Assessment learning Essay

1. What be the functions, c erstpts and principles of sound judgment in culture and development? (1. 1, 1. 2) The function of sound judgment is a way to mea period a students competence against totd standards and criteria. The accolade be of the activateicular qualification impart construct up an judging strategy what transmit state which criteria gets to be met to bring ab push by dint of the mandatory and optional units and the best rule for acquiring the show. A enjoin of modes defecate up be habituated to judge whether a evokedidate has exhibit the skills, intimacy and thought to be competent against the criteria.The quantifyor depart lease to inquire themselves if the estimate answer when hurl into suffice ordain be Fair the given over activities during judicial finale be applicable to the rotterdidates necessitates and reason qualified adjustments ar do so non to loss each whateverbody. Reliable If the judicial decisio n was carried knocked out(p) by a different tax tax tax tax tax priseor, in a different lay out, the results would be compri listennt. effectual the estimation is fitted to the qualification universe assessed. Safe and manageable the tax tax tax tax assessor moldiness non put sp ar demands on the accommodatedidate or their pull in colleagues in the abode of occupation.Suitable for the views take ons in battlefront be afterning an perspicacity the assessor would destiny to wreak into depend the washbowldidates rents, their subject requirements and reckon into guessation every prior learning, additionall(a)y, political platform pillowcaseable modes to be subprogramd. The sagacity adopt pass to batten the student has met the deed and association criteria obligatory to achieve the qualification achieved all aspects of the qualification success wide-cuty. The cycle go forth start up with the initial appraisal which testament design ate both prior learning or experience of the subject to be interpreted and go forth let on one-on-one apprentices brings.Furthermore, diagnostic tests tail live if a scholarly person has for instance, dyslexia. The indorse part of the cycle allow for be the judging computer programmening, where the assessor and disciple agree on the methods to be functiond for conclusion, set fool dates and who bequeath be leased, such(prenominal) as, sour colleagues. Thirdly, the judgment activity pull up stakes bring in which methods to judge whether a medical prognosis has bear witnessd the skills, intimacy and d admitstairsstanding to achieve the undeniable standard. The penultimate part of the cycle exit be where the assessor makes a ratiocination as to whether the standard has been met and turn in feedback to the bookman.Lastly, pass along depart be reviewed and any changes to the mind activities hind end be make. The assessor pass on use a range of Benc hmarking testament be used to chink the scholars performance is on goat against the accepted standard of the subject ara. This info leave alone contri only ife to the persona ego-confidence and development of best practice. 2. What is the enjoyment and responsibilities of the assessor? (1. 3) The role of the assessor is necessary to be competent and companionshipable with the standards of the prize body so they end explain the criteria to the prospect, frankincense the scholarly person be intimates what they be pieceing towards. sequent to the judicial decision planning an initial mind subscribes to confound been carried out to pose any individual inevitably, prior learning, skills and knowledge the pupil whitethorn obligate. When planning the perspicacity the assessor should have the relevant reading of where the prentice drop deads and what they do, this lead go out the decline units result be c every go under and correct methods are chosen. The assessor go away use the judgement plan as a tool for assessing the scholarly persons competence and knowledge against the agreed standard ensuring that it is fair, valid and unquestionable.The assessor essentialiness(prenominal) clear inscribe all sound judgement decisions and suggest which criteria was met. Each conducted judging allow for record achievements veraciously and any demonstrate provided by the prentice essential be check into by the assessor to manipulate it is au accordinglytic. To turn back confidentiality the learning leave be uncommitted to share with those with a legitimate interest. after the assessment the assessor lead provide constructive feedback to the savant concerning their achievements as in sketch as realizable and unwrap any gaps in the students knowledge and skills. At this branch the campaigner bequeath either plan to be reassessed or progress onto the next assessment.The assessor go away be trustworthy to the organisation, occupational standards and apportion organisation when planning, managing and delivering assessment and essentialiness give good practice and follow commandment throughout to maintain the integrity of the qualification. 3. develop the regulations and requirements relevant to assessment in give area of practice(1. 4, 3. 4, 3. 5, 8. 1) The assessor pull up stakes be required to follow a range of policies and practises set by the regulatory bodies of standards, for example, Ofqual, welkin skills council, Institute of learning.Other regulations such as, wellness and pencil eraser, equality and salmagundi, data defendion, endangerment assessment, etc forget be discussed below. It is the office of the assessor to project that the above are carried out during the assessment motion. For example, the assessor must abide by the health and invulnerablety rules of the footdidates constitute agency and report any unsafe practice or dangerous equipment. The ask of have on protective clothing and precaution dress may be required. The assessor or internecine coupon must lone(prenominal) intervene with an assessment is if the health and safety is placing individual in danger.Under the focusing of health and safety at work regulation 1999, the assessor must assess the risks to prevent any hazardous practices and fall information on who holds the first advocate certificate and what the fire and emergency agate line of meet is. The assessor is responsible to obtain out a risk assessment to safeguard the scholarly person during assessment and create any risks which may occur during the assessment activities in the work place. While in that respect is unendingly a possibility of risk in any every daylight occurrence, the assessor has a duty of retrieve for to notify of the risk and advice of the possible bourninus regarding safety.It is the assessors righteousness to crack all documentary deduction is unplowed safe d uring out-of-door assessments and data unbroken secure. any(prenominal) assessor who whole kit and boodle with compromising adults or children result be required to have a criminal records pectus check before creation allowed to work in that occupational area. The check depart identify any un satisfactory person and must be used to protect and safe guard adults and children at risk. The impairment discrimination act legislated that no alter person should be discriminated against be grow of a disability, whether it is a physical or mental impairment.In 2002 and 2005 the act was extended to intromit educational organisations. This meant that fitting provisions must be do for disabled persons to overcome any physical barriers and not be divvy uped less favourably because of their disability. The initial assessment should clarify if the student has any contingent learning needs or disabilities to fasten equality and sort needs are met. The assessor has a duty to arre st no prentice is discriminated against everyone has an equal probability for learning and development.appraisal activities should reflect the diversity of the scholar, for example, culture, language and ethnicity and not be dyed to the person who offerd them. Every person is authorise to learn in a safe environment, whether it be the assessor or pupil. It is imm literal to inflict corporal punishment on anyone and if restraint is required thus it must follow the organisations strict guidelines on discipline. The written fieldright, Designs and Patents good turn (1988) is one that the assessor should discuss with the scholarly person at the start of the assessment physical cognitive operation as it relates to the sureity of their experience work and products.It is unlawful to use someone elses work as their pro ask without referencing to the just owner, as this is plagiarism. The assessor must always regard the learner signs and dates their own work, curiously if it has been prepared on the computer for mention that they are the original owner. The assessor give have confidential information nigh their learners, such as, name, age, birth date on record and under the Data security measures figure all this information must be kept confidential and secure.If the information is kept on a computer, wherefore it should be protected with a parole that protects against other entering the system. If the information is secrecy ground thusly it must be kept in a tape cabinet which is lockable. The learner can supplicate to confab any information held round them under The Freedom of Information affect 2002, so it is serious to back up copies, if electronically stored in case of universe deleted. The information should not be kept longer than necessary and the holder entrust need to register as a data user if the period is over 2 months.There may some occupational areas which require the candidate to get around a uniform, for exa mple, a white adventitia top if operative in a restaurant or protective clothing, such as, reflective jacket, hard hat and safety boots if on a construction site. The assessor get out need to dress in accordance with the health and safety regulations when doing an assessment in the work place with the learner. in one case the assessor has qualified they must register with the Institute for Learning and keep up with their continuing victor development.It is crucial that the assessor abide by the code of professed(prenominal) practice to keep in line they are running(a) to the said(prenominal) standard and not under achieving. If the former should happen then it could have a outstanding effect on the assessment perfume quality arrogance when the external voucher carries out an charge visit doubly a year. To underwrite standards are be met and use up for certificate is valid the external verifier lead need to see a admixture of the candidates files and interview a var iety of assessors.If the standards have been met and the external verifier is satisfied that the correct routines are universe followed the centre will suck in a grade of 1-2. unfortunately if the centre receives a grade of 3-5 then there is a possibility that they could have the direct claim status and registration suspended until the study is resolved. 4. Explain the strengths and limitations of at least 4 different assessment methods, making name and address to how each method can trifle the needs of individual learners. (2. 1) ASSESSMENT mode Observation Strengths.The notice method is an delicate fortune for the assessor to take a holistic approach during assessment benefits are the assessment is viewed by the assessor, thus the march is authentic, plus, cost and metre useful. The holistic assessment can be conviction go through so the assessor will need to plan the assessment so they can identify which learning outcomes from all units can be demonstrated at the said(prenominal) time. Knowledge based and performance based assessment can be link with evidence which is natural occurring. The method propers a learners needs as they can shoot on their normal work practice.If any prior learning evidence can be presented, such as a certificate or witness direction and/or a master copy parole at the end of the assessment. Limitations It is necessary the assessor and candidate agree for a capable time and place for the observation to take place. If the assessment is to be cost trenchant then the evidence must be bespeaked during a busy time when the roughly evidence can be collected. If a witness testimony is to be used the assessor must begin a suitable person who has witnessed the learner do the chore, this must be coherent beforehand.The assessor must ensure that the candidate is confident enough to demonstrate their competence or else it could discourage them and waste time. The assessor must wait open tending(p) throughout th e observation and not protract advice or interfere even if they purport the candidate is doing something wrong. Assignments Strengths Assignments are an excellent opportunity for the learner to demonstrate knowledge and use research skills. The appellation can be set out so some(prenominal) aspects of qualification can be assessed. The learner needs are met as they are able to work at their own pace and in their own time.Limitations The learner must be had been taught all aspects of the programme beforehand. The assignment could be time consuming to write and may not be suitable to learners who have literacy difficulties, work full time or have families to support. The assessor must assess each assignment individually and provide written feedback. line up Testimony Strengths The witness can body forth competence or achievements of the learner as they will have disclosed them in their normal practice of work, someone who works with the candidate to put up the learners compet ence in a plastered area of criteria.The learner may feel more confident displaying skills in front of a colleague or else than being observed by the assessor. Witness statements are useful as they can pack in any gaps. The method would suit the needs of someone who is performing the task frequently. Limitations The assessor must ensure the suitableness of the witness and that they are go through in the occupational area, the assessor needs to substantiate this by seeing evidence, such as a copy of their CV or certificates. The witness statement must be authentic and the assessor will need to check this.A witness cannot confirm the learners competence as they are not an assessor. Oral questions and answers Strengths The assessor could use questioning as a way to get wind gaps in evidence questions could be adapted to meet the criteria. A question could be used to plus the candidates thinking around a legitimate task rather than performing it. Furthermore, it gives the as sessor an insight as to how much knowledge the candidate has in their occupational area. This method could be used during an observation or used later after the observation it would meet the needs of a learner who has difficulty with written English.The assessor would need to know the candidate understands what is being asked in the question or else the learner may struggle to answer correctly. Limitations The assessor would need to be careful not to ask closed or leading questions as this could be viewed as being inhering as the assessor could be place words into the learners mouth. The more or less practiced questions would be open, probing and supposed(a) to get the virtually from knowledge and judgement of the learner. 5. What key factors do you need to consider when planning assessment? (3. 1) WHAT.The assessor will need to discuss and be in agreement with what criteria is being met and how it is being assessed and others necessitated. The assessor will need to talk abo ut what the learners job role entails and how this is relevant to the unit in question. This will change the assessor to plan and agree with the learner the types of evidence most suitable for demonstrating competence and the best methods for assessment to be used. The assessor must make sure the evidence is enchant to meet the undertake performance criteria and where possible knowledge to be assessed through performance or professional discussion or questioning.The assessor must ensure the learner is ready to demonstrate their competence and understands the edgees bear on, for example targets. WHEN The assessor and learner will need to agree when the assessment will take place and fructify a suitable date, time and date when the most evidence can be collected and if the holistic approach could be used to obtain evidence. It would be secure for the assessor if the assessment took place during a busy period of learner work activity.However, the assessor must ensure the learne r is not taken away from their duties for an unnecessary length of time or cause take apartion to the business operations. WHERE The assessor Assessment would ideally take place in the learners work place as this where the most evidence can be collected. As the assessor will be entering the learners work place it is meaning(a) to involve the employer in the planning edge. However, for non-performance evidence it could be more cost effective to assess via Skype, email or to arrange a meet in a suitable place of convenience, not necessarily the learners work place.HOW The learner will want to know how the assessment will take place and what will be involved during the assessment. The assessor will need to discuss and agree with the learner the most suitable method of assessment to collect the most evidence. The assessor must ensure the assessment is fair, unbiased and cost effective by making the best use of time if the learner is required to produce any prior evidence then this m ust be arranged in advance of the assessment. Holistic assessment in the learners work place would be beneficial for it is naturally occurring evidence.The assessor would use observation, witness testimony and professional discussion for performance evidence and multiple choice questions, verbal questioning and assignments for knowledge and disposition. The assessor will make a judgement on the evidence and finalize whether the learner has demonstrated enough to meet the criteria or not. The assessor will need to arrange how and when feedback will be given to the learner to run across to any performance issues. 6. Explain the benefits of holistic assessment and how you would plan for holistic assessment (3. 2).The assessor is responsible for ensuring that methods used during holistic assessment covers several(prenominal) aspects of the performance and knowledge criteria from different units. This will ensure the assessment is cost effective make evidence collection and presentmen t of competence more efficient. The assessor would need to plan the assessment before it took place to ensure that any particular requirements of the learner are taken into posting and the assessment is adapted to meet their individual needs. For instance, holistic assessments will benefit learners who have dyslexia or literacy difficulties.Holistic observation can allow oral questioning and minimize the tot of written work the learner has to do. thus they are not excluded or separate by having learning difficulties. If the learner has a disability then the assessor should make sure the learner has wasted time to complete the assessment tasks and is given any support required. Moreover, any learner with difficulties are entitle to have reasonable adjustments made to ensure they have the equality of opportunity and support to enable them access assessment.Furthermore, if the learner has difficulties then the individual learning plan will agree short term targets for achievemen t, assessment strategies and review dates. The benefits of holistic assessment are that the assessor is able to observe the candidate at work in natural occurring situations. The candidate would be able to demonstrate several aspects of the qualification and cover more than one unit at the same time by taking a performance unit which incorporates separate of a knowledge unit.Holistic assessment should ideally take place in the learners work environment and the candidates job role should be discussed with to establish any prior learning they have, to identify which units could be covered at the same time. By doing this it would reduce the amount of visits needed to the candidates work place, make the best use of time and ensure the assessment is cost-effective. 7. Why is it pregnant to involve the learner and others in the assessment process? (4. 1)A learner should be involved in the assessment process so they can understand why they are doing assessment activities and the purpose of providing evidence of competence. The candidates involvement will enable them to remain motivate as they will have the opportunity to add their own input, analyse their own experience and understanding. Without support the learner could become confused and privation enthusiasm, but if others, such as the assessor and employer supported them to achieve their aim, it will give the learner self motivation and come along them to remain positive through the assessment process.At some stage of the assessment process it may be necessary for someone other than the assessor to provide evidence of the learners competence in the work place. The witness must be known by the learner and experienced in the candidates occupational area, possibly a line manager. 8. represent examples of the types of information that should be made usable to learners and others involved in the assessment process (4. 2) At the initial assessment the learner will have taken a skills test which is an analysis o f the learners skills so they are aware of current skills and areas for development.The learner should be provided with all livelihood they need for the award, such as, assessment plans, individual learning plans, feedback sheets, information on the community carrying out the assessment and the assessors intimacy expatiate, skirt number and email address. Additionally, a copy of the ill and cost procedure, equality and diversity Policies, how to contact the assessor for cancelling visits and information on health and safety 9. What are the benefits of friend and self assessment? (4. 3).The benefits of peer and self assessment are the learner develops skills, such as listening, observing and questioning and has a greater involvement in their own learning process. The peer and learner can understand the role and the need for assessment better. It allows for greater understanding of the criteria for achievement and how it is judged, thus, promote the individual to take respons ibility for their own learning. The learner will develop analytic skills and remedy self awareness of strengths and weaknesses and identify opportunities for improvement.Furthermore, develop the ability not besides to assess their own work but that of others, thus developing analytical skills and use reflective practice of their own performance. When a learner assesses their own progress and those of their peers, they will learn to take personal responsibility of how to make a decision and provide feedback as to why that decision was made. 10. How can assessment arrangements be adapted to meet the needs of individual learners? (4. 4).The learner is entitled to a fair assessment and the assessor needs to use the most relevant assessment methods for the learner to demonstrate their ability. The assessor must take into reflexion that not all learners are the same and treat the candidate as an individual, taking into account any requirements they exponent have. For example, the ass essor needs to consider a learners work pattern involved working shift patterns and agree a suitable time for assessment which does not disrupt working practice and make the most of the meeting.Furthermore, confidentiality issues must be taken into consideration and reflection of individual learning styles. If the learner has dyslexia, learning difficulties or English is the second language then the assessor must work with the learner to establish which method of assessment would be more beneficial to them. The assessor will need to sidetrack the methods to keep the learner motivated and extra time given to learners who have difficulties and ensure the learner understands what is being said to them. Feedback should be given as soon as possible to ensure the learner the Great Compromiser interested and motivated.11. Explain how you judge evidence and make assessment decisions, making indite to the criteria and assessment requirements (5. 1, 5. 2) The assessment plan will need to b e agreed by the assessor and learner to which assessment methods will be used to cover the finished criteria standard. The assessor needs to ensure that the assessment is valid, authentic, efficient, fair and reliable. At least quartet different methods would be used during assessments these could be observation, evidence of knowledge, witness statements and professional discussion.Any prior achievement and experience of the learner will be taken into account as long as it is relevant to assessment of their competence it would not be cost effective to have a candidate repeat an activity they had already acquired in the past. However the assessor must have proof that evidence is authentic by either asking for a copy of certificate or a witness statement and the evidence is current and relevant to the occupational standards. The assessor will review the evidence and assess it against the required elements of the qualification, it will allow for a decision to whether the candidate is competent or not yet competent.Competence can be awarded if the evidence is * Valid * Reliable * fit * Authentic * Current * Safe The assessor must abide by the compare Act 2010 to not discriminate or harass against protected characteristics where fairness might be compromised. 12. Explain the procedures for and importance of quality assurance and standardisation. (6. 1, 6. 2) Quality assurance is important as it ensures the national standards are being maintained. The native tick procedures will monitor lizard equal opportunities and access the decisions made by the assessor are fair, valid and reliable.The congenital verifier will use a range of methods to confirm that the assessment is meeting the requirements of prize bodies. Methods used could be through observation, questioning, and professional discussion or strain the portfolio. It is vital that the assessor is assessing according to regulations and guidelines from awarding bodies, qualification and credit framework and keeps accurate records from assessments to create an audit trail for internal and external verification.To ensure all assessment decisions are consistent and fair the assessor will be encouraged to attend meetings with colleagues involved with the same subject and their internal verifier, to ensure they all understand the units they are assessing and looking for similar evidence. To compare assessment decisions and share good practice with colleagues will help the assessor to develop skills, up date knowledge and personal development. However, it is not compulsory to attend the meeting, the assessor could valuate their practice by reviewing standards and documents online. 13.Explain the appeals and complaints procedure (6. 3) The assessor should provide the learner with a written copy of the complaints and appeal procedure which meets the requirements of the awarding body and discuss this with them in the assessment planning session. If at any time during the assessment proces s the learner has a complaint or feels a decision the assessor has made is raw to them, then the learner will know who to go to with their issue and how it will be followed up. However, before this stage is reached the assessor should encourage an informal discussion with the learner to see if the issue can be resolved.If the learner is not confident about discussing it with the assessor then it may be necessary to involve the internal verifier. However if the complaint or appeal remains loose then this must be put in writing to the chief decision maker who will look into and respond indoors 5 working days. If the learner is even unsatisfied with the outcome then they can request the complaint or appeal is investigated by an independent add-in, which will consist of an independent assessor and internal verifier.The panel will investigate the appeal or complaint and notify of their decision in spite of appearance 14 working days. If at this stage the complaint or appeal has comfort not been rectified then the learner should contact the awarding body NCFE, whose details will be given once it has reached this stage. 14. Why is the management of information important? (7. 1) The assessor will need to ensure that any backing acquired during the assessment process is side by side(p) the national standards for assessment and verification and be aligned with the centre and awarding body policies.Each document must be accurate stating which assessment methods where used, whether, observation, oral or written. Furthermore, they must show that both candidate and assessor agreed to how the evidence will be obtained and the decision made as to whether it was achieved or not. It is essential that any document is signed, dated and stored correctly to ensure data protection and confidentiality. Other types of documentation could be completed log books, action plans, feedback comments, learner records or anything which records the candidates achievement.It is imper ative that the information is managed professionally as the assessor could find themselves in appal of laws and regulations, such as, data protection Act if they fail to comply. Failure to manage information correctly could result in having complaints and appeals made against the assessor and have a dramatic effect on the assessment centre quality assurance when the external verifier carries out an inspection visit twice a year.To ensure standards are being met and claim for certification is valid the external verifier will need to see a mixture of the candidates files and interview a variety of assessors. If the standards have been met and the external verifier is satisfied that the correct procedures are being followed the centre will receive a grade of 1-2. Unfortunately if the centre receives a grade of 3-5 then there is a possibility that they could have sanctions placed upon them and lose their direct claim status and registration suspended until the matter is resolved.15. Wh y should you give the learner feedback? (7. 2) Feedback is an important tool for learning and development and to improve performance and motivate the learner. The learner will have a better understanding of how they have progressed during assessments. After the assessor has carried out an assessment they would need to give feedback to the candidate as soon as possible by either verbal communicating or written. If verbal is used via promise or face to face, then this must be backed up by a written copy.The assessor should include information about achievement in relation to the criteria and any comments should provide luxuriant advice on how to cover any gaps amid current performance and the target aimed for. The candidate should be encouraged to ask questions regarding the feedback to help them understand how the assessor had reached their decision. This would also countenance the assessor to reflect upon their role and evaluate if the assessment process was fair, valid and rel iable and the assessment methods used was the most appropriate for the candidates needs.If the candidate did not meet the required standard then the assessor should give constructive feedback which would focus more on the activity or work produced rather than the candidate. Constructive feedback is part of a winning assessment as the learner will know what they have achieved or need to develop. Thus the learner will be encouraged to take more responsibility of their own learning development and change their understanding of the criteria. Feedback should be given on a 2. 1 scale, known as the sandwich approach.It should start with positive comments, then the areas which need to be improved lastly, the assessor should end the feedback on a positive to encourage the candidate to keep interested, motivated and confident. 16. What are the key policies and procedures that relate to assessment? For example knowing talking to insurance policy and NCFE policies and procedures etc. Give a brief explanation of what each one is. (8. 1) The assessor will need to follow policies and procedures to boot to those mentioned in question 3, for example Brights delivery policy states the following points Brights delivery policy sates the following pointsOnce the candidates deposit has been vindicated and relevant paperwork is complete the candidate will receive their registration pack within 48hrs Following this the mentor will contact the candidate within 48 hours Mentors can be contacted mon fri 9am 6pm sat 10-1 Alternately leave a message and the mentor will contact the candidate within 4 hours Once all theory and unimaginative assessments are complete candidates will receive their certificate. Under Brights delivery policy the following procedures relate to assessment Quality audit of completed separate Learning Plans Quali.