1.1 Assessment is about judging if, how and what level of learning has taken place. An assessor's function is to decide if a learner has developed skills, knowledge, understanding and competence in a particular field as well as if the learner is showing the attitude required for the application of the learning within that field. Assessing is not the same as evaluating. Rather than the focus being on the programme or course the learner is on (evaluation), the focus is instead on the learner and their development. Assessors need to determine a learner's knowledge and performance against a set of pre-defined criteria. These criteria may be set up to assess learning for an eventual formal qualification in a particular topic or job role. …show more content…
work based practice) or questioning of the learner around relevant topics or learner led activities such as written assignments, work based products (e.g. letters, reports or presentations) or reflective statements. Assessments of these can occur as they go along (formative) or at the end (summative). With all of the activities carried our by the learner (with or without the assessor) the assessor needs to make decisions on the learner's competence in relation to the requirements of the qualification. The assessor should make their judgements of success or not and provide constructive feedback to the learner in a way that best suits the individual. If any further action is necessary for the completion of the qualification criteria (i.e. more training, description of knowledge or other evidence of ability) then a further plan should be agreed to achieve this. All such information discussed and agreed should be recorded appropriately at each stage. At any stage of the assessment process the progress of the learner can be reviewed and plans can be amended, updated or changed in agreement with the learner and according to need. This allows: learners to raise issues relevant to their needs for completion of the qualification; assessors opportunities to amend assessment plans if it becomes necessary; and flexibility if environmental or other factors arise (such as issues relating to any third party involved in the
The anticipated outcome of assessment is that the learner will complete assessment to City and Guild standards within the time frame stated, with no assistance and show through answering questions that
Unit 1- 1.1, 1.2-This is a reflective account of the things I have done, experience and knowledge I have gained throughout the assessor 's course mainly during the process of assessment. First, I would like to describe the definition of assessment, its key concepts, stages to show the knowledge and understanding I have gained throughout the course. An assessment is a pre-agreed formal session with the learner. Assessment is judging performance against an agreed standard and is also a way of finding out if learning has taken place. It enables yo assessor to ascertain if learner has gained
“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”.
The aim of this unit is to reflect upon, justify and evaluate my own assessment methods and decisions in my specialist area, which is Employability Skills.
Principles of assessment, different methods, strengths and limitations of these, relevant to their subject area, which can effectively meet the individual needs of learners.
Assessment is a process through which we gauge a learners level and progression, ensuring learning is taking place and the learner is developing their skills and knowledge. Susan Wallace recognises the importance of assessment as more than a means of determining learner achievement but also “as an indicator of the quality of learning.” (2007: 119) discussing the need for ‘ongoing assessment’ to evaluate how receptive learners are to the lessons.
Assessment is used so that I can check that learning has taken place and to what extent. I use assessment at all stages of the learning process in line with organizational requirements; firstly by conducting an initial assessment with the learner. This shows me the level at which the work to be completed needs to be set and gives the learner a starting point. A diagnostic assessment is completed by the
3. Trainees must complete all sections of the assessment. Be sure to reference the assessment context and proposed environment
There are many reasons why students are assessed and this first section summarises some of the key benefits to students, institutions and teachers as suggested by Race et al (2005). In order to gain qualifications or complete a course, students will be required to prove their competence, knowledge or exposition of a skill, usually through the use of assessments to demonstrate that learning has taken place. Students may find assessment useful as it provides information regarding their progress, or identify areas for further development. Comparisons can be made against other students and this can help to
Assessment is a tool that begins and ends successful teaching. At the beginning it establishes what is currently known and at the end it establishes what has been learnt as the result of the planned curriculum.
The assessor must adhere to the centre’s equal opportunities, equality and diversity policy at all times when assessing learners. Every effort should be made to avoid discriminatory practices. Particular assessment requirements of learners must be identified and met where possible. This is to ensure learners with particular requirements have access to appropriate materials/equipment/facilities to support them.
Introduction to the qualifications Opportunities for progression Centre requirements Approval Quality Assurance Human resources Candidate entry requirements QCF technical requirements City & Guilds administration Recognition of Prior Learning (RPL) Appeals against assessment decisions Equal opportunities Course design and delivery Initial assessment and induction Learning delivery strategies Assessment Summary of assessment methods Evidence requirements Units Understanding the Principles and Practices of Assessment Assess Occupational Competence in the Work Environment Assess Vocational Skills, Knowledge and Understanding Understanding the Principles and Practices of Internally Assuring the Quality of Assessment Internally Assure the Quality of Assessment Plan, Allocate and Monitor Work in Own Area of Responsibility Sources of general information
The assessment will address all three domains of the learner`s practice: knowledge, skills, and attitudes and furthermore when planning assessments, the aim will always
As spoken about in 3.4, health, safety and the learner’s welfare are of crucial concern when planning an assessment. In addition there are other risks involved in my area of practice, As an assessor we work with verifiers internally and externally to assure that the assessments are challenging academically whilst also being fair, differentiated, giving a clear criteria for the assessment and ensuring that the learners are not being put under any unnecessary stress in terms of deadlines, preparation and assessment methods, by giving clear criteria for assessment the assessor can prevent this. As the assessor you must ensure that learners are given an opportunity to discuss any concerns they may have about their qualification or even work. You