In my recent post about the IQA role, I talked about how too many Internal Quality Assurers focus almost entirely on assessment — with little or no reference to teaching and learning.
It struck a nerve.
Some IQAs were nodding along in agreement. Others got defensive.
And that reaction told me one thing:
This is a conversation we need to keep having.
Because yes, sampling, evidence and compliance are non-negotiable.
But if our definition of quality stops there, we’re missing the point — and missing opportunities to improve outcomes for students.
The most effective IQAs I’ve worked with have one thing in common:
They have a shared language with tutors and assessors.
They don’t just tick criteria; they ask questions like:
How did the teaching sequence set this learner up for success?
Were they actively engaged in the session?
Does the assessment evidence reflect deep understanding, not just task completion?
Having a simple, shared model makes those conversations easier — and keeps everyone aligned.
So here are four practical IQA models you can take away today. You can adopt one, adapt one, or combine them to suit your organisation.
L – Learning intent is clear and purposeful
E – Engagement is high and inclusive
N – Needs of all students are met (differentiation/support)
S – Standards are met in both delivery and assessment
Why it works:
LENS is about perspective. When IQAs look beyond paperwork to see the whole learner experience, quality conversations naturally become more balanced. Tutors can also self-assess using the same lens.
T – Teaching: Is the content pitched right and delivered effectively?
E – Engagement: Are students active, motivated, and participating?
A – Assessment: Is evidence valid, reliable, and linked to learning?
Why it works:
It’s short, memorable, and easy to embed in day-to-day QA activity. Plus, “brewing good TEA” is a simple way to remind staff of the balance between teaching quality and assessment rigour.
S – Sequencing of learning and assessment is logical
P – Participation is active and inclusive
A – Application of knowledge/skills is evident
R – Relevance to curriculum intent is clear
K – Knowledge & skills are accurately assessed
Why it works:
SPARK is about energy and forward motion. It reminds IQAs to focus on how delivery and assessment light up the learner journey — not just record its completion.
C – Curriculum intent is understood and applied
L – Learning experience is engaging and inclusive
E – Evidence meets awarding body standards
A – Assessment supports learning, not just measurement
R – Reflection and feedback drive improvement
Why it works:
CLEAR puts compliance and quality on the same page. It’s especially useful for aligning observation notes, IQA reports, and improvement plans into a single, transparent framework.
All four models are:
Short and easy to remember
Designed to bridge teaching and assessment
Suitable for IQAs, tutors, and quality leads to use together
If you already have a strong QA culture, a model like SPARK might give it fresh energy.
If your focus has been heavily compliance-driven, TEA or LENS might help rebalance the conversation.
The model matters less than the mindset.
And the mindset is this:
IQA should be part of the CPD conversation, not just the compliance one.
Next steps for your organisation:
Pick a model and introduce it in your next IQA meeting.
Use it in observations and sampling feedback.
Invite tutors to self-assess against it before IQA reviews.
When IQAs and tutors speak the same quality language, we don’t just meet standards — we raise them.