Assessor Qualification Unit 1
Unit 1: Understanding the principles and practices of assessment
1.1 The functions assessment in learning and development are to identify each individual learner’s needs, fit for purpose, development of best practice, being able to reflect and provide evidence for performance reviews.
1.2 The key concepts and principles of assessment are to use a variety of methods in order for the learner and the assessor to identify what the learner needs to learn, what stage they are at to ensure all their needs are met. To be able to recognise prior learning and to identify specific assessment requirements.
1.3 The responsibilities of the assessor are:
- Both the learner and assessor agree on the evidence provided from prior learning
- Agree and assessment plan together with the learner
- The learner understands the assessment process
- The learner follows the assessment specification given by the awarding body i.e. CACHE
- The learner receives prompt, constructive and fair feedback
- If the learner has met the assessment criteria a new assessment plan is agreed
- If the criteria has not been met a clear action plan is agreed with the assessor and learner
2.1: There are many methods of gathering evidence from a learner, these include:
Direct observation, professional discussion, expert witness evidence, learners work products, portfolio of evidence, prior learning through NVQ level 2 or experience, planned activities, oral questions, case studies, observations by the learner, reflecting on their practice.
As each learner is an individual the methods may be chosen to meet the learners needs, for example, dyslexia, spelling, confidence, EAL, hearing/speech impediment.
3.1: When planning assessment the key factors to consider are:
- How much evidence is required?
- The setting/area to be used
- Time and date
- Learners needs and requirements
- Which method of assessment to use
- Be fair and realistic
- Learning outcomes and which unit the learner is
1.1 The functions assessment in learning and development are to identify each individual learner’s needs, fit for purpose, development of best practice, being able to reflect and provide evidence for performance reviews.
1.2 The key concepts and principles of assessment are to use a variety of methods in order for the learner and the assessor to identify what the learner needs to learn, what stage they are at to ensure all their needs are met. To be able to recognise prior learning and to identify specific assessment requirements.
1.3 The responsibilities of the assessor are:
- Both the learner and assessor agree on the evidence provided from prior learning
- Agree and assessment plan together with the learner
- The learner understands the assessment process
- The learner follows the assessment specification given by the awarding body i.e. CACHE
- The learner receives prompt, constructive and fair feedback
- If the learner has met the assessment criteria a new assessment plan is agreed
- If the criteria has not been met a clear action plan is agreed with the assessor and learner
2.1: There are many methods of gathering evidence from a learner, these include:
Direct observation, professional discussion, expert witness evidence, learners work products, portfolio of evidence, prior learning through NVQ level 2 or experience, planned activities, oral questions, case studies, observations by the learner, reflecting on their practice.
As each learner is an individual the methods may be chosen to meet the learners needs, for example, dyslexia, spelling, confidence, EAL, hearing/speech impediment.
3.1: When planning assessment the key factors to consider are:
- How much evidence is required?
- The setting/area to be used
- Time and date
- Learners needs and requirements
- Which method of assessment to use
- Be fair and realistic
- Learning outcomes and which unit the learner is