I have 17-years of steady career progression and award winning occupational experience as a Health, Safety and Environmental professional and senior manager / trainer cultivated within the security, retail, finance, and FMCG electronics and Top tier COMAH chemical manufacturing industries.
These experiences have enabled me to develop and use a variety of pertinent skills, which I feel would benefit all progressive organisations you represent.
I also have significant experience and the necessary qualifications to enable me to apply for anticipated auditor / trainer positions. I currently hold the NEBOSH Diploma (Level 6) in Occupational Health and Safety, the Certificate in Environmental Management, HNC in Engineering, Further Education Teaching Certificate, and the NVQ level 4 in ILM Management with on-going appropriate professional development.
Availability: Usually within a few days.
Willing to travel: 50 miles
During my working life and more relevantly in a training capacity I have been heavily involved in the setting and marking of test papers and examinations from simple self-designed in-house test papers to more complexed and organised examinations such as those provided by corporate organisations such as IOSH, CIEH and the British Safety Council.
What my involvement has taught me is that planning and organisation for every test is extremely important from the ordering of the test papers, the planning and communication to the delegates taking the tests and finally the collection of the test papers at the end of the examinations. However, I know that the process does not stop there as then the examiner in my experience has to have the competency to mark the papers in a fair and professional manner and then be able to manage the administration side of the examination exercise too. Setting Examinations: When setting exam or test paper questions I have always structured them so as to achieve the following mark distribution obviously depending on the complexity of the subject and the calibre of trainee:
• Approximately 40% of the marks for the questions should be for relatively straightforward material (e.g. basic concepts and definitions) and should be answerable by any trainee who has attained the essential learning outcomes (threshold level)
• Approximately 10% of the marks for the question should be for difficult material that only potential first-class trainees are expected to answer well.
• The remaining marks for the question (approximately 50%) should be for material at an intermediate level. The implication of this scheme is that, within a question, no attempt should be made to assign equal marks for equal difficulty.
This would be unfair. I therefore am guided by the principle of equal marks for equal time spent by a good candidate in answering the each question. This enables average trainees to pass the paper with adequate application and for excellent trainees to stand-out and be recognised for the time and effort they have spent to pass the exam.
Marking Examinations: My intention as an examiner has always been to deliver a systematic form of representative mark for each question based on the required depth of answer required that can be accumulated with other marks to form a single composite grade for that test paper. I have also found that from a trainees perception it is important to make clear the difference between marks and grades when finally returning the test papers or communicating the results. My experience has taught me that the key to marking does not lie in for example a “20-point Common Reporting Scale”, nor a percentage scale, nor even in grade conversion and/or adjustment. Rather, the critical parts are the construction of good clear questions and marking that is transparent, reliable, valid and as objective as possible.