Assessment each learner. Alongside measuring learner progress and

Assessment 1/1Principles and requirements of assessment The function of assessment in learning and development      Covers:1.1The function of assessment in learning and development is in place toensure learning has taken place and to understand how well a learner is progressingthroughout their qualification and or competencies. The main objective of thisis to measure each learner’s understanding of the subject area (objectives setby the criteria) in a clear concise record. Assessment can be of a formalcertified qualification, or it can be of work based competency.Assessment happens regularly, whether that be a review of learning anddevelopment, activities, or professional discussions, that is why it isimportant to remember as an assessor, there is constant observation which willbe documented to count towards the main recording of achievement for each learner.Alongside measuring learner progress and how they can improve and understand inassessment, it is, and should also be used to develop learner knowledge furtherand to embed, outline and reinforce values and objectives to help individualsprogress further.In assessment it is critical that there is an understanding of howcomments, feedback and decisions on an individual’s learning ability can affectthem.

Judgement is used continuously in regard to learner’s progression and itis important to remember that comments should always reflect a learner’s work ratherthan the learner themselves; as this is professional, respectful and will helpto motivate the learner and help them to progress.Throughout the duration of the qualification/course, assessment is mainlycarried out through formative assessments – assessment throughout the course, orsummative assessments – assessment at the end of the course. Both assessments shouldmeet the qualification criteria and there are many different methods of assessmentso that the learner can successfully achieve the criteria.

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The assessor mustensure that the assessment methods are reflecting the required standards andcriteria.For example, I have found that by encouraging the learners to actively accessand complete a diagnostic assessment and work through modules for functionalskills through an online platform, I can capture formative evidence of wheresupport is required. This is an example that assessment provides clearmeasurement and recording of an individuals’ personal development andprogression.The main purpose is to monitor each individual learner’s development fromevidence that can be quantified and used as feedback, reviews, and a way to setbenchmarks and targets throughout the course.As an Assessor it is paramount to ensure that decisions in assessment arereviewed repeatedly as well as internally and externally verified (qualityassured where possible) to ensure standards are met and the on-goingdevelopment of best practice in assessment.   The definition of the key concepts and principles ofassessment        Covers:1.2, 5.2b, 5.

2c, 5.2dThe key concepts of assessment are:To be accountable to your workplace/organisationand to your learnersTo be competent in your role as an assessor andthat you are carrying out your job role properlyTo have the ability to explain assessment toothers – typically learners – and ensure they understand how to meet assessmentcriteriaTo be accountable to the awarding body ifassessing accredited or certified qualificationsTo be accountable to employers if their staffare being assessed in workTo be accountable to organisations for yourorganisational decisions for example – HSE – for hazards in the workplace thathaven’t been highlighted in the workplace.To be accountable for decisions you make as anassessorThe ability to analyse achievement data andcompare and contrast accordingly to targets and standardsTo follow all assessment strategies for eachsubject within your subject area/sTo ensure assistance of transparency by makingsure everyone involved in the assessment process is aware and understands fullywhat is expected of them and that nothing untoward is happening.The ability to assess and discuss learnerprogression, competence, continual improvement, and areas of concern.

The principles of assessment are:Fair – to ensure that the assessment methods are honest andfair, it makes sure confidentiality and integrity are maintained throughout. Activitiesin this assessment should be purposeful and the decisions, planning and purposeall should be able to be justified if needs be.Safe – to ensure that techniques used are suitable.

Plagiarismwill not be tolerated; all work will be genuine and not a copy. Confidentialitywill be maintained throughout. Learning and/or assessment will not becompromised, and the learning experience for the individual affected so that achievementis not possible. The principles of assessment are that assessment is Valid,Authentic, Current, Sufficient, and Reliable – known as VACS.Valid- the assessment process is appropriate to thesubject, work should only be what is meant to be assessed and the learner’swork should be relevant to the assessment criteriaAuthentic – the work is the learner’s own and not acopyCurrent- the work is relevant at the time of theassessmentSufficient – the work links with and covers each ofthe assessment criteria and learning outcomesThe work should also be reliable – for example from a reliable source.

The second relatingto planning of assessment and that being Specific, Measurable, Achievable,Relevant, and Timely – known as SMART.Specific – Activity should fully relate to what is being assessed andthe learner will understand what is being assessed and it is specific to them asan individualMeasurable – Assessment requirements should be measured against the activityand any gaps will be recognisedAchievable – Will be achieved at the right level for the learnerRelevant – Will be give results to the learner and be realisticTimely – Completion and target dates and times can be met and agreed.By following eachof the principles will help with assessment. Following VACS will ensure thatthe decisions made in assessment are accurate and fair. And following SMART inplanning assessment will ensure that the learner meets the requirements of theassessments.

 How to judge whether the evidence is sufficient, authentic,and current       Covers: 5.1When I am assessing learner work I work alongside my colleagues and theIQA to ensure that the requirements of assessment are met. This works bycross-referencing to the qualification specification and comparing topreviously Internally and Externally Verified work.I understand that the work is sufficient when it is compared against withother work. If I am unsure then I will speak with my colleagues and the IQA.Learners work is checked for authenticity by using a plagiarism checker online,this is then backed up by each learner agreeing that the work is their own andhas not been copied from others. Again, to check the work is current I assesswhether it is inline with current standards and if I am unsure I speak withcolleagues and/or the IQA.

The responsibilities of the assessor    Covers:1.3The assessor is the key to the assessment process. All assessorsmust:Be occupationally competent and experienced – meaningthat assessors can carry out the functions covered by the units they areassessing in line with the standards.Take responsibility for maintaining andimproving their knowledge and skills (CPD)Have knowledge and experience of theregulation, legislation, and practices applicable to their role and the settingwithin which they coverHave knowledge and experience of nationalstandards at the time assessment is taking place Be able to assess holistically the valuescontained and embedded in National Occupational Standards The main roleof an assessor includes:Explain the assessment process and interpretif necessary Explain the people involved in the assessmentprocess and their roles Supporting learners in planning for assessment Suggest activities and practices to use asevidence Make judgement based on requirements ofassessment Agree and negotiate assessment plans Agree on timescales for evidence to be completedfor assessmentProvide constructive and developmental feedbackon learner progression and performance, giving clear concise explanations aboutyour decisions Maintain records in accordance to the company documentation Involve the Internal Verifier in theassessment process Attend Standardisation Meetings Contribute to the agreed quality assuranceprocess Maintain CPD file Liaise with others involved in the assessmentprocess regularly Follow policies and procedures Support learners who need extra support anddeal with issues in a sensible respectable way Keep and maintain secure and safe learnerrecords Assess barriers to learning and development andfind ways to overcome them Continuously review learner progression. An assessor’srole is primarily to assess inline with the requirements which are set out fromthe qualification specification.

The awarding body provides these however, theyare pretty much the same between each awarding body.