Ptlls Task 5 - Assessment and Record Keeping

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 ,

2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:

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.

For example, assessment provides clear measurement and recording of achievement during a course that provides identification of individual

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

* 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.

With focus on the quality and standards of assessors to meet the learning needs of the candidates, where a lack of progress is highlighted or an inconsistency within assessments will result in further support for the assessment team, potentially in the form of further standardization

The assessor can elicit further information and check that the candidate has understood the assessment fully, particularly if they have not given full answers

Assessment can be defined as the systematic gathering of information regarding the knowledge and ability of learners which enables learners to obtain feedback on the quality of their learning and enables teachers or assessors to evaluate the effectiveness of their teaching/assessment.

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.

|assessment as a process of making judgments of learners’ knowledge, skills and competence against set criteria |

Assessment has to be fair, consistent and valid to ensure all learners have an equal and fair chance of receiving a fair assessment.   An assessor cannot be persuaded to give a learner an easier assessment because they favour that learner. The assessment process may have to be adapted to be suitable to the learner’s needs but, needs to eventually lead to the same outcome.

Keeping records is an important tool for both teachers and learners in a school or educational institute. Accurate records taken and maintained during a particular course would allow both the teachers and the students to continuously re-evaluate and reassess themselves as well as the effectiveness of the teaching and learning relationship.

Accurate, factual, up to date Record keeping is a very important part of a teacher’s role. They need to keep effective assessment records for every student. It allows both teacher and the student to reassess the teaching-learning relationship. This identity’s which students need more help, guidance and support and helps them understand what they need to do next to improve their work. This enables the teacher to base their lesson plans on a detailed knowledge of each pupil. Records tell us what has been taught and when. It helps underpin the courses structure by telling us the complete history and progress of both student

The function of assessment is a way to measure a learner’s competence against agreed standards and criteria.   The awarding body’s assessment strategy will state which criteria needs to be met to complete the mandatory and optional units and the best method for acquiring the evidence.   A range of methods will be used to decide whether a candidate has demonstrated the skills, knowledge and understanding to be competent against the criteria.