Assessment and Learners
Assessment and Learners
1. 1 Explain the functions of assessment in learning and development. The functions of assessment in learning and development are a regular process that allows the assessor to gauge the learner’s knowledge and skills against set criteria in the chosen qualification. This is completed at the begging of the qualification so the assessor can see if the learner has skills, competence and knowledge to complete the qualification. The assessments are on-going throughout the qualification.
The assessments give opportunity for the assessor to monitor the progress and performance of the learner and enable them to record achievements. Within the assessments the assessor can identify learner’s needs. If it is identified that the learner is struggling it will give the opportunity to look at other ways of learning which may suit the individual. At the assessment the assessor can provide positive feedback to the learner, as well as offer advice on how to improve work or progress further. 1. 2 Define the key concepts and principles of assessments.
The key concepts of assessment are the aspects involved throughout the assessment process. These key concepts are as follows; Accountable: As the assessor I need to be accountable to my learners and the organisation I am working for to ensure I am carrying out my role as the assessor correctly. The learners need to be aware why they are being assessed and what is expected from them to complete their assessment criteria. I will also be accountable to the awarding body if I am working on their accredited qualifications and to the employers if I am assessing in their work environments.
Achievement: I may be required to analyse achievement data and compare them to national or organisational targets. The funding my organisation receives may be related to my learners achievements. Assessment strategy: Staying to the assessment strategy for my subject will ensure i am carrying out my role correctly. Benchmarking: Benchmarking involves comparing what the excepted standard is for a particular subject area against the current position of my learner’s performance. Benchmarking will allow me to target set for my individual or group learner’s.
If I find my learners are not meeting benchmarks set I will evaluate this and implement improvements. Evaluation: The evaluation of the assessment process should always take place to inform current and future practice. All aspects of the assessment cycle should be evaluated on an ongoing basis and feedback obtained from all involved. Internally devised assessment: Internal devised assessments may be produced by myself or other staff in my organisation. These could be assignments, projects or questions that will also be marked by myself.
Externally devised assessment: Externally devised assessments are usually produced by an awarding body such as an examination. Progression: Progression should be discussed between me and my learner to identify opportunities and that the right route has been chosen. To progress I could move my learners onto new units or if they have finished a qualification we could discuss what would be appropriate for them now. Transparency: To define transparency would be to say that it has to be clear to all involved in the assessment process and we all understand what is expected and that nothing untoward is taking place.
This is assisted by my own understanding of the criteria within the qualification and what is expected of the learner. I must keep auditable records for every learner and maintain these throughout the qualification. Principles The principles of assessment are the functions of which the key concepts are put into practice. VACSR: VACSR is used to ensure that all leaner’s assessed work is; Valid, Authentic, Current, Sufficient and Reliable. If this is not followed I may make an incorrect judgement on assessment of work or may not notice that work has been plagiarised.
Other key principles of assessment: Communication: I should communicate with my learners regularly and others such as employers, internal quality assurers and assessors. CPD: I must make sure I am up to date with new legislations and my knowledge is of the highest up to date standard. Equality and diversity: I must insure I am open to all and treat everybody the same regardless of religion, sex or ethnicity. Ethics: I must ensure that my assessment process is honest and morally correct. As the assessor of learners I need to keep confidentiality and integrity.
Fairness: I must make sure the activities I set are fit for purpose and my planning and feedback justifiable. Health and safety: Learners must be kept safe whilst being assessed so regular risk assessments must be carried out. Motivation: Motivation should be given to my learners to help them achieve their full potential. Quality assurance: It is my job to ensure assessments meet the standards set out by awarding bodies. Record keeping: Through the teaching and learning process I must keep accurate records of my learner’s progression.
Responsibility: It is my responsibility to follow organisational guidelines and produce reports when asked. SMART: All assessments need to be Specific, measurable, achievable, realistic and time bound. Standardisation: I must ensure all assessment criteria’s are understood accurately by my learner’s and I am consistent in my decision making. The key concepts and principles are there for me to follow so that I can ensure my role as an assessor is being carried out correctly in accordance to all relevant regulations and requirements. 1. 3 Explain the responsibilities of the assessor.
There are many responsibilities that I will have in my role as assessor. They include; * Attending meetings, exhibitions, award ceremonies and presentation events. * Checking the authenticity of witness testimonies. * Maintain and complete safe and secure records. * Countersign other assessors work (If they are not qualified) * Deal with appeals made against my assessment decisions. * Follow organisation or regulatory authority’s procedures. * Give constructive and developmental feedback to learners. * Identify and deal with barriers to fair assessment. * Implement internal and external quality assurance action points.
* Liaise with others in the assessment process. * Make my own judgements based on assessment requirements. * Maintain my own development. * Negotiate and agree assessment plans. * Provide statistics to managers. * Review my learner’s progress. * Standardise practices with other assessors. * Support my learner’s with special assessment requirements and deal with any issues supportively. * Work towards relevant assessment qualification. If I am ever unsure of my roles or responsibilities I will not hesitate to contact other assessors or management for guidance.
1.4 Identify the regulations and requirements relevant to assessment in own area of practice. My current practice is the supervision of a childcare setting. I have identified the requirements and regulations that are relevant to assessment are; * Ofsted * Every child matters * Early years foundation stage * Health and safety * Equal opportunities * Safeguarding of children * The children act 1989 2 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. I will be comparing the strengths and limitations of two assessment methods in the table below.
Method| Description| Strengths| Limitations| Observations| Watch learners perform a skill| Observation will allow me to see my learner’s skills in action. I will be able to holistically cover several aspects of the qualification. It will allow my learners (were safe to do so) make mistakes and learn from them. Ideal for levels 1,2 and 3 learners. | A time must be set so I can observe my learner. My learners may feel under pressure to perform their job role in a different manner. No permanent record is kept unless I record what the learner is doing. Questions must be asked to confirm understanding.
| Professional discussions| A recorded discussion based on learners qualification criteria| This will be an ideal way for me to asses aspects of learners qualification that are difficult to observe. Will help provide evidence towards observations. My learners will be able to describe how they carry out work activities. Good for level learners 2, 3. | I must keep a record of the discussion using a recording device. Minutes must be kept of discussions. I will have to give my learners time to prepare. I must gather experience at listening to learners and ask the appropriate questions.
Learners around level 1 may feel pressured and unable to enter the discussion. | 3. 3. 1 Summarise key factors to consider when planning assessment. When planning an assessment I must make sure that it is SMART. * Specific-the activity is clear to the learner and what is expected of them is agreed. * Measurable- the activity can be measured against the assessment criteria, allowing any gaps to be filled. * Achievable- the activity is at the level for my learner. * Realistic- the activity is relevant and will give consistent results. * Time bound-target dates and times are arranged.
I must also factor in the time allowance I have with my learner, which I will discuss with the employer prior to the assessment planning. I may need to adjust my planning to different shift patterns or annual leave entitlements my learner may have. I must follow the SMART principle and consider the level and knowledge of my learners and set the realistic targets to meet the requirements of their chosen qualification. 3. 2 Evaluate the benefits of using a holistic approach to assessment. I have found that it can be beneficial to use a holistic approach as you are able to asses more criteria within the qualification at one time.
Therefore highlighting which areas my learner is competent in or may need further support. I may be able to carry out a holistic assessment and find that my learner is competent in most areas of criteria but was unable to cover certain aspects, I will cover these aspects by using other assessment methods such as professional discussions or set assignments. 3. 3 Explain how to plan a holistic approach to assessment. To plan an holistic observation I would first consider the (WWWWWH) Who, what, when, where, why and how the assessment will take place.
I would then sit and agree a plan with my learner. I would make it clear of what was expected from the learner and allow them time to prepare. I will plan to observe naturally occurring situations which may occur whilst observing the agreed plan, I will make sure the learner understands this. I will keep written notes to back up the evidence that I witness. 3. 4 Summarise the types of risk that may be involved in assessment in own area of responsibility. In my area own area of responsibility as Assessor the risks involved with assessment are as follows; * Lone working.
* Time allowance to my learners * Different shift patterns of learners * Learners attendance * Company external training days * Company closures * Recourses available for observation’s * Assessment folders/work not being brought to planned dates 3. 5 Explain how to minimise risks through the planning process. I can avoid and plan around the risks above with good communication with management and learners. I will make sure there is a clear understanding from all that are involved to what is expected from them through planning assessments to minimise the risks.
I will contact company management at certain times to make them aware of my location, especially when working late evenings. 4. 1 Explain the importance of involving the learner and others in the assessment process. It is important to involve my learners within the assessment process because it allows me the opportunity to ask if there is anything I can do to help support their chosen qualification. I will be able to help support needs such as hard of hearing, visual impaired or dyslexia suffers. It is also important to involve learners as we will agree their plans.
I will make sure that there is a clear understanding of what is required of them and discuss ways of achieving the tasks set out in the assessment. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. The types of information that should be available to learners and others involved in the assessment process have been identified below. * The criteria that my learner will be assessed by. * The awarding organisation requirements. * Assessment plans (Specific Criteria) * Venue in which assessment will take place.
* The feedback that I give my learners. * Assessments decisions that I have made. 4. 3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. Peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning by promoting interaction between learners. The learners are able to discuss and share information which can lead to the learner checking or reflecting on their own work and filling in any new information they may have acquired.
Activities that I put on for a group of learners may correct misunderstandings without my involvement, and the comments made to the individual learner may be taking in a better manner then coming from myself the assessor. I am also able to reflect on my own practice and identify areas in which I may be able to improve my performance. 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. When planning assessments I can make arrangements to adapt the needs of individual learners.
I may need to change the way I am delivering feedback or my assessment methods. For example I had a learner that had forgotten his notes for a professional discussion that was agreed in a previous feedback and planning session. I was able to rearrange the agreed plan to allow my learner to do a question and answer on that visit. This helped my learner continue with their progress. At all times I should support and encourage the learners and treat them all as individuals. I will treat all learners in compliance with The Equal Opportunities act 2010. 5.
1 Explain how to judge whether evidence is: sufficient, authentic, current. To ensure my judgments are sufficient, authentic and current I will asses all learner’s work by the principle of VACSR, Valid Authentic Current Sufficient Reliable. Sufficient: Make sure my learners work covers the assessment criteria. Authentic: Be positive that work produced by my learners is produced solely by them. Current: Decide whether the work is still relevant at time of assessment. 5. 2 Explain how to ensure that assessment decisions are: made against specified criteria, valid, reliable, fair.
To ensure that my assessment decisions are made against specified criteria, valid, reliable and fair I will: Made against specified criteria: Have a good understanding and knowledge of the qualification I am assessing and understand its requirements. Valid: I will ensure the learners work is relevant to the assessment criteria. Reliable: My learners work is consistent over time and the required level. Fair: The assessment type used was appropriate to the learner’s needs and level. 6. 1 Evaluate the importance of quality assurance in the assessment process.
It is important to have quality assurance during the assessment process is because it monitors and evaluates the service I am giving to my learners. The quality assurance should identify and recommend measures to make improvements to standards of my work or monitor the standard to stop it dropping. The quality assurance will monitor my learners for the duration of time they are with me. They will monitor the training and assessment activities and overall make sure I am carrying out my job correctly. 6. 2 Summarise quality assurance and standardisation procedures in own area of practice.
Subject: Educational psychology,
University/College: University of California
Type of paper: Thesis/Dissertation Chapter
Date: 26 September 2016
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