2007 - 2010
INTRODUCTION Assessment is the process by which a learner’s skills and knowledge are reviewed in order to evaluate what they have learnt or in the case of NVQs how they are performing against the competencies they are required to demonstrate. Assessment will ensure that learners are fairly, accurately and regularly assessed in a consistent manner and: • • • • • • provide diagnostic information that assists both staff and learners/ candidates to provide appropriate support to enable achievement of the learning outcomes (initial assessment) allow learners/ candidates to monitor their own progress enable tutors to review and develop their learning programmes to achieve their intended learning outcomes provide evidence of progress and achievement to enable accreditation and progression to take place enable a dialogue between the learners/ candidates and tutor / assessors to ensure progression within the provision (tracking) provide a measure of the learner’s achievement on qualification based courses (grades)
PRINCIPLES OF ASSESSMENT All assessment in Barnet College follows the five principles below: • Authenticity: All assessment activity must have in place processes to ensure that the achievement is the learner’s/ candidate’s own work. Learners/ candidates must sign a statement to this effect. Awarding Bodies boards have their own rules and regulations about authenticity and tutors/ assessors must make themselves familiar with them and abide by them (see Appendix 1: Plagiarism policy) Validity: The method of assessment and the evidence provided must be appropriate and capable of demonstrating the achievement of learning outcomes/ competencies and related assessment criteria of the provision at the appropriate level. Reliability and consistency: The assessment results should be standardised across levels and provision. Moderation and standardisation must follow the College and Awarding Bodies board procedures (see Appendix 2: Internal Verification Policy) Fitness for purpose: Assessment must be fit for the learners/ candidates and the learning. The assessment strategy must be clearly appropriate for the target group of learners/ candidates in the correct context in which they are learning e.g. homework must be supportive, or initial diagnostic must not be intimidating. The criteria and methods which are being used to judge the work must be clear to the learner, staff and internal and external moderators /verifiers and meet and exceed the requirements of QCA/QAA, the awarding bodies and our learner/ candidate charter. Inclusiveness: Assessment should be based on learners’/ candidates’ needs. It must allow all learners/ candidates to demonstrate their achievements regardless of individual circumstances. It must comply with the Equalities policies of the College.
SCOPE This policy applies to all provision offered by the College where all or part of the programme is formally assessed. ASSESSMENT STRATEGY Assessment will be a standing item on the agenda of all course/subject/ School team meetings. 8
Course/ subject teams will review their assessments and procedures and processes annually to ensure that they are current and valid. The School Management team will then update their Assessment Strategy to reflect any changes and this will feed into the overall College Assessment policy. All course/ subject teams will hold a Final Examiners/assessment meeting upon completion of the assessments for the current academic year. All Schools will contain in their handbooks a description of the overall approach to assessment. This will specify where relevant: • • • • • • • • Purpose, arrangements and choices of assessment methods Details of any initial or diagnostic tests Who will be doing the assessing Arrangements for recording and tracking assessment evidence Timing of assessment tasks e.g. a diary or table Volume of assessment including homework and...