2.1 Explain The Function Of Assessment In Learning And Development
TAQA Assessor Certificate - Assignment 2
1. Explain the function of assessment in learning and development?
The function of assessment in learning and development is to measure the learners’ skills, abilities and knowledge against the set criteria of the qualification being undertaken. The assessor should identify the learning styles of the candidate to be assessed and implement the appropriate methods of assessment in order for the learner to achieve the qualification.
The assessment process should be a systematic and holistic procedure designed to provide a positive learning experience for all candidates.
2. Explain how you would judge whether evidence is sufficient, authentic and current?
The evidence would be deemed sufficient if it covered all areas of the assessment criteria set out in the …show more content…
qualification requirements .
Sufficient does not mean a mass of evidence. It just means that you have witnessed enough evidence to establish competency.
In order to be authentic it must clearly show that the work has been carried out by the candidate being assessed.
The work will be classed as current if it is up to date and relevant to the qualification at the time of assessment . It must also be up to date with the learners current working practice. If the evidence is not directly witnessed by the assessor it should have been verified to be completed by the learner within the last six months.
3. What risks may there be when carrying out assessment? Give examples?
In addition to normal Health & Safety procedures which will be specific to the assessment location, an assessor should be fully aware of the candidates learning abilities prior to starting the assessment. This will usually have been identified during the induction process and through communication with line manager and employer. Problems such as dyslexia or dysgraphia which could have an impact on the candidates learning ability can then be identified and suitable assessment methods implemented.
Communication between all relevant parties involved in the assessment is essential if misunderstandings are to be avoided. The assessor should liaise with the learner and his / her employer and line manager in order to fully set out what is required from all participants. This can include making sure the work area is available, any specialist equipment i.e. Fork Lift Trucks are available and that the learner is present and not absent for any reason .
An assessor may be a risk to the learner if he / she doesn’t follow all policies i.e. equality and diversity, fails to recognise and adapt the assessment plan to take into account any special needs of the learner and fails to follow local workplace practices such as the use of protective clothing .
4. How can you minimise the risks when assessment planning?
Essential to minimising risks is an effective induction programme. Each learner will be given an induction to the qualification being assessed. At this session(s) the learner will be given description of what is required from the assessor in order to achieve the qualification. Any worries or stress that the learner is feeling can then be identified and suitable action taken. This can be in the form of revised assessment methods or referral if necessary.
The formulation and implementation of a holistic assessment plan for each learner is also essential in minimising risk. The plan will focus the attention of the both the assessor and the learner in achieving the qualification and with regular constructive feedback will keep the learner motivated and focused.
The keeping of accurate records will minimise risks should any appeals or complaints be lodged.
Some employers and line managers may not be fully supportive of their staff being assessed and may put barriers in the way. This will cause problems with the assessment process and could lead to the learner being demotivated. Effective communication between all participants is paramount in obtaining full support with the assessment .
The assessor will, by talking to the learner, establish what knowledge of the subject the learner already has. If prior learning has taken place then this will be taken into consideration at this point. The assessor must minimise risk to the learner by identifying any special needs of the learner and using appropriate assessment methods best suited to the learner.
In an environment such as a building site the assessor and the learner must be aware of all current working practices and adhere to these. This can be for example ensuring specified protective clothing is worn, i.e. footwear, hard hat and hi visibility jacket .
5. What are the 8 stages of Assessment? Summarise each of these stages. Explain in detail the roles and responsibilities of an Assessor?
Candidate Induction: An introduction to the qualification by the assessor to the learner. To identify the learner’s previous educational and vocational qualifications and identify any special needs of the learner.
To explain the role of the assessor and the expectations required of the learner in achieving the qualification.
The assessor will identify the most effective methods of assessing the learner and enable them to successfully pass the qualification.
Assessment Planning: The assessment plan will be formulated from information obtained at the induction meeting and using the preferred method of assessment. The method of assessment should be safe, valid, fair and reliable. The assessor should identify specific activities and tasks across a range of units, to be undertaken by the learner. This should take into consideration any special needs of the learner that were identified at the induction.
The assessor should plan how to assess the knowledge ensuring that all tasks are within the specified criteria for the qualification being undertaken. I will use the What, Why, Where, When and How scenario. What am I assessing? Why am I assessing it? Where & when will the assessment take place and how will I assess it.
The overall assessment plan should be specific to what is being assessed and clearly stated. It should be easily measurable against the requirements of the assessment. It should be achievable at the correct level and it must be realistic in order to give consistent results. Finally it must be time bound with specific dates for achievement and agreed by all parties. This is commonly known as (SMART) assessment.
Assessment: The assessor will carry out the assessment in conjunction with the assessment plan. Evidence gathered from the learner will be measured against the set criteria of the qualification in order to assess skills, competence and understanding.
Make assessment decisions and analyse learner achievement: The assessor will need to be able to judge the evidence presented for assessment and ensure that such evidence, in whatever form is fair, valid, reliable and within the agreed criteria for the qualification undertaken.
The assessor should remain objective throughout the assessment and always make decisions based on the criteria set out in the qualification rather than being subjective and using his / her personal opinions.
Recording assessment decisions: The assessor will have identified what information is needed to be recorded prior to the assessment taking place, and usually within the induction and planning processes. There may be standardised methods in the way of pre-printed forms or electronic formats; however they will always record the achievement of the learner against the criteria of the qualification, any feedback given to the learner and any further actions needed to be taken.
All records must be kept secure and must comply with the Data Protection Act (2003).
Give constructive feedback: Providing constructive feedback to learners throughout the assessment process is important in order to keep the learner motivated and boost their confidence. It provides the learner with information regarding their progression towards the qualification and to what they have achieved so far. It can also outline what progression is needed going forward in order to achieve the qualification and to outline what the learner needs to do in order to improve or change.
Feedback should always be positive rather than negative and should always be documented as part of the assessment recording process.
Planning next stage: As in the previous area of planning, however at this stage the assessor will be aware of the learners’ progression so far, and what is needed to be achieved in order to obtain the qualification. Any areas of weakness should be identified and the plan updated to enable the shortcomings to be addressed and communicated to the learner. The revised plan should then enable the learner to concentrate on the specific areas identified.
Maintain legal and good practice requirements: Always ensure that local policies and procedures are adhered to and that all learners are treated equally, regardless of the diversity of the group. Maintain one’s own knowledge and experience by continuing throughout your career with continuing personal development. (CPD) This will include keeping up to date with legislation in the field of expertise, improving your own skills in language, literacy and numeracy, observing and shadowing colleagues and studying for relevant qualifications.
6. Why is it important to follow all 8 stages? What are the implications if an assessor does not follow these? Explain the importance and value of questions and feedback when carrying out assessments.
It is vitally important to follow all eight stages of the assessment plan. By ensuring all stages are implemented and adhered to, the assessor and all other relevant parties will be fully briefed of what is required from them in order for the learner to be given the best opportunity of achieving the qualification. Failure to follow the assessment plan could result in a poorly planned and communicated assessment, which in turn may lead to participants being de-motivated and less likely to achieve the required qualification standards.
All learners will want to be informed of how they are progressing when undertaking the qualification. By providing constructive feedback the assessor will help to keep the learner motivated and boost their confidence. The learner will know what they have achieved to date and any areas requiring action will be pointed out. The learner should be encouraged to ask questions as this will show motivation and application and the assessor, by asking questions of the learner, will be able to assess the learners’ knowledge and understanding of the assessment to date. Any areas of concern that may have an effect on the learners’ ability to successfully achieve the qualification can then be addressed and incorporated into the revised assessment plan .
A complaint against an assessor which is upheld by the awarding body could be very serious for the assessors’ employer. It will certainly lead to questions of credibility and could also lead to the withdrawing of funding and de-registering of the company by the awarding body.
7. Explain the regulations and requirements relevant to assessment in your own area of practice
Regulations and Legislation relating to the Warehousing (Ambient) Industry.
The Health and Safety at Work Act 1974.
There are many types of warehouses in the UK and differing regulations and legislation will apply depending on what form of warehousing is being used. For the purpose of this exercise I have concentrated on the ambient type of warehousing, and the four main areas of legislation / regulation in relation to ambient goods warehousing. The term ambient is normally applied to dry goods with no specialist storage requirements. Other forms of warehousing include Chilled storage, cold storage, food storage and bonded goods.
The most common legislation throughout industry is The Health and Safety at Work Act 1974. The act has been amended and updated many times since its original formation and is being constantly reviewed and re-evaluated by the legislature. The act requires employers / owners of business’s to ensure where practically possible the safe working environment for all its employees, sub-contractors and visitors to the premises. This is usually formulated by carrying out risk assessments for all tasks carried out by employees. Typical risk assessment would involve the following:
1. Identify the hazards
2. Decide who may be harmed and in what way
3. Evaluate the risk and decide on precautions
4. Record the findings and implement them
5. Review the risk assessments and update them if necessary
Any employer with five or more employees must keep a written record of all risk assessments.
Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013 (RIDDOR)
RIDDOR is the law that requires employers, and other people in control of work premises, to report and keep records of work related accidents that cause death or serious injury, diagnosed cases of certain industrial diseases and dangerous occurrences with the potential to cause harm. Records of incidents covered by RIDDOR are also important. They ensure that you collect sufficient information to allow you to properly manage health and safety risks. This information is a valuable management tool that can be used as an aid to risk assessment, helping to develop solutions to potential risks. In this way, records also help to prevent injuries and ill health, and control costs from accidental loss.
Incidents must be recorded in an Accident / Incident book and should include the date, time, location, person involved and the nature of the incident. Any incident causing the absence from work for more than three days MUST be recorded. All records must be made available to the Health and Safety Executive on request.
Control of Substances Hazardous to Health 2002 (COSHH).
COSHH is the law that requires all employers to control substances hazardous to health. A substance is deemed hazardous if it can be inhaled, swallowed or absorbed by the skin. Hazardous substances come in many forms and include chemicals, products containing chemicals, dust, fumes and vapours. In order to identify such substances all work areas should be subject to risk assessments, and the implementation of control measures to ensure a safe working environment should be introduced. Records are mandatory and should be regularly reviewed and updated.
Manual Handling Operations Regulations 1992. (MHOR)
It is the duty of every employer to avoid Manual Handling as far as reasonably practicable if there is a possibility of injury. Manual handling is not just about picking up or putting down, it also includes pushing, pulling and distance travelled. It is also not limited to heavy items but can include relatively light items which are manually moved repetitively.
All manual tasks should be thoroughly risk assessed and where, practical procedures put in to place to either eradicate or alleviate the possibility of injury or repetitive strain injury (RSI). Manual handling is one of the most common causes of injury at work and causes over a third of all workplace injuries which include work related Musculoskeletal Disorders (MSDs) such as upper and lower limb pain/disorders, joint and repetitive strain injuries.
8. What are the best assessment methods for learner 's with additional learner needs?
This will depend on what area the learner needs assistance with. A learner suffering from Dysgraphia for instance should be encouraged to use a computer or other form of electronic media in order to negate their difficulties with handwriting. A learner suffering from Dyslexia on the other hand should be allowed more time and resources than would be normal for other participants. The use of verbal rather than written questions should be encouraged and responses recorded using audio or visual means.
Learner difficulties will usually be identified at the induction point of the assessment plan, however specific instances could arise at a later stage and should be managed professionally and with empathy .
9.
How do you ensure that your methods make the best use of technology?
Learners should be encouraged to make the best use of ICT. If learners embrace the technology available they will also gain confidence in using it throughout their working days. Where reasonably practical written assignments should be completed using a word processor and e-mailed for assessment. Informal feedback can then be given in response thus saving time, providing rapid response and cutting down on paperwork. Electronic portfolios will also have equivalent benefits with the addition of having a secure, accessible method of viewing assignments.
Mobile phones with a camera and voice recording facility can be used for providing any necessary photographic and audio data and can be stored securely within the electronic portfolio.
Learners should be encouraged to make full use of the internet in order to carry out any necessary research. This can include social media, blogs and discussion forums.
10. Explain in detail how you would plan for a holistic approach to assessment and how you would implement this. How would you then evaluate if the planning was successful or
not.
Based on the criteria laid out in the qualification requirements I would plan to assess a learner across a range of units. I would identify multiple tasks / assignments and plan to assess across a broad range of units within the criteria. Dependent upon the assessment method I would then give feedback to the learner, encourage questions from the learner and revise the plan if necessary. For example, in a Warehousing environment a learner may be tasked to put away goods on receipt into the warehouse, this may also involve completing paperwork, using radio data terminals, liaising with colleagues in other departments and the safe operation of mechanical handling equipment. These tasks may be covered across a range of units and therefore can be assessed as part of the holistic process.
I would deem the original plan to be a success if all areas were originally identified and assessed in accordance with the initial plan. If not I would re-assess and evaluate what needed to changed and implemented for future learners.
I would assess whether the activities used to demonstrate competence and knowledge were fair and reliable and that I only assessed what was meant to be assessed.
11. How do you ensure that your methods meet the requirements for equality and diversity?
Every learner is entitled to an equal opportunity in achieving the qualification, regardless of age, sex, ethnicity and ability. All learners should be treated fairly and as an individual. It may be that individual learners will respond to differing assessment methods / styles for the same task in different ways, and with differing degrees of success. I would aim to identify which methods / styles are most suitable for individual learners at the initial induction meeting.
I would also ensure the set policies on Equality and Diversity were in place and complied with all relevant legislation.
12. Select at least 7 assessment methods and explain in detail what the strengths and limitations are for each method.
Observations. Watching learners perform a skill.
Strengths: Assessor is able to see learner perform skills. Learner is able to make mistakes and realise their errors. Excellent from a holistic approach as several aspects of the qualification may be assessed at the same time.
Limitations: Unless visually recorded there will be no permanent record of the task. Timing must be arranged to suit each learner and communication with all relevant parties carried out in order to ensure availability. In order to confirm understanding questions will need to be asked. Learner may perform in a way they would not normally do if an assessor was not present.
Witness Testimony. A statement from a person who is familiar with the learner.
Strengths: The witness can confirm competence or achievement for situations that may not regularly occur, or when the assessor is not present.
Limitations: All witness’s need to be checked for suitability and the authenticity of all statements should be confirmed.
Candidate Statements. A verbal or written statement from the learner, about something that they achieved.
Strengths: An excellent way of obtaining detailed information regarding the learner’s performance. Increases learner ownership. Encourages reflective practise.
Limitations: Authenticity may need to be established, this can be done by witness statement, oral questioning or work product.
Recognition of Prior Learning. Establishing learner’s previous qualifications and assessing a suitable starting point for the learner. Exemptions of certain units within the qualification may be granted.
Strengths: Will be ideally suited to learners who have achieved certain aspects of the qualification through other qualifications. Negates the need for the learner to duplicate work or be reassessed. Give credit for previous achievements.
Limitations: May be time consuming for both learner to prove and for assessor to assess. Requires thorough checking for authenticity.
Holistic. Gives the learner the opportunity to demonstrate competence in several aspects of the qualification at the same time.
Strengths: Similar criteria from different units can be assessed simultaneously. Enables evidence and competence to be demonstrated much more efficiently.
Limitations: Planning is essential in order that the learner is fully aware in advance of what is being assessed.
Skills tests. Can be carried out in order to establish the learners’ level of experience and knowledge for a particular subject or vocation.
Strengths: Can be facilitated online or computer based. Enables a quick assessment.
Limitations: Learners may sometimes be nervous and apprehensive of a formal test.
Learner Discussion. A discussion between the learner and the assessor concerning the assessment criteria and requirements.
Strengths: A good way to assess certain aspects which may be difficult to observe or take place in a confidential environment. Helps to support observations and confirm knowledge. Gives the learner the opportunity to describe how they carry out certain duties and tasks in their own words.
Limitations: Records must be kept of the discussion. These may be video. Audio or written records. Assessor needs to give consideration to careful planning of what is to be discussed and give the learner time to prepare.
13. Why is reflective practice and CPD valuable?
Reflective practice is important for an assessor in order to evaluate and establish that all assessments were carried out according to the original plan. That the assessment was carried out in a fair and reliable way and that it met the requirements for diversity and equality. If in some areas things did not go according to plan or unexpected circumstances arose which were detrimental to the process, then it is important to factor this information into future assessment planning. Conversely, if certain areas went particularly well then this can be built upon and communicated to other assessors.
Continued Personal Development (CPD) for the assessor is essential in maintaining their current skills and knowledge. It is important that the assessor continually updates his / her knowledge not only in their own subject specialism, but also in assessment methods, the types of learners they will be assessing and relevant internal and external requirements.
CPD is an ongoing process throughout the assessors career and can include, gaining further qualifications, receiving feedback from both verifiers and learners, shadowing other assessors and joining professional bodies or trade organisations. A self-critical analysis of all assessments will help to guide the assessor in what forms of CPD will be most beneficial.
14. Why is it important to involve the learner and others in the assessment process
The learners’ involvement in the assessment process is crucial in order that they are fully briefed on what is expected from them, and the criteria for achieving the qualification is explained fully. This should allow the learner to fully “buy in” to the process and ensure they remain motivated throughout the assessment.
Involving the learners, supervisors, line managers and employer in the assessment process will also help to ensure a smooth assessment process. (See question 15 ).
By involving others the learner should benefit from the support of colleagues and supervisors on an ongoing basis. They will also benefit from this support in the absence of the assessor and in certain circumstances where a group of learners are being assessed this could lead to a healthy competitive atmosphere with all learners striving to achieve their best.
15. Summarise the types of information that should be made available to learners and others involved in the assessment process. Give examples of these.
Learners should be made aware of the criteria of the qualification, what they will be assessed on and the methods that will be used in carrying out the assessment. For example a learner may be assessed on Goods Received procedures on Monday 9th May 2014 at 9am. The assessment will be carried out by making observations and asking questions in order to establish learner understanding.
All learners and others should be informed of times, dates and locations where assessment will be made and any specialist equipment necessary in order to successfully carry out the assessment .
Policies such as equality and diversity, complaints procedures and local health and safety requirements should be distributed to all participants prior to the assessment process beginning.
16. Explain how you would ensure that that the evidence provided through others and work product is valid, fair and reliable?
In order to establish validity evidence provided by others and through work product must meet the criteria of the qualification being undertaken and the assessment plan. The assessor should ensure all evidence is authentic i.e. produced solely by the learner who is being assessed. Validity can be established by questioning the learner in order to establish understanding and by obtaining witness statements from colleagues and supervisors.
The evidence must be appropriate to all learners at the required level and take into consideration any special needs of the learner in order to be deemed fair. The assessor should ensure all evidence provided would be applicable to the criteria regardless of who the learner is.
All evidence provided would be deemed reliable if the same evidence was used in the future and could be normally used in order to reach an assessment decision, regardless of who the learner or assessor is . For example, completing official paperwork = verify and take file copies. Observing a specific task = record compliance with qualification criteria.
17. Explain how you judge evidence and make assessment decisions, making reference to the criteria and assessment requirements?
I would judge evidence provided by the learner only if it was relevant to the qualification and specified in the qualification criteria. The learner will have been made aware through the initial assessment plan of what is being assessed and what the requirements of the qualification demand in order to achieve the qualification.
I would ensure the evidence given was valid and met the criteria of the qualification and authentic by establishing the evidence was solely the work of the learner being assessed. The evidence must be current and either observed at the time of assessment or verified to be less than six months old. The evidence must be sufficient in order to meet the requirements of the qualification criteria and reliable in the form of being shown to be fair to the learner and would be assessed in the same way regardless of who was doing the assessing.
Where evidence was insufficient to enable me to make a positive assessment decision I would, through feedback, discuss with the learner what needed to be improved and in order for them to achieve a pass. I would then update the assessment plan accordingly .
I would review the assessment process and ensure that all assessment decisions and methods were fair and fit for purpose. That the assessment was valid and all work assessed was relevant to the assessment criteria, was current and still valid at the time of assessment and sufficient to cover the whole qualification. I would also ensure that the work was authentic and carried out solely by the learner themselves.
My assessment process would take into account the learning styles and needs, of each individual learner and that all learners had an equal opportunity in achieving the qualification. This would be done by selecting appropriate assessment methods depending on the learners’ capabilities .
18. Evaluate the importance of quality assurance in the assessment process. Summarise the quality assurance and standardisation procedures in your own area of practice. Summarise the procedures to follow when there are disputes concerning assessment in your own area of practice.
Quality assurance of the assessment process is critical if national standards within the industry are to be maintained. Assessors receive feedback from verifiers on their assessment decisions, and are monitored to ensure all decisions are valid, authentic, consistent, fair and reliable. Verifiers may also undertake interviews with candidates and examine portfolios in order to monitor the assessors’ performance.
Verifiers may be either internal, i.e. from within the assessors own organisation or external and from a body connected with the qualification.
The assessor is responsible for ensuring all assessments are recorded and any standardisation methods are implemented within the recording structure. In order to maintain standardisation across the qualification and ensure that learners are assessed in a standardised manner, the assessor will attend regular standardisation meetings in order to ensure all assessment decisions are aligned to other assessors. All records in whatever format should be clearly auditable and made available to verifiers upon request.
Learners and others involved in the assessments should be provided with a Complaints Procedure document at the induction point of each assessment. This document will explain how a learner who may be unsatisfied with an assessment decision can register a complaint or appeal against the decision.
An appeals procedure will initially involve the learner and assessor. If a decision is upheld by the assessor and the learner wishes to escalate the complaint further, then the need to involve the assessors’ manager, IQA, or EQA will be needed to in order to reach a final decision . The standards of the awarding body need to be adhered to at all times.
19. Explain the appeals and evaluate the complaints procedure
See answer in question 18 .
An appeal would normally concern an assessment decision whereas a complaint would be more likely to be about a person or a situation. As part of the induction process all learners should be made aware of the complaints and appeals procedures and how to lodge such incidents with the assessor. The procedures will involve several stages and have deadlines i.e. seven days to lodge an appeal, seven days for a response etc. The appeals procedure would involve the assessor, learner, IQA, manager and EQA.
Bibliography
Campbell, A. & Norton, L., 2008. In: Learning, Teaching and Assessing in Higher Education. Exeter: Learning Matters.
Executive, H. A. S., 2013. COSHH Control Of Substances Hazardous To Health. [Online]
Available at: http://www.hse.gov.uk/coshh/basics.htm
[Accessed 23/12/2013 December 2013].
Executive, H. A. S., 2013. Manual Handling. [Online]
Available at: http://www.hse.gov.uk/msd/manualhandling.htm
[Accessed 23/12/2013 December 2013].
Executive, H. A. S., 2013. Riddor. [Online]
Available at: http://www.hse.gov.uk/riddor/
[Accessed 23/12/2013 December 2013].
Francis, M. & Gould, J., 2009. In: Achieving Your PTLLS Award. London: Sage Publications.
Government, H., 2013. Health and Safety at Work etc. Act 1974. [Online]
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[Accessed 23/12/2103 December 2013].
Gravells, A., 2012. Achieving your TAQA Assessor and Internal Quality Assurance Award. In: A. Thornton, ed. Achieving your TAQA Assessor and Internal Quality Assurance Award. London: Sage.
Scales, P., 2008. In: Teaching In The Life Long Learning Sector. Maidenhead, Berkshire: Open University Press.
1. Explain the function of assessment in learning and development?
The function of assessment in learning and development is to measure the learners’ skills, abilities and knowledge against the set criteria of the qualification being undertaken. The assessor should identify the learning styles of the candidate to be assessed and implement the appropriate methods of assessment in order for the learner to achieve the qualification.
The assessment process should be a systematic and holistic procedure designed to provide a positive learning experience for all candidates.
2. Explain how you would judge whether evidence is sufficient, authentic and current?
The evidence would be deemed sufficient if it covered all areas of the assessment criteria set out in the …show more content…
qualification requirements .
Sufficient does not mean a mass of evidence. It just means that you have witnessed enough evidence to establish competency.
In order to be authentic it must clearly show that the work has been carried out by the candidate being assessed.
The work will be classed as current if it is up to date and relevant to the qualification at the time of assessment . It must also be up to date with the learners current working practice. If the evidence is not directly witnessed by the assessor it should have been verified to be completed by the learner within the last six months.
3. What risks may there be when carrying out assessment? Give examples?
In addition to normal Health & Safety procedures which will be specific to the assessment location, an assessor should be fully aware of the candidates learning abilities prior to starting the assessment. This will usually have been identified during the induction process and through communication with line manager and employer. Problems such as dyslexia or dysgraphia which could have an impact on the candidates learning ability can then be identified and suitable assessment methods implemented.
Communication between all relevant parties involved in the assessment is essential if misunderstandings are to be avoided. The assessor should liaise with the learner and his / her employer and line manager in order to fully set out what is required from all participants. This can include making sure the work area is available, any specialist equipment i.e. Fork Lift Trucks are available and that the learner is present and not absent for any reason .
An assessor may be a risk to the learner if he / she doesn’t follow all policies i.e. equality and diversity, fails to recognise and adapt the assessment plan to take into account any special needs of the learner and fails to follow local workplace practices such as the use of protective clothing .
4. How can you minimise the risks when assessment planning?
Essential to minimising risks is an effective induction programme. Each learner will be given an induction to the qualification being assessed. At this session(s) the learner will be given description of what is required from the assessor in order to achieve the qualification. Any worries or stress that the learner is feeling can then be identified and suitable action taken. This can be in the form of revised assessment methods or referral if necessary.
The formulation and implementation of a holistic assessment plan for each learner is also essential in minimising risk. The plan will focus the attention of the both the assessor and the learner in achieving the qualification and with regular constructive feedback will keep the learner motivated and focused.
The keeping of accurate records will minimise risks should any appeals or complaints be lodged.
Some employers and line managers may not be fully supportive of their staff being assessed and may put barriers in the way. This will cause problems with the assessment process and could lead to the learner being demotivated. Effective communication between all participants is paramount in obtaining full support with the assessment .
The assessor will, by talking to the learner, establish what knowledge of the subject the learner already has. If prior learning has taken place then this will be taken into consideration at this point. The assessor must minimise risk to the learner by identifying any special needs of the learner and using appropriate assessment methods best suited to the learner.
In an environment such as a building site the assessor and the learner must be aware of all current working practices and adhere to these. This can be for example ensuring specified protective clothing is worn, i.e. footwear, hard hat and hi visibility jacket .
5. What are the 8 stages of Assessment? Summarise each of these stages. Explain in detail the roles and responsibilities of an Assessor?
Candidate Induction: An introduction to the qualification by the assessor to the learner. To identify the learner’s previous educational and vocational qualifications and identify any special needs of the learner.
To explain the role of the assessor and the expectations required of the learner in achieving the qualification.
The assessor will identify the most effective methods of assessing the learner and enable them to successfully pass the qualification.
Assessment Planning: The assessment plan will be formulated from information obtained at the induction meeting and using the preferred method of assessment. The method of assessment should be safe, valid, fair and reliable. The assessor should identify specific activities and tasks across a range of units, to be undertaken by the learner. This should take into consideration any special needs of the learner that were identified at the induction.
The assessor should plan how to assess the knowledge ensuring that all tasks are within the specified criteria for the qualification being undertaken. I will use the What, Why, Where, When and How scenario. What am I assessing? Why am I assessing it? Where & when will the assessment take place and how will I assess it.
The overall assessment plan should be specific to what is being assessed and clearly stated. It should be easily measurable against the requirements of the assessment. It should be achievable at the correct level and it must be realistic in order to give consistent results. Finally it must be time bound with specific dates for achievement and agreed by all parties. This is commonly known as (SMART) assessment.
Assessment: The assessor will carry out the assessment in conjunction with the assessment plan. Evidence gathered from the learner will be measured against the set criteria of the qualification in order to assess skills, competence and understanding.
Make assessment decisions and analyse learner achievement: The assessor will need to be able to judge the evidence presented for assessment and ensure that such evidence, in whatever form is fair, valid, reliable and within the agreed criteria for the qualification undertaken.
The assessor should remain objective throughout the assessment and always make decisions based on the criteria set out in the qualification rather than being subjective and using his / her personal opinions.
Recording assessment decisions: The assessor will have identified what information is needed to be recorded prior to the assessment taking place, and usually within the induction and planning processes. There may be standardised methods in the way of pre-printed forms or electronic formats; however they will always record the achievement of the learner against the criteria of the qualification, any feedback given to the learner and any further actions needed to be taken.
All records must be kept secure and must comply with the Data Protection Act (2003).
Give constructive feedback: Providing constructive feedback to learners throughout the assessment process is important in order to keep the learner motivated and boost their confidence. It provides the learner with information regarding their progression towards the qualification and to what they have achieved so far. It can also outline what progression is needed going forward in order to achieve the qualification and to outline what the learner needs to do in order to improve or change.
Feedback should always be positive rather than negative and should always be documented as part of the assessment recording process.
Planning next stage: As in the previous area of planning, however at this stage the assessor will be aware of the learners’ progression so far, and what is needed to be achieved in order to obtain the qualification. Any areas of weakness should be identified and the plan updated to enable the shortcomings to be addressed and communicated to the learner. The revised plan should then enable the learner to concentrate on the specific areas identified.
Maintain legal and good practice requirements: Always ensure that local policies and procedures are adhered to and that all learners are treated equally, regardless of the diversity of the group. Maintain one’s own knowledge and experience by continuing throughout your career with continuing personal development. (CPD) This will include keeping up to date with legislation in the field of expertise, improving your own skills in language, literacy and numeracy, observing and shadowing colleagues and studying for relevant qualifications.
6. Why is it important to follow all 8 stages? What are the implications if an assessor does not follow these? Explain the importance and value of questions and feedback when carrying out assessments.
It is vitally important to follow all eight stages of the assessment plan. By ensuring all stages are implemented and adhered to, the assessor and all other relevant parties will be fully briefed of what is required from them in order for the learner to be given the best opportunity of achieving the qualification. Failure to follow the assessment plan could result in a poorly planned and communicated assessment, which in turn may lead to participants being de-motivated and less likely to achieve the required qualification standards.
All learners will want to be informed of how they are progressing when undertaking the qualification. By providing constructive feedback the assessor will help to keep the learner motivated and boost their confidence. The learner will know what they have achieved to date and any areas requiring action will be pointed out. The learner should be encouraged to ask questions as this will show motivation and application and the assessor, by asking questions of the learner, will be able to assess the learners’ knowledge and understanding of the assessment to date. Any areas of concern that may have an effect on the learners’ ability to successfully achieve the qualification can then be addressed and incorporated into the revised assessment plan .
A complaint against an assessor which is upheld by the awarding body could be very serious for the assessors’ employer. It will certainly lead to questions of credibility and could also lead to the withdrawing of funding and de-registering of the company by the awarding body.
7. Explain the regulations and requirements relevant to assessment in your own area of practice
Regulations and Legislation relating to the Warehousing (Ambient) Industry.
The Health and Safety at Work Act 1974.
There are many types of warehouses in the UK and differing regulations and legislation will apply depending on what form of warehousing is being used. For the purpose of this exercise I have concentrated on the ambient type of warehousing, and the four main areas of legislation / regulation in relation to ambient goods warehousing. The term ambient is normally applied to dry goods with no specialist storage requirements. Other forms of warehousing include Chilled storage, cold storage, food storage and bonded goods.
The most common legislation throughout industry is The Health and Safety at Work Act 1974. The act has been amended and updated many times since its original formation and is being constantly reviewed and re-evaluated by the legislature. The act requires employers / owners of business’s to ensure where practically possible the safe working environment for all its employees, sub-contractors and visitors to the premises. This is usually formulated by carrying out risk assessments for all tasks carried out by employees. Typical risk assessment would involve the following:
1. Identify the hazards
2. Decide who may be harmed and in what way
3. Evaluate the risk and decide on precautions
4. Record the findings and implement them
5. Review the risk assessments and update them if necessary
Any employer with five or more employees must keep a written record of all risk assessments.
Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 2013 (RIDDOR)
RIDDOR is the law that requires employers, and other people in control of work premises, to report and keep records of work related accidents that cause death or serious injury, diagnosed cases of certain industrial diseases and dangerous occurrences with the potential to cause harm. Records of incidents covered by RIDDOR are also important. They ensure that you collect sufficient information to allow you to properly manage health and safety risks. This information is a valuable management tool that can be used as an aid to risk assessment, helping to develop solutions to potential risks. In this way, records also help to prevent injuries and ill health, and control costs from accidental loss.
Incidents must be recorded in an Accident / Incident book and should include the date, time, location, person involved and the nature of the incident. Any incident causing the absence from work for more than three days MUST be recorded. All records must be made available to the Health and Safety Executive on request.
Control of Substances Hazardous to Health 2002 (COSHH).
COSHH is the law that requires all employers to control substances hazardous to health. A substance is deemed hazardous if it can be inhaled, swallowed or absorbed by the skin. Hazardous substances come in many forms and include chemicals, products containing chemicals, dust, fumes and vapours. In order to identify such substances all work areas should be subject to risk assessments, and the implementation of control measures to ensure a safe working environment should be introduced. Records are mandatory and should be regularly reviewed and updated.
Manual Handling Operations Regulations 1992. (MHOR)
It is the duty of every employer to avoid Manual Handling as far as reasonably practicable if there is a possibility of injury. Manual handling is not just about picking up or putting down, it also includes pushing, pulling and distance travelled. It is also not limited to heavy items but can include relatively light items which are manually moved repetitively.
All manual tasks should be thoroughly risk assessed and where, practical procedures put in to place to either eradicate or alleviate the possibility of injury or repetitive strain injury (RSI). Manual handling is one of the most common causes of injury at work and causes over a third of all workplace injuries which include work related Musculoskeletal Disorders (MSDs) such as upper and lower limb pain/disorders, joint and repetitive strain injuries.
8. What are the best assessment methods for learner 's with additional learner needs?
This will depend on what area the learner needs assistance with. A learner suffering from Dysgraphia for instance should be encouraged to use a computer or other form of electronic media in order to negate their difficulties with handwriting. A learner suffering from Dyslexia on the other hand should be allowed more time and resources than would be normal for other participants. The use of verbal rather than written questions should be encouraged and responses recorded using audio or visual means.
Learner difficulties will usually be identified at the induction point of the assessment plan, however specific instances could arise at a later stage and should be managed professionally and with empathy .
9.
How do you ensure that your methods make the best use of technology?
Learners should be encouraged to make the best use of ICT. If learners embrace the technology available they will also gain confidence in using it throughout their working days. Where reasonably practical written assignments should be completed using a word processor and e-mailed for assessment. Informal feedback can then be given in response thus saving time, providing rapid response and cutting down on paperwork. Electronic portfolios will also have equivalent benefits with the addition of having a secure, accessible method of viewing assignments.
Mobile phones with a camera and voice recording facility can be used for providing any necessary photographic and audio data and can be stored securely within the electronic portfolio.
Learners should be encouraged to make full use of the internet in order to carry out any necessary research. This can include social media, blogs and discussion forums.
10. Explain in detail how you would plan for a holistic approach to assessment and how you would implement this. How would you then evaluate if the planning was successful or
not.
Based on the criteria laid out in the qualification requirements I would plan to assess a learner across a range of units. I would identify multiple tasks / assignments and plan to assess across a broad range of units within the criteria. Dependent upon the assessment method I would then give feedback to the learner, encourage questions from the learner and revise the plan if necessary. For example, in a Warehousing environment a learner may be tasked to put away goods on receipt into the warehouse, this may also involve completing paperwork, using radio data terminals, liaising with colleagues in other departments and the safe operation of mechanical handling equipment. These tasks may be covered across a range of units and therefore can be assessed as part of the holistic process.
I would deem the original plan to be a success if all areas were originally identified and assessed in accordance with the initial plan. If not I would re-assess and evaluate what needed to changed and implemented for future learners.
I would assess whether the activities used to demonstrate competence and knowledge were fair and reliable and that I only assessed what was meant to be assessed.
11. How do you ensure that your methods meet the requirements for equality and diversity?
Every learner is entitled to an equal opportunity in achieving the qualification, regardless of age, sex, ethnicity and ability. All learners should be treated fairly and as an individual. It may be that individual learners will respond to differing assessment methods / styles for the same task in different ways, and with differing degrees of success. I would aim to identify which methods / styles are most suitable for individual learners at the initial induction meeting.
I would also ensure the set policies on Equality and Diversity were in place and complied with all relevant legislation.
12. Select at least 7 assessment methods and explain in detail what the strengths and limitations are for each method.
Observations. Watching learners perform a skill.
Strengths: Assessor is able to see learner perform skills. Learner is able to make mistakes and realise their errors. Excellent from a holistic approach as several aspects of the qualification may be assessed at the same time.
Limitations: Unless visually recorded there will be no permanent record of the task. Timing must be arranged to suit each learner and communication with all relevant parties carried out in order to ensure availability. In order to confirm understanding questions will need to be asked. Learner may perform in a way they would not normally do if an assessor was not present.
Witness Testimony. A statement from a person who is familiar with the learner.
Strengths: The witness can confirm competence or achievement for situations that may not regularly occur, or when the assessor is not present.
Limitations: All witness’s need to be checked for suitability and the authenticity of all statements should be confirmed.
Candidate Statements. A verbal or written statement from the learner, about something that they achieved.
Strengths: An excellent way of obtaining detailed information regarding the learner’s performance. Increases learner ownership. Encourages reflective practise.
Limitations: Authenticity may need to be established, this can be done by witness statement, oral questioning or work product.
Recognition of Prior Learning. Establishing learner’s previous qualifications and assessing a suitable starting point for the learner. Exemptions of certain units within the qualification may be granted.
Strengths: Will be ideally suited to learners who have achieved certain aspects of the qualification through other qualifications. Negates the need for the learner to duplicate work or be reassessed. Give credit for previous achievements.
Limitations: May be time consuming for both learner to prove and for assessor to assess. Requires thorough checking for authenticity.
Holistic. Gives the learner the opportunity to demonstrate competence in several aspects of the qualification at the same time.
Strengths: Similar criteria from different units can be assessed simultaneously. Enables evidence and competence to be demonstrated much more efficiently.
Limitations: Planning is essential in order that the learner is fully aware in advance of what is being assessed.
Skills tests. Can be carried out in order to establish the learners’ level of experience and knowledge for a particular subject or vocation.
Strengths: Can be facilitated online or computer based. Enables a quick assessment.
Limitations: Learners may sometimes be nervous and apprehensive of a formal test.
Learner Discussion. A discussion between the learner and the assessor concerning the assessment criteria and requirements.
Strengths: A good way to assess certain aspects which may be difficult to observe or take place in a confidential environment. Helps to support observations and confirm knowledge. Gives the learner the opportunity to describe how they carry out certain duties and tasks in their own words.
Limitations: Records must be kept of the discussion. These may be video. Audio or written records. Assessor needs to give consideration to careful planning of what is to be discussed and give the learner time to prepare.
13. Why is reflective practice and CPD valuable?
Reflective practice is important for an assessor in order to evaluate and establish that all assessments were carried out according to the original plan. That the assessment was carried out in a fair and reliable way and that it met the requirements for diversity and equality. If in some areas things did not go according to plan or unexpected circumstances arose which were detrimental to the process, then it is important to factor this information into future assessment planning. Conversely, if certain areas went particularly well then this can be built upon and communicated to other assessors.
Continued Personal Development (CPD) for the assessor is essential in maintaining their current skills and knowledge. It is important that the assessor continually updates his / her knowledge not only in their own subject specialism, but also in assessment methods, the types of learners they will be assessing and relevant internal and external requirements.
CPD is an ongoing process throughout the assessors career and can include, gaining further qualifications, receiving feedback from both verifiers and learners, shadowing other assessors and joining professional bodies or trade organisations. A self-critical analysis of all assessments will help to guide the assessor in what forms of CPD will be most beneficial.
14. Why is it important to involve the learner and others in the assessment process
The learners’ involvement in the assessment process is crucial in order that they are fully briefed on what is expected from them, and the criteria for achieving the qualification is explained fully. This should allow the learner to fully “buy in” to the process and ensure they remain motivated throughout the assessment.
Involving the learners, supervisors, line managers and employer in the assessment process will also help to ensure a smooth assessment process. (See question 15 ).
By involving others the learner should benefit from the support of colleagues and supervisors on an ongoing basis. They will also benefit from this support in the absence of the assessor and in certain circumstances where a group of learners are being assessed this could lead to a healthy competitive atmosphere with all learners striving to achieve their best.
15. Summarise the types of information that should be made available to learners and others involved in the assessment process. Give examples of these.
Learners should be made aware of the criteria of the qualification, what they will be assessed on and the methods that will be used in carrying out the assessment. For example a learner may be assessed on Goods Received procedures on Monday 9th May 2014 at 9am. The assessment will be carried out by making observations and asking questions in order to establish learner understanding.
All learners and others should be informed of times, dates and locations where assessment will be made and any specialist equipment necessary in order to successfully carry out the assessment .
Policies such as equality and diversity, complaints procedures and local health and safety requirements should be distributed to all participants prior to the assessment process beginning.
16. Explain how you would ensure that that the evidence provided through others and work product is valid, fair and reliable?
In order to establish validity evidence provided by others and through work product must meet the criteria of the qualification being undertaken and the assessment plan. The assessor should ensure all evidence is authentic i.e. produced solely by the learner who is being assessed. Validity can be established by questioning the learner in order to establish understanding and by obtaining witness statements from colleagues and supervisors.
The evidence must be appropriate to all learners at the required level and take into consideration any special needs of the learner in order to be deemed fair. The assessor should ensure all evidence provided would be applicable to the criteria regardless of who the learner is.
All evidence provided would be deemed reliable if the same evidence was used in the future and could be normally used in order to reach an assessment decision, regardless of who the learner or assessor is . For example, completing official paperwork = verify and take file copies. Observing a specific task = record compliance with qualification criteria.
17. Explain how you judge evidence and make assessment decisions, making reference to the criteria and assessment requirements?
I would judge evidence provided by the learner only if it was relevant to the qualification and specified in the qualification criteria. The learner will have been made aware through the initial assessment plan of what is being assessed and what the requirements of the qualification demand in order to achieve the qualification.
I would ensure the evidence given was valid and met the criteria of the qualification and authentic by establishing the evidence was solely the work of the learner being assessed. The evidence must be current and either observed at the time of assessment or verified to be less than six months old. The evidence must be sufficient in order to meet the requirements of the qualification criteria and reliable in the form of being shown to be fair to the learner and would be assessed in the same way regardless of who was doing the assessing.
Where evidence was insufficient to enable me to make a positive assessment decision I would, through feedback, discuss with the learner what needed to be improved and in order for them to achieve a pass. I would then update the assessment plan accordingly .
I would review the assessment process and ensure that all assessment decisions and methods were fair and fit for purpose. That the assessment was valid and all work assessed was relevant to the assessment criteria, was current and still valid at the time of assessment and sufficient to cover the whole qualification. I would also ensure that the work was authentic and carried out solely by the learner themselves.
My assessment process would take into account the learning styles and needs, of each individual learner and that all learners had an equal opportunity in achieving the qualification. This would be done by selecting appropriate assessment methods depending on the learners’ capabilities .
18. Evaluate the importance of quality assurance in the assessment process. Summarise the quality assurance and standardisation procedures in your own area of practice. Summarise the procedures to follow when there are disputes concerning assessment in your own area of practice.
Quality assurance of the assessment process is critical if national standards within the industry are to be maintained. Assessors receive feedback from verifiers on their assessment decisions, and are monitored to ensure all decisions are valid, authentic, consistent, fair and reliable. Verifiers may also undertake interviews with candidates and examine portfolios in order to monitor the assessors’ performance.
Verifiers may be either internal, i.e. from within the assessors own organisation or external and from a body connected with the qualification.
The assessor is responsible for ensuring all assessments are recorded and any standardisation methods are implemented within the recording structure. In order to maintain standardisation across the qualification and ensure that learners are assessed in a standardised manner, the assessor will attend regular standardisation meetings in order to ensure all assessment decisions are aligned to other assessors. All records in whatever format should be clearly auditable and made available to verifiers upon request.
Learners and others involved in the assessments should be provided with a Complaints Procedure document at the induction point of each assessment. This document will explain how a learner who may be unsatisfied with an assessment decision can register a complaint or appeal against the decision.
An appeals procedure will initially involve the learner and assessor. If a decision is upheld by the assessor and the learner wishes to escalate the complaint further, then the need to involve the assessors’ manager, IQA, or EQA will be needed to in order to reach a final decision . The standards of the awarding body need to be adhered to at all times.
19. Explain the appeals and evaluate the complaints procedure
See answer in question 18 .
An appeal would normally concern an assessment decision whereas a complaint would be more likely to be about a person or a situation. As part of the induction process all learners should be made aware of the complaints and appeals procedures and how to lodge such incidents with the assessor. The procedures will involve several stages and have deadlines i.e. seven days to lodge an appeal, seven days for a response etc. The appeals procedure would involve the assessor, learner, IQA, manager and EQA.
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