Exams & Assessments Lead

The
Examinations and Assessment Lead has overall responsibility for the management
and operation of the Examinations and Assessment team. The role is accountable
for the effective planning, delivery, monitoring and review of all examinations
and assessment activities within the Technical Institute.

The role
provides assurance to the Technical Institute Contract & Assurance Manager
and the Head of the Technical Institute that examinations and assessment are
being delivered in accordance with a defined, compliant and consistently
applied assessment strategy covering all training programmes.

The
Examinations and Assessment Lead is responsible for management of student data,
the ongoing review of examinations and assessment operations, the systematic
collection and analysis of performance data, and the identification of risks,
trends and improvement actions that impact learner outcomes.

The role
ensures that all required assessment policies, procedures and controls are
implemented and adhered to in accordance with the contractual requirements and
those of external awarding and regulatory bodies, (e.g. City & Guilds and
the Ministry of Education and Higher Education).

Internal
audits, assessment analysis, moderation outcomes and course performance reports
will inform decision-making and recommendations. The role works closely with
the Chief Instructors (Academic and Engineering) to ensure clarity of roles,
compliance with assessment requirements, and effective communication across
stakeholders.

The Examinations and
Assessment Lead supports continuous improvement activities, contributing to
corrective actions, preventative measures and the development of customer
satisfaction and quality performance metrics.

Core Duties:

• Lead and manage the
  Examinations and Assessment team in accordance with the organisation’s policies
  and procedures applicable to people and talent management, and personal health,
  safety and wellbeing.
• Own and maintain the Technical
  Institute Assessment Strategy across all elements of Technical Institute
  training.
• Provide Chief Instructors with
  a forward assessment calendar, including scheduled assessments, re-sit
  opportunities, and complaints and appeals procedures, in advance of each phase
  of training.
• Forecast and plan resource
  requirements to support the delivery of the assessment calendar and assessment
  strategy.
• Identify assessment-related
  training needs and implement appropriate training and standardisation
  activities for staff involved in invigilation, marking, checking, or assessment
  delivery.
• Capture and maintain sufficient
  assessment data to enable analysis of factors affecting student performance,
  including environment, materials, instructors, and assessments.
• Ensure all examinations and
  assessment policies, processes, and procedures are regularly reviewed,
  controlled, and available for centre approval and accreditation activities.
• Ensure examinations and
  assessments are applied consistently and uniformly across the Technical
  Institute against a clearly defined and commonly understood assessment
  framework.
• Plan and oversee the delivery
  of examinations, including reasonable adjustments and arrangements for students
  where deemed appropriate/necessary.
• Produce and provide pass lists
  and student class lists to the Contract & Assurance Manager following
  placement testing and aptitude testing conducted as part of student selection
  and enrolment activities.
• Support the Qatar Armed Forces
  and the Technical Institute Management Team in responding to student enquiries,
  providing accurate information and advice, and following up on
  assessment-related issues or concerns.
• ​ Be responsible for the
  preparation of examinations and assessments, including room set up, attendance
  register, provision of seating plans and stationery as well as ensuring there
  is sufficient invigilation support arranged.

Requirements

Competencies:

Knowledge considered essential includes:

• · Degree-level qualification in
  Education (or closely related field).
• Demonstrable knowledge of
  examination and assessment principles, including formative and summative
  assessment at secondary or tertiary level.
• Understanding of the functions
  of assessment (diagnostic, formative, summative, certification) and working
  knowledge of qualitative and quantitative research methods as they relate to
  assessment and evaluation.
• Working knowledge of curriculum
  delivery and evaluation in an educational setting.

Skills considered essential includes:

• Strong organisational, planning
  and problem-solving skills, with a proven ability to work to tight deadlines
  and manage multiple priorities.
• Ability to initiate, develop
  and maintain effective procedures, policies and documentation for exams and
  assessments.
• Ability to contribute to the
  planning and delivery of educational programmes and to present confidently at
  senior-level meetings.
• Highly developed English verbal
  and written communication skills, including clear report writing, drafting
  formal correspondence, and handling confidential or sensitive issues
  appropriately.
• Demonstrated interpersonal and
  stakeholder management skills, with the ability to liaise and communicate
  effectively with academic staff, military staff, students and external
  partners.
• High level of computer
  literacy, including experience with Training Management Systems, Microsoft
  Office, databases and statistical/analytical applications.

Experience considered essential includes:

• Experience working in a
  management or leadership position within an educational context (e.g. exams
  office, programme management, academic coordination).
• Demonstrable experience in
  managing examinations and assessments, including scheduling, invigilation,
  integrity/security, marking, moderation and results processing.
• Experience of training,
  assessment or programme delivery with international students, preferably within
  the Middle East or similar intercultural environment.

Knowledge considered desirable includes:

• Understanding of Military Trade
  Training contexts and the specific demands of technical/vocational training for
  military personnel.
• Knowledge of BAE Systems’
  Approach to Training (BSAT) and/or Defence Systems Approach to Training (DSAT)
  models.
• Knowledge of standardised
  English assessments (e.g. IELTS, TOEFL, or military language proficiency
  standards) and their alignment to CEFR or similar frameworks.
• Understanding of
  vocational/technical qualification frameworks (e.g. BTEC, City & Guilds,
  national TVET frameworks, apprenticeship standards).
• Awareness of relevant
  accreditation and quality assurance frameworks (e.g. national qualification
  authorities, international QA bodies).
• Intercultural competence,
  particularly in Middle Eastern contexts; basic Arabic language ability could be
  advantageous.

Skills considered desirable includes:

• Training Assessment Quality
  Assurance (TAQA) qualification or equivalent assessor/internal verifier
  qualification.
• Ability to contribute to or
  lead internal quality assurance processes such as standardisation, moderation
  and internal audit of assessment practice.
• Ability to design and deliver
  assessment-related training (e.g. for markers, invigilators, assessors and
  internal verifiers).
• Skills in using e-assessment or
  LMS platforms (e.g. Moodle, Blackboard, online testing tools).
• Strong data analysis and
  reporting skills for monitoring student performance and informing
  decision-making at programme and institutional level.
• Ability to work effectively
  within a hierarchical, disciplined environment and adapt communication style
  accordingly.
• Change management skills,
  including experience leading or supporting assessment or curriculum reform
  projects.

Experience considered desirable includes:

• Experience in training design
  using BSAT/DSAT or equivalent defence/competency-based training models.
• Evidence of continuous
  professional development (CPD) in assessment, quality assurance, educational
  leadership or related areas.
• Experience in exam security and
  malpractice investigation in high-stakes environments.
• Experience liaising with
  external awarding bodies, accreditation agencies or industry partners.
• Prior work experience in a
  Middle Eastern or similar cultural/military training environment.

Behaviours:

Within the QTI
both what you do and how you do it are of equal significance.
Below are the core behavours applicable to BSL Employees. For more information
on these, or the BAE Systems 8 Behaviours please contact your BSL HR Advisor or
BAE Systems Senior Management Team member.

Agility:

1. Collaboration: Building relationships, conflict resolution, and creating an
   inclusive and respectful work environment.
2. Balanced
   Decision-Making: Making informed decisions efficiently, often in rapidly
   changing situations, by leveraging available information.
3. Flexibility: Being willing to adjust plans, strategies, or approaches as needed
   to meet evolving circumstances or new opportunities.
4. Innovation:
   Encouraging creative thinking and embracing new ideas to drive progress and
   stay ahead in dynamic environments.
5. Proactive Approach:
   Anticipating changes and taking proactive steps to prepare for and address
   potential challenges or shifts in the market.

Decency:

1. Respect:
   Treating everyone with dignity, regardless of differences in opinions,
   backgrounds, or roles.
2. Empathy:
   Showing understanding and compassion towards others’ feelings, perspectives,
   and challenges.
3. Integrity:
   Upholding honesty and ethical principles in all actions, maintaining
   consistency between words and deeds.
4. Inclusivity: Creating an environment that embraces diversity and values the
   contributions of all individuals.
5. Fairness: Ensuring
   equitable treatment and opportunities for everyone, devoid of bias or
   discrimination.

Trust:

1. Reliability: Consistently delivering on promises and commitments, fostering
   confidence in one’s dependability.
2. Transparency: Communicating openly and honestly, sharing information openly and
   ethically within the organisation.
3. Accountability: Taking responsibility for actions, decisions, and their
   outcomes, whether positive or negative.
4. Consistency: Aligning actions and words over time, building a track record that
   establishes credibility and reliability.
5. Building Relationships:
   Investing time and effort into developing strong, respectful connections with
   colleagues, clients, and stakeholders, nurturing long-term partnerships based
   on trust

Knowledge:

1. Curiosity:
   Encouraging a thirst for learning and exploration, asking questions, and
   seeking deeper understanding.
2. Sharing
   Insights: Actively sharing information, expertise, and experiences with
   colleagues to foster collective learning.
3. Continuous
   Learning: Embracing ongoing education, whether through formal training,
   self-study, or experiential learning opportunities.
4. Critical
   Thinking: Evaluating information objectively, analysing data, and making
   informed decisions based on evidence and expertise.
5. Adaptability: Being open
   to new ideas, methods, and technologies, and adapting to changing circumstances
   by applying newfound knowledge.

Promoting and Achieving Safety and Security
Standards:

1. Responsibility: Take responsibility to ensure
   that Safety and Security are seen as imperatives.
2. Commitment: Demonstrate both in words and
   actions a personal commitment to safety and inspire the same level of
   commitment in others.
3. Support: Support and be involved in Safety
   and Security thinking and action plan implementation.

Developing Others:

1. Enable people to develop their skills and
   abilities to achieve high performance.
2. Empower, delegate, and encourage a learning
   culture.
3. Provide support and constructive feedback for
   performance improvement.
4. Provide others with opportunities for
   exposure, future growth, and career development.