Understanding the Principles and Practices of
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.
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.
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.
The Assessor should keep records of student details such as registrations and dates of assessments and make these