ASSESSING LEARNERS IN LIFELONG LEARNING

(a) There are typically six assessment methods that we can chose to employ within your role. These are listed below along with examples of when and how they could be implemented:

Internal and external assessment requirements- what requirements do you need to follow in this area.

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

In my point of view assessment is a testing tool by which a teacher or assessor can use to detect the outcomes of teaching, learning or assessment process with the learners by

Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare

NCFE Level 4 Award in Understanding the External Quality Assurance of Assessment Processes and Practice

The assessor should record their assessment decision with the criteria met clearly identified. The assessor should follow procedure with regards to making this information available to authorised colleagues and should maintain confidentiality.

Our process for internal quality assurance involves planning the units that will be sampled for each student. This is planned on an internal verification sampling plan (Evidence index 5) and we use the alphabetical listings and diagonal lines that cross the units to be sampled. If however, the units are infrequently selected then I will ensure that they are sampled and also with the new NVQ specification that has recently taken place then I would carry out a 100% check. We also like to carry out formative assessment as this is good practice and aids to our standardisation process in supporting all our assessors. Regarding support I always liaise with our more senior assessors and the external verifier to ensure I am continually meeting the quality standards required and they are always available to offer their assistance and advice. If we have a very inexperienced assessor or new assessor then the NVQ’s they assess would be sampled far deeper and more support would be given to them. I would ensure that I assess a variety of evidence ranging from Observations, Recorded discussions, Reflective accounts, Witness statements and Work products to list a few. I ensure that the levels and quantities of these are consistent, authentic, valid, and reliable especially regarding new standards.

Assessment is carried out through formative (checks throughout the course), ipsative (to test against previous marks), and/ or summative (at end of course) activities to help the learner see their development whilst allowing the Assessor to give valuable feedback when appropriate. It’s purpose is to measure the learners understanding of the subject against the anticipated outcomes set by the criteria.

4.1 Critically compare the types of feedback, support and advice that internal assessment and quality assurance staff may need to maintain and improve the quality of assessment

1.1 Assessment is about judging if, how and what level of learning has taken place. An assessor's function is to decide if a learner has developed skills, knowledge, understanding and competence in a particular field as well as if the learner is showing the attitude required for the application of the learning within that field. Assessing is not the same as evaluating. Rather than the focus being on the programme or course the learner is on (evaluation), the focus is instead on the learner and their development.

1. External quality control of assessment - The monitoring and standardisation of assessment decisions will be achieved by a robust and strong external quality assurance process.

The function of assessment in learning and development is to provide a measurable way of planning and supporting students’ progress. Assessment is carried out by means of checks and tests carried out throughout the course. Assessors should provide feedback throughout ensuring that learning is occurring and the learner is at the correct level. It is also important that assessor’s decisions are also consistently reviewed and internally and externally verified.

* This is to determine if the delivery and assessment meets the requirements of the standards or assessment criteria , the whole assessment process needs to be accutat, consistate, safe and meets all organisation requirements.

The objective of this assessment is to enable you to demonstrate your knowledge and understanding of performance management systems within legislative and organisational guidelines.