To judge whether evidence is sufficient, authentic and current it is important as an assessor to attend standardisation meetings and to keep up to date with the regulations of the relevant awarding body. If in doubt it is important to double heck.
Evidence is deemed to be sufficient if it is understandable and presented in a clear manner, contains content deemed appropriate for the level of the award and meets all the learning criteria, regulations and requirements set out in the assessment plan.
To check for authenticity the candidate must have confirmed that this is their own work; the assessor must deem it to be original work and the assessor must have checked that any testimonies are from bona fide colleagues. If any of the above is in doubt then it is the assessor’s responsibility to question the learner.
To be current the evidence must meet the most recent criteria and regulations from the relevant awarding body, and must be produced within any applicable time constraints detailed in the assessment plan.
Some of the risks n assessment may pertain to the workplace, such as Health and Safety. This could be due to machinery or materials in the workplace that could pose a risk to both the learner and assessor. It could also be due to the leaner working with vulnerable people that could mean that procedures have to be followed that could delay assessment. Other risks in the workplace could be due to workload and the candidate either being too busy to complete the evidence required or being too busy for assessment which could lead to the assessment being cancelled. Supervisors may also cancel assessments at late notice is the workplace becomes too busy for the learner to spare the time. Other delays may be due to standards changing, for example in my industry ATOL certificates for consumers recently became compulsory, which may lead to the evidence required being altered. Other risks may be due to the assessor themselves rather than external influences. If the assessor is inexperienced they may not have sufficient grasp on the evidence required for each unit which may result in delays as further evidence has to be produced, or the assessment may be poorly planned. There may also be issues of bias if the learner is a colleague or friend, or complaints that lead to delays, or simply inconsistency that leads to delays while the assessor is verified, which may lead to time constraints not being met. Time constraints may also not be met if the assessor is too busy to assess thoroughly and feedback promptly.
Risks should be able to be minimised through careful planning. If Health and Safety is an issue in the workplace or if CRB checks need to be made then this should be taken into account at planning stage and any necessary steps taken at that time. To minimise the risks of assessments being cancelled supervisors should be consulted to make sure they are in full support of the learner and less likely to object to time taken for assessments. Assessments should be planned to minimise any disruption to the normal workday and should not take longer than stated in order to retain the support of the learner’s colleagues. Clear communication during the planning stage should mean that disagreements later on are less likely to happen as all involved know what is expected of them.
The role of the assessor would be to explain the content of the award, get to know the candidate in terms of any special requirements they may have, do an initial assessment to identify their starting point, explain what they can expect from the assessor and assessments and to explain the qualification that they will gain. Assessment Planning
The assessor should plan with the learner activities to be assessed and communicate the method of assessment that will be used and when it will take place in order to cover the widest range of units....