TAQA Level 3 in Assessing Candidates Vocational Competence: Assignment 2 Unit 301: Understanding the principles and practices of assessment.Unit 302: Assess occupational competence in the work environment.Unit 303: Assess vocational skills, knowledge and understanding. | 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 …show more content…
I also have communication with the employer to inform them of my visits and actions, this is good courtesy and also helps develop relationships with the work placement. This has great advantages when working together. I would write a plan out with the learner to be signed by both of us, this evidences the communication we have had and shows we are both aware of what is expected of us. I communicate this verbally and written. When preparing for the assessment I would look at the best methods for assessing the particular criteria whether this be Q&A, Observation, Oral or test papers. Often a mixture of a couple. This evidence will be referenced to Unit 303 Assessment Criteria 1.2 | 6. Explain how you prepare the required resources needed to assess your candidate’s knowledge and prepare and maintain conditions that support the effective assessment of your candidate’s knowledge and understanding.I always prepare my resources needed prior to assessing. I ensure I have the standards I need, any worksheets or handouts needed, Planning forms, feedback forms and addition support handouts. I also take care of the learners portfolio keeping this locked up in a cupboard.I ensure that the environment is easy to work in and somewhere the learner can write or take notes. I try to avoid any distractions that may affect the learning.This evidence will be referenced to Unit 303 Assessment
assessment is the relevant sector standards and job description. This will provide a fair and
Internal and external assessment requirements- what requirements do you need to follow in this area.
2.2 The strengths and limitations of a range of assessment methods in relation to the individual learner needs:
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
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 ,
4.2 SUMMARISE TYPES OF INFORMATION THAT SHOULD BE MADE AVAILABLE TO LEARNERS AND OTHERS INVOLVED IN THE ASSESSMENT PROCESS
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.
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.
1.1 Compare and contrast the roles of the teacher and the learning support practitioner in assessment of learners’ achievements.
This unit is competence based. This means that it is linked to the candidate’s ability to competently perform a range of tasks connected with their work. This unit may be assessed using any method, or combination of methods, which clearly demonstrates that the learning outcomes and assessment criteria have been met. This unit requires workplace assessment of occupational competence. Assessment decisions for competence based learning outcomes (eg those beginning with ‘Be able to’) must be made in a real work environment by an occupationally competent assessor. Any knowledge evidence integral to these learning outcomes may be generated outside of the work environment but the final assessment decision must be within the real work environment. Competence based assessment must include direct observation as the main source of evidence. For this unit, learning outcomes 2, 3, 4, 5 and 6 must be assessed in a real work environment.
Arrangements for individual learner needs can be monitored and any additional resources or support can be discussed.
The learner must have sufficient time to prepare for an assessment. Learners must have clear instructions, dates, times and be aware of what treatments that they will be doing.
(Gaugler and Thorton, 1989.) A study by (Lievens, 1998) results suggested that the competencies of an assessment centre must be clearly defined in language that is specific to the job and that this should be drawn from the initial job analysis undertaken to identify the competencies. The goal in doing this is that clearly defined competencies will make it much easier for assessors to identify and classify the behaviours they observe from candidates during the assessment centre’s exercises.
In the self and peer assessments, students participate in setting the criteria, evaluating performance, and providing feedback. The authors advise that even though students participate in the assessment process, the teachers should always make the final decision. Thus, self and peer assessments encourages students to appreciate the procedure of evaluating and making judgments. Furthermore, the use of peer assessment strategies promotes team work among learners, which is an essential quality to employers.
d) Criterion-referenced assessment : compares a candidate’s level of knowledge, skills and values in relation