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Direct observation is the very best way to assess the assessor’s ability to perform a fair and legitimate assessment. The observation ought to ideally occur in the work environment and involve the learner performing specific jobs as required for inclusion in the learner’s portfolio of evidence. The IQA can quickly establish the result of the assessment on the learner and can get a great impression of the rapport that the assessor has with the student and the employer.
The capability of the assessor to draw out the essential info required for an ideal evaluation can be assessed. The assessor must consist of the information of the appeals process and need to be able to connect the evaluation to any classroom based theory that is being provided at the very same time. A second technique of observation which uses innovation is the use of video proof.
If this is performed properly it can show to be a valuable tool to permit good assessor quality examination and training. It needs to be kept in mind however that videos can be edited and for that reason should not be considered a replacement for direct observation unless the situation dictates video evidence such as when a student is working too far method or if the company can not enable the assessor to be there in individual such as delicate areas and so on
Assignment evaluation is the typical way of tasting and will require a direct link to the evaluation technique.
This need to take place throughout the evaluation procedure and ought to culminate in the decision by the IQA whether the assessment process has actually been followed to the Awarding Organisation’s requirements. A check of dates and signatures play an essential part of this process.
Recognition of prior learning must be thought about in the IQA process and type part of the tasting methods.
Examination of work products can be sampled by the IQA providing the product is of such that it can be easily stored, such as a fabricated piece of steel conduit. This can be problematic within the actual workplace e) Questioning is another method of sampling evidence and will involve the questioning of both the assessor and the candidate. To ensure that the evidence has the necessary validity the questions to the learner should happen in private away from the assessor. The need for the learner to feel that they have the confidence to disclose the true picture of the assessment process is very important. The question sessions can be recorded on the necessary portfolio documentation but can add validity if they are recorded on tape or digitally and used as evidence.
Underpinning knowledge questions can be sampled effectively as the Awarding Organisation will provide the answers which can be checked and a total can be calculated and compared with what the assessor has marked
E-portfolios are a useful tool for assessments and can be sampled remotely along with virtual assessment tools such as Skype etc. These can pose problems with validity as the assessor will need to agree the conditions before assessment to ensure that the tasks have been completed by the candidate and that there is no plagiarism which may interfere with the assessment process
The candidates will generally be allocated an expert witness whilst working on site. This person is usually a supervisor who is both technically and occupationally competent. The IQA will have to vet and evaluate the expert witnesses credentials as a backup for the assessor. This method will need to be discussed with both the assessor and the candidate and should be corroborated by sampling the assessors records
All of the above should be sampled in alignment to the assessment and IQA strategy and the assessors experience and competence should be taken into account. If the assessor is inexperienced and does not require countersignatures then the IQA should sample a higher amount of the assessments. Once the assessor has the necessary experience then a 10% sampling strategy can be employed, providing that the decisions are consistent and accurate. If the qualification is new then the sampling strategy must be more vigorous and closely follow the decisions made in the regular standardisation meetings.
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