Awarding Body Guidance For Centre

The assessment process is the back bone to any package of care and it is vital that it is personal and appropriate to the individual concerned. Although studies have found that there is no singular theory or understanding as to what the purpose of assessment is, there are different approaches and forms of assessment carried out in health and social care. These different approaches can sometimes result in different outcomes.

process and this is also available in print format in their provider file which stays in their

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

Many preparations need to be taken into consideration by the EQA before external quality assurance activities may commence and take hold. These include: , including: information collection, communications, administrative arrangements and resources. The specific sequence of these preparations are also important due to the necessitates of a systematic framework for success. These arrangement can occur in a few ways but these regulations must include ideas or plans on how to collect information, communicate with the client, administer arrangements and allocate resources. Once these basic and preliminary ideas are covered in this particular stage, a holistic and total approach has arrived to

This section describes how we, as practitioners, monitor how the children are progressing and in which areas.

The assessment strategy should state how the subject should be assessed, and subsequent results recorded. It should also state the experience, professional development and qualifications that assessors should hold. Quality assurance requirements, for example internal and external verification or moderation, will also be stated. Organisation may also have an assessment policy which an assessor should familiarise him/herself with.

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

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.

This unit must be assessed in accordance with Skills for Care and Development's QCF Assessment Principles.

staff, the skill level of the nursing staff, and the education/certification of nursing staff” (ANA, 2015). These

‘provide clear information, supervision and training for employees and ensure that suitably competent people are

With all of the activities carried our by the learner (with or without the assessor) the assessor needs to make decisions on the learner's competence in relation to the requirements of the qualification. The assessor should make their judgements of success or not and provide constructive feedback to the learner in a way that best suits the individual. If any further action is necessary for the completion of the qualification criteria (i.e. more training, description of knowledge or other evidence of ability) then a further plan should be agreed to achieve this. All such information discussed and agreed should be recorded appropriately at each stage.

Within this case study I am going to use two of the Chapelhow et al. (2005) enablers to discuss and reflect on the care of a patient I have been involved with on placement over a period of 5 weeks. ‘Enablers are the essential and underpinning skills that come together to provide expert professional practice’ (Chapelhow, C et al. 2005, p.2). These include; assessment, communication, documentation, risk, professional decision making and managing uncertainty. The enablers work together to provide a holistic approach to the care of patients in health care settings. I am going to focus on and discuss two of the enablers, linking them both together, which will be assessment and communication as I believe these two enablers can be related most to my patient.

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.