Explain how to minimise risks through the planning process
3/ 3.5 Explain how to minimise risks through the planning process
Learning Outcome 3 – Understand how to plan assessment
3.5 Explain how to minimise risks through the planning process
As discussed in 3.4, health, safety, and the learners welfare are of paramount concern when planning assessment. In addition to this there are other risks that are involved in my subject specialist area.
I work with both an Internal Verifier and an External Verifier to confirm that my assessments are academically rigorous while being fair, differentiated, and not putting my learners under any un-necessary stress (fair deadlines/ preparation/ assessment methods).
Learners are also given plenty of opportunity to speak to me about any worries they may have in/ out of lectures, in 1-1′s scheduled and conducted via (private) social media/ email, or on the phone. My Programme Manager and Head of Department have access to these methods of communication at all times so can see hoe I communicate with my learners should they ever need to.
Making the learners feel safe and secure in their learning can alleviate any concerns and minimise the pressures on both the assessor and the assessed. Negotiating new deadlines/ extensions and working alongside support staff to help learners is also useful in helping progress the situation whilst helping the learner cope with any anxiety they may be experiencing about the assessment due to internal/ external variables.
My organisation supports me in ensuring I know the routes, timetables, contacts, and protocols of any institution i may visit to assess one of my Apprentices whilst always allowing me to voice any concerns and gain support from my peers if I need it (eg team teaching/ travelling in groups).
Careful standardised planning, logging of assessment decisions in a centralised tracking grid, and clear communication between my team helps me make lucid decisions with impartial professional and correct standards.
Learning Outcome 3 – Understand how to plan assessment
3.5 Explain how to minimise risks through the planning process
As discussed in 3.4, health, safety, and the learners welfare are of paramount concern when planning assessment. In addition to this there are other risks that are involved in my subject specialist area.
I work with both an Internal Verifier and an External Verifier to confirm that my assessments are academically rigorous while being fair, differentiated, and not putting my learners under any un-necessary stress (fair deadlines/ preparation/ assessment methods).
Learners are also given plenty of opportunity to speak to me about any worries they may have in/ out of lectures, in 1-1′s scheduled and conducted via (private) social media/ email, or on the phone. My Programme Manager and Head of Department have access to these methods of communication at all times so can see hoe I communicate with my learners should they ever need to.
Making the learners feel safe and secure in their learning can alleviate any concerns and minimise the pressures on both the assessor and the assessed. Negotiating new deadlines/ extensions and working alongside support staff to help learners is also useful in helping progress the situation whilst helping the learner cope with any anxiety they may be experiencing about the assessment due to internal/ external variables.
My organisation supports me in ensuring I know the routes, timetables, contacts, and protocols of any institution i may visit to assess one of my Apprentices whilst always allowing me to voice any concerns and gain support from my peers if I need it (eg team teaching/ travelling in groups).
Careful standardised planning, logging of assessment decisions in a centralised tracking grid, and clear communication between my team helps me make lucid decisions with impartial professional and correct standards.