Senior Gap Analysis

The assessment process is the back bone to any package of care and it is vital that it is personal and appropriate to the individual concerned. Although studies have found that there is no singular theory or understanding as to what the purpose of assessment is, there are different approaches and forms of assessment carried out in health and social care. These different approaches can sometimes result in different outcomes.

(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:

This section describes how we, as practitioners, monitor how the children are progressing and in which areas.

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.

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

The families have the option to complete assessment together or members can complete individually. The assessment has three sections that rated on a scale from zero (does not apply) to five (high stress), as well as assessment questions such as:

Unit 401 – Understanding the Principles and Practice of Internally Assuring the Quality of Assessment

Before the assessment it is advisable to hold an informal briefing meeting to discuss the format of the assessment and to write up a plan. At the meeting the manager can provide the employee with the necessary paperwork for the assessment and provide them with the opportunity to collect information required to support their assessment.

4.1 Critically compare the types of feedback, support and advice that internal assessment and quality assurance staff may need to maintain and improve the quality of assessment

Unit 401 - Understanding the principles and practices of internally assuring the quality of assessment.

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.

* 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.

Please note that this Assessment has 6 pages and is made up of 3 Sections.

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

There is no smoke without fire; the fire is the source of the smoke. Likewise, a reason must exist for a gap or deficiency to develop in a workplace or learning environment. In the scenario, there has to be a reason for the underperformance in the particular unit. A gap analysis is fundamental in uncovering the origin of the existing problem. It can be defined, therefore, as an approach used to discover a root problem that thwarts the accomplishment of desired outcomes (Career education Corporation, 2013). It operates in the following ways: