Taqa 1.1

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Unit 301 Element 1

1:1 Functions of assessment

Initial assessment- the starting part, used to decide what is known, what needs to be taught and what can be assessed.
Formative assessment- this stage is where the learner is still in training and requires feedback on how they are progressing.
Summative- used to judge completion. Whether you have passed or not.
Holistic- clustering of assessments based on the grouping of a work role, rather than stand alone.

Functions of assessment in training

- Identify the skill gap
- Design the training
- Deliver the training
- Plan the assessment
- Assess
- Feedback
- Either move on to the next part of training or go back and re do the previous assessment.

This starts from the
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I have recently had an issue with one of my trainee’s, she did not want to be taught anymore, and just wanted to be assessed on her cutting. She felt she had had enough training , although I didn’t. As she felt very strongly about this I allowed her to do a model we were going to use as training as an assessment, I did this so she would understand that she needs more training. Once she had completed the assessment I checked the cut, and explained to her where she had gone wrong, and also explained to her that with a little bit more practice she would be able to be assessed on models similar to what she had done and would be able to be marked off on them.
She has agreed to have a little bit more training and agreed we will decide together in future when she will be assessed so as not to waste models.

1:4 Regulations and requirements relevant to assess hairdressing.

- Realistic working environment. Must develop realistic management procedures that incorporate a ‘salon image’.
- All assessments must be carried out under realistic commercial pressures and on paying clients. Assessments should be completed within the commercial timescale. Candidates must be able to achieve a realistic volume of work.
- The space per working area conforms to health and safety legislation.
- The range of services,

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