• UK-CCL is certified by ISO 9001: 2000 for the Implementation of Quality Management Systems through Assessment, Validation and Certification.

  • The Graduation Ceremony of the Consortium of Professional Bodies and Universities held on the 26th November 2006.. Learn More>>

  • Qualification verification UK-Commission for Consistent Learning is an Independent Examiner, Assessor and Verifier of Professional and Vocational Qualifications Worldwide. Learn More>>


Assessment / Verification»

Assessment / Verification

Assessors are classified in to three main groups, identified as Gold, Platinum & Diamond. These identify the various power and authorities of CCL authorised assessors in the groups. In the special circumstances, with the specific instructions the lower groups could be used to perform next higher level assessing activity. This is only authorised by the CCL-UK.

Assessor Gold:

Assessor-Gold category is responsible to maintain environmental standards of the learning programme delivery, conducting internal examinations and internal assessment within the educational institutions. Therefore the internal assessors of Educational Institutes and the In-house assessors of CCLE, who are responsible to recruit educational Institutes in to CCLVI, own this title.

Assessor Platinum:

Assessor-Platinum category is the external assessor for CCLVI, Lecturers, professors and other educationalists working part time with respective CCLE for conducting and assessing knowledge upgrading seminars & workshops in the region. Platinum level assessors are also responsible for proposing a suitable formula for the CCL-UK.

Assessor Diamond:

Assessor-Diamond are the members of CCL-EBEA monitoring the assessment process globally. This group is responsible to review the changes in different region. Find "Unity in Diversity " with in the different levels of assessor team. They also took part in reviewing newsletter under the title of "Globalise Education".

Tests and Examinations»

Tests and Examinations

In most cases, a test will be one part of a fully developed assessment plan. Tests are commonly used in association with cognitive goals in order to review candidates' achievements with respect to a common body of knowledge associated with a discipline or programme.

Using this approach, there are two primary testing alternatives:-

  1. Locally developed/ faculty generated tests and examinations,

  2. Commercially produced standardized tests and examinations. Locally developed testing and examinations are probably the most widely used method for evaluating candidates' progress. For assessing the validity of an academic programme, examinations designed by the instructors who set the educational goals and teach the courses is often the best approach. Cost benefits, interpretation advantages, and quick turnaround time all make using locally designed tests an attractive method for assessing candidates learning.

    Tests designed for a specific curriculum can often prove more valuable when assessing candidates' achievement than commercial instruments. These tests focus on the missions, goals, and objectives of the study programme and permit useful projections of candidates' behaviour and learning. A well-constructed and carefully administered test that is graded by two or more judges for the specific purpose of determining programme strengths and weaknesses remains one of the most popular instruments for assessing most majors.

External Examiners»

External Examiners

  • Institutions should state clearly and communicate to all concerned the various the roles, powers and responsibilities assigned to their CCL external examiners.

        • By providing clear guidance on the role and authority of different types of examiner within their assessment systems, institutions will help all parties concerned with the assessment process, including students, examiners, academic departments/schools and individual academic staff, to understand:

        • the responsibilities of a subject examiner within a modular system, who might normally be asked to comment on assessment practices at module or element level;

        • the role of an external examiner of a programme or group of programmes, normally in one or few subject areas, whose expertise may need to include a knowledge of good practice in assessment within a modular or unitised system;

        • the role of a senior examiner whose remit might be to advise on comparability of the examining process across a range of programmes, such as procedures for classification of degrees.

        • A clear understanding by external examiners of the ways in which their work underpins the institution's quality assurance processes will help them to fulfil their role effectively.

        • To enable external examiners to fulfill their moderating role, they would normally be expected to attend examination/assessment boards, either at programme or module/course/unit level.

        • The extent to which the external examiner may influence the final decision of the board is a matter for institutional policy.

        • Institutions will have their own procedures for enabling external examiners to endorse assessment outcomes. They normally provide specific guidance both on the significance of external examiners' signatures on documents recording the final decisions of examination boards and on the arrangements for resolving a situation where an external examiner is unwilling to endorse the outcomes of the assessment processes.

Syllabus Analysis»

Syllabus Analysis

Syllabus analysis is an especially useful technique when multiple sections of a course are offered by a variety of instructors. It provides assurance that each section will cover essential points without prescribing the specific teaching methods to be used in helping the candidates learn those objectives.

The education providers' main principal in maintaining nationally comparable standards within autonomous higher education institutions, the external examiner being one of a number of independent and impartial advisers used by them.

        • Monitoring or review of programmes and modules/units on a regular (often annual) basis;

        • Three or five-yearly reviews including contributions from external reviewers;

        • Benchmarking programme is the outcomes for quality education.

        • Enhance academic standards will vary, depending on individual mission, size, curriculum structures and other factors.
        • It is the responsibility of each institution to establish criteria and guidance for external examining that enable its academic standards to be benchmarked and maintained.

Curriculum Evaluation»

Curriculum Evaluation

  • All curriculum are reviewed periodically by the academic board and programmes, and an in-depth curricular review is required as part of the five -year graduate programme review.

  • The curriculum is evaluated in terms of national standards and establish the broad policies within which this review procedures.

    • Graduate curriculum is monitored on a continuing basis by the faculty of the departments and programs.

        • Proposed changes are processed through college graduate studies committees and the Administrative Board of the Graduate School and are approved by the dean of the Graduate School.

        • Proposals for new courses to be offered within existing programmes must be approved by the college graduate studies committees and Dean of the Graduate School

Portfolio of Evaluation»

Portfolio of Evaluation

Portfolios used for assessment purposes are most commonly characterized by collections of candidates' work that exhibit to the faculty and the candidate the candidate's progress and achievement in given areas. Included in the portfolio may be research papers and other process reports, multiple choice or essay examinations, self-evaluations, personal essays, journals, computational exercises and problems, case studies, audiotapes, videotapes, and short-answer quizzes. This information may be gathered from in-class or as out-of-class assignments.

Information about the candidates' skills, knowledge, and development, quality of writing, and critical thinking can be acquired through a comprehensive collection of work samples. A candidate's portfolio can be assembled within a course or in a sequence of courses in the major. These will determines what information or candidates' products should be collected and how these products will be used to evaluate or assess candidates' learning. These decisions are based on the academic unit's educational goals and objectives.

Portfolio evaluation is a useful assessment tool because it allows analysing an entire scope of candidate work in a timely fashion. A unique opportunity to assess a candidates' progress in acquiring a variety of learning objectives. Using candidate portfolios also gives the ability to determine the content and control the quality of the assessed materials. Portfolios at other research institutions are widely used and have been a part of candidate outcomes assessment for a long time.