Assessment and Learner
Assessment and Learner
|1. Understand the principles & requirements of assessment | |1. 1 explain the functions of assessment in learning and development | |Assessments are carried out to ensure that learning has taken place. Assessments should encourage learners to ask questions on anything they have not fully understood, as learners know that they | |will have to prove their knowledge and understanding to the standards of the awarding body. Learning and development are both connected. The learner needs guidance to understand what it is they have| |to learn, how they may improve and if they are on track.
There will be observations carried out and, teaching one to one to assess whether the learner has met the standards and if they are competent| |and to assess their current skills and knowledge. | |If you don’t assess the learner you cannot know their skill level. Formative assessment is useful throughout the course and it gives the learner feedback which they can use to improve their future | |performance. It also allows the learner to build on their strengths and learn from mistakes by listening to the positive feedback from the assessor’s.
| |Assessments play an important role in the education process as it keeps track of the work undertaken which can then allow for future targets to be set for the learner. It also helps to motivate the | |learner through feedback and constructive criticism where required. The assessor can also give information on the learner’s progress through doing regular reviews. The specific feedback by the | |assessor helps the learner to demonstrate their understanding and develop their skills it also helps the learner to prove their competence. |
|1.2 define the key concepts and principles of assessment. | |Assessments have to remain fair, valid and consistent to ensure that all learners have a fair and equal chance of receiving a fair assessment. An assessor must not be swayed to give a learner an | |easier assessment because they favour the learner. The assessment process may have to be adapted to suit the learner’s needs but, aslo needs to eventually lead to the same outcome. | |1. 3 explain the responsibilities of the assessor | |? The role of the assessor is to assess the learner’s knowledge and performance in a range of tasks. | |?
To Ensure that the learner demonstrates competence and knowledge in the assessment to the standard required by City and Guilds criteria | |? Assessments need to be planned between the assessor and each learner; the learner needs to be fully aware of his/her responsibilities in the collection and presentation of any evidence required. | |? The assessor then needs to observe the learners performance in their workplace or similar environment and be able to ask questions to confirm a learners knowledge and understanding. | |? The learner must always receive Accurate and constructive feedback.
| |1. 4 identify the regulations and requirements relevant to assessment in own area of practice | |Assessments are carried out to ensure that learning has taken place. This is then used to measures the learner’s knowledge and skills in their chosen area of learning. Assessments can be used to | |encourage learners to ask questions on anything they have not understood, learners at some point will have to know that they will have to prove their knowledge and understanding to meet the | |standards set. Learning and development are connected in the following ways.
Learners will need guidance to understand what it is they have to learn and what is expected of them. Letting them know | |if the are at the expected level of learning and how they may improve on this in order to develop and improve their skills. Assessments are an extremely important part of the process for this to | |happen. There will be observations carried out on the learner initially by the teacher then to prove there knowledge to an assessor. It also allows the learner to build on their strengths and learn | |from mistakes by listening to the assessor’s feedback. | |2.
Understand different types of assessment methods | |2. 1 compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners | | | |Observation allows a chance to view the student’s communication and professional team-skills and record authentic video evidence of the student demonstrating their understanding verbally/ physically| |in a professional context they will encounter again either in Higher Education or the workplace.
A drawback would be the time consuming nature of observation and the subsequent need to link the | |evidence to a witness testimony e.g. written/ witness authentication (proving/ evidence of exemplar)/ witness interview. The suitability of video recording evidence must of course be appropriate for| |the setting | |Work product is a useful way to assess at the end of a project in a summative grade.
The end product can be difficult to assess in and of itself so an accompanying pre-production/ making of | |portfolio is often necessary to contextualize and evidence individual learners | |Questioning is a quick way to check on learning and ensure a learner is engaged and content with the objective being developed.
I use a range of methods in accordance with my Learner Profile | |Witness testimony is an invaluable way of capturing evidence of learners engaged in practical tasks and can be evidenced with video of the learner using skills and reflecting on their practice. | |Projects provide great ways to set the assessment in a professional/ vocational context while allowing the learners to gain work experience in their field. | |Video is a useful way to speak to the learner in a personal way down the lens that engages and focuses the learner on the targets at hand.
The Assessor can be direct, specific, detailed, and | |thorough by replicating the 1-1 feedback in class in a way that can be saved, reviewed, revisited, paused and used whenever it suits the learner. | |3. Understand how to plan assessment | |3. 1 summarise key factors to consider when planning assessment | |The learner must have had sufficient time leading up to the assessment, opportunity for reflection and revision, and feedback from the assessor in formative tasks so as to prepare the learner for | |the assessment.
Recognizing prior learning of the learner is important here so gauging the understanding of the learner through methods/ activities such as observation in performance and/or evidence| |through discussion can provide the assessor with evidence of just how much each learner knows already/ how to pitch the assessment. This helps the assessor create assignments that are original, | |challenging, engaging, and able to build upon what is already known by a new cohort. Beginning with the initial assessment a learner can be tested for literacy, numeracy, and ICT skills prior to | |being accepted on a course.
This helps the programme leaders determine the suitability of the candidate whilst gathering pre-course quantitative data that can inform the Learner Profile for the | |student at the organization. This in turn helps the assessor build up the data relating to previous learning, assessment needs, and other crucial information such as learner ambitions, which will | |help the assessor design relevant, fair, testing assessments for the learner. Formative feedback is important for the learner as often as is possible in the construction of a scheme of work.
Tests, | |questioning, informal assessments, and observations can be used to gather evidence of a learner’s progress and understanding of a subject. | |3. 2 evaluate the benefits of using a holistic approach to assessment | | | |A holistic assessment approach to assessment can provide the learner with a multifaceted assessment that is designed to take a more nuanced and textured approach to their progress. By collecting | |evidence/ information from the learner via multiple dimensions (coursework, observations, presentations, tests etc.) the assessor can then sum up the learners overall performance holistically with a| |single number/ grade | |.
The major benefit with holistic assessment I have encountered is the ability to provide a grade that reflects the learner’s ability fairly by breaking my Unit assessments in to smaller tasks. This | |way I can gain an overview of the learners performance from different assessment methods in addition to capturing video/ audio and text evidence via naturally occurring evidence I might see in | |lectures.
This way I can gain a mean average, overview, fair, representation that can all be added together, reflected on and assessed holistically to create a final mark for the student. | |3. 3 explain how to plan a holistic approach to assessment | |In order to provide opportunities for each learner to flourish in a project, and to therefore obtain the best possible holistic grade; I include a range of assessment tasks ranging from Observations| |to Essays.
This allows me to break my Assignment in to small chunks and provide a differentiated approach to achieving the criteria. The differing requirements and opportunities help me to show a | |comprehensive approach with logical progression and sequencing between each task that, in turn, allows all learners a chance to shine in particular aspects of the project. For example, a learner may| |struggle with written work but excel in the Presentation elements of the Assignment and so still have a chance to achieve | |
3.4 summarise the types of risks that may be involved in assessment in own area of responsibility Risk Assessments are carried out in each area that the learners are to be trained as to how they | |can set up equipment, and signs in an appropriate professional manner for when they are to be assessed. Make sure all PPE is worn at all times | |3. 5 explain how to minimise risks through the planning process The first step is Situational Analysis. This step provides a detailed estimation of prerequisites and assumptions or best guess on | |possible issues that may arise.
The second Step is alternative goals and plans is based on the situational analysis and the information that was examined during that process. The third step is | |the goal and plan evaluation, this it the step where the pros and cons are discussed and weighed against the other alternative goals discussed in step two. The forth and final step in the | |developmental process is goal and plan selection once all of the different goals have been examined and the pros and cons have been considered a goal is chosen based on the summary of the other | |three steps.
The fifth step is implementation based on the outcome of the forth step. The sixth step is to monitor and control the processes that have been put into place. This is vital most | |especially right after implementation because there are always issues that arise that will need dealt with regardless of how well the planning stages went. | |4. Understand how to involve learners & others in assessment | |4. 1 explain the importance of involving the learner and others in the assessment process | |Learners may consider the | |following areas: | |• Motivation | |• Greater range of experience and understanding | |• Expert witness | |
4.2 summarise types of information that should be made available to learners and others involved in the assessment process | | | |Learners may explain why | |these types of information | |are necessary | |• Documentation | |• Policies | |• Procedures | |• Skills analysis | |4. 3 explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of l earning | |Learners may consider: | |• Development of | |analytical skills | |
• Greater| |understanding of the | |specifications | |• Self reflection of own | |performance | |4. 4 explain how assessment arrangements can be adapted to meet the needs of individual learners | |For example, learners may | |consider: | |• Time consideration, | |work/shift patterns etc | |• Confidentiality issues, | |greater use of expert | |witnesses | |• Consideration of | |learning styles | |• Variation of | |assessment methods | |5. Understand how to make assessment decisions | |5.
1 explain how to judge whether evidence is: | |Sufficient Are the requirements met have they completed all the tasks and have they met the criteria | |Authentic Is the work that of the candidate and how do you know? Tell by their hand writing visual evidence certificates | |Current Are any certificates up to date and relevant to the qualifications | |Reliable Is it from a know source ie transport manager / dvla for driving licence / DCPC card / Digital Tachograph Card | |Valid Are they in date | |
5.2 explain how to ensure that assessment decisions are: | |Made against specific criteria Reference to the specifications throughout the assessment decision | |Valid Accurately measuring, using a method that suits the situation | |Reliable That the same result will occur regardless of who is assessing and when the assessment decision takes place | |Fair That equality and diversity and the learners individual needs have been considered | |6. Understand Quality Assurance of the assessment process | |
6.1 evaluate the importance of quality assurance in the assessment process | |• Observation | |• candidate interview | |• examination of products | |• standardisation | |6. 2 summarise quality assurance and standardisation procedures in own area of practice | |• internal procedures To ensure consistent and reliable assessment and internal verification decisions | |• QCF and Awarding Institute guidelines To monitor the quality of assessment and highlight problems, trends and development needs of assessors | |6.
3 summarise the procedures to follow when there are disputes concerning assessment in own area of practice | |• coverage of internal and external procedures, including the assessment appeals procedure Tell the assessor inform the IQA also inform the Awarding Body in Writing | |7. Understand how to manage information relating to assessment | |7. 1 explain the importance of
following procedures for the management of information relating to assessment | |• NVQ Code of Practice 2006 Some of the sections are still recognised today it exists to promote consistency, quality, accuracy, and fairness within the assessment and the awarding of the NVQs. | |• Regulatory arrangements for the QCF 2008 | |• Company Policies and Procedures | |7. 2 explain how feedback & questioning contribute to the assessment process | |Learners may consider a circle of assessment e. g.plan, assess, feedback develop and how these all fit together | |
8. Understand the legal & good practice requirements in relation to assessment | |8. 1 explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare | |• Data Protection | |• Child Protection | |• Safe Guarding | |• Others | |8. 2 explain the contribution that technology can make to the assessment process | |Consideration should be given to the types of technology available and the ways in which it can be used.
E. g. video conferencing a meeting | |8. 3 evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment | |Learners may consider what the requirements are and how they apply to assessment? | |8. 4 explain the value of reflective practice and continuing professional development in the assessment process | |Learners may consider the increased depth of understanding the process of assessment and the identification of gaps in knowledge and understanding |
Subject: Formative assessment,
University/College: University of California
Type of paper: Thesis/Dissertation Chapter
Date: 26 September 2016
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