Nvq Assessor
Answers to the following questions
1. How do you judge whether evidence is sufficient, authentic and current?
2. What risks may there be when carrying out assessment? give examples
3. How can you minimise the risk planning a when assessment?
4. What are the 8 stages of assessment planning?
5. Why is it important to follow all the stages? Explain the implications of not doing this.
6. Explain the regulations and requirements relevant to assessment in your own area of practice.
7. What are the best assessment methods for a learner with special needs? How do you ensure that your methods make the best use of technology are holistic and meet the requirements for equality and diversity?
8. What are the strengths and limitations of different assessment methods?
9. Why is reflective practice and CPD valuable?
10. Why is it important to involve the learner and others in the assessment process?
11. Give examples of the types of information that should be made available to learners and others involved in assessment process
12. How do you ensure that the evidence provided through others and work products is valid fair and reliable?
13. Explain how you judge evidence and make assessment decisions making reference to criteria and assessment requirements?
14. Explain the procedures for and importance of quality assurance and standardisation?
15. Explain the appeals and complaints procedure?
1. How do you judge whether evidence is sufficient, authentic and current?
The Golden rules of gathering evidence for assessment.
Valid - does the evidence relate to a unit of competence? Does the evidence reflect the four dimensions of competency? Does it address the key competencies?
Sufficient - is the full range of performance identified in the standards covered? Does the evidence show competence over a period of time and in a range of contexts?
Current - does the evidence show that the candidate can perform the competence while working? Is it
1. How do you judge whether evidence is sufficient, authentic and current?
2. What risks may there be when carrying out assessment? give examples
3. How can you minimise the risk planning a when assessment?
4. What are the 8 stages of assessment planning?
5. Why is it important to follow all the stages? Explain the implications of not doing this.
6. Explain the regulations and requirements relevant to assessment in your own area of practice.
7. What are the best assessment methods for a learner with special needs? How do you ensure that your methods make the best use of technology are holistic and meet the requirements for equality and diversity?
8. What are the strengths and limitations of different assessment methods?
9. Why is reflective practice and CPD valuable?
10. Why is it important to involve the learner and others in the assessment process?
11. Give examples of the types of information that should be made available to learners and others involved in assessment process
12. How do you ensure that the evidence provided through others and work products is valid fair and reliable?
13. Explain how you judge evidence and make assessment decisions making reference to criteria and assessment requirements?
14. Explain the procedures for and importance of quality assurance and standardisation?
15. Explain the appeals and complaints procedure?
1. How do you judge whether evidence is sufficient, authentic and current?
The Golden rules of gathering evidence for assessment.
Valid - does the evidence relate to a unit of competence? Does the evidence reflect the four dimensions of competency? Does it address the key competencies?
Sufficient - is the full range of performance identified in the standards covered? Does the evidence show competence over a period of time and in a range of contexts?
Current - does the evidence show that the candidate can perform the competence while working? Is it