a1 assessor

Assessment plays a significant role in the learning experience of students. It determines their progression through their programmes and enables them to demonstrate that they have achieved the intended learning outcomes. It is assessment that provides the main basis for public recognition of achievement, through the awarding of qualifications and/or credit.

The function of assessment in learning and development is primarily to provide a measurable barometer for the students progress.

Identify the specific learning objectives from the lesson plans measured by the assessment chosen for analysis.

Initial assessment is the starting point of a learning journey. The information gathered provides a base on which to plan your learner’s progress. Initial assessment is very important so you find out the learners individual needs in order for you to support them appropriately.

Assessment is used to make a specific educational decision and is the process of evaluating the extent to which participants in education

* 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.

The aim, reason and purpose for assessments is to allow the students as well as the assessor to see that they are making progress and this also allows them to track where they are at; allowing themselves as students to themselves goals to work towards. Explain the responsibilities of the Assessor The main responsibilities of an assessor can be identifies within three categories. Planning- an assessor must be able to organize and plan lessons, including formative assessments to allow the assessor to check the learner’s progress and providing feedback before the summative assessment at the end of the learning.

1.1 Assessment is about judging if, how and what level of learning has taken place. An assessor's function is to decide if a learner has developed skills, knowledge, understanding and competence in a particular field as well as if the learner is showing the attitude required for the application of the learning within that field. Assessing is not the same as evaluating. Rather than the focus being on the programme or course the learner is on (evaluation), the focus is instead on the learner and their development.

|There are many principles of assessment should be valid, Validity ensures that assessment tasks and associated criteria effectively |

This statutory statement applies to science, design and technology, information and communication technology, art and design, and physical education. When working with tools, equipment and materials, in practical activities and in different environments, including those that are unfamiliar, pupils should be taught: about hazards, risks and risk control; to recognise hazards, assess consequent risk and take steps to control the

Assessment is carried out to ensure that learning has taken place. This is used to measures the learner’s knowledge and skills in their chosen area of learning. Assessment can be used to encourage learners to ask questions on anything they have not understood, learners at some point will have to know that they will have to prove their knowledge and understanding to the standards of the awarding body.

Assessment is carried out to ensure that learning has taken place. It measures the learner’s knowledge and skills in their learning area. Assessment encourages learners to ask questions on anything they have not fully understood, as learners know that they will have to prove their knowledge and understanding to the standards of the awarding body.

The project showcased everything that was learned through the course of the project. There was little anxiety that was associated over the course of the project. The anxiety that was presents was associated with the final presentation, as it was public speaking, which is typical. I found that overall, the anxiety level for the class as a whole was much lower than that when there was a final test.

Does each student whether each group presents at least one safe and one unsafe situation and one way to improve safety practices for each presentation

More than evaluation, on-going assessment is a substantive contribution to learning. Assessments must foster understanding, rather than simply evaluating and is more than an end-of-the-unit test. Assessments need to inform students and teachers about both what students currently understand and how to proceed with subsequent teaching and learning.