1.1 Explain how the function of the assessment process is achieved through the assessment cycle
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The assessment cycle is the on-going process of assessment. Each stage involves initial assessment, assessment planning, assessment activity, assessment decision, feedback and progress review.
Initial assessment will take place to gather sufficient information about the learner’s current level of competence. This will establish a starting point so that the learner can see how much he or she will achieve during the course. It will enable the tutor to effectively plan to meet the individual learner’s needs and will help to review the learners progress and achievements as well as determine future learning needs and preferred ways of learning.
Assessment planning is making decisions on what outcomes of learning should be, what methods and resources will be used, how the learning and assessment will take place and in the appropriate time scale. You should ensure that the planned evidence collection and assessment opportunities cover the national standard. All training and assessment must be appropriate for the needs of each learner.
When the learning programme or assessment process is put into practise, it is considered the assessment activity. The results of learning are assessed, formatively and summatively. Performance evidence is gathered. This could be products of the learners work like documents produced as part of an activity or a test. It could also be practical evidence with the learner demonstrating competence.
Assessment decision and feedback should always be given to learners regarding their performance. The feedback should include whether the evidence provided meets the national standard. It is important that the learner agrees with the assessment decision. The assessment should meet the specific outcomes and criteria identified in the assessment planning and should be at the appropriate level for the qualification. All evidence must be judged as valid, authentic, consistent and sufficient.
A review of progress will keep learners up to date on how
The assessment cycle is the on-going process of assessment. Each stage involves initial assessment, assessment planning, assessment activity, assessment decision, feedback and progress review.
Initial assessment will take place to gather sufficient information about the learner’s current level of competence. This will establish a starting point so that the learner can see how much he or she will achieve during the course. It will enable the tutor to effectively plan to meet the individual learner’s needs and will help to review the learners progress and achievements as well as determine future learning needs and preferred ways of learning.
Assessment planning is making decisions on what outcomes of learning should be, what methods and resources will be used, how the learning and assessment will take place and in the appropriate time scale. You should ensure that the planned evidence collection and assessment opportunities cover the national standard. All training and assessment must be appropriate for the needs of each learner.
When the learning programme or assessment process is put into practise, it is considered the assessment activity. The results of learning are assessed, formatively and summatively. Performance evidence is gathered. This could be products of the learners work like documents produced as part of an activity or a test. It could also be practical evidence with the learner demonstrating competence.
Assessment decision and feedback should always be given to learners regarding their performance. The feedback should include whether the evidence provided meets the national standard. It is important that the learner agrees with the assessment decision. The assessment should meet the specific outcomes and criteria identified in the assessment planning and should be at the appropriate level for the qualification. All evidence must be judged as valid, authentic, consistent and sufficient.
A review of progress will keep learners up to date on how