Unit 302:- Assess occupational competence in the work environment This unit assesses your performance in assessing occupational competence for your learners. There must be evidence to cover all assessment methods and performance evidence covering the following (as a minimum): Observation of performance in the workplace Examining products of work Questioning the learner Simulation is not allowed. Other forms of evidence for the remaining assessment methods include: Discussions with learners Witness testimonies (use of others) Learner statements.
Recognising prior learning There must be valid, authentic and sufficient evidence for all assessment criteria in this unit. There must be evidence of you carrying out at least two assessments of two learners’ occupational competence (four in total). Unit 303:- Assess vocational skills, knowledge and understanding This unit assesses your performance in assessing vocational skills, knowledge and understanding. There must be evidence to cover all assessment methods (in the specifications) and performance evidence for at least three of the following:
Assessments of learner in simulated environment Skills tests Oral or written questions Assignments Projects Case studies Recognising prior learning Other forms of assessment will be acceptable for the remaining assessment methods. Your work will be assessed by observation, examining product from work and questioning/discussions. There must be valid, authentic and sufficient evidence for all assessment criteria in this unit. There must be evidence of you carrying out at least two assessments of two learners’ skills, knowledge and understanding (four in total).
Unit 301 – Understanding the principle and practices of assessment: The assessment process. Knowing when to assess the learner is vital, it is impossible to assess the learners before they have acquired the necessary skills to meet the standards. This makes it essential to assess the learners on an individual basis and plan for the assessment at the right time. |Stage |Learning |Assessment | |Recruitment |Learner is recruited onto programme |Initial assessment: | | | |To assess their potential | | | |See what they already do | |
| |Gauge their suitability | | | | | | | |And then is registered with the Awarding body | |Induction |The learner is inducted onto their learning and |The learner is inducted into the qualifications and | | |development programme. |assessment process. | |Planning for learning and assessment of learning |The learner agrees the targets, and plans are made |The results of the initial assessment inform plans | | |for how these will be achieved. These are recorded |and ensure that realistic targets are set. Regular | | |on an Individual Learning Plan (ILP) |assessment is planned.
| |Learning and development |The learner undergoes training and development over |Assessment for learning takes place at regular | | |time and: |intervals to see how the learner is progressing. | | | | | | |Acquires skills |Learner is given feedback on their performance | | |Practices and applies what they have learnt |targets are adjusted and further training and | | |Starts to perform standards |development are arranged as necessary. | | |Consistently performs to the standards under a | | | |variety of conditions at work. |When (and only when) the learner is performing | | | |confidently and consistently to appropriate | | | |standards…
| |Assessment planning | |… does planning for assessment against the | | | |standards take place. | | | | | | | |This is when the learner agrees an assessment plan –| | | |how, when and where assessment will take place – | | | |with their assessor | |Assessment against the standards |If the learner is assessed as ‘not yet competent’ |The assessor makes an assessment decision and gives | | |they may need to undertake further training or |feedback to the learner performance. | | |practice |Further assessment is planned as necessary. | |Certification | |The learner receives a certificate of their | | | |achievement for the awarding body |.
(Read: Pg 22) Types of assessment. Initial assessment is used to gain information about your learners and find out where they at the start of the programme in relation to their learning styles, their learning needs/support needs, their prior qualifications/experiences and knowledge and finally, any health or disability needs. Formative assessment is used to track learner progress during their programme. Summative assessment is used to conclude/assess learner achievement at the end of their programme. Peer assessment is gathering evidence from learner peers about their performance in the workplace (managers and colleagues for example).
Self assessment is gathering evidence from the learner about their performance in the workplace and taking a proactive role in their programme. Task 1. Explain the purposes of initial, formative and summative assessment, include an example of each: (1. 1) Task 2 Explain how peer and self assessment can be used effectively to promote learner involvement and responsibility in the assessment of learning: (4. 3) Concepts and principles of assessment. Task 3 Define the key concepts and principles of assessment as below: (1. 2) 1. Validity 2. Reliability 3. Authentic 4. Sufficient 5. Current 6.
Importance of objectivity and fairness to learners 7. Importance of transparency for learners Task 3 Contd Reflection on practical activity (Day 2) 8. The role of evidence in making assessment decisions against learner’s knowledge, skills and competency against set criteria. Task 4 Explain the importance of involving the learner in the assessment process in relation to: (4. 1) 9. Transparency and efficiency Assessment Cycle: [pic] Understand how to plan assessment. Task 5 Explain how you have considered the following factors when planning assessment with your learners, where possible give examples:
10) Feedback to learners 11) The importance of complying with relevant assessment strategy Holistic assessment: This approach to assessment is the best method of assessment when assessing to set criteria. This involves planning an activity with the learning for a unit and then finding out all the activities and evidence that the learner will produce and covering criteria from addition units without having to plan additional activities. Task 6 Evaluate the value of holistic assessment in: • Efficient evidence collection for the learner and assessor • Evidence that can be used for more than one unit.
• Identify how the learner integrates for example knowledge and understanding into their practice. Explain how you have planned an assessment so that a variety of evidence can be derived from one assessment. Types of risks in assessment and how to minimise these through planning. Task 7 Summarise the following risks that may be involved in assessment in your area of responsibility and Explain how to minimise these risks through planning. (3. 4/3. 5)
The use of technology in the assessment process. The use of technology is becoming more important within the assessment process especially when quality assurance staff require assessors to justify assessment processes used. Adapted from, Implementing Learning Technology, 1999. Task 10 Explain how technology can be used to enhance the assessment process. Include the use of: Video evidence of skills/ performance Recording of oral evidence Paperless portfolios Computer based/ on-line testing.
Task 11 Explain the responsibilities of the assessor: |(1. 3) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Regulations and requirements Who’s who (adapted from The best assessor’s guide; H Read 2011) The assessor is responsible for deciding whether a learner has achieved the required standards or not. The internal quality assurer maintains and improved assessment practice, support assessors to be vigorous and reliable when making every assessment decision.
The external quality assurer ensures the assessment and internal quality assurance is consistent across different centres. The general requirements for the qualifications you deliver and found in the standards for that qualification and the evidence requirements documentation. You can find these at: G:\Quality Team Documents\QCF Qualifications\Standards or resources Other key documentation about Lifetime (the centre) are also stored centrally, these documents include the Quality Improvement Strategy which sets the scene for assessment and quality assurance found at:
G:\Quality Team Documents\Quality Improvement Strategy This document is Lifetime’s statement of intent for assessment and internal verification across all qualifications delivered. It is for all staff involved in the delivery, co-ordination, management and administration of qualifications. It describes Lifetime’s structure, the process of assessment and internal verification, monitoring and management procedures as well as formal procedures like appeals/equal opportunities/ data protection/confidentiality and health & safety. Task 12 Identify the regulations and requirements relevant in your area of practice:
|(1. 4) Consider general requirements/regulations and importance of complying with the assessment strategy. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Task 12 Write a reflective account based on your experiences with your learners to include: Evaluate the importance of quality assurance in the assessment process. Summarise quality assurance and standardisation procedures.
Task 13 Summarise the relevant procedures followed when there are disputes concerning the assessment. (6. 1/6. 2/6. 3) (NB: this could also be assessed in the form of a discussion with your assessor). Understand how to manage information relating to assessment of occupational competence Keeping records of assessment and planning is essential for a number of reasons including learner reflection, identifying development, progression, support and a record of developments for the learner. These records can also be called upon for Internal and External Verification, standardisation and in the event of an appeal.
Task 14 Explain the importance of following the management of information (completing and storing) in relation to: Proving accurate information on learner achievement Contributing to quality assurance and standardisation processes Proving the basis for feedback to the learner and reviewing learning progress Making information available in the event of appeals. Task 15 Explain how feedback and questioning contributes to the assessment process. 7. 2 Understand the legal and good practice requirements in relation to assessment. Task 16 Explain the company and awarding body policies relating to:
Health and Safety, including learners emotional welfare Confidentiality Transparency Record keeping Compliance with the relevant assessment strategy in assessing qualification Equality and diversity 8. 1 Task 17 Once you have received Equality and Diversity training, evaluate how legal and best practice requirements can affect the assessment process, in regards to: • Gender • Disability • Race/ Culture/ Religion/Language 8. 3 Glossary of terms: RPL Recognising Prior Learning. This process allows learners previous achievements to be recognised And learners don’t have to repeat learning unnecessary.
Formative assessment is used to track learner progress during their programme. Summative assessment is used to conclude/assess learner achievement at the end of their programme. Peer assessment is gathering evidence from learner peers about their performance in the workplace (managers and colleagues for example). Self assessment is gathering evidence from the learner about their performance in the workplace and taking a proactive role in their programme. References: H. Read (2011) The best assessor’s guide. Gaining a qualification through good practice in assessment in the post 16 sector.
Read on Publications Ltd. Ento (2004) Excellence in assessment and verification. Putting it into practice. Read on Publications Ltd. Learning Technology Dissemination Initiative (1999) The use of computers in the assessment of student learning. Available at: http://www. icbl. hw. ac. uk/ltdi/implementing-it/using. htm. (Accessed 16. 02. 2011) Resources: Use of technology within assessment: http://www. icbl. hw. ac. uk/ltdi/implementing-it/using. htm Sector Skills Councils and regulatory bodies: http://www. cfa. uk. com http://www. management-standards.org/home http://www. ofqual. gov. uk http://www. people1st. co. uk.
http://www. skillsactive. com http://www. qcda. gov. uk/qualifications/60. aspx General assessment practice/reading: http://www. nottingham. ac. uk/shared/shared_cdell/pdf-reports/fairassessofnvqs. pdf (VACS) http://www. londonpharmacy. nhs. uk/educationandtraining/nvq/nvqA1/download/2. 7%20fact%20sheet%20-%20Judging%20Evidence. pdf http://www. hse. gov. uk/legislation/hswa. htm (H&S at work) http://www. idea. gov. uk/idk/core/page. do? pageId=7345916 (E&D at work) http://www. education. gov.
uk/schools/pupilsupport/inclusionandlearnersupport/inclusion/equalityanddiversity (E&D in schools) http://www. learning. ox. ac. uk/rsv. php? page=319 (giving and receiving feedback) http://www. brookes. ac. uk/services/ocsld/firstwords/fw21. html (Giving feedback) http://www. ldpride. net/learningstyles. MI. htm (learning styles) http://www. businessballs. com/kolblearningstyles. htm (Learning styles etc) Notes: ———————– Plan Decision Development plan Assessment Prepare (3. 1) 1) Standards/ criteria to be used 2) Types and volume of evidence 3) Choice of assessment methods.
4) Communication with learner and others 5) Location and resources 6) Time and duration of assessment 7) Specific learner needs and support required 8) How to manage assessment process 9) Recording assessment processes and decisions . Office of the qualifications and Examinations Regulator (Ofqual), Council for the Curriculum, Examinations and Assessment (CCEA), Department for Children, Education, Lifelong Learning and Skills (DCELLS). Standards Setting Body (SSB) or Sector Skills Council (SSC) Organisations developing occupational standards and qualifications.
Qualification and Credit Framework (QCF) Framework for creating and accrediting qualifications in England, Wales and Northern Ireland Awarding organisations (e. g. Lifetime Awarding) Approved organisations to award qualifications. All learners are registered with an awarding organisation External quality assurer (EQA) Person appointed by the awarding organisation to monitor work in the approved centre. Approved assessment centre (e. g. Lifetime) Internal quality assurer (IQA) (Lifetime QIT’s) Appointed by the centre to ensure quality and consistency of the assessment process.
Assessor (you! ) Appointed by the centre to work with learners to advise and assess them Learners Individuals registered with an awarding organisation and work towards units/qualification achievement (7. 1).
Subject: Summative assessment,
University/College: University of Arkansas System
Type of paper: Thesis/Dissertation Chapter
Date: 26 September 2016
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