C. In carrying out assessment of occupational competence, I would ask myself: How effective was my assessment and feedback?
Was there anything I didn’t anticipate?
How did I deal with it?
What went well?
What could I improve?
If I had to change anything what would I do differently?
I would ask the learner what they intend to do and how they are going to achieve it, get them to tell me what tools they are going to use to get the desired look and why they will be using them, also what products are going to be used (if any).
Once they have finished the assessment I will ask them how they think it went and then give them my feedback. My feedback will start with a positive e.g. well done for keeping within the time scale. And then tell them if the assessment was achieved or not and if not how they could work towards achieving it.
I will finish with another positive and setting a new target with a new date. By keeping a reflective journal on my experiences and thoughts it would help me with my future development and give me useful practice in self-evaluation.
D. To maintain the currency of own expertise and competence relevant to own role in assessing occupational competence, I will need to keep my knowledge and skills up to date in order for me to be an effective and credible assessor. I will need to maintain continuing professional development and I will have to keep up to date with relevant government legislations, awarding organisation regulations, policies and organisation procedures related to assessment and quality assurance.
I will also need to keep up to date with new developments in vocational training and teaching. I will attend further training courses to keep my cpd up to date and keep a log of it. I will attend standardisation meetings to show that I am keeping my assessors qualification up to standard required by the governing bodies.
Be able to plan the assessment of occupational competence.
B. To plan assessment of occupational competence based on the following methods: Observation of performance in the work environment – I would observe the learner by their performance making sure the criteria is covered. This would be done through one to one with the learner. I would make sure start and finish times were set and make sure the service provided is going to meet the standards requirements. Any documentation would have to be filled in, signed and dated and new targets would be set. Examining products of work – I would check that the work of the learner has been carried out in the correct and professional way and the end result has the desired look and finish.
Questioning the learner – I would initially ask the learner what their plan of action is and how they are going to achieve it, if more criteria needed to be met I would ask more questions to give them the opportunity to try and meet the level required.
Discussing with the learner – I would make sure the discussions were relevant to the outcomes and assessment criteria, I would discuss the units that need to be covered and how we could use one visit to cover more than one unit (holistic approach). I would also discuss the amount of time needed for the process and dates and times of visits. I would make it clear to the learner what I would expect from them for a competent assessment.
Use of others (witness testimony) – As an assessor you would need to be a professional in hairdressing with x number of year’s experience. You would need to be familiar with the national standards and carrying out observations, you would document all that has been observed but could not enter into the candidates log book.
Looking at learner statements – The learner would have documented extra evidence. This would be a write up on underpinning questions when a range has not quite been met. This could also be a write up on a hair style that was achieved, explaining how they went about getting the achieved look.
Insufficient evidence – If a learner hands back their assignment but has not met the criteria covered, they would be told there was insufficient evidence to complete the assignment. They would be asked to add the required evidence making the assignment achievable.
Recognising prior learning – This would be when a learner has completed a unit in another qualification within the set time of the national standards. I would check their certification for proof of this and get the learner to take the test of under pinning knowledge so they would not have to do the same unit again. I would be able to document this in the learners log book with a RPL form, the form would need to be signed and dated from the achieved date on the certificate.
C. To plan the assessment of occupational competence to address learner needs and current achievements. In my assessment plan I would identify any specific need that the learner may have e.g. Dyslexia (I would check with
the relevant department within the training establishment to see what help could be offered to the learner i.e. extra time given for assignments and written tests). I would then agree the level and extent of their current knowledge and skills.
D. In assessment planning meetings wherever possible I will always try to take a holistic approach. If one unit is being taken I would identify how many outcomes and criteria might be met, I would do this by using the assessment methods of: Observation, Examination of products of work and questioning. As an assessor, work to holistic assessment principles will maximise opportunity and save time and cost. If I have arranged to be observed assessing competence, examining products of work and questioning, I could discuss with my assessor whether I could be observed carrying out an assessment planning meeting during the same visit. This could be a follow on planning meeting with a learner who is ready to go on to the next stage of their assessment.
Dealing with Bilingualism would first have been established at the initial assessment; the learner’s first language is not English so as an assessor I would have to find the best way of communication. This could be in using an translator (electronically or a dictionary) There would have to be a certain amount of English vocabulary on the learner’s behalf to have been able to pass the testing that is initially done before acceptance of the course.
A skill testing is a practical observation of a set skill task that has been set by the assessor. The assessor will tell the learner what is required and give the learner a set time to get the task achieved. This can be used to check the learner’s capabilities.
LEGAL AND GOOD
To evaluate my own work in carrying out assessment of vocational skills, knowledge and understanding I would ask myself: Did the learner understand what needed to be done to meet the criteria? Was the feedback clear enough for the learner to understand? Were assessments marked and returned within the timescale?
By asking myself these questions I can evaluate my own work with the evidence that I have recorded.
D. Take part in continuing professional development to ensure current expertise and competence in assessing vocational skill, knowledge and understanding. In taking part of ‘cpd’ this is to keep my knowledge up to date, and to maintain new skills whilst assessing. I need to be able to prove how I have been doing this. I need to show certificates I have gained in courses I have attended. Keep a record of hours worked/shadowed.
Made regular visits to relevant websites. (www.habia.org)
Reading relevant publications (Hairdressers Journal (HJi).
Keeping a log of all my attendance and participation in events and activities will be my record of ‘cpd’.
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