Taqa - Understanding the Principles and Practises of Assessment
Understanding the principles and practices of assessment
1.1 Assessment measures the learner’s progress towards or the completion of, the learning aim and criteria, and can be used at any point during the learning cycle. It can provide information to adapt the delivery to suit the learner’s needs and abilities; a learner may need more help or time on some aspects, or has progressed quicker than planned and requires additional goals. By standardising the assessment process this creates uniformity for all learners.
1.2 There are three main areas of assessment, which are the initial, formative and summative assessment. Initial assessment includes work done prior or during a learner’s induction to the programme. Formative assessment includes any assessment that takes place during the learning programme, i.e. a review of learning objectives or evidence gathered. Summative assessment takes place at the end of a learning programme, measuring to what extent the learning aims and objectives have been achieved.
1.3 An assessor is responsible for ensuring all course assessment is completed accurately and in an agreed time limit. When the assessor has collected evidence, they must ensure that it is sufficient to meet the requirements of the unit, and the standards set by qualification. Evidence must always be; valid, authentic, reliable, current and fair.
1.4 In Foundation Learning, we work to QCF guidelines, assessing qualifications using a credit system which learners earn enough credits towards achieving a full Level 1 Certificate in Progression. I am the Business Administration and Life Skills Tutor; I am responsible for the Business Administration and Pre-Apprenticeship learners. I teach and assess level 1 units; this includes, Communication Skills, Understanding Prejudice and Discrimination.
2.1 By using a wide variety of assessment methods the learner will create a high quality portfolio. The main evidence is usually written i.e. knowledge answers to questions and
1.1 Assessment measures the learner’s progress towards or the completion of, the learning aim and criteria, and can be used at any point during the learning cycle. It can provide information to adapt the delivery to suit the learner’s needs and abilities; a learner may need more help or time on some aspects, or has progressed quicker than planned and requires additional goals. By standardising the assessment process this creates uniformity for all learners.
1.2 There are three main areas of assessment, which are the initial, formative and summative assessment. Initial assessment includes work done prior or during a learner’s induction to the programme. Formative assessment includes any assessment that takes place during the learning programme, i.e. a review of learning objectives or evidence gathered. Summative assessment takes place at the end of a learning programme, measuring to what extent the learning aims and objectives have been achieved.
1.3 An assessor is responsible for ensuring all course assessment is completed accurately and in an agreed time limit. When the assessor has collected evidence, they must ensure that it is sufficient to meet the requirements of the unit, and the standards set by qualification. Evidence must always be; valid, authentic, reliable, current and fair.
1.4 In Foundation Learning, we work to QCF guidelines, assessing qualifications using a credit system which learners earn enough credits towards achieving a full Level 1 Certificate in Progression. I am the Business Administration and Life Skills Tutor; I am responsible for the Business Administration and Pre-Apprenticeship learners. I teach and assess level 1 units; this includes, Communication Skills, Understanding Prejudice and Discrimination.
2.1 By using a wide variety of assessment methods the learner will create a high quality portfolio. The main evidence is usually written i.e. knowledge answers to questions and