Essay on Evaluate Different Techniques for Sampling Evidence

(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:

There are different types of evidence you can collect to make an assessment decision these are things like observing the learner, witness testimonials, and by asking questions and obtaining case studies of the leaners knowledge.

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.

It covers a range of different assessments including competence, knowledge and understanding skills.’ Pg 35.

• Failing to meet the requirements of any relevant assessment strategy if assessing a qualification

The assessor’s role is to judge whether the evidence from the learner meets the criteria for the relevant units being assessed and that the evidence is Fair, Valid and Reliable.

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.

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.

Sampling assessment planning and feedback of all assessors ensures quality across the board and provides opportunity to develop areas for improvement and areas where assessors/tutors can share knowledge and experience.

• Can be useful to check the ownership of evidence - to ensure that students are familiar with things that other forms of assessment indicate that they have learned well.

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.

3.2 Evaluate the benefits of using a holistic approach to assessmentBy collecting evidence/ information from the learner via

questions and learn about the student’s attitudes and opinions about e-portfolio as a tool to