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:

Collaboration: Building relationships, conflict resolution, and creating an inclusive and respectful work environment.

Balanced Decision-Making: Making informed decisions efficiently, often in rapidly changing situations, by leveraging available information.

Flexibility: Being willing to adjust plans, strategies, or approaches as needed to meet evolving circumstances or new opportunities.

Innovation: Encouraging creative thinking and embracing new ideas to drive progress and stay ahead in dynamic environments.

Proactive Approach: Anticipating changes and taking proactive steps to prepare for and address potential challenges or shifts in the market.

Decency:

Respect: Treating everyone with dignity, regardless of differences in opinions, backgrounds, or roles.

Empathy: Showing understanding and compassion towards others feelings, perspectives, and challenges.

Integrity: Upholding honesty and ethical principles in all actions, maintaining consistency between words and deeds.

Inclusivity: Creating an environment that embraces diversity and values the contributions of all individuals.

Fairness: Ensuring equitable treatment and opportunities for everyone, devoid of bias or discrimination.

Trust:

Reliability: Consistently delivering on promises and commitments, fostering confidence in one's dependability.

Transparency: Communicating openly and honestly, sharing information openly and ethically within the organisation.

Accountability: Taking responsibility for actions, decisions, and their outcomes, whether positive or negative.

Consistency: Aligning actions and words over time, building a track record that establishes credibility and reliability.

Building Relationships: Investing time and effort into developing strong, respectful connections with colleagues, clients, and stakeholders, nurturing long-term partnerships based on trust

Knowledge:

Curiosity: Encouraging a thirst for learning and exploration, asking questions, and seeking deeper understanding.

Sharing Insights: Actively sharing information, expertise, and experiences with colleagues to foster collective learning.

Continuous Learning: Embracing ongoing education, whether through formal training, self-study, or experiential learning opportunities.

Critical Thinking: Evaluating information objectively, analysing data, and making informed decisions based on evidence and expertise.

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:

Responsibility: Take responsibility to ensure that Safety and Security are seen as imperatives.

Commitment: Demonstrate both in words and actions a personal commitment to safety and inspire the same level of commitment in others.

Support: Support and be involved in Safety and Security thinking and action plan implementation.

Developing Others:

Enable people to develop their skills and abilities to achieve high performance.

Empower, delegate, and encourage a learning culture.

Provide support and constructive feedback for performance improvement.

Provide others with opportunities for exposure, future growth, and career development.

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