Unit 006 Principles and Practices of Assessment

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Understanding the Principles and Practices of Assessment

Contents

1) Key Concepts and Principles of Assessment

2) Responsibilities of the Assessor

3) Planning Assessment

4) Making an Assessment Decision

Key Concepts and Principles

Assessment is the process of evaluating the extent to which learners have developed their knowledge, understanding and abilities and as a result of this process an assessor will deem a learner as being competent and the evidence they provide as sufficient or insufficient in meeting the outlined standards specific to the course undertaken. The anticipated outcome of assessment is that the learner will complete their qualification to examining board standard within the allocated time frame with no formal classroom teaching, and show through set assignments and observations that they fully understand the chosen subject. Identifying needs

Identifying needs

Planning Learning
Planning Learning
Quality Assurance and Evaluation
Quality Assurance and Evaluation

Facilitating Learning
Facilitating Learning
Assessing Learning
Assessing Learning

Assessment is specific towards learners’ achievements and follows the assessment cycle, the first process being identifying needs; this is where the skilled assessor ascertains any previous knowledge in the area being assessed and looks at the Numeracy and Literacy skills of the learner plus the learners soft skills. Various methods can be used for initial assessment such as a Skills Scan, ILP forms, BKSB Diagnostics or a simple interview of the prospective learner. This all helps to ascertain the type or level of support required and informs the plan of learning for the individual. When planning the learning it needs to be agreed that it is suitable for each learner and workplace, the method must be appropriate to the criteria being assessed and appropriate target dates are to be established. Once the plan of learning has been established we need to facilitate the learning, using a variety of teaching, learning and assessment methods and approaches to engage and motivate learners. There should be a process of judgment against the awarding organisations requirements while ensuring safety and organisational requirements are maintained. The assessor is to continually formatively assess the learner, identify weaknesses and build on learning, assessment should focus on improving and reinforcing learners also, constructive feedback being critical to this. Feedback should be useful and develop confidence in the learners, it is a regular process that should be carried out at every assessment and informs learners they are progressing, what they are doing well and areas they are required to develop. It is about growing the learner as an individual, looking not only at the measurable criteria but developing their soft skills also or PLTS (Personal Learning and Thinking Skills). Reviewing of progress should be carried out regularly and assessment plans can be accessed, reviewed and updated at any time during the learner journey. Reviews are an ideal opportunity to discuss any issues that are relevant to the learning of the individual. SMART targets can then be set to overcome any problems or just too clearly mark the path in which the learner is required to take. Reviews are also an ideal opportunity to monitor soft skills such as confidence, time keeping on work submissions, organisational skills and whether the learner is growing as an individual as well as in the academic sense. Quality assurance is a key part of the teaching learning cycle; assessors should maintain their professional integrity and keep their knowledge as up to date as possible, ensuring fairness in assessment and attending standardisations regularly within the organisation. A record of CPD is now a requirement of OFTSED and continual development should be upheld and maintained. The team of IQA’S regularly monitor assessors and training...
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