Understanding the Principals of Assesment
1.1 Explain the function of assessment in learning and development
□ Functions, e.g. measurement and recording of achievement,
Identification of individual student needs, formative or summative
Assessment, fit for purpose, assessment against standards and
Performance/assessment criteria, monitoring development, evidence
For performance review/targets/benchmarking, contributing to
Quality assurance, development of best practice.
1.2 Define the key concepts and principles of assessment
□ Purpose, e.g. who is it for – learner, trainer, assessor, organisation,
Employer? assessment as part of the learning or training cycle, e.g.
To recognise prior learning, to identify specific assessment
Requirements; assessment of specific learning domains, e.g. Bundler
And Grinder’s psychomotor/cognitive/affective–skills, knowledge or
Understanding.
1.3 Explain the responsibilities of the assessor
□ Range of responsibilities, e.g. to the student, the employer, the
Organisation, occupational standards, awarding organisation;
Practical responsibilities, e.g. planning, managing and delivering
Assessment; maintaining the integrity of the qualification; student centred
Assessment
1 Understand the principles and requirements of assessment
1.4 Identify the regulations and
Requirements relevant to
Assessment in own area of
Practice
□ Regulatory bodies of standards, e.g. Equal, Sector Skills Councils,
Awarding organisations, Institute for Learning; other regulations, e.g.
Health and safety, equality and diversity/disability act, data
Protection, safeguarding students during assessment;
Recording/tracking and logging assessment decisions, communicating
Decisions with students, standardisation, moderation and quality
Assurance of assessment.
BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF)
– Issue 2 – November 2012 © Pearson Education Limited 2012
26
Learning outcomes Assessment criteria Unit
□ Functions, e.g. measurement and recording of achievement,
Identification of individual student needs, formative or summative
Assessment, fit for purpose, assessment against standards and
Performance/assessment criteria, monitoring development, evidence
For performance review/targets/benchmarking, contributing to
Quality assurance, development of best practice.
1.2 Define the key concepts and principles of assessment
□ Purpose, e.g. who is it for – learner, trainer, assessor, organisation,
Employer? assessment as part of the learning or training cycle, e.g.
To recognise prior learning, to identify specific assessment
Requirements; assessment of specific learning domains, e.g. Bundler
And Grinder’s psychomotor/cognitive/affective–skills, knowledge or
Understanding.
1.3 Explain the responsibilities of the assessor
□ Range of responsibilities, e.g. to the student, the employer, the
Organisation, occupational standards, awarding organisation;
Practical responsibilities, e.g. planning, managing and delivering
Assessment; maintaining the integrity of the qualification; student centred
Assessment
1 Understand the principles and requirements of assessment
1.4 Identify the regulations and
Requirements relevant to
Assessment in own area of
Practice
□ Regulatory bodies of standards, e.g. Equal, Sector Skills Councils,
Awarding organisations, Institute for Learning; other regulations, e.g.
Health and safety, equality and diversity/disability act, data
Protection, safeguarding students during assessment;
Recording/tracking and logging assessment decisions, communicating
Decisions with students, standardisation, moderation and quality
Assurance of assessment.
BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF)
– Issue 2 – November 2012 © Pearson Education Limited 2012
26
Learning outcomes Assessment criteria Unit