Ptlls Cu3049

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CU3049

Understanding the Principles and Practices of

Assessment

1.

The function of assessment in learning and development is firstly a way of measuring a students progress.

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria. The learners development is typically measured using formative or summative assessment that meets criteria in a fit-for-purpose Assignment and consequently reflects the required standards and performance/ assessment criteria in any given course. The purpose is to monitor development via  evidence that can be quantified and used as performance review/ targets/ benchmarking throughout a course. From an Assessors point of view it is essential to ensure that assessment decisions are consistently reviewed and internally/externally verified where possible so as to contribute to the awarding institutions quality assurance and on-going development of best practice. 1.2

The five key concepts and principles of the assessor, known as SCARV are defined by, having SUFFICIENT evidence to assess, enusuring the evidence is CURRENT and up to date; it is AUTHENTIC work done by the candidate, is RELIABLE and VALID. This can be obtained in various ways and include documented, audio and visual evidence. 1.3

It is the Assessors responsibility to plan assessments with the student, make accurate judgements against agreed criteria; record judgements on approved documentation and to give feedback to the student and ensure this can be remembered using written notes etc.

1.4
The Assessor should keep records of student details such as registrations and dates of assessments and make these available to IQA/ IV. They should conform to awarding organisations requirements, meet workplace requirements while assessing and be aware of governing bodies policies regarding Health & Safety, COSHH, General Law, Equality to name a few specific to the assessors chosen area. The assessor should apply responsibilities specifically and generically throughout their caseload. 2.1

An assessor should use different methods while assessing such as observation, oral, Q&A, work product, witness statements and audio and visual and should be aware of the strengths and weaknesses throughout.

For example using the oral method, its strength allows the assessor to cover a broader area, defines if there are any barriers to learning, i.e. language, dyslexia, learning disabilities visual, audio, it allows inclusion of the student to most suit their needs. However on the weaker side the student may lack in confidence, may not be willing to participate, be unprepared, may have impaired hearing to name a few. Whatever methods are used should ensure that the information is sufficient, current, authentic, reliable and valid.

3.1

Key factors to consider when planning an assessment are, how the student is to be assessed, when and by whom.

3.2

The benefits of using a holistic approach to assessment are manifold, students may be observed from a distance and are able to continue their daily tasks unhindered, students can be assessed in the workplace, it can cover more than one unit at any given time.

3.3

The assessment should last for minimum of one hour and the assessor should write down or record exactly what they see, it is naturally occurring evidence and provides more information than a written test.

3.4

An assessor should be aware of the types of risks involved in an assessment, be aware of health and safety regulations and should never put themselves at risk ensuring the work environment is safe both for the student and themselves. They should ensure the...
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