As with any area of work‚ assessors must work within the boundaries of the law and professional values. There are vast number of laws‚ directives and professional ethics; they are constantly changing or being updated. Every organization will have its own policies and procedures relating to these legal aspects and there are some differences in requirements‚ depending upon the age of learners and environment. This course will try and cover the main aspects; every assessor remains accountable for
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assessment is a fundamental part of teaching and learning. Assessment provides feedback to teachers and learners about progress‚ understanding and achievement. Assessment falls into 3 categories; initial‚ formative and summative. Initial assessment is completed at the start of the learner’s course. Initial assessment provides information needed to decide on the learner’s starting point and enables the assessor to ensure the learner is enrolled on the correct course. Initial assessments also work
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Ans. 1 To understand: The roles of: • Initial assessment in identifying learner needs • Formative assessment in tracking learner progress • Summative assessment in assessing learner achievement Ans. 2 The following are the key concepts and principles: • Assessment as a process of making judgments of learners’ knowledge‚ skills and competence against set criteria • What is meant by validity and reliability? • The role of evidence in making assessment decisions • What is meant by evidence
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to Assessment. [Online] Available from: http://www.det.act.gov.au/__data/assets/pdf_file/0011/297182/Teachers_Guide_to_Assessment_Web.pdf [Accessed: 1 April 2015]. Dreyer‚ JM. (ed.) (2014). The Educator as Assessor‚ 2nd Ed. Pretoria: Van Schaik. Maphalala‚ MC. (2015). The Educator as Assessor Tutorial Letter 101/3/2015. Pretoria: University of South Africa. McAlpine‚ M Ramalepe‚ ML. (2010). The Role of School Managers in the Implementation of Continuous Assessment in the Further Education and Training
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and responsibilities of the assessor Role of the assessor The role of the assessor is to make an informed judgement about the range of evidence a learner may produce to demonstrate their competence to meet the assessment criteria. To maintain objectivity‚ best practice is to ensure assessors should not also be the specific programme tutor. Where this is not possible‚ centres should discuss acceptable options with their External Quality Assurer Responsibilities of assessor(s) 1. Carrying out assessments
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in order for you to achieve your `assessor qualification’. However‚ you will receive credits for achieve of this QCF unit. This workbook has been designed to help you to research and produce a variety of evidence to cover the knowledge and understanding in the unit. In order to achieve‚ you need to work closely with the Centre where you are planning to‚ or‚ are already undertaking assessment responsibilities. You will also need to agree with your Assessor for this qualification‚ how you plan
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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
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understanding of assessor strategies and assessor tools. Question 1: Describe three separate Assessment tasks/ activities your learners have to do in Life Orientation and also those which you/ your learners have to assess. Assessment Task 1: The Educator Assessment 1. Describe the subject/ learning area‚ lesson topic and grade to be assessed. The Life Orientation topic will be ’Development of the self in
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progress. Assessment is carried out through formative (checks throughout the course)‚ passive (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. Its purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria. For example‚ assessment provides clear measurement and recording of achievement
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Transforming assessment: a guide for South African teachers. Johannesburg: Juta. Steinberg‚ C. 2004. Classroom assessment. ACE Ð learning guide. 2nd edition (reworked). Johannesburg: WITS School of Education. Van der Horst‚ H & McDonald‚ R. 2001. Outcomes-based education: theory and practice. Pretoria: University of South Africa. Van Deventer‚ I. 2000. School management skills‚ study unit 1. Pretoria: University of Natal/South African College for Teacher Education. Versfeld R & Dyer‚ D. 1997. Ways of
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