Delivering ITQ

Introduction

Assess-train-assess model

Central to ITQ delivery is the Assess-Train-Assess model. There are 2 main routes:

Option 1 - Design a work-based ITQ

Using entirely work-based units from the ITQ framework. In this model, the candidate develops an assessment portfolio with evidence for both mandatory and optional units. This can be assessed wholly in the workplace if appropriate, so a learner can apply their IT skills directly to their day-to-day work, and prove competence whilst doing so.

Option 2 - Incorporating contributing qualifications 

ITQ can also be assessed by using other contributing qualifications (or Accreditation of Prior Achievement - APA) to achieve the optional units, and then assess the final mandatory work-based unit  to complete the ITQ. View the register of approved contributing qualifications and the page on methods of assessment for more information. Where optional units have been assessed using APA, the application of a minimum of 2 of these options must be demonstrated and assessed through the mandatory unit. 

In some instances the majority of unit values can be derived from contributory qualifications.

Top-up or not?

Where you are working with a candidate who could claim exemption from, for example, the ‘Operate a Computer’ Unit at level 1 from a previously awarded ECDL/CLAiT or other module, it is important to the employer investing time (and probably money) in the ITQ course to be able to extend those skills and knowledge as well as simply apply them in the workplace.

• Is the unit one that you would have chosen with that candidate if you were starting from scratch? Are there other units which would be more appropriate? 
• Is that level 1 sufficient for the candidate’s job role? Should the candidate be ‘stretched’ to achieve level 2? 
• Even if the candidate can complete their ITQ in double quick time – will they feel they have learned something? Will their employer?

The planning process for the ITQ is crucial.

Last modified: 18 Nov 2008