Understanding the Principals of Assesment
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 andRequirements 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 26Learning outcomes Assessment criteria Unit amplification 2 Understand different types of assessment method 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners ? Range of assessment methods for performance-based assessment of Skills or knowledge-based assessment of understanding, individual or Group assessment; fit for purpose, e. g. student needs, context; Measures of achievement, e. g.
performance criteria, assessment Criteria, levels standards; practical limitations, e. g. umbers involved, Range, opportunity, reliability, time constraints, resources, staffing. 3.
1 Summarise key factors to consider when planning assessment ? Formal, e. g. addressing regulations or standards, student, employer, Business needs; timing of assessment, e. g. initial/pre-course, Formative, summative, recognising prior learning; range of Methods/activities to meet student needs, e. g.
observation, Performance evidence, discussion, witness/student statement, tests, Multiple-choice questions, written activity, reflective journal, verbal Questioning; naturally occurring evidence; specific needs. . 2 Evaluate the benefits of using a holistic approach to assessment ? Benefits, e. g.
cost and time effectiveness, motivational for students, E. g. promoting student responsibility and student involvement, use of Naturally occurring evidence, experiential learning, linking different Aspects of learning through assessment, transference of skills, work based Opportunities, rationalising collection of assessment evidence, Meeting number of learning outcomes/assessment criteria, linked Knowledge-based and performance-based assessment opportunities. Understand how to plan assessment 3. 3 Explain how to plan a holistic approach to assessment ? Range of assessment requirements and opportunities, e. g.
Comprehensive approach, logical progression and sequencing, Related to specific context, student needs, preferences, workplace– Opportunities to use linkages particularly between knowledge and Understanding to skills requirements, naturally occurring evidence, Appropriate assessment opportunities, evidence appropriate to Number of learning outcomes/assessment criteria.BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012 27 Learning outcomes Assessment criteria Unit amplification 3. 4 Summarise the types of risks that may be involved in assessment in own area of responsibility ? Organisational risks, e. g.
organisational culture, appropriate Opportunities for assessment, staff occupational or assessment Experience; practical risks, e. g. ealth and safety, equality and Diversity, data protection, specific occupational risks, student-based Risks, e. g. occupational competence, responsibility, motivation; Assessment risks, e. g.
timing, range, sufficiency, bias, fairness. 3. 5 Explain how to minimise risks through the planning process ? Clear criteria for assessment, e. g. identifying/addressing specific Requirements, standardisation of planning, negotiating with student; Selecting appropriate range of assessment methods appropriate to Context to generate the required evidence; safeguarding students, E. g.
lanning for health and safety, equality and diversity, negotiating With students, appropriate timing of assessment, clear recording, Tracking, logging of assessment decisions. 4. 1 Explain the importance of involving the learner and others in the assessment process ? Recognising needs, e. g.
initial assessment, learning/training needs Analysis, recognising current level of knowledge, understanding, Skills and experiences; negotiating learning e. g. targets, goals, Objectives for assessment, self-assessment, ‘bite-size chunks’, Meaningful, relevant, motivation, engagement, involvement,Individual responsibility; involvement with others e. g. organisation, Colleagues, employers, peers, witnesses. 4 Understand how to involve learners and others in assessment 4.
2 Summarise types of information that should be made available to Learners and others involved in the assessment process ? Standards and criteria against which they will be assessed, e. g. Awarding organisation requirements, occupational standards, other Specific requirements; assessment plan, e. g.
specific criteria they will Be assessed against, timing, venue, methods, expected outcomes, Opportunities for feedback, benefits of assessment, appealsProcedure; requirements of the student, e. g. preparation, specific Needs, activity, evidence required, assessment decisions. BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012 28 Learning outcomes Assessment criteria Unit amplification 4. 3 Explain how peer- and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning ? Peer feedback, e.
g. ormal or informal, witness statements, peer Observations, feedback, working collaboratively, sharing goals, Targets, giving and receiving feedback, awareness of risks of Appearing challenging or confrontational; formal or informal self-assessment, E. g. SAR (Self-Assessment Review), initial assessment, current knowledge, understanding, skills, occupational competence, SWOT (strengths, weaknesses, opportunities and threats), reflection, Identifying targets, target setting, and action plans. 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual Learners.
Negotiating assessment needs with individual students, e. g. Identifying specific learning/assessment needs, range of assessment Methods, activities to meet different student/context/needs, Alternative assessment activities where appropriate, repeating Assessment to provide opportunity for experiential learning, use of Alternative assessor, learning support, discussion to supplement Primary evidence; recording evidence of assessment to suit student Needs, e. g. digital recording, audio/visual, scribe. 5 Understand how to make assessment decisions 5.
1 Explain how to judge whether evidence is: Sufficient, Authentic, current Understanding rules of evidence, e. g. meeting outcomes and Objectives identified in assessment plan, evidence is coherent, Accessible, realistic, relevant, attributable, achieved within time Constraints; credible and compatible with learning programme and Required assessment outcomes, context, adhering to organisation, Industry, awarding body and government requirements and standards. BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012 29 Learning outcomes Assessment criteria Unit amplification 5. Explain how to ensure that assessment decisions are: Made against specified criteria, valid, reliable, fair ? Range of evidence, e.
g. clearly identified, current, appropriate criteria, Valid currency, level, attributable; reliable and can be repeated or Learning transferred; assessment decisions are fair, e. g. without bias And relate to the identified criteria, complying with organisation And/or industry, awarding body and government requirements, Addressing specific student needs.
6. 1 Evaluate the importance of quality assurance in the assessment process ?Ensuring organisation, occupational, awarding organisation and Government requirements are meeting standardisation, quality Assurance of practice, consistency across learners, assessors, Contexts, units; comprehensive approach to assessment at all Stages–preparation, planning process, assessment outcomes i. e. Product; benchmarking and measures of achievement; identifying Development and continuing professional development needs for Quality improvement. 6. 2 Summarise quality assurance and standardisation procedures in own area of practice ?Organisation assessment policies and procedures, e.
g. complying with Sector Skills Council, National Occupational Standards requirements; Team, assessor standardisation, e. g. observations of practice, Standardisation meetings, sharing good practice, observation of Peers, work shadowing, feedback, comparisons of process and Product; internal/external quality assurance reviews, evaluation procedures 6 Understand quality assurance of the assessment process 6. 3 Summarise the procedures to follow when there are disputes concerning assessment in own Area of practice Organisation policies and procedures, e. g.
clearly written appeals and Grievance procedures, accessible systems for appeals, e. g. documents For appeals, appropriate staffing for management of appeals, Confidentiality, non-discriminatory policy, application in practice, Recording of outcomes, clear paper trail BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012 30 Learning outcomes Assessment criteria Unit amplification 7. Explain the importance of following procedures for the management of information relating to assessment ? Policies for management of assessment evidence, e.
g. portfolios, Assessment records, observation records, physical evidence, student And witness statements; management of assessment records, e. g. Storage and retrieval, confidentiality, data protection, use of Technology; sharing information with relevant parties e. g. students, Other assessors, employer, colleagues, organisation, regulations Covering sharing information, e.
g. equal, awarding organisation, Sector Skills Council, data protection Understand how to manage information relating to assessment 7. 2 Explain how feedback and questioning contribute to the assessment process ? supporting range of evidence; confirming learning, e. g.
knowledge, Understanding, skills, reward, motivation, linking learning of product And process, transferability of learning, identifying further learning Requirements, target setting and action planning, recording distance Travelled, value-added, progression; corroboration of assessor Decision-making process, judgement; identifying specific needs or need for support 8. Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare ? Organisation policies and procedures, e. g. associated with Equal, Awarding organisation requirements, Sector Skills Council/National Occupational Standards, specific requirements, e. g. confidentiality, Health, safety and welfare, inclusion, equality and diversity; staff Development needs e.
g. standardisation, sharing good practice, work shadowing, Peer observation, in-service training, cascading training,Continuing professional development. 8 Understand the legal and good practice requirements in relation to assessment 8. 2 Explain the contribution that technology can make to the assessment process ? appropriate technology, e.
g. initial assessments, online testing, Recording of evidence including audio or visual, submission of Assignments electronically, electronic feedback to learners, emailing Feedback, discussion forums, web-based learning, including distance Or blended learning, issues of authenticity; technology for recording And storing assessment evidence, e. . software, awarding organisation online provision, students managing own electronic records; security BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012 31 Learning outcomes Assessment criteria Unit amplification 8. 3 Evaluate requirements for Equality and diversity and, Where appropriate, bilingualism In relation to assessment Forms of inequality and discrimination and their impact on Individuals, the relevant legislation, employment regulations and Policies and codes of practice relevant to the promotion of equality And valuing of diversity, e.
g. visual/auditory impairment, physical Disability, bilingualism; flexibility in approach to planning of Assessment and quality assurance, e. g. negotiating timing, context, Providing additional resources where appropriate, recognising Additional support needs, alternative approaches, evidence 8. 4 Explain the value of reflective practice and continuing professional development in the Assessment process Reflective practice, e.
g. self-assessment, SWOT analysis (strengths, Weaknesses, opportunities, threats or barriers), realistic targets for Own development, using feedback from students, colleagues, Managers, external evaluators, other individuals and professionals, Self and team reviews, observation reports, outcome from appraisal, Monitoring and modifications, updating knowledge, occupational Expertise, skills and self-confidence, modifications to assessment Plans, developing technologies to extend and enhance assessment Process, contributing to curriculum development.