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Ashbourne Academy
Academic Standards (AAAS)
AAAS is the academic standards framework that defines the principles, benchmarks and quality expectations applied across all of Ashbourne Academy’s education, assessment and certification activities to ensure excellence, consistency, integrity and learner success.
A. Ashbourne Academy Quality Standards (AAQS)
AAQS
- 01
Governance & Academic Accountability
- 02
Programme Design & Academic Standards
- 03
Teaching & Learning Quality
- 04
Assessment & Evidence
- 05
Internal Quality Assurance
- 06
Learner Support & Fairness
- 07
Academic Integrity
- 08
Continuous Improvement
Quality Cycle
AAQS follows a continuous quality cycle that drives excellence and improvement.
Quality Monitoring
We use a range of monitoring activities and evidence to uphold and enhance our standards.
- Programme reviews
- Assessment sampling
- IQA findings
- Learner feedback
- Trainer feedback
- Complaints and appeals analysis
- Academic performance indicators
- Corrective actions
- Annual quality review
Continuous Improvement
We are committed to an open and reflective quality culture that learns, adapts and grows.
- Quality improvement plans
- Corrective and preventive actions
- Annual standards review
- Version control
- Periodic policy review
B. Academic Framework
Framework Purpose
- Purpose
To provide a clear academic structure that ensures consistency, transparency and quality.
- Scope
Applies to all programmes, awards, learners, staff and approved centres.
- Academic Governance
Oversight by the Academic Council to ensure academic integrity and standards.
- Programme Categories
Academic, Professional and Professional Development programmes.
Credit Framework
- 1 Ashbourne credit represents approximately 10 notional learning hours.
- Credits are allocated based on Total Qualification Time (TQT).
- All programmes specify the total credits, TQT and GLH.
Learning Outcomes
- Outcomes describe what learners will know, understand and be able to do.
- Outcomes are appropriate to each level.
- Outcomes are measurable and assessed.
- Mapped to assessment methods and criteria.
Framework Review
Academic Council Oversight
The Academic Council ensures the framework remains robust and relevant.
Scheduled Review
The framework is reviewed periodically or as needed.
Benchmarking
Aligned with sector good practice and evolving standards.
Version Control
Document versions are controlled and published transparently.
C. Qualification Development Standards
Qualification Proposal
The foundation of every programme begins with a strong and evidence-based proposal.
- Business / academic rationale
- Target learners
- Industry demand
- Programme purpose
- Proposed level
- Proposed credits
Needs Analysis
We ensure the programme is relevant, necessary and aligned with stakeholder and industry needs.
- Employer requirements
- Professional competencies
- Market relevance
- Learner needs
- Industry developments
Programme Design
We design programmes that are structured, achievable and aligned to our academic framework.
- Programme title
- Level
- Credits
- Total Qualification Time (TQT)
- Guided Learning Hours (GLH)
- Modules
- Learning outcomes
- Assessment strategy
- Entry requirements
Curriculum Mapping
We map every element of the curriculum to ensure alignment, coherence and constructive assessment.
- ProgrammeObjective
- LearningOutcome
- Content
- AssessmentCriterion
- AssessmentMethod
Assessment Development
We create fair, valid and reliable assessment materials that measure achievement accurately.
- Assignment briefs
- Examination specifications
- Projects
- Case studies
- Practical assessments
- Marking criteria
Academic Review
Our academic experts review every programme to ensure quality, integrity and academic coherence.
- Subject specialist review
- IQA review
- Academic Council consideration
- Corrections
- Final approval
Programme Approval
A robust approval workflow ensures that only high-quality programmes are approved and published.
D. Assessment Standards
Assessment Principles
Our assessments are designed and delivered in line with the following core principles:
Validity
Fit for purpose and measures what it should.
Reliability
Consistent and reproducible outcomes.
Fairness
Equitable and free from bias or disadvantage.
Authenticity
Real, genuine and reflective of real-world skills.
Sufficiency
Enough evidence to support judgement.
Consistency
Applied uniformly across assessors and cohorts.
Transparency
Clear requirements, processes and decisions.
Assessment Methods
A variety of methods are used to capture and evaluate learner achievement.
Assignments
Case Studies
Projects
Presentations
Examinations
Professional Discussions
Practical Evidence
Portfolios
Assessment Criteria
Clear criteria ensure learners understand what is expected and how they will be assessed.
Learning Outcome Mapping — Each assessment is mapped to specific programme learning outcomes.
Marking Criteria — Detailed criteria or rubrics guide consistent marking.
Grading Standards — Defined grade boundaries and performance levels.
Pass Requirements — Minimum thresholds for successful achievement.
Evidence Requirements — Clear guidance on the type and extent of evidence required.
Assessment Administration
We administer assessments in a transparent, fair and secure manner.
- Submission Rules
Clear instructions on how and where assessments must be submitted.
- Extensions
Granted only in exceptional circumstances.
- Deadlines
Published in advance and communicated clearly.
- Reasonable Adjustments
Support provided in line with individual needs.
- Late Submissions
Handled in line with our late submission policy.
- Resubmissions & Reassessment
Available in line with programme rules.
Assessment Decisions
Assessment decisions follow a robust and accountable process.
E. Internal Quality Assurance (IQA)
IQA Purpose
Our IQA processes are designed to:
- Ensure accuracy of assessment decisions
- Ensure consistency across assessors and programmes
- Ensure fairness for all learners
- Ensure compliance with assessment standards and procedures
- Support continuous improvement in teaching, learning and assessment
IQA Independence
IQA must be independent of assessment decisions.
IQA must not verify their own assessment decisions.
Independence ensures impartiality, credibility and trust.
IQA Planning
Our Annual IQA Plan is risk-based and proportionate.
Annual IQA Plan
Programme sampling
Risk-based sampling
Learner sampling
Assessor sampling
Assessment-method sampling
IQA Activities
We adopt a risk-based approach throughout the assessment cycle.
IQA Outcomes
Outcomes are recorded and appropriate actions are taken.
F. External Quality Assurance (EQA)
Purpose
EQA provides independent assurance that our quality arrangements are effective and our standards are upheld.
- Provide independent scrutiny of academic activities
- Review the effectiveness of Internal Quality Assurance (IQA)
- Review assessment standards and decisions
- Review consistency of assessment practice across programmes
- Identify opportunities for enhancement and innovation
Independence
EQA is independent of delivery and assessment decisions to ensure impartiality and objectivity.
- Conflict-of-Interest Requirements
EQA reviewers declare any actual, potential or perceived conflicts and are independent from the delivery team.
- Independence from Delivery
EQA reviewers are not involved in delivering or teaching the programmes they review.
- Independence from Assessment Decisions
EQA reviewers do not review assessment decisions in which they have had any prior involvement.
EQA Scope
EQA covers all key aspects of our academic and quality assurance activities.
- Programme documentation and design
- Assessment materials and instruments
- Learner evidence and work
- Assessment decisions and grading
- IQA records and reports
- Sampling methodology
- Academic policies and procedures
EQA Process
A structured process ensures thorough, consistent and transparent external review.
Possible Outcomes
Outcomes are agreed based on the evidence reviewed.
Standards Met
No action required. Good practice is maintained.
Standards Met with Recommendations
Minor recommendations for enhancement.
Improvement Action Required
Action plan agreed to address specific issues.
Significant Concern Identified
Immediate action required. Escalated to Academic Council.
G. Academic Integrity
Academic Integrity Principles
Our principles define the foundation of academic integrity at Ashbourne Academy.
Honesty
Be truthful in all academic work and declarations.
Responsibility
Take ownership of your work and actions.
Fairness
Respect the rights of others and act justly.
Authenticity
Submit only your own original work, clearly referenced.
Transparency
Be open and clear in communication and disclosure.
Academic Misconduct
The following behaviours are considered academic misconduct.
- Plagiarism
- Collusion
- Contract Cheating
- Impersonation
- Fabrication
- Falsification
- Unauthorised Assistance
- Examination Misconduct
- False Evidence
- Certificate / Document Fraud
Academic misconduct undermines trust and may lead to serious sanctions.
Investigation Process
All concerns are handled fairly, consistently and confidentially.
All investigations are conducted in line with natural justice, confidentiality and our Academic Integrity Policy.
Possible Sanctions
Sanctions will be proportionate to the seriousness of the misconduct.
Serious or repeated misconduct may result in referral to the Academic Council for further action.
H. Recognition of Prior Learning (RPL)
RPL Principles
Our RPL process is guided by the following principles:
Evidence-Based
Decisions are based on valid and reliable evidence.
Consistent
Applied uniformly across applicants and programmes.
Fair
All applicants are treated fairly and without bias.
Transparent
Clear information about the process, requirements and decisions.
Academically Appropriate
Recognition is aligned with academic level and learning outcomes.
Eligibility
RPL is available for applicants with relevant:
- Previous formal learning (qualifications, diplomas, degrees)
- Non-formal learning (short courses, workshops, CPD)
- Professional training and certifications
- Workplace learning and on-the-job experience
- Relevant professional experience in a related field
Experience alone does not automatically equal credit. Applicants must demonstrate that their prior learning meets the relevant learning outcomes.
RPL Assessment Process
A structured process ensures rigour, consistency and fairness.
Applicants are kept informed at every stage of the process.
Possible Decisions
The outcome is based on the quality and relevance of evidence against learning outcomes.
Full Recognition
All or most learning outcomes are met. Credit is awarded.
Partial Recognition
Some learning outcomes are met. Partial credit is awarded.
Additional Evidence Required
More evidence is needed to make a decision.
Assessment Required
Further assessment is required to demonstrate competence.
Recognition Declined
Evidence does not meet the required learning outcomes.