The Requirements for Equality and Diversity and Bilingualism, in Relation to the Internal Quality Assurance of Assessment

All organisations involved in assessing learners should have an equality and diversity policy in place further to the ‘Equality Act 2010’ as well as a fair assessment policy. This should be readily made available to all the learners. All assessors involved in the assessment process should operate without any prejudice for learners whatsoever and ensure that their decisions are not prejudiced in any respect or that put the student at any disadvantage. Equally the assessor cannot favour one student over another and apply favouritism to the assessment decision and outcome. The company involved in the assessment of students has a legal obligation to ensure that all policies and procedures are in place and that no students are compromised in any respect. Those students whose first language is not English should be allowed special dispensation to ensure that they are again not prejudiced within the assessment procedures and activities. All students should undertake an early first assessment of their needs that ensure that they can be catered for in every respect by the organisation carrying out the recording of the assessment. Again failure to comply with these arrangements and policies could see legal and other ramifications and penalties applied to organisations and staff that do not comply with these requirements.

These requirements can extend to older students as well and any treatment of older learners that could be perceived as less favourable could be reported and actions taken against the company or staff involved. The same can be said nowadays of religious beliefs and religion in general, a student’s religion in the assessment process has to be considered and the student has to be accommodated irrespective of the constraints and boundaries that are imposed on the organisation or staff involved in the assessment process. The ‘Disability Discrimination Act 2005’ forbids any prejudice against any learner with a disability and this act does have teeth if the organisation or staff involved with the assessment process and regime do not factor in provision for disabled learners. This could even be down to when a disabled learner could not access the facilities for the actual assessment. Other issues surrounding students nowadays can be related to gender re-assignment as well and again irrespective of the students physical make-up the student should not be prejudiced in any respect and their assessment should not be compromised in any respect unless there are very valid reasons why this activity shouldn’t occur. If the company or staff involved in the assessment process cannot supply a valid reason for not assessing the student or compromising and prejudicing the student in any way then the company or staff member could face prosecution under the legislative acts I have mentioned in this evaluation. NHS Scotland make some very interesting points in their impact assessment below that could be applied to any organisation having to deal with the requirements of equality and diversity in the assessment processes.

Step1- The aims of your policy or function

Step 2- Consider data/research available to assess likely impact on equality strands

Step 3- Complete the Rapid impact Checklist and decide whether further assessment is necessary

Step 4- Assess the likely impact of your policy of function on equality strands. Is it discriminatory? Is it unlawful? Is it justifiable in law? Does it advance or restrict equality?

Step 5- Consider alternative ways of delivering your policy or function in order to minimise negative impact or eliminate unlawful discrimination

Step 6- Assess whether any further research or consultation is needed to investigate the impacts of the proposal on diverse groups

Step 7- Consult relevant stakeholders

Step 8- Make a decision

Step 9 - Make arrangements to monitor and review the impact. Include other adverse impacts.

Step 10- Provide feedback by publishing results of the Impact Assessment.