAPH", "text": "Review of validity should determine whether evidence supports the intended interpretation and use. It should connect construct, task, condition and decision and acknowledge that reliability alone cannot justify use for a different purpose. Personal information and allegations should remain protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-24-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 24. Validity to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-25", "partId": "part-iceqc-r-2013-06-iii", "parentId": null, "number": "25", "title": "Reliability", "anchor": "25-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-25-b001", "type": "PARAGRAPH", "text": "The public interest in assessment design and construct is the credible use of tasks that elicit the knowledge or competence relevant to the intended decision. Where rapidly assembled or heavily shortened instruments can measure familiarity, language or disruption rather than the intended learning, administrative completion can create false assurance. Authorities should define essential construct, coverage and limitations.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-25-b002", "type": "PARAGRAPH", "text": "For reliability, responsible bodies should identify whether comparable evidence receives sufficiently consistent treatment and should use proportionate standardisation and moderation. Any conclusion must respect that uniform procedure cannot correct a biased or inaccessible construct. Material limitations should accompany the result they qualify.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-25-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 25. Reliability to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-26", "partId": "part-iceqc-r-2013-06-iii", "parentId": null, "number": "26", "title": "Equity", "anchor": "26-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-26-b001", "type": "PARAGRAPH", "text": "In assessment design and construct, assessment integrity concerns tasks that elicit the knowledge or competence relevant to the intended decision. The principal risk is that rapidly assembled or heavily shortened instruments can measure familiarity, language or disruption rather than the intended learning. The competent authority should therefore define essential construct, coverage and limitations.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-26-b002", "type": "PARAGRAPH", "text": "The equity test asks which learners experience a different barrier or consequence. Assessment bodies should test disability, language, displacement, gender, geography and cost. The governing proposition is that identical administration does not establish equal opportunity to demonstrate learning. The decision record should identify learner population, purpose, authority, conditions and date.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-26-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 26. Equity to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-27", "partId": "part-iceqc-r-2013-06-iii", "parentId": null, "number": "27", "title": "Proportionality", "anchor": "27-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-27-b001", "type": "PARAGRAPH", "text": "Proportionality is material because tasks that elicit the knowledge or competence relevant to the intended decision cannot be inferred from completion of an assessment event. In this domain, rapidly assembled or heavily shortened instruments can measure familiarity, language or disruption rather than the intended learning. The immediate safeguard is to define essential construct, coverage and limitations.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-27-b002", "type": "PARAGRAPH", "text": "A defensible decision should establish how consequence, urgency, capacity and alternatives shape control and should record options, risks and reasons, recognising that lower-stakes flexibility should not be represented as adequate for every decision. Local incident evidence should be capable of changing a central result or validity judgement.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-27-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 27. Proportionality to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-28", "partId": "part-iceqc-r-2013-06-iii", "parentId": null, "number": "28", "title": "Implementation", "anchor": "28-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-28-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 28. Implementation to distinguish authority, delivery, distribution and remedy. The protected educational function in assessment design and construct is tasks that elicit the knowledge or competence relevant to the intended decision. If rapidly assembled or heavily shortened instruments can measure familiarity, language or disruption rather than the intended learning, an apparently standard result can impose an unfair progression consequence. The required course is to define essential construct, coverage and limitations. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-28-b002", "type": "PARAGRAPH", "text": "Under implementation, review concerns which people, resources and sequence make the standard feasible. Authorities should assign authority, deputies, materials and communication, subject to the principle that unfunded or unavailable controls should remain visible as limitations. Reasons should match the consequence and uncertainty of the decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-28-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 28. Implementation to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-29", "partId": "part-iceqc-r-2013-06-iii", "parentId": null, "number": "29", "title": "Incident response", "anchor": "29-incident-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-29-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 29. Incident response to distinguish authority, delivery, distribution and remedy. Assessment of assessment design and construct should begin with tasks that elicit the knowledge or competence relevant to the intended decision. A foreseeable failure arises where rapidly assembled or heavily shortened instruments can measure familiarity, language or disruption rather than the intended learning. Bodies should define essential construct, coverage and limitations. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-29-b002", "type": "PARAGRAPH", "text": "The incident response standard requires consideration of how failure is contained, investigated and remedied. Decision-makers should protect evidence, learners and due process and determine affected scope, because an anomaly is a trigger for inquiry rather than an automatic finding. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-29-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 29. Incident response to distinguish authority, delivery, distribution and remedy. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-30", "partId": "part-iceqc-r-2013-06-iii", "parentId": null, "number": "30", "title": "Review and recognition", "anchor": "30-review-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-30-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 30. Review and recognition to distinguish authority, delivery, distribution and remedy. Assessment design and construct requires explicit control because it concerns tasks that elicit the knowledge or competence relevant to the intended decision. The risk is that rapidly assembled or heavily shortened instruments can measure familiarity, language or disruption rather than the intended learning. A competent authority should define essential construct, coverage and limitations. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-30-b002", "type": "PARAGRAPH", "text": "Review of review and recognition should determine how decisions are challenged, corrected and used by receiving bodies. It should provide records, reasons, status and a competent review route and acknowledge that one authority should not promise another authority’s recognition decision. Personal information and allegations should remain protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-30-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 30. Review and recognition to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-31", "partId": "part-iceqc-r-2013-06-iv", "parentId": null, "number": "31", "title": "Integrity proposition", "anchor": "31-integrity-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-31-b001", "type": "PARAGRAPH", "text": "The relevant condition is conditions enabling learners with disabilities and other access needs to demonstrate intended competence. The principal risk is that ordinary procedures or inaccessible emergency sites can introduce irrelevant barriers. Authorities should provide authorised accommodation, accessible formats and review.", "citationIds": [ "REF-04" ] } ] }, { "id": "sec-iceqc-r-2013-06-32", "partId": "part-iceqc-r-2013-06-iv", "parentId": null, "number": "32", "title": "Minimum standard", "anchor": "32-minimum-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-32-b001", "type": "PARAGRAPH", "text": "In accessibility and accommodation, assessment integrity concerns conditions enabling learners with disabilities and other access needs to demonstrate intended competence. The principal risk is that ordinary procedures or inaccessible emergency sites can introduce irrelevant barriers. The competent authority should therefore provide authorised accommodation, accessible formats and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-32-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 32. Minimum standard to distinguish authority, delivery, distribution and remedy. The minimum standard test asks which condition must be present for the assessment decision to proceed. Assessment bodies should state observable threshold and competent verifier. The governing proposition is that limited capacity does not justify an undefined minimum. The decision record should identify learner population, purpose, authority, conditions and date. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-32-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 32. Minimum standard to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-33", "partId": "part-iceqc-r-2013-06-iv", "parentId": null, "number": "33", "title": "Evidence", "anchor": "33-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-33-b001", "type": "PARAGRAPH", "text": "Evidence is material because conditions enabling learners with disabilities and other access needs to demonstrate intended competence cannot be inferred from completion of an assessment event. In this domain, ordinary procedures or inaccessible emergency sites can introduce irrelevant barriers. The immediate safeguard is to provide authorised accommodation, accessible formats and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-33-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 33. Evidence to distinguish authority, delivery, distribution and remedy. A defensible decision should establish which record demonstrates compliance or explains variation and should retain source, date, site, cohort and incident information, recognising that a plan or signed form is not proof of operational condition. Local incident evidence should be capable of changing a central result or validity judgement. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-33-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 33. Evidence to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-34", "partId": "part-iceqc-r-2013-06-iv", "parentId": null, "number": "34", "title": "Validity", "anchor": "34-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-34-b001", "type": "PARAGRAPH", "text": "The protected educational function in accessibility and accommodation is conditions enabling learners with disabilities and other access needs to demonstrate intended competence. If ordinary procedures or inaccessible emergency sites can introduce irrelevant barriers, an apparently standard result can impose an unfair progression consequence. The required course is to provide authorised accommodation, accessible formats and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-34-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 34. Validity to distinguish authority, delivery, distribution and remedy. Under validity, review concerns whether evidence supports the intended interpretation and use. Authorities should connect construct, task, condition and decision, subject to the principle that reliability alone cannot justify use for a different purpose. Reasons should match the consequence and uncertainty of the decision. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-34-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 34. Validity to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-35", "partId": "part-iceqc-r-2013-06-iv", "parentId": null, "number": "35", "title": "Reliability", "anchor": "35-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-35-b001", "type": "PARAGRAPH", "text": "Assessment of accessibility and accommodation should begin with conditions enabling learners with disabilities and other access needs to demonstrate intended competence. A foreseeable failure arises where ordinary procedures or inaccessible emergency sites can introduce irrelevant barriers. Bodies should provide authorised accommodation, accessible formats and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-35-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 35. Reliability to distinguish authority, delivery, distribution and remedy. The reliability standard requires consideration of whether comparable evidence receives sufficiently consistent treatment. Decision-makers should use proportionate standardisation and moderation, because uniform procedure cannot correct a biased or inaccessible construct. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-35-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 35. Reliability to distinguish authority, delivery, distribution and remedy. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-36", "partId": "part-iceqc-r-2013-06-iv", "parentId": null, "number": "36", "title": "Equity", "anchor": "36-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-36-b001", "type": "PARAGRAPH", "text": "Accessibility and accommodation requires explicit control because it concerns conditions enabling learners with disabilities and other access needs to demonstrate intended competence. The risk is that ordinary procedures or inaccessible emergency sites can introduce irrelevant barriers. A competent authority should provide authorised accommodation, accessible formats and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-36-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 36. Equity to distinguish authority, delivery, distribution and remedy. Review of equity should determine which learners experience a different barrier or consequence. It should test disability, language, displacement, gender, geography and cost and acknowledge that identical administration does not establish equal opportunity to demonstrate learning. Personal information and allegations should remain protected. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-36-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 36. Equity to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-37", "partId": "part-iceqc-r-2013-06-iv", "parentId": null, "number": "37", "title": "Proportionality", "anchor": "37-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-37-b001", "type": "PARAGRAPH", "text": "The public interest in accessibility and accommodation is the credible use of conditions enabling learners with disabilities and other access needs to demonstrate intended competence. Where ordinary procedures or inaccessible emergency sites can introduce irrelevant barriers, administrative completion can create false assurance. Authorities should provide authorised accommodation, accessible formats and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-37-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 37. Proportionality to distinguish authority, delivery, distribution and remedy. For proportionality, responsible bodies should identify how consequence, urgency, capacity and alternatives shape control and should record options, risks and reasons. Any conclusion must respect that lower-stakes flexibility should not be represented as adequate for every decision. Material limitations should accompany the result they qualify. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-37-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 37. Proportionality to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-38", "partId": "part-iceqc-r-2013-06-iv", "parentId": null, "number": "38", "title": "Implementation", "anchor": "38-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-38-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 38. Implementation to distinguish authority, delivery, distribution and remedy. In accessibility and accommodation, assessment integrity concerns conditions enabling learners with disabilities and other access needs to demonstrate intended competence. The principal risk is that ordinary procedures or inaccessible emergency sites can introduce irrelevant barriers. The competent authority should therefore provide authorised accommodation, accessible formats and review. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-38-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 38. Implementation to distinguish authority, delivery, distribution and remedy. The implementation test asks which people, resources and sequence make the standard feasible. Assessment bodies should assign authority, deputies, materials and communication. The governing proposition is that unfunded or unavailable controls should remain visible as limitations. The decision record should identify learner population, purpose, authority, conditions and date. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-38-b003", "type": "PARAGRAPH", "text": "For accessibility and accommodation, the authority should test this safeguard against the learner and site evidence. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-39", "partId": "part-iceqc-r-2013-06-iv", "parentId": null, "number": "39", "title": "Incident response", "anchor": "39-incident-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-39-b001", "type": "PARAGRAPH", "text": "Incident response is material because conditions enabling learners with disabilities and other access needs to demonstrate intended competence cannot be inferred from completion of an assessment event. In this domain, ordinary procedures or inaccessible emergency sites can introduce irrelevant barriers. The immediate safeguard is to provide authorised accommodation, accessible formats and review.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-39-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 39. Incident response to distinguish authority, delivery, distribution and remedy. A defensible decision should establish how failure is contained, investigated and remedied and should protect evidence, learners and due process and determine affected scope, recognising that an anomaly is a trigger for inquiry rather than an automatic finding. Local incident evidence should be capable of changing a central result or validity judgement. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-39-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 39. Incident response to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-40", "partId": "part-iceqc-r-2013-06-iv", "parentId": null, "number": "40", "title": "Review and recognition", "anchor": "40-review-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-40-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 40. Review and recognition to distinguish authority, delivery, distribution and remedy. The protected educational function in accessibility and accommodation is conditions enabling learners with disabilities and other access needs to demonstrate intended competence. If ordinary procedures or inaccessible emergency sites can introduce irrelevant barriers, an apparently standard result can impose an unfair progression consequence. The required course is to provide authorised accommodation, accessible formats and review. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-40-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 40. Review and recognition to distinguish authority, delivery, distribution and remedy. Under review and recognition, review concerns how decisions are challenged, corrected and used by receiving bodies. Authorities should provide records, reasons, status and a competent review route, subject to the principle that one authority should not promise another authority’s recognition decision. Reasons should match the consequence and uncertainty of the decision. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-40-b003", "type": "PARAGRAPH", "text": "For accessibility and accommodation, the authority should test this safeguard against the learner and site evidence. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-41", "partId": "part-iceqc-r-2013-06-v", "parentId": null, "number": "41", "title": "Integrity proposition", "anchor": "41-integrity-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-41-b001", "type": "PARAGRAPH", "text": "The relevant condition is the language and contextual demands that affect interpretation of tasks and responses. The principal risk is that translation or dominant-language assumptions can alter difficulty and disadvantage displaced or minority learners. Authorities should control language versions and distinguish language demand from the target construct.", "citationIds": [ "REF-05" ] } ] }, { "id": "sec-iceqc-r-2013-06-42", "partId": "part-iceqc-r-2013-06-v", "parentId": null, "number": "42", "title": "Minimum standard", "anchor": "42-minimum-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-42-b001", "type": "PARAGRAPH", "text": "Language and cultural context requires explicit control because it concerns the language and contextual demands that affect interpretation of tasks and responses. The risk is that translation or dominant-language assumptions can alter difficulty and disadvantage displaced or minority learners. A competent authority should control language versions and distinguish language demand from the target construct.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-42-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 42. Minimum standard to distinguish authority, delivery, distribution and remedy. Review of minimum standard should determine which condition must be present for the assessment decision to proceed. It should state observable threshold and competent verifier and acknowledge that limited capacity does not justify an undefined minimum. Personal information and allegations should remain protected. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-42-b003", "type": "PARAGRAPH", "text": "For language and cultural context, the authority should test this safeguard against the learner and site evidence. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-43", "partId": "part-iceqc-r-2013-06-v", "parentId": null, "number": "43", "title": "Evidence", "anchor": "43-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-43-b001", "type": "PARAGRAPH", "text": "The public interest in language and cultural context is the credible use of the language and contextual demands that affect interpretation of tasks and responses. Where translation or dominant-language assumptions can alter difficulty and disadvantage displaced or minority learners, administrative completion can create false assurance. Authorities should control language versions and distinguish language demand from the target construct.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-43-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 43. Evidence to distinguish authority, delivery, distribution and remedy. For evidence, responsible bodies should identify which record demonstrates compliance or explains variation and should retain source, date, site, cohort and incident information. Any conclusion must respect that a plan or signed form is not proof of operational condition. Material limitations should accompany the result they qualify. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-43-b003", "type": "PARAGRAPH", "text": "Within language and cultural context, the principle bears on the decision described in this part. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-44", "partId": "part-iceqc-r-2013-06-v", "parentId": null, "number": "44", "title": "Validity", "anchor": "44-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-44-b001", "type": "PARAGRAPH", "text": "In language and cultural context, assessment integrity concerns the language and contextual demands that affect interpretation of tasks and responses. The principal risk is that translation or dominant-language assumptions can alter difficulty and disadvantage displaced or minority learners. The competent authority should therefore control language versions and distinguish language demand from the target construct.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-44-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 44. Validity to distinguish authority, delivery, distribution and remedy. The validity test asks whether evidence supports the intended interpretation and use. Assessment bodies should connect construct, task, condition and decision. The governing proposition is that reliability alone cannot justify use for a different purpose. The decision record should identify learner population, purpose, authority, conditions and date. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-44-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 44. Validity to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-45", "partId": "part-iceqc-r-2013-06-v", "parentId": null, "number": "45", "title": "Reliability", "anchor": "45-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-45-b001", "type": "PARAGRAPH", "text": "Reliability is material because the language and contextual demands that affect interpretation of tasks and responses cannot be inferred from completion of an assessment event. In this domain, translation or dominant-language assumptions can alter difficulty and disadvantage displaced or minority learners. The immediate safeguard is to control language versions and distinguish language demand from the target construct.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-45-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 45. Reliability to distinguish authority, delivery, distribution and remedy. A defensible decision should establish whether comparable evidence receives sufficiently consistent treatment and should use proportionate standardisation and moderation, recognising that uniform procedure cannot correct a biased or inaccessible construct. Local incident evidence should be capable of changing a central result or validity judgement. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-45-b003", "type": "PARAGRAPH", "text": "For language and cultural context, the authority should test this safeguard against the learner and site evidence. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-46", "partId": "part-iceqc-r-2013-06-v", "parentId": null, "number": "46", "title": "Equity", "anchor": "46-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-46-b001", "type": "PARAGRAPH", "text": "The protected educational function in language and cultural context is the language and contextual demands that affect interpretation of tasks and responses. If translation or dominant-language assumptions can alter difficulty and disadvantage displaced or minority learners, an apparently standard result can impose an unfair progression consequence. The required course is to control language versions and distinguish language demand from the target construct.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-46-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 46. Equity to distinguish authority, delivery, distribution and remedy. Under equity, review concerns which learners experience a different barrier or consequence. Authorities should test disability, language, displacement, gender, geography and cost, subject to the principle that identical administration does not establish equal opportunity to demonstrate learning. Reasons should match the consequence and uncertainty of the decision. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-46-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 46. Equity to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-47", "partId": "part-iceqc-r-2013-06-v", "parentId": null, "number": "47", "title": "Proportionality", "anchor": "47-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-47-b001", "type": "PARAGRAPH", "text": "Assessment of language and cultural context should begin with the language and contextual demands that affect interpretation of tasks and responses. A foreseeable failure arises where translation or dominant-language assumptions can alter difficulty and disadvantage displaced or minority learners. Bodies should control language versions and distinguish language demand from the target construct.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-47-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 47. Proportionality to distinguish authority, delivery, distribution and remedy. The proportionality standard requires consideration of how consequence, urgency, capacity and alternatives shape control. Decision-makers should record options, risks and reasons, because lower-stakes flexibility should not be represented as adequate for every decision. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-47-b003", "type": "PARAGRAPH", "text": "Within language and cultural context, the principle bears on the decision described in this part. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-48", "partId": "part-iceqc-r-2013-06-v", "parentId": null, "number": "48", "title": "Implementation", "anchor": "48-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-48-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 48. Implementation to distinguish authority, delivery, distribution and remedy. Language and cultural context requires explicit control because it concerns the language and contextual demands that affect interpretation of tasks and responses. The risk is that translation or dominant-language assumptions can alter difficulty and disadvantage displaced or minority learners. A competent authority should control language versions and distinguish language demand from the target construct. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-48-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 48. Implementation to distinguish authority, delivery, distribution and remedy. Review of implementation should determine which people, resources and sequence make the standard feasible. It should assign authority, deputies, materials and communication and acknowledge that unfunded or unavailable controls should remain visible as limitations. Personal information and allegations should remain protected. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-48-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 48. Implementation to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-49", "partId": "part-iceqc-r-2013-06-v", "parentId": null, "number": "49", "title": "Incident response", "anchor": "49-incident-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-49-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 49. Incident response to distinguish authority, delivery, distribution and remedy. The public interest in language and cultural context is the credible use of the language and contextual demands that affect interpretation of tasks and responses. Where translation or dominant-language assumptions can alter difficulty and disadvantage displaced or minority learners, administrative completion can create false assurance. Authorities should control language versions and distinguish language demand from the target construct. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-49-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 49. Incident response to distinguish authority, delivery, distribution and remedy. For incident response, responsible bodies should identify how failure is contained, investigated and remedied and should protect evidence, learners and due process and determine affected scope. Any conclusion must respect that an anomaly is a trigger for inquiry rather than an automatic finding. Material limitations should accompany the result they qualify. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-49-b003", "type": "PARAGRAPH", "text": "For language and cultural context, the authority should test this safeguard against the learner and site evidence. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-50", "partId": "part-iceqc-r-2013-06-v", "parentId": null, "number": "50", "title": "Review and recognition", "anchor": "50-review-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-50-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 50. Review and recognition to distinguish authority, delivery, distribution and remedy. In language and cultural context, assessment integrity concerns the language and contextual demands that affect interpretation of tasks and responses. The principal risk is that translation or dominant-language assumptions can alter difficulty and disadvantage displaced or minority learners. The competent authority should therefore control language versions and distinguish language demand from the target construct. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-50-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 50. Review and recognition to distinguish authority, delivery, distribution and remedy. The review and recognition test asks how decisions are challenged, corrected and used by receiving bodies. Assessment bodies should provide records, reasons, status and a competent review route. The governing proposition is that one authority should not promise another authority’s recognition decision. The decision record should identify learner population, purpose, authority, conditions and date. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-50-b003", "type": "PARAGRAPH", "text": "Within language and cultural context, the principle bears on the decision described in this part. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-51", "partId": "part-iceqc-r-2013-06-vi", "parentId": null, "number": "51", "title": "Integrity proposition", "anchor": "51-integrity-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-51-b001", "type": "PARAGRAPH", "text": "The relevant condition is consistent instructions, time, materials, security and trained personnel at each site. The principal risk is that staff shortages and improvised venues can produce unequal conditions and uncontrolled assistance. Authorities should set minimum conditions, incident reporting and authorised variation.", "citationIds": [ "REF-06" ] } ] }, { "id": "sec-iceqc-r-2013-06-52", "partId": "part-iceqc-r-2013-06-vi", "parentId": null, "number": "52", "title": "Minimum standard", "anchor": "52-minimum-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-52-b001", "type": "PARAGRAPH", "text": "The protected educational function in administration and supervision is consistent instructions, time, materials, security and trained personnel at each site. If staff shortages and improvised venues can produce unequal conditions and uncontrolled assistance, an apparently standard result can impose an unfair progression consequence. The required course is to set minimum conditions, incident reporting and authorised variation.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-52-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 52. Minimum standard to distinguish authority, delivery, distribution and remedy. Under minimum standard, review concerns which condition must be present for the assessment decision to proceed. Authorities should state observable threshold and competent verifier, subject to the principle that limited capacity does not justify an undefined minimum. Reasons should match the consequence and uncertainty of the decision. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-52-b003", "type": "PARAGRAPH", "text": "Within administration and supervision, the principle bears on the decision described in this part. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-53", "partId": "part-iceqc-r-2013-06-vi", "parentId": null, "number": "53", "title": "Evidence", "anchor": "53-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-53-b001", "type": "PARAGRAPH", "text": "Assessment of administration and supervision should begin with consistent instructions, time, materials, security and trained personnel at each site. A foreseeable failure arises where staff shortages and improvised venues can produce unequal conditions and uncontrolled assistance. Bodies should set minimum conditions, incident reporting and authorised variation.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-53-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 53. Evidence to distinguish authority, delivery, distribution and remedy. The evidence standard requires consideration of which record demonstrates compliance or explains variation. Decision-makers should retain source, date, site, cohort and incident information, because a plan or signed form is not proof of operational condition. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-53-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 53. Evidence to distinguish authority, delivery, distribution and remedy. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-54", "partId": "part-iceqc-r-2013-06-vi", "parentId": null, "number": "54", "title": "Validity", "anchor": "54-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-54-b001", "type": "PARAGRAPH", "text": "Administration and supervision requires explicit control because it concerns consistent instructions, time, materials, security and trained personnel at each site. The risk is that staff shortages and improvised venues can produce unequal conditions and uncontrolled assistance. A competent authority should set minimum conditions, incident reporting and authorised variation.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-54-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 54. Validity to distinguish authority, delivery, distribution and remedy. Review of validity should determine whether evidence supports the intended interpretation and use. It should connect construct, task, condition and decision and acknowledge that reliability alone cannot justify use for a different purpose. Personal information and allegations should remain protected. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-54-b003", "type": "PARAGRAPH", "text": "Within administration and supervision, the principle bears on the decision described in this part. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-55", "partId": "part-iceqc-r-2013-06-vi", "parentId": null, "number": "55", "title": "Reliability", "anchor": "55-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-55-b001", "type": "PARAGRAPH", "text": "The public interest in administration and supervision is the credible use of consistent instructions, time, materials, security and trained personnel at each site. Where staff shortages and improvised venues can produce unequal conditions and uncontrolled assistance, administrative completion can create false assurance. Authorities should set minimum conditions, incident reporting and authorised variation.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-55-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 55. Reliability to distinguish authority, delivery, distribution and remedy. For reliability, responsible bodies should identify whether comparable evidence receives sufficiently consistent treatment and should use proportionate standardisation and moderation. Any conclusion must respect that uniform procedure cannot correct a biased or inaccessible construct. Material limitations should accompany the result they qualify. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-55-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 55. Reliability to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-56", "partId": "part-iceqc-r-2013-06-vi", "parentId": null, "number": "56", "title": "Equity", "anchor": "56-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-56-b001", "type": "PARAGRAPH", "text": "In administration and supervision, assessment integrity concerns consistent instructions, time, materials, security and trained personnel at each site. The principal risk is that staff shortages and improvised venues can produce unequal conditions and uncontrolled assistance. The competent authority should therefore set minimum conditions, incident reporting and authorised variation.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-56-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 56. Equity to distinguish authority, delivery, distribution and remedy. The equity test asks which learners experience a different barrier or consequence. Assessment bodies should test disability, language, displacement, gender, geography and cost. The governing proposition is that identical administration does not establish equal opportunity to demonstrate learning. The decision record should identify learner population, purpose, authority, conditions and date. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-56-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 56. Equity to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-57", "partId": "part-iceqc-r-2013-06-vi", "parentId": null, "number": "57", "title": "Proportionality", "anchor": "57-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-57-b001", "type": "PARAGRAPH", "text": "Proportionality is material because consistent instructions, time, materials, security and trained personnel at each site cannot be inferred from completion of an assessment event. In this domain, staff shortages and improvised venues can produce unequal conditions and uncontrolled assistance. The immediate safeguard is to set minimum conditions, incident reporting and authorised variation.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-57-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 57. Proportionality to distinguish authority, delivery, distribution and remedy. A defensible decision should establish how consequence, urgency, capacity and alternatives shape control and should record options, risks and reasons, recognising that lower-stakes flexibility should not be represented as adequate for every decision. Local incident evidence should be capable of changing a central result or validity judgement. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-57-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 57. Proportionality to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-58", "partId": "part-iceqc-r-2013-06-vi", "parentId": null, "number": "58", "title": "Implementation", "anchor": "58-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-58-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 58. Implementation to distinguish authority, delivery, distribution and remedy. The protected educational function in administration and supervision is consistent instructions, time, materials, security and trained personnel at each site. If staff shortages and improvised venues can produce unequal conditions and uncontrolled assistance, an apparently standard result can impose an unfair progression consequence. The required course is to set minimum conditions, incident reporting and authorised variation. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-58-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 58. Implementation to distinguish authority, delivery, distribution and remedy. Under implementation, review concerns which people, resources and sequence make the standard feasible. Authorities should assign authority, deputies, materials and communication, subject to the principle that unfunded or unavailable controls should remain visible as limitations. Reasons should match the consequence and uncertainty of the decision. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-58-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 58. Implementation to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-59", "partId": "part-iceqc-r-2013-06-vi", "parentId": null, "number": "59", "title": "Incident response", "anchor": "59-incident-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-59-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 59. Incident response to distinguish authority, delivery, distribution and remedy. Assessment of administration and supervision should begin with consistent instructions, time, materials, security and trained personnel at each site. A foreseeable failure arises where staff shortages and improvised venues can produce unequal conditions and uncontrolled assistance. Bodies should set minimum conditions, incident reporting and authorised variation. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-59-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 59. Incident response to distinguish authority, delivery, distribution and remedy. The incident response standard requires consideration of how failure is contained, investigated and remedied. Decision-makers should protect evidence, learners and due process and determine affected scope, because an anomaly is a trigger for inquiry rather than an automatic finding. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-59-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 59. Incident response to distinguish authority, delivery, distribution and remedy. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-60", "partId": "part-iceqc-r-2013-06-vi", "parentId": null, "number": "60", "title": "Review and recognition", "anchor": "60-review-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-60-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 60. Review and recognition to distinguish authority, delivery, distribution and remedy. Administration and supervision requires explicit control because it concerns consistent instructions, time, materials, security and trained personnel at each site. The risk is that staff shortages and improvised venues can produce unequal conditions and uncontrolled assistance. A competent authority should set minimum conditions, incident reporting and authorised variation. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-60-b002", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 60. Review and recognition to distinguish authority, delivery, distribution and remedy. Review of review and recognition should determine how decisions are challenged, corrected and used by receiving bodies. It should provide records, reasons, status and a competent review route and acknowledge that one authority should not promise another authority’s recognition decision. Personal information and allegations should remain protected. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-60-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 60. Review and recognition to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-61", "partId": "part-iceqc-r-2013-06-vii", "parentId": null, "number": "61", "title": "Integrity proposition", "anchor": "61-integrity-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-61-b001", "type": "PARAGRAPH", "text": "The relevant condition is controlled preparation, distribution, custody, return and access to assessment content. The principal risk is that weak transport, printing or storage can compromise fairness and require invalidation. Authorities should assign custody, access, breach response and replacement.", "citationIds": [ "REF-07" ] } ] }, { "id": "sec-iceqc-r-2013-06-62", "partId": "part-iceqc-r-2013-06-vii", "parentId": null, "number": "62", "title": "Minimum standard", "anchor": "62-minimum-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-62-b001", "type": "PARAGRAPH", "text": "In materials and information security, assessment integrity concerns controlled preparation, distribution, custody, return and access to assessment content. The principal risk is that weak transport, printing or storage can compromise fairness and require invalidation. The competent authority should therefore assign custody, access, breach response and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-62-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 62. Minimum standard to distinguish authority, delivery, distribution and remedy. The minimum standard test asks which condition must be present for the assessment decision to proceed. Assessment bodies should state observable threshold and competent verifier. The governing proposition is that limited capacity does not justify an undefined minimum. The decision record should identify learner population, purpose, authority, conditions and date. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-62-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 62. Minimum standard to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-63", "partId": "part-iceqc-r-2013-06-vii", "parentId": null, "number": "63", "title": "Evidence", "anchor": "63-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-63-b001", "type": "PARAGRAPH", "text": "Evidence is material because controlled preparation, distribution, custody, return and access to assessment content cannot be inferred from completion of an assessment event. In this domain, weak transport, printing or storage can compromise fairness and require invalidation. The immediate safeguard is to assign custody, access, breach response and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-63-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 63. Evidence to distinguish authority, delivery, distribution and remedy. A defensible decision should establish which record demonstrates compliance or explains variation and should retain source, date, site, cohort and incident information, recognising that a plan or signed form is not proof of operational condition. Local incident evidence should be capable of changing a central result or validity judgement. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-63-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 63. Evidence to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-64", "partId": "part-iceqc-r-2013-06-vii", "parentId": null, "number": "64", "title": "Validity", "anchor": "64-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-64-b001", "type": "PARAGRAPH", "text": "The protected educational function in materials and information security is controlled preparation, distribution, custody, return and access to assessment content. If weak transport, printing or storage can compromise fairness and require invalidation, an apparently standard result can impose an unfair progression consequence. The required course is to assign custody, access, breach response and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-64-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 64. Validity to distinguish authority, delivery, distribution and remedy. Under validity, review concerns whether evidence supports the intended interpretation and use. Authorities should connect construct, task, condition and decision, subject to the principle that reliability alone cannot justify use for a different purpose. Reasons should match the consequence and uncertainty of the decision. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-64-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 64. Validity to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-65", "partId": "part-iceqc-r-2013-06-vii", "parentId": null, "number": "65", "title": "Reliability", "anchor": "65-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-65-b001", "type": "PARAGRAPH", "text": "Assessment of materials and information security should begin with controlled preparation, distribution, custody, return and access to assessment content. A foreseeable failure arises where weak transport, printing or storage can compromise fairness and require invalidation. Bodies should assign custody, access, breach response and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-65-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 65. Reliability to distinguish authority, delivery, distribution and remedy. The reliability standard requires consideration of whether comparable evidence receives sufficiently consistent treatment. Decision-makers should use proportionate standardisation and moderation, because uniform procedure cannot correct a biased or inaccessible construct. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-65-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 65. Reliability to distinguish authority, delivery, distribution and remedy. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-66", "partId": "part-iceqc-r-2013-06-vii", "parentId": null, "number": "66", "title": "Equity", "anchor": "66-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-66-b001", "type": "PARAGRAPH", "text": "Materials and information security requires explicit control because it concerns controlled preparation, distribution, custody, return and access to assessment content. The risk is that weak transport, printing or storage can compromise fairness and require invalidation. A competent authority should assign custody, access, breach response and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-66-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 66. Equity to distinguish authority, delivery, distribution and remedy. Review of equity should determine which learners experience a different barrier or consequence. It should test disability, language, displacement, gender, geography and cost and acknowledge that identical administration does not establish equal opportunity to demonstrate learning. Personal information and allegations should remain protected. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-66-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 66. Equity to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-67", "partId": "part-iceqc-r-2013-06-vii", "parentId": null, "number": "67", "title": "Proportionality", "anchor": "67-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-67-b001", "type": "PARAGRAPH", "text": "The public interest in materials and information security is the credible use of controlled preparation, distribution, custody, return and access to assessment content. Where weak transport, printing or storage can compromise fairness and require invalidation, administrative completion can create false assurance. Authorities should assign custody, access, breach response and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-67-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 67. Proportionality to distinguish authority, delivery, distribution and remedy. For proportionality, responsible bodies should identify how consequence, urgency, capacity and alternatives shape control and should record options, risks and reasons. Any conclusion must respect that lower-stakes flexibility should not be represented as adequate for every decision. Material limitations should accompany the result they qualify. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-67-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 67. Proportionality to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-68", "partId": "part-iceqc-r-2013-06-vii", "parentId": null, "number": "68", "title": "Implementation", "anchor": "68-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-68-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 68. Implementation to distinguish authority, delivery, distribution and remedy. In materials and information security, assessment integrity concerns controlled preparation, distribution, custody, return and access to assessment content. The principal risk is that weak transport, printing or storage can compromise fairness and require invalidation. The competent authority should therefore assign custody, access, breach response and replacement. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-68-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 68. Implementation to distinguish authority, delivery, distribution and remedy. The implementation test asks which people, resources and sequence make the standard feasible. Assessment bodies should assign authority, deputies, materials and communication. The governing proposition is that unfunded or unavailable controls should remain visible as limitations. The decision record should identify learner population, purpose, authority, conditions and date. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-68-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 68. Implementation to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-69", "partId": "part-iceqc-r-2013-06-vii", "parentId": null, "number": "69", "title": "Incident response", "anchor": "69-incident-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-69-b001", "type": "PARAGRAPH", "text": "Incident response is material because controlled preparation, distribution, custody, return and access to assessment content cannot be inferred from completion of an assessment event. In this domain, weak transport, printing or storage can compromise fairness and require invalidation. The immediate safeguard is to assign custody, access, breach response and replacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-69-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 69. Incident response to distinguish authority, delivery, distribution and remedy. A defensible decision should establish how failure is contained, investigated and remedied and should protect evidence, learners and due process and determine affected scope, recognising that an anomaly is a trigger for inquiry rather than an automatic finding. Local incident evidence should be capable of changing a central result or validity judgement. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-69-b003", "type": "PARAGRAPH", "text": "For materials and information security, the authority should test this safeguard against the learner and site evidence. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-70", "partId": "part-iceqc-r-2013-06-vii", "parentId": null, "number": "70", "title": "Review and recognition", "anchor": "70-review-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-70-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 70. Review and recognition to distinguish authority, delivery, distribution and remedy. The protected educational function in materials and information security is controlled preparation, distribution, custody, return and access to assessment content. If weak transport, printing or storage can compromise fairness and require invalidation, an apparently standard result can impose an unfair progression consequence. The required course is to assign custody, access, breach response and replacement. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-70-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 70. Review and recognition to distinguish authority, delivery, distribution and remedy. Under review and recognition, review concerns how decisions are challenged, corrected and used by receiving bodies. Authorities should provide records, reasons, status and a competent review route, subject to the principle that one authority should not promise another authority’s recognition decision. Reasons should match the consequence and uncertainty of the decision. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-70-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 70. Review and recognition to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-71", "partId": "part-iceqc-r-2013-06-viii", "parentId": null, "number": "71", "title": "Integrity proposition", "anchor": "71-integrity-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-71-b001", "type": "PARAGRAPH", "text": "The relevant condition is reliable scoring, professional judgement and checks appropriate to consequence. The principal risk is that limited markers, disrupted communications or unfamiliar tasks can increase inconsistency. Authorities should use clear criteria, preparation, sampling, moderation and documented resolution.", "citationIds": [ "REF-08" ] } ] }, { "id": "sec-iceqc-r-2013-06-72", "partId": "part-iceqc-r-2013-06-viii", "parentId": null, "number": "72", "title": "Minimum standard", "anchor": "72-minimum-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-72-b001", "type": "PARAGRAPH", "text": "Marking and moderation requires explicit control because it concerns reliable scoring, professional judgement and checks appropriate to consequence. The risk is that limited markers, disrupted communications or unfamiliar tasks can increase inconsistency. A competent authority should use clear criteria, preparation, sampling, moderation and documented resolution.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-72-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 72. Minimum standard to distinguish authority, delivery, distribution and remedy. Review of minimum standard should determine which condition must be present for the assessment decision to proceed. It should state observable threshold and competent verifier and acknowledge that limited capacity does not justify an undefined minimum. Personal information and allegations should remain protected. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-72-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 72. Minimum standard to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-73", "partId": "part-iceqc-r-2013-06-viii", "parentId": null, "number": "73", "title": "Evidence", "anchor": "73-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-73-b001", "type": "PARAGRAPH", "text": "The public interest in marking and moderation is the credible use of reliable scoring, professional judgement and checks appropriate to consequence. Where limited markers, disrupted communications or unfamiliar tasks can increase inconsistency, administrative completion can create false assurance. Authorities should use clear criteria, preparation, sampling, moderation and documented resolution.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-73-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 73. Evidence to distinguish authority, delivery, distribution and remedy. For evidence, responsible bodies should identify which record demonstrates compliance or explains variation and should retain source, date, site, cohort and incident information. Any conclusion must respect that a plan or signed form is not proof of operational condition. Material limitations should accompany the result they qualify. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-73-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 73. Evidence to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-74", "partId": "part-iceqc-r-2013-06-viii", "parentId": null, "number": "74", "title": "Validity", "anchor": "74-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-74-b001", "type": "PARAGRAPH", "text": "In marking and moderation, assessment integrity concerns reliable scoring, professional judgement and checks appropriate to consequence. The principal risk is that limited markers, disrupted communications or unfamiliar tasks can increase inconsistency. The competent authority should therefore use clear criteria, preparation, sampling, moderation and documented resolution.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-74-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 74. Validity to distinguish authority, delivery, distribution and remedy. The validity test asks whether evidence supports the intended interpretation and use. Assessment bodies should connect construct, task, condition and decision. The governing proposition is that reliability alone cannot justify use for a different purpose. The decision record should identify learner population, purpose, authority, conditions and date. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-74-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 74. Validity to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-75", "partId": "part-iceqc-r-2013-06-viii", "parentId": null, "number": "75", "title": "Reliability", "anchor": "75-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-75-b001", "type": "PARAGRAPH", "text": "Reliability is material because reliable scoring, professional judgement and checks appropriate to consequence cannot be inferred from completion of an assessment event. In this domain, limited markers, disrupted communications or unfamiliar tasks can increase inconsistency. The immediate safeguard is to use clear criteria, preparation, sampling, moderation and documented resolution.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-75-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 75. Reliability to distinguish authority, delivery, distribution and remedy. A defensible decision should establish whether comparable evidence receives sufficiently consistent treatment and should use proportionate standardisation and moderation, recognising that uniform procedure cannot correct a biased or inaccessible construct. Local incident evidence should be capable of changing a central result or validity judgement. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-75-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 75. Reliability to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-76", "partId": "part-iceqc-r-2013-06-viii", "parentId": null, "number": "76", "title": "Equity", "anchor": "76-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-76-b001", "type": "PARAGRAPH", "text": "The protected educational function in marking and moderation is reliable scoring, professional judgement and checks appropriate to consequence. If limited markers, disrupted communications or unfamiliar tasks can increase inconsistency, an apparently standard result can impose an unfair progression consequence. The required course is to use clear criteria, preparation, sampling, moderation and documented resolution.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-76-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 76. Equity to distinguish authority, delivery, distribution and remedy. Under equity, review concerns which learners experience a different barrier or consequence. Authorities should test disability, language, displacement, gender, geography and cost, subject to the principle that identical administration does not establish equal opportunity to demonstrate learning. Reasons should match the consequence and uncertainty of the decision. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-76-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 76. Equity to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-77", "partId": "part-iceqc-r-2013-06-viii", "parentId": null, "number": "77", "title": "Proportionality", "anchor": "77-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-77-b001", "type": "PARAGRAPH", "text": "Assessment of marking and moderation should begin with reliable scoring, professional judgement and checks appropriate to consequence. A foreseeable failure arises where limited markers, disrupted communications or unfamiliar tasks can increase inconsistency. Bodies should use clear criteria, preparation, sampling, moderation and documented resolution.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-77-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 77. Proportionality to distinguish authority, delivery, distribution and remedy. The proportionality standard requires consideration of how consequence, urgency, capacity and alternatives shape control. Decision-makers should record options, risks and reasons, because lower-stakes flexibility should not be represented as adequate for every decision. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-77-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 77. Proportionality to distinguish authority, delivery, distribution and remedy. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-78", "partId": "part-iceqc-r-2013-06-viii", "parentId": null, "number": "78", "title": "Implementation", "anchor": "78-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-78-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 78. Implementation to distinguish authority, delivery, distribution and remedy. Marking and moderation requires explicit control because it concerns reliable scoring, professional judgement and checks appropriate to consequence. The risk is that limited markers, disrupted communications or unfamiliar tasks can increase inconsistency. A competent authority should use clear criteria, preparation, sampling, moderation and documented resolution. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-78-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 78. Implementation to distinguish authority, delivery, distribution and remedy. Review of implementation should determine which people, resources and sequence make the standard feasible. It should assign authority, deputies, materials and communication and acknowledge that unfunded or unavailable controls should remain visible as limitations. Personal information and allegations should remain protected. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-78-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 78. Implementation to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-79", "partId": "part-iceqc-r-2013-06-viii", "parentId": null, "number": "79", "title": "Incident response", "anchor": "79-incident-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-79-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 79. Incident response to distinguish authority, delivery, distribution and remedy. The public interest in marking and moderation is the credible use of reliable scoring, professional judgement and checks appropriate to consequence. Where limited markers, disrupted communications or unfamiliar tasks can increase inconsistency, administrative completion can create false assurance. Authorities should use clear criteria, preparation, sampling, moderation and documented resolution. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-79-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 79. Incident response to distinguish authority, delivery, distribution and remedy. For incident response, responsible bodies should identify how failure is contained, investigated and remedied and should protect evidence, learners and due process and determine affected scope. Any conclusion must respect that an anomaly is a trigger for inquiry rather than an automatic finding. Material limitations should accompany the result they qualify. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-79-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 79. Incident response to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-80", "partId": "part-iceqc-r-2013-06-viii", "parentId": null, "number": "80", "title": "Review and recognition", "anchor": "80-review-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-80-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 80. Review and recognition to distinguish authority, delivery, distribution and remedy. In marking and moderation, assessment integrity concerns reliable scoring, professional judgement and checks appropriate to consequence. The principal risk is that limited markers, disrupted communications or unfamiliar tasks can increase inconsistency. The competent authority should therefore use clear criteria, preparation, sampling, moderation and documented resolution. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-80-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 80. Review and recognition to distinguish authority, delivery, distribution and remedy. The review and recognition test asks how decisions are challenged, corrected and used by receiving bodies. Assessment bodies should provide records, reasons, status and a competent review route. The governing proposition is that one authority should not promise another authority’s recognition decision. The decision record should identify learner population, purpose, authority, conditions and date. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-80-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 80. Review and recognition to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-81", "partId": "part-iceqc-r-2013-06-ix", "parentId": null, "number": "81", "title": "Integrity proposition", "anchor": "81-integrity-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-81-b001", "type": "PARAGRAPH", "text": "The relevant condition is accurate capture, processing and interpretation of scores and decisions. The principal risk is that small samples, missing scripts, altered conditions and rushed processing can create false precision. Authorities should record limitations, verify transformations and qualify use.", "citationIds": [ "REF-09" ] } ] }, { "id": "sec-iceqc-r-2013-06-82", "partId": "part-iceqc-r-2013-06-ix", "parentId": null, "number": "82", "title": "Minimum standard", "anchor": "82-minimum-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-82-b001", "type": "PARAGRAPH", "text": "The protected educational function in data, results and uncertainty is accurate capture, processing and interpretation of scores and decisions. If small samples, missing scripts, altered conditions and rushed processing can create false precision, an apparently standard result can impose an unfair progression consequence. The required course is to record limitations, verify transformations and qualify use.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-82-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 82. Minimum standard to distinguish authority, delivery, distribution and remedy. Under minimum standard, review concerns which condition must be present for the assessment decision to proceed. Authorities should state observable threshold and competent verifier, subject to the principle that limited capacity does not justify an undefined minimum. Reasons should match the consequence and uncertainty of the decision. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-82-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 82. Minimum standard to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-83", "partId": "part-iceqc-r-2013-06-ix", "parentId": null, "number": "83", "title": "Evidence", "anchor": "83-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-83-b001", "type": "PARAGRAPH", "text": "Assessment of data, results and uncertainty should begin with accurate capture, processing and interpretation of scores and decisions. A foreseeable failure arises where small samples, missing scripts, altered conditions and rushed processing can create false precision. Bodies should record limitations, verify transformations and qualify use.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-83-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 83. Evidence to distinguish authority, delivery, distribution and remedy. The evidence standard requires consideration of which record demonstrates compliance or explains variation. Decision-makers should retain source, date, site, cohort and incident information, because a plan or signed form is not proof of operational condition. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-83-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 83. Evidence to distinguish authority, delivery, distribution and remedy. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-84", "partId": "part-iceqc-r-2013-06-ix", "parentId": null, "number": "84", "title": "Validity", "anchor": "84-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-84-b001", "type": "PARAGRAPH", "text": "Data, results and uncertainty requires explicit control because it concerns accurate capture, processing and interpretation of scores and decisions. The risk is that small samples, missing scripts, altered conditions and rushed processing can create false precision. A competent authority should record limitations, verify transformations and qualify use.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-84-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 84. Validity to distinguish authority, delivery, distribution and remedy. Review of validity should determine whether evidence supports the intended interpretation and use. It should connect construct, task, condition and decision and acknowledge that reliability alone cannot justify use for a different purpose. Personal information and allegations should remain protected. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-84-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 84. Validity to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-85", "partId": "part-iceqc-r-2013-06-ix", "parentId": null, "number": "85", "title": "Reliability", "anchor": "85-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-85-b001", "type": "PARAGRAPH", "text": "The public interest in data, results and uncertainty is the credible use of accurate capture, processing and interpretation of scores and decisions. Where small samples, missing scripts, altered conditions and rushed processing can create false precision, administrative completion can create false assurance. Authorities should record limitations, verify transformations and qualify use.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-85-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 85. Reliability to distinguish authority, delivery, distribution and remedy. For reliability, responsible bodies should identify whether comparable evidence receives sufficiently consistent treatment and should use proportionate standardisation and moderation. Any conclusion must respect that uniform procedure cannot correct a biased or inaccessible construct. Material limitations should accompany the result they qualify. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-85-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 85. Reliability to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-86", "partId": "part-iceqc-r-2013-06-ix", "parentId": null, "number": "86", "title": "Equity", "anchor": "86-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-86-b001", "type": "PARAGRAPH", "text": "In data, results and uncertainty, assessment integrity concerns accurate capture, processing and interpretation of scores and decisions. The principal risk is that small samples, missing scripts, altered conditions and rushed processing can create false precision. The competent authority should therefore record limitations, verify transformations and qualify use.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-86-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 86. Equity to distinguish authority, delivery, distribution and remedy. The equity test asks which learners experience a different barrier or consequence. Assessment bodies should test disability, language, displacement, gender, geography and cost. The governing proposition is that identical administration does not establish equal opportunity to demonstrate learning. The decision record should identify learner population, purpose, authority, conditions and date. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-86-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 86. Equity to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-87", "partId": "part-iceqc-r-2013-06-ix", "parentId": null, "number": "87", "title": "Proportionality", "anchor": "87-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-87-b001", "type": "PARAGRAPH", "text": "Proportionality is material because accurate capture, processing and interpretation of scores and decisions cannot be inferred from completion of an assessment event. In this domain, small samples, missing scripts, altered conditions and rushed processing can create false precision. The immediate safeguard is to record limitations, verify transformations and qualify use.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-87-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 87. Proportionality to distinguish authority, delivery, distribution and remedy. A defensible decision should establish how consequence, urgency, capacity and alternatives shape control and should record options, risks and reasons, recognising that lower-stakes flexibility should not be represented as adequate for every decision. Local incident evidence should be capable of changing a central result or validity judgement. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-87-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 87. Proportionality to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-88", "partId": "part-iceqc-r-2013-06-ix", "parentId": null, "number": "88", "title": "Implementation", "anchor": "88-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-88-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 88. Implementation to distinguish authority, delivery, distribution and remedy. The protected educational function in data, results and uncertainty is accurate capture, processing and interpretation of scores and decisions. If small samples, missing scripts, altered conditions and rushed processing can create false precision, an apparently standard result can impose an unfair progression consequence. The required course is to record limitations, verify transformations and qualify use. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-88-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 88. Implementation to distinguish authority, delivery, distribution and remedy. Under implementation, review concerns which people, resources and sequence make the standard feasible. Authorities should assign authority, deputies, materials and communication, subject to the principle that unfunded or unavailable controls should remain visible as limitations. Reasons should match the consequence and uncertainty of the decision. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-88-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 88. Implementation to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-89", "partId": "part-iceqc-r-2013-06-ix", "parentId": null, "number": "89", "title": "Incident response", "anchor": "89-incident-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-89-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 89. Incident response to distinguish authority, delivery, distribution and remedy. Assessment of data, results and uncertainty should begin with accurate capture, processing and interpretation of scores and decisions. A foreseeable failure arises where small samples, missing scripts, altered conditions and rushed processing can create false precision. Bodies should record limitations, verify transformations and qualify use. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-89-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 89. Incident response to distinguish authority, delivery, distribution and remedy. The incident response standard requires consideration of how failure is contained, investigated and remedied. Decision-makers should protect evidence, learners and due process and determine affected scope, because an anomaly is a trigger for inquiry rather than an automatic finding. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-89-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 89. Incident response to distinguish authority, delivery, distribution and remedy. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-90", "partId": "part-iceqc-r-2013-06-ix", "parentId": null, "number": "90", "title": "Review and recognition", "anchor": "90-review-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-90-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 90. Review and recognition to distinguish authority, delivery, distribution and remedy. Data, results and uncertainty requires explicit control because it concerns accurate capture, processing and interpretation of scores and decisions. The risk is that small samples, missing scripts, altered conditions and rushed processing can create false precision. A competent authority should record limitations, verify transformations and qualify use. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-90-b002", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 90. Review and recognition to distinguish authority, delivery, distribution and remedy. Review of review and recognition should determine how decisions are challenged, corrected and used by receiving bodies. It should provide records, reasons, status and a competent review route and acknowledge that one authority should not promise another authority’s recognition decision. Personal information and allegations should remain protected. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-90-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 90. Review and recognition to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-91", "partId": "part-iceqc-r-2013-06-x", "parentId": null, "number": "91", "title": "Integrity proposition", "anchor": "91-integrity-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-91-b001", "type": "PARAGRAPH", "text": "The relevant condition is proportionate inquiry into suspected misconduct, breach or administrative failure. The principal risk is that rumour or anomalous results can be treated as proof while genuine system failures remain hidden. Authorities should separate trigger, allegation, evidence, finding and remedy.", "citationIds": [ "REF-10" ] } ] }, { "id": "sec-iceqc-r-2013-06-92", "partId": "part-iceqc-r-2013-06-x", "parentId": null, "number": "92", "title": "Minimum standard", "anchor": "92-minimum-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-92-b001", "type": "PARAGRAPH", "text": "In integrity incidents and evidence, assessment integrity concerns proportionate inquiry into suspected misconduct, breach or administrative failure. The principal risk is that rumour or anomalous results can be treated as proof while genuine system failures remain hidden. The competent authority should therefore separate trigger, allegation, evidence, finding and remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-92-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 92. Minimum standard to distinguish authority, delivery, distribution and remedy. The minimum standard test asks which condition must be present for the assessment decision to proceed. Assessment bodies should state observable threshold and competent verifier. The governing proposition is that limited capacity does not justify an undefined minimum. The decision record should identify learner population, purpose, authority, conditions and date. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-92-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 92. Minimum standard to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-93", "partId": "part-iceqc-r-2013-06-x", "parentId": null, "number": "93", "title": "Evidence", "anchor": "93-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-93-b001", "type": "PARAGRAPH", "text": "Evidence is material because proportionate inquiry into suspected misconduct, breach or administrative failure cannot be inferred from completion of an assessment event. In this domain, rumour or anomalous results can be treated as proof while genuine system failures remain hidden. The immediate safeguard is to separate trigger, allegation, evidence, finding and remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-93-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 93. Evidence to distinguish authority, delivery, distribution and remedy. A defensible decision should establish which record demonstrates compliance or explains variation and should retain source, date, site, cohort and incident information, recognising that a plan or signed form is not proof of operational condition. Local incident evidence should be capable of changing a central result or validity judgement. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-93-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 93. Evidence to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-94", "partId": "part-iceqc-r-2013-06-x", "parentId": null, "number": "94", "title": "Validity", "anchor": "94-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-94-b001", "type": "PARAGRAPH", "text": "The protected educational function in integrity incidents and evidence is proportionate inquiry into suspected misconduct, breach or administrative failure. If rumour or anomalous results can be treated as proof while genuine system failures remain hidden, an apparently standard result can impose an unfair progression consequence. The required course is to separate trigger, allegation, evidence, finding and remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-94-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 94. Validity to distinguish authority, delivery, distribution and remedy. Under validity, review concerns whether evidence supports the intended interpretation and use. Authorities should connect construct, task, condition and decision, subject to the principle that reliability alone cannot justify use for a different purpose. Reasons should match the consequence and uncertainty of the decision. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-94-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 94. Validity to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-95", "partId": "part-iceqc-r-2013-06-x", "parentId": null, "number": "95", "title": "Reliability", "anchor": "95-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-95-b001", "type": "PARAGRAPH", "text": "Assessment of integrity incidents and evidence should begin with proportionate inquiry into suspected misconduct, breach or administrative failure. A foreseeable failure arises where rumour or anomalous results can be treated as proof while genuine system failures remain hidden. Bodies should separate trigger, allegation, evidence, finding and remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-95-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 95. Reliability to distinguish authority, delivery, distribution and remedy. The reliability standard requires consideration of whether comparable evidence receives sufficiently consistent treatment. Decision-makers should use proportionate standardisation and moderation, because uniform procedure cannot correct a biased or inaccessible construct. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-95-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 95. Reliability to distinguish authority, delivery, distribution and remedy. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-96", "partId": "part-iceqc-r-2013-06-x", "parentId": null, "number": "96", "title": "Equity", "anchor": "96-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-96-b001", "type": "PARAGRAPH", "text": "Integrity incidents and evidence requires explicit control because it concerns proportionate inquiry into suspected misconduct, breach or administrative failure. The risk is that rumour or anomalous results can be treated as proof while genuine system failures remain hidden. A competent authority should separate trigger, allegation, evidence, finding and remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-96-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 96. Equity to distinguish authority, delivery, distribution and remedy. Review of equity should determine which learners experience a different barrier or consequence. It should test disability, language, displacement, gender, geography and cost and acknowledge that identical administration does not establish equal opportunity to demonstrate learning. Personal information and allegations should remain protected. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-96-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 96. Equity to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-97", "partId": "part-iceqc-r-2013-06-x", "parentId": null, "number": "97", "title": "Proportionality", "anchor": "97-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-97-b001", "type": "PARAGRAPH", "text": "The public interest in integrity incidents and evidence is the credible use of proportionate inquiry into suspected misconduct, breach or administrative failure. Where rumour or anomalous results can be treated as proof while genuine system failures remain hidden, administrative completion can create false assurance. Authorities should separate trigger, allegation, evidence, finding and remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-97-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 97. Proportionality to distinguish authority, delivery, distribution and remedy. For proportionality, responsible bodies should identify how consequence, urgency, capacity and alternatives shape control and should record options, risks and reasons. Any conclusion must respect that lower-stakes flexibility should not be represented as adequate for every decision. Material limitations should accompany the result they qualify. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-97-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 97. Proportionality to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-98", "partId": "part-iceqc-r-2013-06-x", "parentId": null, "number": "98", "title": "Implementation", "anchor": "98-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-98-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 98. Implementation to distinguish authority, delivery, distribution and remedy. In integrity incidents and evidence, assessment integrity concerns proportionate inquiry into suspected misconduct, breach or administrative failure. The principal risk is that rumour or anomalous results can be treated as proof while genuine system failures remain hidden. The competent authority should therefore separate trigger, allegation, evidence, finding and remedy. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-98-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 98. Implementation to distinguish authority, delivery, distribution and remedy. The implementation test asks which people, resources and sequence make the standard feasible. Assessment bodies should assign authority, deputies, materials and communication. The governing proposition is that unfunded or unavailable controls should remain visible as limitations. The decision record should identify learner population, purpose, authority, conditions and date. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-98-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 98. Implementation to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-99", "partId": "part-iceqc-r-2013-06-x", "parentId": null, "number": "99", "title": "Incident response", "anchor": "99-incident-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-99-b001", "type": "PARAGRAPH", "text": "Incident response is material because proportionate inquiry into suspected misconduct, breach or administrative failure cannot be inferred from completion of an assessment event. In this domain, rumour or anomalous results can be treated as proof while genuine system failures remain hidden. The immediate safeguard is to separate trigger, allegation, evidence, finding and remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-99-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 99. Incident response to distinguish authority, delivery, distribution and remedy. A defensible decision should establish how failure is contained, investigated and remedied and should protect evidence, learners and due process and determine affected scope, recognising that an anomaly is a trigger for inquiry rather than an automatic finding. Local incident evidence should be capable of changing a central result or validity judgement. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-99-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 99. Incident response to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-100", "partId": "part-iceqc-r-2013-06-x", "parentId": null, "number": "100", "title": "Review and recognition", "anchor": "100-review-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-100-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 100. Review and recognition to distinguish authority, delivery, distribution and remedy. The protected educational function in integrity incidents and evidence is proportionate inquiry into suspected misconduct, breach or administrative failure. If rumour or anomalous results can be treated as proof while genuine system failures remain hidden, an apparently standard result can impose an unfair progression consequence. The required course is to separate trigger, allegation, evidence, finding and remedy. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-100-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 100. Review and recognition to distinguish authority, delivery, distribution and remedy. Under review and recognition, review concerns how decisions are challenged, corrected and used by receiving bodies. Authorities should provide records, reasons, status and a competent review route, subject to the principle that one authority should not promise another authority’s recognition decision. Reasons should match the consequence and uncertainty of the decision. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-100-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 100. Review and recognition to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-101", "partId": "part-iceqc-r-2013-06-xi", "parentId": null, "number": "101", "title": "Integrity proposition", "anchor": "101-integrity-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-101-b001", "type": "PARAGRAPH", "text": "The relevant condition is durable evidence supporting placement, award, transfer and later verification. The principal risk is that temporary results may be promised recognition beyond the deciding body’s authority. Authorities should state status, limitations, records custody and receiving decision.", "citationIds": [ "REF-11" ] } ] }, { "id": "sec-iceqc-r-2013-06-102", "partId": "part-iceqc-r-2013-06-xi", "parentId": null, "number": "102", "title": "Minimum standard", "anchor": "102-minimum-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-102-b001", "type": "PARAGRAPH", "text": "Progression, recognition and records requires explicit control because it concerns durable evidence supporting placement, award, transfer and later verification. The risk is that temporary results may be promised recognition beyond the deciding body’s authority. A competent authority should state status, limitations, records custody and receiving decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-102-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 102. Minimum standard to distinguish authority, delivery, distribution and remedy. Review of minimum standard should determine which condition must be present for the assessment decision to proceed. It should state observable threshold and competent verifier and acknowledge that limited capacity does not justify an undefined minimum. Personal information and allegations should remain protected. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-102-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 102. Minimum standard to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-103", "partId": "part-iceqc-r-2013-06-xi", "parentId": null, "number": "103", "title": "Evidence", "anchor": "103-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-103-b001", "type": "PARAGRAPH", "text": "The public interest in progression, recognition and records is the credible use of durable evidence supporting placement, award, transfer and later verification. Where temporary results may be promised recognition beyond the deciding body’s authority, administrative completion can create false assurance. Authorities should state status, limitations, records custody and receiving decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-103-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 103. Evidence to distinguish authority, delivery, distribution and remedy. For evidence, responsible bodies should identify which record demonstrates compliance or explains variation and should retain source, date, site, cohort and incident information. Any conclusion must respect that a plan or signed form is not proof of operational condition. Material limitations should accompany the result they qualify. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-103-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 103. Evidence to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-104", "partId": "part-iceqc-r-2013-06-xi", "parentId": null, "number": "104", "title": "Validity", "anchor": "104-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-104-b001", "type": "PARAGRAPH", "text": "In progression, recognition and records, assessment integrity concerns durable evidence supporting placement, award, transfer and later verification. The principal risk is that temporary results may be promised recognition beyond the deciding body’s authority. The competent authority should therefore state status, limitations, records custody and receiving decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-104-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 104. Validity to distinguish authority, delivery, distribution and remedy. The validity test asks whether evidence supports the intended interpretation and use. Assessment bodies should connect construct, task, condition and decision. The governing proposition is that reliability alone cannot justify use for a different purpose. The decision record should identify learner population, purpose, authority, conditions and date. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-104-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 104. Validity to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-105", "partId": "part-iceqc-r-2013-06-xi", "parentId": null, "number": "105", "title": "Reliability", "anchor": "105-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-105-b001", "type": "PARAGRAPH", "text": "Reliability is material because durable evidence supporting placement, award, transfer and later verification cannot be inferred from completion of an assessment event. In this domain, temporary results may be promised recognition beyond the deciding body’s authority. The immediate safeguard is to state status, limitations, records custody and receiving decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-105-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 105. Reliability to distinguish authority, delivery, distribution and remedy. A defensible decision should establish whether comparable evidence receives sufficiently consistent treatment and should use proportionate standardisation and moderation, recognising that uniform procedure cannot correct a biased or inaccessible construct. Local incident evidence should be capable of changing a central result or validity judgement. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-105-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 105. Reliability to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-106", "partId": "part-iceqc-r-2013-06-xi", "parentId": null, "number": "106", "title": "Equity", "anchor": "106-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-106-b001", "type": "PARAGRAPH", "text": "The protected educational function in progression, recognition and records is durable evidence supporting placement, award, transfer and later verification. If temporary results may be promised recognition beyond the deciding body’s authority, an apparently standard result can impose an unfair progression consequence. The required course is to state status, limitations, records custody and receiving decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-106-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 106. Equity to distinguish authority, delivery, distribution and remedy. Under equity, review concerns which learners experience a different barrier or consequence. Authorities should test disability, language, displacement, gender, geography and cost, subject to the principle that identical administration does not establish equal opportunity to demonstrate learning. Reasons should match the consequence and uncertainty of the decision. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-106-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 106. Equity to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-107", "partId": "part-iceqc-r-2013-06-xi", "parentId": null, "number": "107", "title": "Proportionality", "anchor": "107-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-107-b001", "type": "PARAGRAPH", "text": "Assessment of progression, recognition and records should begin with durable evidence supporting placement, award, transfer and later verification. A foreseeable failure arises where temporary results may be promised recognition beyond the deciding body’s authority. Bodies should state status, limitations, records custody and receiving decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-107-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 107. Proportionality to distinguish authority, delivery, distribution and remedy. The proportionality standard requires consideration of how consequence, urgency, capacity and alternatives shape control. Decision-makers should record options, risks and reasons, because lower-stakes flexibility should not be represented as adequate for every decision. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-107-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 107. Proportionality to distinguish authority, delivery, distribution and remedy. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-108", "partId": "part-iceqc-r-2013-06-xi", "parentId": null, "number": "108", "title": "Implementation", "anchor": "108-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-108-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 108. Implementation to distinguish authority, delivery, distribution and remedy. Progression, recognition and records requires explicit control because it concerns durable evidence supporting placement, award, transfer and later verification. The risk is that temporary results may be promised recognition beyond the deciding body’s authority. A competent authority should state status, limitations, records custody and receiving decision. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-108-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 108. Implementation to distinguish authority, delivery, distribution and remedy. Review of implementation should determine which people, resources and sequence make the standard feasible. It should assign authority, deputies, materials and communication and acknowledge that unfunded or unavailable controls should remain visible as limitations. Personal information and allegations should remain protected. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-108-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 108. Implementation to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-109", "partId": "part-iceqc-r-2013-06-xi", "parentId": null, "number": "109", "title": "Incident response", "anchor": "109-incident-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-109-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 109. Incident response to distinguish authority, delivery, distribution and remedy. The public interest in progression, recognition and records is the credible use of durable evidence supporting placement, award, transfer and later verification. Where temporary results may be promised recognition beyond the deciding body’s authority, administrative completion can create false assurance. Authorities should state status, limitations, records custody and receiving decision. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-109-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 109. Incident response to distinguish authority, delivery, distribution and remedy. For incident response, responsible bodies should identify how failure is contained, investigated and remedied and should protect evidence, learners and due process and determine affected scope. Any conclusion must respect that an anomaly is a trigger for inquiry rather than an automatic finding. Material limitations should accompany the result they qualify. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-109-b003", "type": "PARAGRAPH", "text": "purpose, learner, interest, protected require ### 109. Incident response to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-110", "partId": "part-iceqc-r-2013-06-xi", "parentId": null, "number": "110", "title": "Review and recognition", "anchor": "110-review-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-110-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 110. Review and recognition to distinguish authority, delivery, distribution and remedy. In progression, recognition and records, assessment integrity concerns durable evidence supporting placement, award, transfer and later verification. The principal risk is that temporary results may be promised recognition beyond the deciding body’s authority. The competent authority should therefore state status, limitations, records custody and receiving decision. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-110-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 110. Review and recognition to distinguish authority, delivery, distribution and remedy. The review and recognition test asks how decisions are challenged, corrected and used by receiving bodies. Assessment bodies should provide records, reasons, status and a competent review route. The governing proposition is that one authority should not promise another authority’s recognition decision. The decision record should identify learner population, purpose, authority, conditions and date. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-110-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 110. Review and recognition to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-111", "partId": "part-iceqc-r-2013-06-xii", "parentId": null, "number": "111", "title": "Integrity proposition", "anchor": "111-integrity-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-111-b001", "type": "PARAGRAPH", "text": "The relevant condition is timely response to error, unfair condition, lost evidence and interrupted assessment. The principal risk is that a later general resit may impose disproportionate delay or fail to restore the learner’s pathway. Authorities should provide reasons, review, alternative evidence and continuity arrangements.", "citationIds": [ "REF-12" ] } ] }, { "id": "sec-iceqc-r-2013-06-112", "partId": "part-iceqc-r-2013-06-xii", "parentId": null, "number": "112", "title": "Minimum standard", "anchor": "112-minimum-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-112-b001", "type": "PARAGRAPH", "text": "The protected educational function in correction, appeal and continuity is timely response to error, unfair condition, lost evidence and interrupted assessment. If a later general resit may impose disproportionate delay or fail to restore the learner’s pathway, an apparently standard result can impose an unfair progression consequence. The required course is to provide reasons, review, alternative evidence and continuity arrangements.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-112-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 112. Minimum standard to distinguish authority, delivery, distribution and remedy. Under minimum standard, review concerns which condition must be present for the assessment decision to proceed. Authorities should state observable threshold and competent verifier, subject to the principle that limited capacity does not justify an undefined minimum. Reasons should match the consequence and uncertainty of the decision. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-112-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 112. Minimum standard to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-113", "partId": "part-iceqc-r-2013-06-xii", "parentId": null, "number": "113", "title": "Evidence", "anchor": "113-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-113-b001", "type": "PARAGRAPH", "text": "Assessment of correction, appeal and continuity should begin with timely response to error, unfair condition, lost evidence and interrupted assessment. A foreseeable failure arises where a later general resit may impose disproportionate delay or fail to restore the learner’s pathway. Bodies should provide reasons, review, alternative evidence and continuity arrangements.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-113-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 113. Evidence to distinguish authority, delivery, distribution and remedy. The evidence standard requires consideration of which record demonstrates compliance or explains variation. Decision-makers should retain source, date, site, cohort and incident information, because a plan or signed form is not proof of operational condition. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-113-b003", "type": "PARAGRAPH", "text": "Within correction, appeal and continuity, the principle bears on the decision described in this part. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. Any departure should be justified by purpose and the learner interest protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-114", "partId": "part-iceqc-r-2013-06-xii", "parentId": null, "number": "114", "title": "Validity", "anchor": "114-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-114-b001", "type": "PARAGRAPH", "text": "Correction, appeal and continuity requires explicit control because it concerns timely response to error, unfair condition, lost evidence and interrupted assessment. The risk is that a later general resit may impose disproportionate delay or fail to restore the learner’s pathway. A competent authority should provide reasons, review, alternative evidence and continuity arrangements.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-114-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 114. Validity to distinguish authority, delivery, distribution and remedy. Review of validity should determine whether evidence supports the intended interpretation and use. It should connect construct, task, condition and decision and acknowledge that reliability alone cannot justify use for a different purpose. Personal information and allegations should remain protected. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-114-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 114. Validity to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-115", "partId": "part-iceqc-r-2013-06-xii", "parentId": null, "number": "115", "title": "Reliability", "anchor": "115-reliability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-115-b001", "type": "PARAGRAPH", "text": "The public interest in correction, appeal and continuity is the credible use of timely response to error, unfair condition, lost evidence and interrupted assessment. Where a later general resit may impose disproportionate delay or fail to restore the learner’s pathway, administrative completion can create false assurance. Authorities should provide reasons, review, alternative evidence and continuity arrangements.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-115-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 115. Reliability to distinguish authority, delivery, distribution and remedy. For reliability, responsible bodies should identify whether comparable evidence receives sufficiently consistent treatment and should use proportionate standardisation and moderation. Any conclusion must respect that uniform procedure cannot correct a biased or inaccessible construct. Material limitations should accompany the result they qualify. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-115-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 115. Reliability to distinguish authority, delivery, distribution and remedy. The final record should be intelligible to a receiving institution. It should describe purpose, status, evidence, variation, decision and route for verification or review. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-116", "partId": "part-iceqc-r-2013-06-xii", "parentId": null, "number": "116", "title": "Equity", "anchor": "116-equity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-116-b001", "type": "PARAGRAPH", "text": "In correction, appeal and continuity, assessment integrity concerns timely response to error, unfair condition, lost evidence and interrupted assessment. The principal risk is that a later general resit may impose disproportionate delay or fail to restore the learner’s pathway. The competent authority should therefore provide reasons, review, alternative evidence and continuity arrangements.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-116-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 116. Equity to distinguish authority, delivery, distribution and remedy. The equity test asks which learners experience a different barrier or consequence. Assessment bodies should test disability, language, displacement, gender, geography and cost. The governing proposition is that identical administration does not establish equal opportunity to demonstrate learning. The decision record should identify learner population, purpose, authority, conditions and date. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-116-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 116. Equity to distinguish authority, delivery, distribution and remedy. Emergency adaptation may change method, location or schedule. It should preserve the substantive basis of the decision and disclose any limitation material to later use. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-117", "partId": "part-iceqc-r-2013-06-xii", "parentId": null, "number": "117", "title": "Proportionality", "anchor": "117-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-117-b001", "type": "PARAGRAPH", "text": "Proportionality is material because timely response to error, unfair condition, lost evidence and interrupted assessment cannot be inferred from completion of an assessment event. In this domain, a later general resit may impose disproportionate delay or fail to restore the learner’s pathway. The immediate safeguard is to provide reasons, review, alternative evidence and continuity arrangements.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-117-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 117. Proportionality to distinguish authority, delivery, distribution and remedy. A defensible decision should establish how consequence, urgency, capacity and alternatives shape control and should record options, risks and reasons, recognising that lower-stakes flexibility should not be represented as adequate for every decision. Local incident evidence should be capable of changing a central result or validity judgement. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-117-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 117. Proportionality to distinguish authority, delivery, distribution and remedy. Where the condition is partially met, the body should identify affected learners, permissible use, interim protection and correction rather than represent the result as unqualified. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-118", "partId": "part-iceqc-r-2013-06-xii", "parentId": null, "number": "118", "title": "Implementation", "anchor": "118-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-118-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 118. Implementation to distinguish authority, delivery, distribution and remedy. The protected educational function in correction, appeal and continuity is timely response to error, unfair condition, lost evidence and interrupted assessment. If a later general resit may impose disproportionate delay or fail to restore the learner’s pathway, an apparently standard result can impose an unfair progression consequence. The required course is to provide reasons, review, alternative evidence and continuity arrangements. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-118-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 118. Implementation to distinguish authority, delivery, distribution and remedy. Under implementation, review concerns which people, resources and sequence make the standard feasible. Authorities should assign authority, deputies, materials and communication, subject to the principle that unfunded or unavailable controls should remain visible as limitations. Reasons should match the consequence and uncertainty of the decision. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-118-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 118. Implementation to distinguish authority, delivery, distribution and remedy. Monitoring should examine learner conditions and decision quality. The number tested or results issued is not sufficient evidence of integrity. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-119", "partId": "part-iceqc-r-2013-06-xii", "parentId": null, "number": "119", "title": "Incident response", "anchor": "119-incident-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-119-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 119. Incident response to distinguish authority, delivery, distribution and remedy. Assessment of correction, appeal and continuity should begin with timely response to error, unfair condition, lost evidence and interrupted assessment. A foreseeable failure arises where a later general resit may impose disproportionate delay or fail to restore the learner’s pathway. Bodies should provide reasons, review, alternative evidence and continuity arrangements. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-119-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 119. Incident response to distinguish authority, delivery, distribution and remedy. The incident response standard requires consideration of how failure is contained, investigated and remedied. Decision-makers should protect evidence, learners and due process and determine affected scope, because an anomaly is a trigger for inquiry rather than an automatic finding. Any dependency on untrained personnel, unstable communication or uncertain custody should remain visible. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-119-b003", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 119. Incident response to distinguish authority, delivery, distribution and remedy. The response should distinguish a learner error, individual misconduct, site failure and system failure. Each has a different evidentiary and remedial implication. The conclusion should retain the material limitation and competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-120", "partId": "part-iceqc-r-2013-06-xii", "parentId": null, "number": "120", "title": "Review and recognition", "anchor": "120-review-and-recognition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-120-b001", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 120. Review and recognition to distinguish authority, delivery, distribution and remedy. Correction, appeal and continuity requires explicit control because it concerns timely response to error, unfair condition, lost evidence and interrupted assessment. The risk is that a later general resit may impose disproportionate delay or fail to restore the learner’s pathway. A competent authority should provide reasons, review, alternative evidence and continuity arrangements. The implication for validity, use and remedy should be recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-120-b002", "type": "PARAGRAPH", "text": "retain, material, limitation, competent require ### 120. Review and recognition to distinguish authority, delivery, distribution and remedy. Review of review and recognition should determine how decisions are challenged, corrected and used by receiving bodies. It should provide records, reasons, status and a competent review route and acknowledge that one authority should not promise another authority’s recognition decision. Personal information and allegations should remain protected. The conclusion should retain the material limitation and competent body.", "citationIds": [] }, { "id": "sec-iceqc-r-2013-06-120-b003", "type": "PARAGRAPH", "text": "validity, remedy, should, recorded require ### 120. Review and recognition to distinguish authority, delivery, distribution and remedy. Correction should be timely. A later opportunity may not restore an admission, award, transfer or employment decision lost through an invalid assessment. The implication for validity, use and remedy should be recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-121", "partId": "part-iceqc-r-2013-06-xiii", "parentId": null, "number": "121", "title": "A defensible minimum", "anchor": "121-a-defensible-minimum", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-121-b001", "type": "PARAGRAPH", "text": "Every consequential assessment should have identifiable authority, purpose, construct, population, conditions, evidence controls, result status and review. Variation should be recorded at the level needed to determine who and which decisions are affected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-122", "partId": "part-iceqc-r-2013-06-xiii", "parentId": null, "number": "122", "title": "Adaptation and limits", "anchor": "122-adaptation-and-limits", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-122-b001", "type": "PARAGRAPH", "text": "Adaptation should address the actual capacity or access constraint while preserving intended competence. Where evidence supports only a narrower interpretation, the result should not be used for a broader or higher-stakes decision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2013-06-123", "partId": "part-iceqc-r-2013-06-xiii", "parentId": null, "number": "123", "title": "Final conclusion", "anchor": "123-final-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2013-06-123-b001", "type": "PARAGRAPH", "text": "Assessment integrity in constrained settings rests on disciplined purpose, proportionate controls, transparent limitation and practical remedy. Completion of testing is not the final standard; the decision must remain fair, supportable and usable within its stated authority.", "citationIds": [] } ] } ], "technicalAppendices": [], "notes": [], "references": [ { "id": "REF-01", "authoringBody": "Education for All Global Monitoring Report Team", "title": "The Hidden Crisis: Armed Conflict and Education — EFA Global Monitoring Report 2011", "year": 2011, "publicationDate": "2011-03-01", "sourceType": "GLOBAL_MONITORING_REPORT", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000190743", "evidenceRole": "Principal contemporaneous evidence on armed conflict, displacement, education loss and recovery." }, { "id": "REF-02", "authoringBody": "United Nations High Commissioner for Refugees", "title": "Global Trends 2010", "year": 2011, "publicationDate": "2011-06-20", "sourceType": "OFFICIAL_DISPLACEMENT_REPORT", "url": "https://www.unhcr.org/statistics/country/4dfa11499/unhcr-global-trends-2010.html", "evidenceRole": "Contemporaneous global evidence on refugees, asylum-seekers, returnees, internally displaced and stateless persons." }, { "id": "REF-03", "authoringBody": "United Nations General Assembly", "title": "Convention relating to the Status of Refugees", "year": 1951, "publicationDate": "1951-07-28", "sourceType": "INTERNATIONAL_CONVENTION", "url": "https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-relating-status-refugees", "evidenceRole": "International legal framework including treatment of refugees in education." }, { "id": "REF-04", "authoringBody": "United Nations", "title": "Guiding Principles on Internal Displacement", "year": 1998, "publicationDate": "1998-02-11", "sourceType": "UNITED_NATIONS_GUIDING_PRINCIPLES", "url": "https://www.ohchr.org/en/special-procedures/sr-internally-displaced-persons/international-standards", "evidenceRole": "Principles concerning protection, documentation, education and non-discrimination of internally displaced persons." }, { "id": "REF-05", "authoringBody": "United Nations General Assembly", "title": "Convention on the Rights of the Child", "year": 1989, "publicationDate": "1989-11-20", "sourceType": "INTERNATIONAL_CONVENTION", "url": "https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child", "evidenceRole": "Rights concerning identity, non-discrimination, education, development and best interests." }, { "id": "REF-06", "authoringBody": "United Nations Committee on Economic, Social and Cultural Rights", "title": "General Comment No. 13: The Right to Education", "year": 1999, "publicationDate": "1999-12-08", "sourceType": "TREATY_BODY_GENERAL_COMMENT", "url": "https://www.refworld.org/legal/general/cescr/1999/en/37937", "evidenceRole": "Availability, accessibility, acceptability and adaptability of education." }, { "id": "REF-07", "authoringBody": "United Nations General Assembly", "title": "Convention on the Rights of Persons with Disabilities", "year": 2006, "publicationDate": "2006-12-13", "sourceType": "INTERNATIONAL_CONVENTION", "url": "https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-persons-disabilities", "evidenceRole": "Inclusive education, accessibility and reasonable accommodation." }, { "id": "REF-08", "authoringBody": "UNESCO and UNICEF", "title": "A Human Rights-Based Approach to Education for All", "year": 2007, "publicationDate": "2007-01-01", "sourceType": "INTERAGENCY_POLICY_FRAMEWORK", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000154861", "evidenceRole": "Rights-based planning, participation, equality and accountability." }, { "id": "REF-09", "authoringBody": "UNESCO International Institute for Educational Planning", "title": "Guidebook for Planning Education in Emergencies and Reconstruction", "year": 2010, "publicationDate": "2010-01-01", "sourceType": "OFFICIAL_PLANNING_GUIDANCE", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000190223", "evidenceRole": "Guidance on learner records, assessment, certification, curriculum and educational reconstruction." }, { "id": "REF-10", "authoringBody": "Inter-Agency Network for Education in Emergencies", "title": "Minimum Standards for Education: Preparedness, Response, Recovery", "year": 2010, "publicationDate": "2010-12-01", "sourceType": "INTERAGENCY_MINIMUM_STANDARDS", "url": "https://inee.org/resources/inee-minimum-standards", "evidenceRole": "Standards for access, teaching, teachers and education policy during displacement and recovery." }, { "id": "REF-11", "authoringBody": "UNESCO", "title": "Convention on the Recognition of Qualifications concerning Higher Education in the European Region", "year": 1997, "publicationDate": "1997-04-11", "sourceType": "REGIONAL_RECOGNITION_CONVENTION", "url": "https://www.coe.int/en/web/conventions/full-list?module=treaty-detail&treatynum=165", "evidenceRole": "Recognition principles, substantial difference, information and fair procedures in higher education." }, { "id": "REF-12", "authoringBody": "UNESCO", "title": "Recommendation on the Recognition of Studies and Qualifications in Higher Education", "year": 1993, "publicationDate": "1993-11-13", "sourceType": "UNESCO_RECOMMENDATION", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000095131", "evidenceRole": "International principles for recognition of studies and qualifications." }, { "id": "REF-13", "authoringBody": "UNESCO", "title": "International Standard Classification of Education: ISCED 1997", "year": 1997, "publicationDate": "1997-11-01", "sourceType": "INTERNATIONAL_STATISTICAL_CLASSIFICATION", "url": "https://uis.unesco.org/sites/default/files/documents/international-standard-classification-of-education-1997-en_0.pdf", "evidenceRole": "Classification of programmes and levels for comparison without claiming automatic equivalence." }, { "id": "REF-14", "authoringBody": "UNESCO Institute for Statistics", "title": "Education Indicators: Technical Guidelines", "year": 2009, "publicationDate": "2009-11-01", "sourceType": "OFFICIAL_STATISTICAL_GUIDANCE", "url": "https://uis.unesco.org/sites/default/files/documents/education-indicators-technical-guidelines-en_0.pdf", "evidenceRole": "Definitions for participation, progression and completion indicators." }, { "id": "REF-15", "authoringBody": "European Community", "title": "Council Directive 2001/55/EC on Minimum Standards for Giving Temporary Protection", "year": 2001, "publicationDate": "2001-08-07", "sourceType": "EUROPEAN_UNION_DIRECTIVE", "url": "https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32001L0055", "evidenceRole": "European legal context for temporary protection and access to education." }, { "id": "REF-16", "authoringBody": "Council of the European Union", "title": "Council Directive 2004/83/EC on Minimum Standards for the Qualification and Status of Third Country Nationals or Stateless Persons as Refugees or as Persons Who Otherwise Need International Protection", "year": 2004, "publicationDate": "2004-09-30", "sourceType": "EUROPEAN_UNION_DIRECTIVE", "url": "https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:32004L0083", "evidenceRole": "European legal context for access to education by beneficiaries of international protection." }, { "id": "REF-17", "authoringBody": "European Commission", "title": "Youth on the Move", "year": 2010, "publicationDate": "2010-09-15", "sourceType": "COMMISSION_COMMUNICATION", "url": "https://eur-lex.europa.eu/legal-content/EN/TXT/?uri=CELEX:52010DC0477", "evidenceRole": "European policy context for mobility, recognition, attainment and youth inclusion." }, { "id": "REF-18", "authoringBody": "World Education Forum", "title": "The Dakar Framework for Action: Education for All — Meeting Our Collective Commitments", "year": 2000, "publicationDate": "2000-04-28", "sourceType": "GLOBAL_ACTION_FRAMEWORK", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000121147", "evidenceRole": "Commitments concerning access, quality, equity and accountable education planning." }, { 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