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Planning for Assessment

Paper type: Assessment
Pages: 7 (1547 words)
Categories: Classroom, Learning, Self Assessment
Downloads: 35
Views: 2

When planning an assessment, the assessor needs to be clear what is being assessed and the requirements for the successful completion of the assessment. Failing to do so may result in a wrong assessment with an undesired outcome.

The learner must be academically, physically, and emotionally ready to undertake an assessment. Assessors, through observations in lectures, questioning or informal testing should ensure that a learner has made sufficient progress and is ready to be assessed.

The environment where assessment is taking place should also be comfortable, relaxing, and risk-free. Failure to do so can result in the learner not being assessed fairly or failing the assessment. This may lead to learners’ demoralization with the whole process and affect his further studies.

When planning an assessment, the assessor should closely cooperate and inform learners about when, where, and how the assessment will take place. Failure to do so may result in an assessment not taking place at all.

It is crucial that all parties involved are absolutely clear about the date and time and location the assessment is taking place.

The learner should be clear how the assessment will take place: Theoretical or practical, multiple choice or essay type, computer or paper-based, etc. Being assessed by e method a learner is not prepared for, may affect the final outcome.

When attending college, not only for an assessment, learners expect to be in a safe and secure environment, with any risks and hazards identified and rectified. Also, tools that needed to complete particular tasks during assessment need to be in good working order and fit for purpose. That’s why assessors have to adhere to their institutions’ H&S and college’s security policies at all times.

When planning for an assessment leading to a qualification, the awarding body, such as City and Guilds, usually determines assessment methods At my department following formal assessment methods are used: online multiple-choice questions, written questions, practical observations, and Assignment. Usually taken after every module, therefore I need to make sure that assessments are planned is such a way to give learners enough time to be ready for them.

It is a good practice to involve learners in the planning of the assessment process. This will help their overall learning process, they can set their own sub-target and self-assess themselves on their progress towards their qualification.

Being involved in the planning gives learners the opportunity to inform the Assessor about any special needs that they may have.
Other colleagues and IQV may also be involved in planning the assessment process.

If others, ie learners, are not involved in this process, the Assessor might not be aware that of people with special needs and additional support for them would not have been arranged. This could possibly result in them not being assessed at all on that day

Holistic assessment enables assessors to use multiple sources (coursework, observations, presentations, tests, etc.) to continually gather information on learners’ development and progress, and then summarising their overall performance. Holistic assessment enables splitting an assessment into smaller tasks and assessing learners using different methods.

Feedback is a vital part of effective learning. By giving constructive feedback, assessors help the learners to understand how they were assessed, what they’ve learned and achieved, how they are progressing, and what they need to do to improve. Feedback can improve a student’s confidence, self-awareness, and enthusiasm for learning

During feedback you can use questions to find out more details about learners’ understanding of a specific topic, how they may arrive to a conclusion, what research learning methods have they applied etc. Getting a better insight will enable more constructive feedback and recommendation on future improvements.

Self-Assessment means learners evaluating their own work and learning progress. This will enable them to identify their own skill gaps, where their knowledge is weak, set realistic goals, revise learning plans, etc. Self-assessment can also result in following feedback from others and where the Learner then reflects on their own work based on the feedback received.

Peer assessment is where a Learner’s work is judged by fellow Learners/students. Peer assessment can be particularly supportive because the feedback is usually informal and provided by others who are usually in a similar situation. Sometimes Learners respond more positively to peers than teachers/lecturers, parents, etc.

There are many different circumstances that could create or increase risk, and the Assessor needs to be aware of all relevant factors. Some risks are fairly obvious and relate to Health & Safety and Welfare, Equality, Confidentiality, and specific occupational risks

Assessors need to minimize risks such as putting unnecessary stress upon learners, over-assessing, under-assessing, or being unfair and expecting too much too soon. Some learners might not be ready to be observed for a practical skill or feel so pressured by target dates for a theory test that they resort to colluding or plagiarising work.

Health & Safety

The assessor is responsible for the Health and Safety of all participants in an assessment. Prior to the assessment, he needs to do a risk assessment and identify and eliminate any potential risks and hazards.

In a workshop, he would need to make sure that all tools are fit for the purpose, Personal Protection Equipment available, Emergency escape routes clearly marked and unblocked and First Aid kit available.

Equality & Diversity

All learners should be treated equally and given the same opportunities regardless of their race, gender, sexual orientation, religion, and disability.

Confidentiality/Data protection – Everyone responsible for using personal data has to follow strict rules called ‘data protection principles’. Assessors need to make sure that:

  • used fairly, lawfully, and transparently
  • used for specified, explicit purposes
  • used in a way that is adequate, relevant, and limited to only what is necessary
  • accurate and, where necessary, kept up to date
  • kept for no longer than is necessary
  • handled in a way that ensures appropriate security, including protection against unlawful or unauthorized processing, access, loss, destruction, or damage

Specific Occupational risks

Occupational risk in Electrical Engineering can be various:

The risk from electrical shocks, faulty equipment, inadequate tools, low-quality materials, etc.

It is paramount that a risk assessment is undertaken in order to minimize any potential risks if they cannot be fully eliminated. For more complex tasks, method statements should be used. Method statement describes, in a logical way, exactly how a job is to be carried out to ensure safety for all involved

Unauthentic evidence – In college as well as in the workplace environment learners will undertake various research, carry out experiments, and other practical work that will require handing invalid authentic evidence of their competence for assessment purposes. Learners should be discouraged from attempting to copy somebody else’s evidence.

Assessors should closely monitor evidence gathering by learners, by checking their work and questioning regularly and ensuring that collected/produced evidence is authentic.

Quality Assurance of the Assessment process ensures consistency and fairness in all assessment decisions made in a college/training center. The standardization process is used to ensure that all, assessors and quality assurers interpret and follow the requirements of the program or qualification in the same way. This should ensure that all assessors are consistent and fair to all learners throughout their time with the college/training center. Learners get the same experience, including assessment decisions, no matter who their teacher, trainer, or assessor is

An example of this process in my department would be:

Some questions on written exams asked students to provide several possible answers. Students sometimes give more answers than required. C & G marking scheme suggests that, for example, in a question requiring two answers; only the first two answers should be marked. The danger here is that some assessors may accept any two out of the multiple answers provided by leaners.

The internal Quality Assurance process in the department should ensure that all assessors mark the papers in the same way and following the guidance of the awarding body.

Record keeping and clear audit trails are an essential part of assessment practice. Records can be paper-based or electronic. Records prove what Learners have achieved, how the qualification has been assessed, and how the whole process has been internally quality assured. Awarding organizations and inspectors will base their audits around the records your center keeps. Records of assessment can be used in any learner appeal against assessment decisions or disputes. Records must be kept secure, and should only be accessed by relevant people.
The Data Protection Act 2018 including the new GDPR update, the Freedom of Information Act 2000 as well as College Confidentiality Policy must be complied with.

City and Guilds require us to keep for three years’ assessment of all materials related to examinations and assessment:

  • Exam and assignment papers
  • Photographic evidence
    These records are used as evidence
  • to prove that learners have achieved the qualification to the required standard and to claim their awards
  • Is available to Internal and External Quality Assurance confirming that valid procedures are followed
  • Is available should there be an appeal

Electronic evidence is kept in secure College IT Systems.


  1. Ann Gravells, [2014] The Award in Education and Training, Revised Edition, Sage Publications London;
  2. Ann Gravells, [2013] Passing Assessments for The Award in Education and Training, Sage Publications London;
  3. Anne Gravells Ltd (UK), https://www.anngravells.com/information/teaching-and-learning , [online], Accessed 15-31 May 2020
    Scottbcotmedia, https://scottbcotmedia.wordpress.com/2012/11/25/3-3-1-summarise-key-factors-to-consider-when-planning-assessment/ [online], Accessed 15-31 May 2020

Cite this essay

Planning for Assessment. (2020, Oct 08). Retrieved from https://studymoose.com/planning-for-assessment-essay

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