Assessment each learner. Alongside measuring learner progress and

Assessment 1/1

Principles and requirements of assessment

 

The function of assessment in learning and development      Covers:
1.1

The function of assessment in learning and development is in place to
ensure learning has taken place and to understand how well a learner is progressing
throughout their qualification and or competencies. The main objective of this
is to measure each learner’s understanding of the subject area (objectives set
by the criteria) in a clear concise record. Assessment can be of a formal
certified qualification, or it can be of work based competency.

Assessment happens regularly, whether that be a review of learning and
development, activities, or professional discussions, that is why it is
important to remember as an assessor, there is constant observation which will
be documented to count towards the main recording of achievement for each learner.
Alongside measuring learner progress and how they can improve and understand in
assessment, it is, and should also be used to develop learner knowledge further
and to embed, outline and reinforce values and objectives to help individuals
progress further.

In assessment it is critical that there is an understanding of how
comments, feedback and decisions on an individual’s learning ability can affect
them. Judgement is used continuously in regard to learner’s progression and it
is important to remember that comments should always reflect a learner’s work rather
than the learner themselves; as this is professional, respectful and will help
to motivate the learner and help them to progress.

Throughout the duration of the qualification/course, assessment is mainly
carried out through formative assessments – assessment throughout the course, or
summative assessments – assessment at the end of the course. Both assessments should
meet the qualification criteria and there are many different methods of assessment
so that the learner can successfully achieve the criteria. The assessor must
ensure that the assessment methods are reflecting the required standards and
criteria.

For example, I have found that by encouraging the learners to actively access
and complete a diagnostic assessment and work through modules for functional
skills through an online platform, I can capture formative evidence of where
support is required. This is an example that assessment provides clear
measurement and recording of an individuals’ personal development and
progression.

The main purpose is to monitor each individual learner’s development from
evidence that can be quantified and used as feedback, reviews, and a way to set
benchmarks and targets throughout the course.

As an Assessor it is paramount to ensure that decisions in assessment are
reviewed repeatedly as well as internally and externally verified (quality
assured where possible) to ensure standards are met and the on-going
development of best practice in assessment.

 

 

 

The definition of the key concepts and principles of
assessment        Covers:
1.2, 5.2b, 5.2c, 5.2d

The key concepts of assessment are:

To be accountable to your workplace/organisation
and to your learnersTo be competent in your role as an assessor and
that you are carrying out your job role properlyTo have the ability to explain assessment to
others – typically learners – and ensure they understand how to meet assessment
criteriaTo be accountable to the awarding body if
assessing accredited or certified qualificationsTo be accountable to employers if their staff
are being assessed in workTo be accountable to organisations for your
organisational decisions for example – HSE – for hazards in the workplace that
haven’t been highlighted in the workplace.To be accountable for decisions you make as an
assessorThe ability to analyse achievement data and
compare and contrast accordingly to targets and standardsTo follow all assessment strategies for each
subject within your subject area/sTo ensure assistance of transparency by making
sure everyone involved in the assessment process is aware and understands fully
what is expected of them and that nothing untoward is happening.The ability to assess and discuss learner
progression, competence, continual improvement, and areas of concern.

The principles of assessment are:

Fair – to ensure that the assessment methods are honest and
fair, it makes sure confidentiality and integrity are maintained throughout. Activities
in this assessment should be purposeful and the decisions, planning and purpose
all should be able to be justified if needs be.

Safe – to ensure that techniques used are suitable. Plagiarism
will not be tolerated; all work will be genuine and not a copy. Confidentiality
will be maintained throughout. Learning and/or assessment will not be
compromised, and the learning experience for the individual affected so that achievement
is 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 the
subject, work should only be what is meant to be assessed and the learner’s
work should be relevant to the assessment criteriaAuthentic – the work is the learner’s own and not a
copyCurrent- the work is relevant at the time of the
assessmentSufficient – the work links with and covers each of
the assessment criteria and learning outcomesThe work should also be reliable – for example from a reliable source.

The second relating
to 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 and
the learner will understand what is being assessed and it is specific to them as
an individualMeasurable – Assessment requirements should be measured against the activity
and 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 each
of the principles will help with assessment. Following VACS will ensure that
the decisions made in assessment are accurate and fair. And following SMART in
planning assessment will ensure that the learner meets the requirements of the
assessments.

 

How to judge whether the evidence is sufficient, authentic,
and current       Covers: 5.1

When I am assessing learner work I work alongside my colleagues and the
IQA to ensure that the requirements of assessment are met. This works by
cross-referencing to the qualification specification and comparing to
previously Internally and Externally Verified work.

I understand that the work is sufficient when it is compared against with
other 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 and
has not been copied from others. Again, to check the work is current I assess
whether it is inline with current standards and if I am unsure I speak with
colleagues and/or the IQA.

The responsibilities of the assessor    Covers:
1.3

The assessor is the key to the assessment process. All assessors
must:

Be occupationally competent and experienced – meaning
that assessors can carry out the functions covered by the units they are
assessing in line with the standards.Take responsibility for maintaining and
improving their knowledge and skills (CPD)Have knowledge and experience of the
regulation, legislation, and practices applicable to their role and the setting
within which they coverHave knowledge and experience of national
standards at the time assessment is taking place Be able to assess holistically the values
contained and embedded in National Occupational Standards

The main role
of an assessor includes:

Explain the assessment process and interpret
if necessary Explain the people involved in the assessment
process and their roles Supporting learners in planning for assessment Suggest activities and practices to use as
evidence Make judgement based on requirements of
assessment Agree and negotiate assessment plans Agree on timescales for evidence to be completed
for assessment

Provide constructive and developmental feedback
on learner progression and performance, giving clear concise explanations about
your decisions Maintain records in accordance to the company documentation Involve the Internal Verifier in the
assessment process Attend Standardisation Meetings Contribute to the agreed quality assurance
process Maintain CPD file Liaise with others involved in the assessment
process regularly Follow policies and procedures Support learners who need extra support and
deal with issues in a sensible respectable way Keep and maintain secure and safe learner
records Assess barriers to learning and development and
find ways to overcome them Continuously review learner progression. 

An assessor’s
role is primarily to assess inline with the requirements which are set out from
the qualification specification. The awarding body provides these however, they
are pretty much the same between each awarding body.