assessing the occupational competence in the work enviroment

Assignment overview In this assessment you will explore aspects of employment law, your role and responsibilities in respect of employment practices and present an issue of public concern that has occurred within either the health, social care or children’s and young people’s sector. Additionally, you will create a career plan which reflects on your continuing professional development and related learning and possible future qualification opportunities.

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.

When going through the assessment process you need to ensure that the learners have a relationship with you as a tutor, so they can feel comfortable speaking to you. They need to know that they can contact you for support and advice. By ensuring this you are improving the chances of the learners informing you if they are struggling with any work

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.

Before any actual classroom teaching can take place, initial and diagnostic assessments must be carried out. These are paramount in agreeing individual learning goals, and planning the progression of the learner with the teacher.

Confirm achievement with the learner and plan the next assessment by returning to stage one. Identify any implications for learning, assessment and progression.

If there is a disagreement with the assessments carried out then the learners can follow the organisational procedures that are set in

It covers a range of different assessments including competence, knowledge and understanding skills.’ Pg 35.

At any stage of the assessment process the progress of the learner can be reviewed and plans can be amended, updated or changed in agreement with the learner and according to need. This allows: learners to raise issues relevant to their needs for completion of the qualification; assessors opportunities to amend assessment plans if it becomes necessary; and flexibility if environmental or other factors arise (such as issues relating to any third party involved in the

The assessor and the candidate must then decide on an assessment plan. This will include setting dates and times to meet with the learner, as well as agreeing on the best assessment methods to use. For example, the assessor may use observation, question the learner or examine their work.

Also the assessor is to assess the learner’s knowledge and skills in a range of

Assignment composition Assignment overview In this assessment you will explore aspects of employment law, your role and responsibilities in respect of employment practices and present an issue of public concern that has occurred within either the health, social care or childrens and young peoples sector. Additionally, you will create a career plan which reflects on your continuing professional development and related learning and possible future qualification opportunities. Tasks There are four tasks to this assignment. A

I also conduct one to one tutorials in an informal manner where we discuss objectives, progress and development. This demonstrates positive and individual inclusion. As stated by Wilson L. (2009). page112 “Assessment is a term given to checking that learning has occurred. It may happen at any stage during the learner’s progress through their qualification”.

|assessment as a process of making judgments of learners’ knowledge, skills and competence against set criteria |

4. Assess the relevant areas competence-and of missing knowledge, skills, experience, or expertise-in regard to the relevant aspects of the situation.