REFLECTIVE ACCOUNT

©HSC DIPLOMA HELP 2012 Unit 502: Promote Professional Development Unit code: SHC 52 Unit summary 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.

Assessments are the way to find out if learning has actually taken place. Enabling us, as tutors, to see if objectives have been met.

2. The key concepts and principles 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.

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.

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.

Level 3 Certificate in Assessing Vocational Achievement Neil Sybenga 22/01/2012 Contents 1: Understanding the principles and practices of assessment 1.1 Explain the functions of assessment in learning and development Assessment is used to make a specific educational decision and is the process of evaluating the extent to which participants in

2.1 The Strengths and Limitations of Assessment Methods Selecting Assessment Methods There is a large variety of assessment methods available for assessing learners’ achievements. These include observation; questioning the learner; examining product evidence; discussion; witness testimony; looking at learner statements; recognising prior learning; simulated environment; skills tests; oral and written examinations; assignments; case studies and projects. Choosing the most appropriate assessment methods is vitally important, to help and support the learner and to ensure the job of the assessor is as straightforward, reliable and problem-free as possible.

| Trainee Assessor Name | Assessor Trainer Name | | | In this evidence you will need to explain your understanding of the principles and requirements of your assessment practices. 1. Explain how peer and self assessment can be used to promote effective learner involvement in the assessment process, what are the benefits of learners taking ownership and responsibility for their learning journey:It is important to involve learners

VTCT Unit UV30563: Understanding the principles and practises of assessment. Task 1 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.

Initial Assessment Undertaken prior to a lesson or course is delivered and helps direct my session planning to meet learner’s expectations.

Reflective Account On an occasion at work I was aware of a staff member communicating very negatively, for example sighing and tutting and general negativity. Supervision was due so it was brought into meeting that last had concerned had noticed a change in the person’s general attitude, I asked if there was a specific reason and was told there was not. Although they agreed that they were being negative. We discussed the workload and it was decided it was not that. It was mentioned by the staff member that they were feeling a little unsure of how to deal with a service user who had dementia and was unpredictable and seemed to have taken a dislike to the staff member .We discussed at length the way forward and I arranged for some

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.

Assessments are the process of evaluating an individual’s learning. They involve generating and collecting evidence of a learner’s attainment of knowledge and skills and judging that evidence against defined standards. Formative Assessments (quizzes and practical tests) are used to

Assessment records are necessary with regard to the longer courses where a number of assessments or grades contribute towards a final assessment for the course. These records will be of

Mini Audit of a Unit of Learning Statement of Purpose This audit will examine a unit of learning and using criteria in a rubric, provide feedback addressing: