QQI Level 6 6N1950 Communications Assessment Brief 2026

6N1950 Assessment Brief

The assessor is required to devise assessment briefs and marking schemes for the Collection of Work and Skills Demonstration.  In devising the assessment briefs, care should be taken to ensure that the learner is given the opportunity to show evidence of achievement of ALL the learning outcomes. Assessment briefs may be designed to allow the learner to make use of a wide range of media in presenting assessment evidence, as appropriate. Quality assured procedures must be in place to ensure the reliability of learner evidence.

Assignment 1 – Portfolio/ Collection of Work (50%)

The collection of work may be produced throughout the duration of the programme module.

Collection of Work 

The internal assessor will devise guidelines for learners that demonstrate evidence of reading, writing and research skills.  Evidence should include a project proposal, a critical review, an evaluation, CT essay and a minimum of four other business documents.

The Project Proposal Report (20%)

The project proposal should follow a structured format with headings and should be based on the proposal type best suited to the learner’s vocational area i.e. technical, creative, research, business or a strategic proposal for an organisation or group.  It should include information gathered from a variety of sources including primary and secondary sources.  All sources must be acknowledged fully with references and bibliography and it must be word processed (approximately 1500 words)

Business Documents (10%)

The business documents should include minutes of a meeting and at least three of the following pieces – CV, Cover Letter, Fax, memorandum or other meeting documents (notice/agenda).  The business documents should be addressed to someone in a senior, managerial or advisory role and adopt the appropriate tone, length and correct conventions of language usage (ie spelling, punctuation and syntax).  The documents should show evidence of drafting, editing and proofreading skills with at least one hand written draft submitted.

Critique/Review (5%)

The critique/review may be based on a topic of the learner’s choice (i.e. arts, culture, sport, media, business, event, technology, etc) and should be approximately 500-700 words long with references and citations included.  The content of the review will form the basis for an oral presentation to the learner’s peers.

Critical Reflection (5%)

Learners must write a critical reflection of group based communications which assesses the impact of non-verbal communication and the physical environment.  It may be based on the learner’s own participation in a group as well as their evaluation of another group through observations.  Learners should take non-verbal communication into consideration which shows evidence of assertiveness, self-confidence, tact, diplomacy, empathy and patience.

Communications and Information Technology Essay (10%)

Learners must submit a structured essay which demonstrates and critiques current issues in communications and information technology and the role played by current legislation and regulation.

Assignment 2 – Skills Demonstration (50%)

The skills may be assessed over a period of time and may be integrated.

Listening, Speaking, and Interactive Skills

Oral Presentation on Critique Review/Review – 5%

The learner should make a presentation of 3 -5 minutes in duration. The presentation should also demonstrate non-verbal communication and/or the use of visual aids. It may include an opportunity to answer questions from the audience.

The presentation should be recorded on visual recorder.

CV Presentation and Interview– 15%

The internal assessor will devise a brief that requires the learner to present their CV to their peers using Presentation Software, and to then participate in an interview style questions and answer session to be led by internal assessor. The presentation should focus on the learner’s education, skills profile, work experience and interests, using their CV as a basis.

The presentation /interview should be 10-15 minutes duration, and should be recorded on visual recorder. The interview should ideally be focused on a position relevant to the learner’s vocational area.

Group Interaction – 10%

Learners must participate in a formal group setting such as a meeting, discussion, debate etc and should demonstrate the learner’s listening, speaking and interpersonal skills.  The activity should ideally be related to the learner’s vocational area. It should assess the learner’s ability to facilitate, negotiate, turn take, etc. This must be recorded on visual recorder and should be at least 20-25 minutes in duration.

Role Play – 10%

The learner should role-play dealing with a customer/client/boss using active listening and speaking skills. It should assess the learner’s ability to deal with conflict and demonstrate problem resolution skills. It should ideally be related to the learner’s vocational area. Evidence of the role-play should be on audio or visual recorder.

Proposal Presentation – 10%

The learner must present the project proposal which has already been researched for the assessment of coursework.

The presentation must demonstrate excellent speaking and listening skills and be delivered with great confidence. It must include the use of presentation software.

The learner must demonstrate the ability to answer questions on their chosen proposal. The presentation should be recorded on visual recorder.

All instructions for the learner must be clearly outlined in assessment briefs.

Learning Outcomes of Level 6 Communications 6N1950

Learners will be able to:

1. Critique current issues in communications and information technology, to include digital and mobile technology, the internet, and the policies and principles relevant to a vocational area
2. Evaluate in practical terms the elements of legislation that must be observed in a personal and or work context, to include health, safety and welfare at work and communications-related legislation, and the responsibilities that apply when working in a supervisory capacity
3. Assess the impact of non-verbal communication and of the physical environment in everyday human interaction
4. Construct non-verbal and visual messages, aids, images and environments that promote interpersonal communication, to include presentation aids, handouts, physical arrangement of meeting rooms
5. Utilise listening skills in a variety of roles and contexts, to include note-taking, receiving messages, taking minutes, reporting, summarising, paraphrasing
6. Participate in formal and informal working groups, to include leading or facilitating, note-taking, summarising discussion, agreeing outcomes and action points
7. Use reading techniques to include skimming, scanning, reading for detail, for overview and analysing on a range of written material, including media texts, official documents, business communications, literary texts and technical and or vocational material
8. Use drafting, editing and proofreading skills and the correct conventions of language usage including spelling, punctuation and syntax to produce formal written communications relevant to a particular vocational area, to include reports, correspondence, faxes, memos, minutes
9. Use research skills to investigate relevant topics, to include use of effective study skills, research methodologies and enquiry techniques
10. Demonstrate vocal and interactive skills in personal and professional contexts, including an oral presentation, discussion, debate, meeting, interview and or job seeking skills and for the purposes of persuading, informing, advocating, regulating
11. Work independently and or in a supervisory capacity, displaying qualities such as assertiveness, self-confidence, tact, diplomacy, empathy and patience

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