Principles And Theories Involved In The Practice Of Assessment
Question 1
There are many principles and theories involved in the practice of assessment. Many of these concepts can be used as a guide to help both the candidate and assessor to plan the assessment process and assessment activities.
Communication is a vital principal as it is used throughout the practice of assessment. It will be continuously used by both the assessor and candidate and others who will be involved in the assessment process. A variety of methods could be used to communicate with those involved in these practices such as verbal, written and visual demonstrations. These methods may also be used by candidates when performing the requirements of assessments. All communication should be clear and delivered in a form that all …show more content…
parties involved can understand. Therefore, it is essential that an assessor identifies which methods to use on an individual basis. For example, one candidate may perform better through verbal techniques such as discussions. Whereas, in comparison another candidate may work better using written forms of communication. Initially an assessor will inform the candidate of what is required in that particular area of assessment. The candidate may then want to discuss or address areas in which they do not understand. Finally, the candidate will perform the assessment with various methods of communication and the assessor will provide feedback using similar methods.
In my role as an assessor, I am involved mainly in the assessment of work based activities for trainee Electricians. Therefore it essential that I communicate clearly and precisely to the candidate and others involved, such as employers and supervisors to arrange visits where I can assess the candidate in the workplace performing suitable tasks.
The health and safety of candidates during assessment practices is also vital, as the assessor, candidate and others involved in the process will not want the candidate to be exposed to any unnecessary risks. This factor would be heavily involved in the delivery of work based assessment, where the potential of risks and hazards are much greater than those in a classroom, therefore, placing a duty of care on the assessor. In my area of expertise, Health and Safety is an essential principle. This is due to the potential dangers and risks that candidates may be subject to if regulations and procedures are not adhered to. In order to monitor this and ensure all parties involved are following safe working procedures, a health and safety file is created for each candidate and employer. As part of this file, an initial health and safety vetting form will be completed to assess the safety of the working environments that candidate may be exposed to. This will also assess the policies in place by the employer to ensure the safety of their workers. Only after satisfactory completion of this form may the candidate progress onto the assessment process. The health and safety of candidate is also continually monitored throughout the assessment process to ensure that no hazards or risks that may affect the learners development.
Finally, there are numerous assessing methods that can be used in the assessment process. These could include direct observation, questioning, simulations and discussions. All of which may have both advantages and disadvantages to individual scenarios. In order to assess a candidate effectively, it is recommended that a range of these methods are used to determine their ability. These methods may also be tailored to each individual assessment subject or area. For example, a subject that requires more manual learning may be assessed better through observing a particular task being completed. Whereas, a more academic subject may be more suited to questions/answers or discussions. In my role as an assessor, observations would be an ideal method of assessing a learner as it would allow me to see first-hand what working practices and techniques they adopt and if they meet the required standards. Questions and answers and professional discussion are also a good method as it allows me to assess their knowledge is specific areas where required.
Question 2
There are many responsibilities in the role of an assessor. These responsibilities could range from following set standards and requirements set out by awarding bodies through to more personal skills such as motivation and encouragement. In a term, an assessor could be seen as a guide or mentor to a candidate who is there to help them achieve their qualification or goals. In order to do this, an assessor will need to understand the requirements and guidelines of subjects in which the leaner will need to work to. They will have to communicate these standards to candidates effectively in a way they can understand and follow. Once they have done this the assessor will then start to make assessment decisions for that learner. For example, an assessor will start to plan assessments according to each learner’s individual ability. This could be done by setting realistic and achievable targets prior to assessments and documenting these to determine the capabilities of each candidate. An assessor will also provide feedback to learners following these assessments in order to identify areas of improvement and allow them to progress and develop further. In comparison to these responsibilities, assessors will need to possess a variety of personal skills. These could range from motivating and encouraging a leaner to complete a task in a specific time period to identifying if they need further support or help in certain areas. For example, a learner may have a learning difficulty or an issue at home which may affect there learning and understanding. Therefore, an assessor may need to possess could listening skills or be more patient with some individuals.
In my role as an assessor, I am required to act as a mentor to each candidate as there learning takes place through work based training. Therefore, I am required to be fluent in the requirements of the qualification which each learner is taking so that I can inform them of the structure and criteria involved. Also, with the training predominantly taking place externally, I have to continuously monitor the environments in which learners are subject to. This could involve monitoring health and safety at their workplace or assessing the development of the candidate’s skills at work.
Question 3
In order to be deemed adequate to assess in my subject area, the awarding organisation (EAL) requires that all assessors must have relevant experience and knowledge of the area in which they are to assess, which in my case would be electrical installation. Therefore, as an assessor in this field I would be required to understand and be familiar with working practices and techniques relevant to the industry and working areas. This knowledge and experience must be supported by the completion of a relevant qualification either at the same level or higher than the one that is being undertaken by each candidate. This is to further show competence of the assessor in there specialist subject area. In order for myself to be deemed competent in this area, I have previously obtained the qualification in which I am assessing and also gained relevant industry and work experience.
Following this, assessors must be working towards or have achieved the A1 or TAQA award in assessing and working to the standards set out in this qualification. They will then need to be registered with the awarding body at their occupational level and grade.
Further to this, assessors must update their skills in their specialist subject on a regular basis in order to maintain their knowledge. This is also, monitored by the awarding body which in due course I will be required to do.
EAL (2013).
Question 4
Strengths and Limitations of Assessment Methods
Methods
Strengths
Limitations
Direct Observation
Authentic evidence (e.g. The assessor is witnessing first-hand the ability of the leaner
There is an interaction between the learner and assessor.
This could be used to as a holistic method to assess across a variety of criteria or requirements.
Allows learner to apply or demonstrate what they have learnt.
Can be intimidating for the learner and therefore may influence their performance in the assessment.
A learner may not perform particular well on that particular day but may be tarnished with the assessed performance.
May not be able to target a specific area of learning if being used as a generic approach.
Leaners may find it harder to prepare for this methods of assessment.
Questions and Answers
Allows an assessor to target specific areas of a learner’s knowledge.
More traditional approach, so learners know what to expect.
Learners can prepare in advance for the assessment by researching or revising subjects
It allows assessors to identify areas of improvement quickly.
This does not allow for discussion, therefore learners may feel isolated.
Is a more direct approach, therefore cannot really be used to collate generic evidence.
A learner may feel pressured therefore affecting their ability to answer the questions to best of their ability.
Professional Discussions
Allows learners and assessors to interact with each other throughout the process.
Learners may react to other learner’s comments and discussion therefore bringing them into the discussion.
Learners may feel more comfortable and competent in talking about subjects in comparison to written methods.
This can be used to assess a number of learners at the same time. Learners who are not confident in this situation may find it hard to get involved in the discussion.
Louder personalities may voice out quieter candidates.
Areas of discussion may divert away from initial subject.
May be harder for an assessor to control and assess depending on the number of learners involved.
Practical Assignments
Learner will produce an authentic piece of evidence, as there will be a final product or process to assess
There is an interaction between the learner and assessor.
This could be used to as a holistic method to assess across a variety of criteria or requirements.
Allows learner to apply or demonstrate what they have learnt.
A learner may not perform particular well on that particular occasion and therefore affect their assessment.
May not be able to target a specific area of learning if being used as a generic approach.
Leaners may find it harder to prepare for this method of assessment.
Learner may feel intimidated by undertaking a natural performance in an unnatural environment.
An assessor will need to determine which assessment methods will meet the needs of each individual learner. The assessment method chosen by the assessor may ultimately be influenced by the learning capabilities of each individual. Learning difficulties such as dyslexia or personality traits like low self-esteem may require the assessor to identify which assessment method the learner will perform best under. For example, a candidate with low confidence may find it harder to participate in a discussion and may perform better under a Q and A methods. Whereas, in comparison a learner with dyslexia may prefer the discussion in comparison to written methods.
Subject areas and topic may also affect the type of assessment method chosen by an assessor. For example, qualification that are work based may predominantly involve practical assessments and observations.
Question 5
There are many factors to consider when planning an assessment. These could range from how and where the assessment is to take place, through to the criteria and level of knowledge that will be assessed. Firstly, an assessor will need to determine what level and criteria is to be assessed and the requirements needed to satisfy this. Once this is determined they can then identify the best method of assessment suited to both the learner’s individual needs and the criteria of the assessed area. Inclusive of these decisions an assessor will need to identify if each learner is ready and has or has been given sufficient knowledge to meet the requirements of the assessment. This may involve identifying learners who may need further support because of learning difficulties or other issues and providing them with the help and guidance required. Following these factors, the assessor will need to communicate the assessment requirements and methods to the candidate. This could be by verbally discussing the assessment or providing them with written information including where and when the assessment is to take place and also the format and requirements of it.
In my specialist subject as an assessor, the bulk of assessments that are undertaken are done so externally, due to the qualification being of a work based nature. This therefore requires me to plan assessments with both the learner and their employer or training provider. Factors to consider when doing this could range from the location and type of environment in which the learner is working. It could also depend on the type of work the learner is undertaking and also if there is suitable time to perform the assessment. A good relationship with their employer is essential, as assessments need to be planned so that they do not obstruct the running of any business matters and they are on a time that is suitable to the employer. An assessment plan is produced at the start of each candidate’s qualification. This will include potential dates where assessments are due to take place, normally at 8 weeks intervals. These dates are subject to the factors discussed above.
Question 9
Peer and self-assessment can be used effectively by assessors to promote the involvement and responsibilities of learners.
Peer assessment is where a learners work or ability is essentially assessed by fellow learners. This could be done through discussions or group activities which require interaction between learners. The advantages of using this method of assessment is that it provides a way of immediately identifying learners who need support as an assessor can observe and let the activity develop or make focused involvements to interact with the learners. This method is also effective as learners will often respond and interact with fellow learners rather than the assessor. They will be continuously developing their communication skills whilst being involved in these activities and as result their confidence will increase. Some learners may also become more motivated when they witness the levels of other learners. For instance, one learner may show an excelled level of learning or understanding and his/her fellow learners may aspire to reach that level. The limitations of using peer assessments are generally a contrast to the advantages. For example, learners or lack confidence and self-esteem may find it hard to interact with other learners and get involved in group activities. They could be overwhelmed by more powerful and controlling learners in the classroom and may be afraid to voice their opinions or knowledge in fear of their level of learning not being to the …show more content…
standard of other learners who may be involved.
As result of participating in peer assessments, learners can then identify and evaluate their own strengths and weaknesses by making judgements on their own work and learning ability. As discussed, they may feel that they are not at the level of other learners and therefore aspire to develop their skills to that level. It may also be that learners assess their knowledge to be adequate but may identify that their communication and participation skills need developing in order to participate and interpret their knowledge more effectively. Ultimately, taking part in peer and self-assessment will motivate learners to take responsibility for their learning and development.
The Highland Council. (2010).
Question 10
As every learner is unique, assessment procedures may need to be revised to accommodate each individual’s needs. These needs could array from cultural or religious beliefs to physical disabilities. Assessors will need to evaluate the individual needs of each learner in order adapt the assessment process to cater for them. For example, a learner with certain religious beliefs may need to participate in prayer at specific times of the day. Therefore, assessment times and locations will need to be arranged to accommodate these requirements either by scheduling the assessments around designated prayer times or by allowing the learner to pause and leave the assessment in order to adhere to their beliefs. Alternatively, a learner may be a wheel chair user due to a physical disability. In order to cater for this type of learner, assessments will need to take place in a location which is easily accessible ie. at ground level or where there is access to a lift. Also the assessment area should have sufficient room and access routes to allow the learner to work in. All assessment material and equipment will need to be placed at an accessible height to the user.
Also, some learners may not be fully conversant in the language in which the assessment will be conducted in. For instance, a learner may speak the desired language to a certain level but may not be fluent. Therefore, arrangements may need to be made by the assessor to accommodate such difficulties that the learner may face. This may be by producing assessment material in the language of learner’s native tongue or allowing some form of interpretation to take place either by a specified individual or someone who can offer help and guidance.
Question 12
There are a range of methods that can be used by assessors to give feedback. These can range from descriptive and evaluative feedback to objective and subjective feedback. An assessor does not have be specific when using these methods and in most cases a collaboration of the methods will be used to provide a summative reflection to the learner.
Descriptive feedback can be deemed as the information given to the student, either written or verbal on how they can improve on the task that has been assessed. In comparison, evaluative feedback is a summary of how well a learner performed in the specified task. This could be by either a grade or comments on the learner’s performance. Both of these methods can be used as a single method of giving feedback but in good practice they should be used together to give the learner an indication of well they performed and also how they could improve further. If an assessor is to only use one of these methods, it may leave the learner in a position where if they want to improve or progress, they do not have relevant guidance to do so, or being unclear on how well they actually performed in the assessment.
In addition to these methods of feedback both objective and subjective types can be used in the production and delivery of feedback to learners.
For instance, objective feedback could involve the inclusion of learning objectives and goals to learner in a sense of identifying how areas of development can be obtained. In addition, subjective feedback is a method of ensuring all information given to leaner by the assessor, relates to the task and is specific to the performance required. Again, a collection of these two methods can be used to ensure that feedback given allows learners to identify areas that are needed to be improved and ensuring that it relates to the
task.
In order to give feedback to learners effectively, assessors must ensure that both positives are identified and communicated to learners as well as negatives. In good practice a collaboration of all of the discussed feedback methods should be used in order to allow the learner to identify how well they performed, what they need to do to improve, how they can improve and ensuring it relates to the task.
Question 13
There are numerous legal issues, policies and procedure that relate to the assessment of learners and numerous records need to be produced and kept up to date to satisfy many of these requirements.
For example, there are many legal requirements that education centres and authorities must adhere to. In particular, all data and information in relation to learners must be kept confidential and stored safely in order to comply with the Data Protection Act. Records of attendance and performance must also be produced to allow organisations such as Ofsted to analyse and evaluate the performance of centre’s which is a requirement of the government. In addition to this, centres have a duty of care to provide and maintain a safe working environment for its learners. If learning takes place of site then these locations must be assessed to ensure that they are safe. Various measures must be followed to satisfy the requirements of equality and diversity to ensure no learner is subject to discrimination.
As an assessor myself, there are various internal policies and procedures that I must follow in addition to the above legal requirements. An individual learning plan must be compiled for each learner which details timescales and targets etc. As part of this plan I am required to visit candidates on intervals of every 8 weeks to assess their progress and to set them interim targets for the following visit. These visits are undertaken at the location of where the learner is working at that time. Issues can evolve around this as suitable locations and times need to be arranged with the employer in order to conduct these visits.
In addition to this there are procedures and policies relating to the health and safety of candidates during assessments. In order to monitor the health and safety of learner I must ensure all parties involved in the assessment process are following safe working procedures continuously. Health and safety files are created for each candidate and employer at the start of their qualification. As part of this file, an initial health and safety vetting form is completed to assess the safety of the working environments that candidate may be exposed to. This will also assess the policies in place by the employer to ensure the safety of their workers. Only after satisfactory completion of this form may the candidate progress onto the assessment process. The health and safety of candidate is also continually monitored throughout assessment processes to ensure that no hazards or risks that may affect the learners development. Such health and safety issues may include the production of risk assessments or the candidate not being subject too lone working.
I must also follow policies relating to equality and diversity. This involves me treating each learner as an individual by assessing their needs individually. I will be subject to a wide range of learners who will have a wide range of backgrounds ranging from religious requirements to physical limitations. Therefore, I need to ensure that each learner is presented in fairness and is offered the same opportunities as every other learner. This could involve adapting assessment process to allow such learners to have an equal and fair attempt at the assessment.
References
EAL (2013). Qualification Handbook, EAL Level 3 NVQ Diploma in Installing Electrotechnical Systems and Equipment (Buildings, Structures and the Environment). 6th ed. -: EAL. 11.
The Highland Council. (2010). Peer and Self-Assessment. Available: http://www.highlandschools-virtualib.org.uk/ltt/flexible/peer.htm. Last accessed 08/01/13.
There are many principles and theories involved in the practice of assessment. Many of these concepts can be used as a guide to help both the candidate and assessor to plan the assessment process and assessment activities.
Communication is a vital principal as it is used throughout the practice of assessment. It will be continuously used by both the assessor and candidate and others who will be involved in the assessment process. A variety of methods could be used to communicate with those involved in these practices such as verbal, written and visual demonstrations. These methods may also be used by candidates when performing the requirements of assessments. All communication should be clear and delivered in a form that all …show more content…
parties involved can understand. Therefore, it is essential that an assessor identifies which methods to use on an individual basis. For example, one candidate may perform better through verbal techniques such as discussions. Whereas, in comparison another candidate may work better using written forms of communication. Initially an assessor will inform the candidate of what is required in that particular area of assessment. The candidate may then want to discuss or address areas in which they do not understand. Finally, the candidate will perform the assessment with various methods of communication and the assessor will provide feedback using similar methods.
In my role as an assessor, I am involved mainly in the assessment of work based activities for trainee Electricians. Therefore it essential that I communicate clearly and precisely to the candidate and others involved, such as employers and supervisors to arrange visits where I can assess the candidate in the workplace performing suitable tasks.
The health and safety of candidates during assessment practices is also vital, as the assessor, candidate and others involved in the process will not want the candidate to be exposed to any unnecessary risks. This factor would be heavily involved in the delivery of work based assessment, where the potential of risks and hazards are much greater than those in a classroom, therefore, placing a duty of care on the assessor. In my area of expertise, Health and Safety is an essential principle. This is due to the potential dangers and risks that candidates may be subject to if regulations and procedures are not adhered to. In order to monitor this and ensure all parties involved are following safe working procedures, a health and safety file is created for each candidate and employer. As part of this file, an initial health and safety vetting form will be completed to assess the safety of the working environments that candidate may be exposed to. This will also assess the policies in place by the employer to ensure the safety of their workers. Only after satisfactory completion of this form may the candidate progress onto the assessment process. The health and safety of candidate is also continually monitored throughout the assessment process to ensure that no hazards or risks that may affect the learners development.
Finally, there are numerous assessing methods that can be used in the assessment process. These could include direct observation, questioning, simulations and discussions. All of which may have both advantages and disadvantages to individual scenarios. In order to assess a candidate effectively, it is recommended that a range of these methods are used to determine their ability. These methods may also be tailored to each individual assessment subject or area. For example, a subject that requires more manual learning may be assessed better through observing a particular task being completed. Whereas, a more academic subject may be more suited to questions/answers or discussions. In my role as an assessor, observations would be an ideal method of assessing a learner as it would allow me to see first-hand what working practices and techniques they adopt and if they meet the required standards. Questions and answers and professional discussion are also a good method as it allows me to assess their knowledge is specific areas where required.
Question 2
There are many responsibilities in the role of an assessor. These responsibilities could range from following set standards and requirements set out by awarding bodies through to more personal skills such as motivation and encouragement. In a term, an assessor could be seen as a guide or mentor to a candidate who is there to help them achieve their qualification or goals. In order to do this, an assessor will need to understand the requirements and guidelines of subjects in which the leaner will need to work to. They will have to communicate these standards to candidates effectively in a way they can understand and follow. Once they have done this the assessor will then start to make assessment decisions for that learner. For example, an assessor will start to plan assessments according to each learner’s individual ability. This could be done by setting realistic and achievable targets prior to assessments and documenting these to determine the capabilities of each candidate. An assessor will also provide feedback to learners following these assessments in order to identify areas of improvement and allow them to progress and develop further. In comparison to these responsibilities, assessors will need to possess a variety of personal skills. These could range from motivating and encouraging a leaner to complete a task in a specific time period to identifying if they need further support or help in certain areas. For example, a learner may have a learning difficulty or an issue at home which may affect there learning and understanding. Therefore, an assessor may need to possess could listening skills or be more patient with some individuals.
In my role as an assessor, I am required to act as a mentor to each candidate as there learning takes place through work based training. Therefore, I am required to be fluent in the requirements of the qualification which each learner is taking so that I can inform them of the structure and criteria involved. Also, with the training predominantly taking place externally, I have to continuously monitor the environments in which learners are subject to. This could involve monitoring health and safety at their workplace or assessing the development of the candidate’s skills at work.
Question 3
In order to be deemed adequate to assess in my subject area, the awarding organisation (EAL) requires that all assessors must have relevant experience and knowledge of the area in which they are to assess, which in my case would be electrical installation. Therefore, as an assessor in this field I would be required to understand and be familiar with working practices and techniques relevant to the industry and working areas. This knowledge and experience must be supported by the completion of a relevant qualification either at the same level or higher than the one that is being undertaken by each candidate. This is to further show competence of the assessor in there specialist subject area. In order for myself to be deemed competent in this area, I have previously obtained the qualification in which I am assessing and also gained relevant industry and work experience.
Following this, assessors must be working towards or have achieved the A1 or TAQA award in assessing and working to the standards set out in this qualification. They will then need to be registered with the awarding body at their occupational level and grade.
Further to this, assessors must update their skills in their specialist subject on a regular basis in order to maintain their knowledge. This is also, monitored by the awarding body which in due course I will be required to do.
EAL (2013).
Question 4
Strengths and Limitations of Assessment Methods
Methods
Strengths
Limitations
Direct Observation
Authentic evidence (e.g. The assessor is witnessing first-hand the ability of the leaner
There is an interaction between the learner and assessor.
This could be used to as a holistic method to assess across a variety of criteria or requirements.
Allows learner to apply or demonstrate what they have learnt.
Can be intimidating for the learner and therefore may influence their performance in the assessment.
A learner may not perform particular well on that particular day but may be tarnished with the assessed performance.
May not be able to target a specific area of learning if being used as a generic approach.
Leaners may find it harder to prepare for this methods of assessment.
Questions and Answers
Allows an assessor to target specific areas of a learner’s knowledge.
More traditional approach, so learners know what to expect.
Learners can prepare in advance for the assessment by researching or revising subjects
It allows assessors to identify areas of improvement quickly.
This does not allow for discussion, therefore learners may feel isolated.
Is a more direct approach, therefore cannot really be used to collate generic evidence.
A learner may feel pressured therefore affecting their ability to answer the questions to best of their ability.
Professional Discussions
Allows learners and assessors to interact with each other throughout the process.
Learners may react to other learner’s comments and discussion therefore bringing them into the discussion.
Learners may feel more comfortable and competent in talking about subjects in comparison to written methods.
This can be used to assess a number of learners at the same time. Learners who are not confident in this situation may find it hard to get involved in the discussion.
Louder personalities may voice out quieter candidates.
Areas of discussion may divert away from initial subject.
May be harder for an assessor to control and assess depending on the number of learners involved.
Practical Assignments
Learner will produce an authentic piece of evidence, as there will be a final product or process to assess
There is an interaction between the learner and assessor.
This could be used to as a holistic method to assess across a variety of criteria or requirements.
Allows learner to apply or demonstrate what they have learnt.
A learner may not perform particular well on that particular occasion and therefore affect their assessment.
May not be able to target a specific area of learning if being used as a generic approach.
Leaners may find it harder to prepare for this method of assessment.
Learner may feel intimidated by undertaking a natural performance in an unnatural environment.
An assessor will need to determine which assessment methods will meet the needs of each individual learner. The assessment method chosen by the assessor may ultimately be influenced by the learning capabilities of each individual. Learning difficulties such as dyslexia or personality traits like low self-esteem may require the assessor to identify which assessment method the learner will perform best under. For example, a candidate with low confidence may find it harder to participate in a discussion and may perform better under a Q and A methods. Whereas, in comparison a learner with dyslexia may prefer the discussion in comparison to written methods.
Subject areas and topic may also affect the type of assessment method chosen by an assessor. For example, qualification that are work based may predominantly involve practical assessments and observations.
Question 5
There are many factors to consider when planning an assessment. These could range from how and where the assessment is to take place, through to the criteria and level of knowledge that will be assessed. Firstly, an assessor will need to determine what level and criteria is to be assessed and the requirements needed to satisfy this. Once this is determined they can then identify the best method of assessment suited to both the learner’s individual needs and the criteria of the assessed area. Inclusive of these decisions an assessor will need to identify if each learner is ready and has or has been given sufficient knowledge to meet the requirements of the assessment. This may involve identifying learners who may need further support because of learning difficulties or other issues and providing them with the help and guidance required. Following these factors, the assessor will need to communicate the assessment requirements and methods to the candidate. This could be by verbally discussing the assessment or providing them with written information including where and when the assessment is to take place and also the format and requirements of it.
In my specialist subject as an assessor, the bulk of assessments that are undertaken are done so externally, due to the qualification being of a work based nature. This therefore requires me to plan assessments with both the learner and their employer or training provider. Factors to consider when doing this could range from the location and type of environment in which the learner is working. It could also depend on the type of work the learner is undertaking and also if there is suitable time to perform the assessment. A good relationship with their employer is essential, as assessments need to be planned so that they do not obstruct the running of any business matters and they are on a time that is suitable to the employer. An assessment plan is produced at the start of each candidate’s qualification. This will include potential dates where assessments are due to take place, normally at 8 weeks intervals. These dates are subject to the factors discussed above.
Question 9
Peer and self-assessment can be used effectively by assessors to promote the involvement and responsibilities of learners.
Peer assessment is where a learners work or ability is essentially assessed by fellow learners. This could be done through discussions or group activities which require interaction between learners. The advantages of using this method of assessment is that it provides a way of immediately identifying learners who need support as an assessor can observe and let the activity develop or make focused involvements to interact with the learners. This method is also effective as learners will often respond and interact with fellow learners rather than the assessor. They will be continuously developing their communication skills whilst being involved in these activities and as result their confidence will increase. Some learners may also become more motivated when they witness the levels of other learners. For instance, one learner may show an excelled level of learning or understanding and his/her fellow learners may aspire to reach that level. The limitations of using peer assessments are generally a contrast to the advantages. For example, learners or lack confidence and self-esteem may find it hard to interact with other learners and get involved in group activities. They could be overwhelmed by more powerful and controlling learners in the classroom and may be afraid to voice their opinions or knowledge in fear of their level of learning not being to the …show more content…
standard of other learners who may be involved.
As result of participating in peer assessments, learners can then identify and evaluate their own strengths and weaknesses by making judgements on their own work and learning ability. As discussed, they may feel that they are not at the level of other learners and therefore aspire to develop their skills to that level. It may also be that learners assess their knowledge to be adequate but may identify that their communication and participation skills need developing in order to participate and interpret their knowledge more effectively. Ultimately, taking part in peer and self-assessment will motivate learners to take responsibility for their learning and development.
The Highland Council. (2010).
Question 10
As every learner is unique, assessment procedures may need to be revised to accommodate each individual’s needs. These needs could array from cultural or religious beliefs to physical disabilities. Assessors will need to evaluate the individual needs of each learner in order adapt the assessment process to cater for them. For example, a learner with certain religious beliefs may need to participate in prayer at specific times of the day. Therefore, assessment times and locations will need to be arranged to accommodate these requirements either by scheduling the assessments around designated prayer times or by allowing the learner to pause and leave the assessment in order to adhere to their beliefs. Alternatively, a learner may be a wheel chair user due to a physical disability. In order to cater for this type of learner, assessments will need to take place in a location which is easily accessible ie. at ground level or where there is access to a lift. Also the assessment area should have sufficient room and access routes to allow the learner to work in. All assessment material and equipment will need to be placed at an accessible height to the user.
Also, some learners may not be fully conversant in the language in which the assessment will be conducted in. For instance, a learner may speak the desired language to a certain level but may not be fluent. Therefore, arrangements may need to be made by the assessor to accommodate such difficulties that the learner may face. This may be by producing assessment material in the language of learner’s native tongue or allowing some form of interpretation to take place either by a specified individual or someone who can offer help and guidance.
Question 12
There are a range of methods that can be used by assessors to give feedback. These can range from descriptive and evaluative feedback to objective and subjective feedback. An assessor does not have be specific when using these methods and in most cases a collaboration of the methods will be used to provide a summative reflection to the learner.
Descriptive feedback can be deemed as the information given to the student, either written or verbal on how they can improve on the task that has been assessed. In comparison, evaluative feedback is a summary of how well a learner performed in the specified task. This could be by either a grade or comments on the learner’s performance. Both of these methods can be used as a single method of giving feedback but in good practice they should be used together to give the learner an indication of well they performed and also how they could improve further. If an assessor is to only use one of these methods, it may leave the learner in a position where if they want to improve or progress, they do not have relevant guidance to do so, or being unclear on how well they actually performed in the assessment.
In addition to these methods of feedback both objective and subjective types can be used in the production and delivery of feedback to learners.
For instance, objective feedback could involve the inclusion of learning objectives and goals to learner in a sense of identifying how areas of development can be obtained. In addition, subjective feedback is a method of ensuring all information given to leaner by the assessor, relates to the task and is specific to the performance required. Again, a collection of these two methods can be used to ensure that feedback given allows learners to identify areas that are needed to be improved and ensuring that it relates to the
task.
In order to give feedback to learners effectively, assessors must ensure that both positives are identified and communicated to learners as well as negatives. In good practice a collaboration of all of the discussed feedback methods should be used in order to allow the learner to identify how well they performed, what they need to do to improve, how they can improve and ensuring it relates to the task.
Question 13
There are numerous legal issues, policies and procedure that relate to the assessment of learners and numerous records need to be produced and kept up to date to satisfy many of these requirements.
For example, there are many legal requirements that education centres and authorities must adhere to. In particular, all data and information in relation to learners must be kept confidential and stored safely in order to comply with the Data Protection Act. Records of attendance and performance must also be produced to allow organisations such as Ofsted to analyse and evaluate the performance of centre’s which is a requirement of the government. In addition to this, centres have a duty of care to provide and maintain a safe working environment for its learners. If learning takes place of site then these locations must be assessed to ensure that they are safe. Various measures must be followed to satisfy the requirements of equality and diversity to ensure no learner is subject to discrimination.
As an assessor myself, there are various internal policies and procedures that I must follow in addition to the above legal requirements. An individual learning plan must be compiled for each learner which details timescales and targets etc. As part of this plan I am required to visit candidates on intervals of every 8 weeks to assess their progress and to set them interim targets for the following visit. These visits are undertaken at the location of where the learner is working at that time. Issues can evolve around this as suitable locations and times need to be arranged with the employer in order to conduct these visits.
In addition to this there are procedures and policies relating to the health and safety of candidates during assessments. In order to monitor the health and safety of learner I must ensure all parties involved in the assessment process are following safe working procedures continuously. Health and safety files are created for each candidate and employer at the start of their qualification. As part of this file, an initial health and safety vetting form is completed to assess the safety of the working environments that candidate may be exposed to. This will also assess the policies in place by the employer to ensure the safety of their workers. Only after satisfactory completion of this form may the candidate progress onto the assessment process. The health and safety of candidate is also continually monitored throughout assessment processes to ensure that no hazards or risks that may affect the learners development. Such health and safety issues may include the production of risk assessments or the candidate not being subject too lone working.
I must also follow policies relating to equality and diversity. This involves me treating each learner as an individual by assessing their needs individually. I will be subject to a wide range of learners who will have a wide range of backgrounds ranging from religious requirements to physical limitations. Therefore, I need to ensure that each learner is presented in fairness and is offered the same opportunities as every other learner. This could involve adapting assessment process to allow such learners to have an equal and fair attempt at the assessment.
References
EAL (2013). Qualification Handbook, EAL Level 3 NVQ Diploma in Installing Electrotechnical Systems and Equipment (Buildings, Structures and the Environment). 6th ed. -: EAL. 11.
The Highland Council. (2010). Peer and Self-Assessment. Available: http://www.highlandschools-virtualib.org.uk/ltt/flexible/peer.htm. Last accessed 08/01/13.