C&G Assessor Award Handbook Essay

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|There are many principles of assessment should be valid, Validity ensures that assessment tasks and associated criteria effectively |

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

Examples could be assessment of recognised prior learning, knowledge and skills for a mature or experienced worker who does not have the relevant qualification. Witness testimonies from current and former employers who may are experts in their field could be used. Observations and verbal questioning in the work environment may be more suitable for a manual working candidate than an academic candidate. An academic candidate may prefer to be assessed through written evidence or through a professional discussion with the assessor.

Unit 2, 1.1, unit 3, 1.1,1.2,1.3- I have also learned and familiarised myself with different methods of assessment that can be used to assess competence and knowledge. They are namely: Observation of performance in the work environment and simulated environments- used in practical situation in work environment where a learner demonstrates their competence (natural performance) whilst learners are being observed. Simulation-this is similar to observation but a simulated activity is used rather than natural performance to assessed learners. Simulation is used when it has not been possible to carry out a task. Examining products of work- assesment is done on the culmination of learner 's training, e:g certificates, health and safety reports, memos, checklist for patiaent care, letters, charts. Questioning the learner, witness testimony: any other people who has been involved with the learner 's progress can write a statemen to show how the learner has successfully covered relevant aspects of the courset, learners ' personal statement: it is a reflective account where learners explains the thinking behind their decision to take certain approach or why they decided to change aspects of a task or activity ,

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.

Nightingale Community Hospital (NCH), like many other health care facilities, uses a Periodic Performance Review (PPR) as an assessment tool that assists in examining performance on a consistent basis to ensure compliance with Joint Commission standards. A PPR concentrates attention on procedures, methods, and processes that contribute an environment that provides for proper care and emphasizes patient safety. NCH has shown to be 100% compliant with the majority of standards including: Infection Prevention and Control, Right and Responsibilities to Patients, Human Resources, Transplant

NCFE Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice

The purpose of this unit is to assess the learner’s knowledge, understanding and skills required to promote the professional duty to maintain the currency of knowledge and skills and the need to continually reflect on and improve practice.

TAQA Level 3 in Assessing Candidates Vocational Competence: Assignment 2 Unit 301: Understanding the principles and practices of assessment.Unit 302: Assess occupational competence in the work environment.Unit 303: Assess vocational skills, knowledge and understanding.

The course outcomes meet the AQF requirements of a Certificate II level course and meets the clients and learners needs. Delivery and assessment strategies provides learners with knowledge and skills to perform routine office tasks and operational tasks in an office at a suitable level of understanding for this group of

Ensuring the centre is using appropriate assessment methods and making appropriate assessment decisions according to Ascentis’ requirements

This article is intended to look into the process of effective test development, as well as to review the steps needed to be followed in order to ensure that the assessment process is as robust as possible. The assessment cycle (Downing, 2006) will be explored and alongside this, the issues surrounding validity and comparability in assessment will be reviewed. The relevance of these to the Certificate in Foundation Studies (CFS) course at the author’s institution, with an analysis of the validity and robustness of the current practices will be explored. A stakeholder group will be identified and some key issues and critiques will then be discussed from their perspectives. An attempt to

All evaluation instruments should take into account the practical problems of administering and marking of the responses i.e. the instruments should be convenient to administer and clear to the pupils. The pupils' responses should be easy to mark. Educational evaluation should be well planned in advance and should be carried out continuously, periodically and at least each term.

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