Planning Assessment Essay

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

Initial assessment is the starting point of a learning journey. The information gathered provides a base on which to plan your learner’s progress. Initial assessment is very important so you find out the learners individual needs in order for you to support them appropriately.

In my assessment plan I would identify any specific need that the learner may have e.g. Dyslexia (I would check with the relevant department within the training establishment to see what help could be offered to the learner i.e. extra time given for assignments and written tests). I would then agree the level and extent of their current knowledge

The assessor and the candidate must then decide on an assessment plan. This will include setting dates and times to meet with the learner, as well as agreeing on the best assessment methods to use. For example, the assessor may use observation, question the learner or examine their work.

Unit 1- 1.1, 1.2-This is a reflective account of the things I have done, experience and knowledge I have gained throughout the assessor 's course mainly during the process of assessment. First, I would like to describe the definition of assessment, its key concepts, stages to show the knowledge and understanding I have gained throughout the course. An assessment is a pre-agreed formal session with the learner. Assessment is judging performance against an agreed standard and is also a way of finding out if learning has taken place. It enables yo assessor to ascertain if learner has gained

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.

Confirm achievement with the learner and plan the next assessment by returning to stage one. Identify any implications for learning, assessment and progression.

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.

At any stage of the assessment process the progress of the learner can be reviewed and plans can be amended, updated or changed in agreement with the learner and according to need. This allows: learners to raise issues relevant to their needs for completion of the qualification; assessors opportunities to amend assessment plans if it becomes necessary; and flexibility if environmental or other factors arise (such as issues relating to any third party involved in the

Feedback is important in an assessment but it must not be negative, just be constructive but positive. You can use a sandwich approach; start with positive feedback, then constructive feedback, the ending on positive note. Giving the learner a positive action plan and reassurance that it can be achieved.

When planing assessments you need to be aware of some key factors so you're assessment is relevant and fair to your students. Be aware of what your assessing weather final assessment or ongoing assessment, details which have to be perfect verses details that are not as important, be fully aware of what your looking for the students to achieve throughout assessment. Conformation of relevant policies, requirements and qualifications for your particular subject. You will need the knowledge of the topic you are assessing, you will also need knowledge of assessment procedures. This is so assessments are fair and there is consistency across all students which hold said qualification.

* 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.

Analysis the peer assignment closely and make sure all instruction were followed and if any questions were include, answered in a complete thorough way. Studies have shown that unless your graded on the assessment, students tend to not assess. When assessments are graded the task gets done. For most students most reviews had been useful, especially reviews being anonymous, which allowed some of the assessors to be “ruthless”. Text feedback was valued more than marks (Brown, Sambell and McDowell,

In assessment process, I am good in using required methods/strategies to conduct formal and informal assessment. I am good in planning and designing my assessment activities. I make effective use of ILT/ICT to support the assessment process. I also make effective use verbal and written feedback in the assessment process. I am focusing on managing the recording and reporting on assessment achievement and progress, and collecting and collating assessment results to support evaluation and equality processes. I am focusing on my improvement areas in the assessment process. I have planned to record and report on assessment achievement and progress by making use of ILP/ICT. I am also planning to organize and collect and collate assessment results and participate effectively in evaluation and quality processes. I will definitely need support my peers and line manager in achieving these target. I aim to achieve these targets by the start of next year. I will review my progress by