Assessment
1. What are the functions, concepts and principles of assessment in learning and development?
(1.1, 1.2)
The function of assessment is a way to measure a learner’s competence against agreed standards and criteria. The awarding body of the particular qualification will have an assessment strategy what will state which criteria needs to be met to complete the mandatory and optional units and the best method for acquiring the evidence. A range of methods will be used to judge whether a candidate has demonstrated the skills, knowledge and understanding to be competent against the criteria.
The assessor will need to ask themselves if the assessment process when put into practice will be:
Fair – the given activities during assessment are relevant to the candidates needs and reasonable adjustments are made so not to disadvantage any person. Reliable – If the assessment was carried out by a different assessor, in a different place, the results would be consistent.
Valid – the assessment is suitable to the qualification being assessed.
Safe and manageable – the assessor must not put unnecessary demands on the candidate or their work colleagues in the place of occupation.
Suitable for the candidates needs – before planning an assessment the assessor would need to take into account the candidates needs, their subject requirements and take into consideration any prior learning, additionally, plan suitable methods to be used.
The assessment cycle to ensure the learner has met the performance and knowledge criteria required to achieve the qualification achieved all aspects of the qualification successfully. The cycle will begin with the initial assessment which will establish any prior learning or experience of the subject to be taken and will identify individual learner’s needs. Furthermore, diagnostic tests can recognize if a learner has for instance, dyslexia. The second part of the cycle will be the assessment planning, where the assessor and
(1.1, 1.2)
The function of assessment is a way to measure a learner’s competence against agreed standards and criteria. The awarding body of the particular qualification will have an assessment strategy what will state which criteria needs to be met to complete the mandatory and optional units and the best method for acquiring the evidence. A range of methods will be used to judge whether a candidate has demonstrated the skills, knowledge and understanding to be competent against the criteria.
The assessor will need to ask themselves if the assessment process when put into practice will be:
Fair – the given activities during assessment are relevant to the candidates needs and reasonable adjustments are made so not to disadvantage any person. Reliable – If the assessment was carried out by a different assessor, in a different place, the results would be consistent.
Valid – the assessment is suitable to the qualification being assessed.
Safe and manageable – the assessor must not put unnecessary demands on the candidate or their work colleagues in the place of occupation.
Suitable for the candidates needs – before planning an assessment the assessor would need to take into account the candidates needs, their subject requirements and take into consideration any prior learning, additionally, plan suitable methods to be used.
The assessment cycle to ensure the learner has met the performance and knowledge criteria required to achieve the qualification achieved all aspects of the qualification successfully. The cycle will begin with the initial assessment which will establish any prior learning or experience of the subject to be taken and will identify individual learner’s needs. Furthermore, diagnostic tests can recognize if a learner has for instance, dyslexia. The second part of the cycle will be the assessment planning, where the assessor and