Assessor training workbook by Learnerzone

Assessor Training Workbook

Aim and Objectives Aim: To introduce the principles and practice of assessment processes and the assessor qualification requirements.

Objectives: 

Describe the responsibilities of the assessor and understand the roles of other practitioners involved in Internal Quality Assurance and External Quality Assurance.

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Explain the processes involved in assessing and supporting learners within your vocational area.

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Identify different methods of assessment.

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List the legal and good practice requirements that relate to your vocational area.

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Complete skillscan and personal action plan.

Own objectives—What do you want to achieve from the course?

The Qualifications TheTAQA TAQA â&#x20AC;&#x2DC;TAQAâ&#x20AC;? stands for: Training Assessment Quality Assurance These qualifications are for staff that are working in or looking to gain entry to roles in Assessment and Internal Quality Assurance. They have been written by LLUK to replace the Assessor and Verifier Units (A1, A2, V1) The new units and qualifications will provide people who carry out assessment and internal quality assurance roles in their organisation with the opportunity to develop and improve their practice as well as achieving a professional qualification for the role. They have been developed for those working in accredited learning, non-accredited learning, the NQF and QCF.

Level 3 Award in Understanding the Principles and Practices of Assessment (3 credits)

A Knowledge-only Award for those who need to know about assessment but who are not currently practicing e.g. Aspiring assessors or quality managers

Unit 301: Understanding the Principles and Practices of Assessment (3 credits)

Level 3 Award in Assessing Competence in the Work Environment (9 credits) Unit 301:

Unit 302:

Understanding the Principles and Practices of Assessment (3 credits)

Assess Occupational Competence in the Work Environment (6 credits)

Level 3 Award in Assessing Vocationally Related Achievement (9 credits) Unit 301:

Unit 303:

Understanding the Principles and Practices of Assessment (3 credits)

Assessing Vocational Skills, Knowledge and Understanding (6 credits)

Level 3 Certificate in Assessing Vocational Achievement (15 credits) Unit 301:

Unit 302:

Unit 303:

Understanding the Principles and Practices of Assessment (3 credits)

Assess Occupational Competence in the Work Environment (6 credits)

Assessing Vocational Skills, Knowledge and Understanding (6 credits)

For practitioners who assess the achievement of competence in a work environment using the following assessment methods: observation, examining work products, oral questioning and discussion, use of others (e.g. Witnesses), learner statements and RPL. For practitioners who assess achievement in vocationally-related situations e.g. classrooms or workshops and who use the following assessment methods: assessments in simulated environments, skills tests, oral and written questions, assignments, projects, case studies and RPL. For practitioners who need to be qualified.

Introduction National Vocational Qualifications (NVQs) are work related, competence-based qualifications. They reflect the skills and knowledge needed to do a job effectively, and show that a learner is competent in the area of work that the NVQ framework represents. They were introduced in 1986 and have enabled millions of people of all ages in pretty well all imaginable trades and professions to achieve formal qualifications, up to degree level and beyond. For some they are a replacement for the previous qualification e.g. plumbers, but for many other people NVQs have provided an opportunity to gain qualifications that were non-existent or very difficult. Despite early misgivings, many millions of NVQs have been awarded.

How do they work...? NVQs are based on National Occupational Standards. These standards are statements of performance that describe what competent people in a particular occupation are expected to be able to do. They cover all the main aspects of an occupation. NVQs are achieved through assessment and training. Assessment is normally through on-the-job observation and questioning. Learners produce evidence to prove they have the competence to meet the NVQ standard. Assessors sign off units when the learners are ready. The assessor tests learners’ knowledge, understanding and work-based performance to make sure they can demonstrate competence in the workplace. NVQs have been described as ‘blowing your own trumpet - then writing it down’ and that is very simply what it is all about! As a ‘learner’ assessor you will need to collect evidence to prove what you have done, your learners need to collect evidence to prove what they can do, and you are there to help, support and guide them.

A Chain of Trust The Awarding Organisation cannot possibly monitor every sheet of paper or computer file related to NVQs across the country, so they operate a system of trust which includes checks and balances at all levels. ď&#x201A;ˇ ď&#x201A;ˇ ď&#x201A;ˇ

Quality Control Sampling Standardisation Activities

We will consider all of these in more detail later.

Assessing is about...

Helping people to achieve their qualification, but it is also about being part of the life-long learning sector and being committed to developing people in the workplace.

Notes:

Learning Styles Learning Styles There are several ways of categorising people’s learning preferences, this is just one approach. Be careful not to ‘pigeon-hole’ people, as this is just their preference, particularly when in a stressful learning situation. We can develop our approach and be comfortable in all areas, with practice.

We must consider how people learn:

Concrete Experience (1) Testing in new Situations (4)

Observation & Reflection (2) Forming abstract Concepts (3)

Notes:

Communication Communication â&#x20AC;&#x153;To effectively communicate, we must realize that we are all different in the way we perceive the world and use this understanding as a guide to our communication with others.â&#x20AC;?

G.K Chesterton Activity

If the total sum of communication is 100% - how do you think it is broken down? Complete the boxes:

Words

Voice

Body language

Notes:

Behaviour of Behaviour of learners   

Assumptions First Impressions Stereotyping

Barriers to learning

List below what barriers to learning/assessment you may Encounter.

How can these be overcome?

Notes:

Good Good Communication Communication Good communication is vital if we are to function as effective Assessors. Building rapport will enable us to ensure that our assessment plans and practice take into account individuals preferences. People—all of us are a product of our life’s experiences - often called ‘Baggage’. The behaviour we see is a very small tip of the iceberg that makes up the total person, and we need to consider what may be behind that behaviour. An example would be when a person has poor memories of past educational experiences as that may shape their reaction to you as an assessor—an educator.

Do’s:

Develop good habits!

Don’ts:

Attitude

Knowledge

Habit Skill

Activity Activity The City and Guilds website tells us... â&#x20AC;&#x153;Assessors are responsible for planning assessments with learners, making assessment decisions, providing feedback to learners and giving guidance on further actions. Detailed records should be kept on all these activities, in addition the assessors should play a part in assuring quality within the Centre in which they operate.â&#x20AC;?

Discuss within your group and record below the roles and responsibilities of the assessor

Competent Competent Assessor Assessor A competent assessor is one who: 

Has experience in the occupational area covered by the national standards at the level at which he or she will assess in accordance with the ‘rules’ laid out in the Assessment Strategy.

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Is qualified to the national standards for assessment.

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Keeps his or her occupational competence up to date through a range of continuing professional development activities (which again are often laid out in the Assessment Strategy

As an assessor, your key responsibilities in the internal quality assurance process must be:    

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Making sure you fully understand both the national standards against which you are assessing and the national standards for assessment. Making sure you have all the information and resources you need and that you can manage your learner allocation. Complying with all assessment procedures at all times, so that both internal and external verifier sampling confirms their effective use. Making sure learners fully understand everything about their qualification, their progress and their achievement and that full and accurate records are held of progress reviews and achievements to date. Making sure your assessment plans contain all necessary information and are signed and dated. Making sure each assessment record is accurate, legible and up-to-date and clearly confirms the outcomes of assessment. Keeping records of reviews of progress and achievement so that these can be passed on to the IQA at regular intervals. Making sure your assessment records provide an audit trail to the evidence which confirmed your judgement or competence. Making sure your records are stored safely so that any assessment decision for any learner can be found and examined quickly, and passing on information about your assessment decisions to the IQA and anyone else who needs this information. Playing an active part in standardisation meetings and activities and appreciating the opportunity to clarify your understanding and obtain information through these. Being a good team member at all times.

Meeting requirement of Assessment Strategies The Assessment Strategy for the qualification you are involved in may specify requirements over and above this basis definition. You may have to possess certain qualification to assess one or more units, or prove that you have attended courses with a minimum content. Exact requirements may vary according to the level you are assessing and can only be ascertained by examining the relevant Assessment.

Roles Roles of of practitioners Roles of practitioners involved in the internal and external quality assurance process. The Trainer The trainer’s role is to develop learners’ knowledge, understanding and skills so that they are able to achieve a full qualification or selected units. The role of the trainer is to;   

Provide opportunity for learning and skills development. Provide ongoing advice and support to learners to review and give feedback on progress and development of competence after learning opportunities. Provide opportunities for learners to practice their skills in a safe, realistic environment.

Often, the roles of trainer and assessor are carried out by the same person. It is essential that activities and tasks carried out in a training situation are separated from those tasks assessed as evidence of competence in a real work environment.

People involved in the assessment The people involved in the quality assurance process.

The Assessor Helps learners to identify opportunities to prove their competence and produce evidence, and makes decisions about the evidence that the learner puts forward.

Assessors are responsible for:     

Managing the system of assessment from assessment planning through to making and recording assessment decisions. Organising assessment and observing them being carried out. Assessing evidence of learner competence against the national standards. Ensuring the validity, authenticity, currency and sufficiency of evidence produced by learners. Maintaining accurate and verifiable records of learner and achievement.

For specific details of the qualification and experience which assessors for a particular N/SVQ must have, refer to the relevant N/SVQ National Occupational Standards and Assessment Requirements document(s).

Roles Roles of of practitioners Practitioners In general, an assessor will need to:  

  

Be professionally qualified/more competent than those being assessed. Hold, or be working towards, the assessor qualifications. (Usually this must be within 18 months of commencing their role; however, if the timescale is different, this will be specified in the relevant N/SVQ National Occupational Standards and Assessment Requirements document). If an assessor has not yet completed the assessor qualification, the assessor decision must be supported by the internal verifier or person responsible for the assessor’s assessment. Be familiar with the national occupational standards and able to interpret and make judgements on current working practices and technologies within their area of work. Understand the requirements for recording of assessment decisions and maintaining learner assessment records. Have sufficient time, resources and authority to carry out the role .

Learners may have more than one assessor, each assessing different units or aspects of those units. Such an approach is approved and encouraged as helping to assure the quality of assessment.

Witnesses Where there are particular difficulties in assessors being present to observe performance (for example, where their presence would be obstructive to the work being assessed) and, where it is permitted by the national occupational standards, witness testimony may be an alternative means of collecting evidence. Specific requirements on the use and role of witnesses for a particular N/SVQ will be given in the N/SVQ National Occupational Standards and Assessment Requirements document(s). Those involved as witnesses on a regular basis should be encouraged to collect evidence towards an assessor award. There are two types of witness – the expert witness and the non-expert witness.

The expert witness An expert witness is someone given the role of regularly and systematically observing and reporting on candidates when they are performing tasks which produce evidence towards an qualification, and who is:  Occupationally competent, with the necessary expertise in the area for which they are providing testimony. This information should be noted by the assessor.  Clear about the purpose and use of the testimony.  Briefed by the IQA to ensure that they understand the standards to which the evidence relates. Because the expert witness’ testimony is more rigorous and covers a wider range of the candidate’s performance, it is usually by greater weight than the testimony of other witnesses.

Roles Roles of of practitioners Practitioners Non-expert witness Non-experts may also be used as witnesses; however, their evidence may be less reliable than that of the expert witness as they are unlikely to be familiar with the standards being assessed. They will probably be concerned with only one aspect of the activities required by the national occupational standards, for example, feedback from a customer. Assessors must judge the validity of all witness testimonies.

Internal Quality Assurance (IQA) staff Check the accuracy and consistency of assessment decisions made by the assessor and ensures that all assessors in the centre are working to the correct standards and interpreting them consistently. IQAs carry out their role by sampling the assessment decisions made by assessors. IQAs may undertake assessment with the centre, but may not verify their own assessment decisions. An IQA is responsible for:  Sampling evidence of assessment decisions made by all assessors. This must include direct observation of assessment practice.  Maintaining up-to-date records of internal verification and sampling activity .  Establishing procedures to ensure common interpretation of national occupational standards between assessors.  Monitoring and supporting the work of assessors within the centre.  Facilitating staff development and training for assessors.  Providing feedback to the external verifier on the effectiveness of assessment.  Ensuring that any actions required by the awarding organisation and the external quality assurer are implemented within agreed timescales. For specific details of the qualifications and experience which IQAs for a particular N/SVQ must have, refer to the relevant N/SVQ National Occupational Standards and Assessment Requirements document(s) However, in general, an IQA  Is likely to be professionally qualified /more competent than those they are assessing.  Must understand the procedures that are being assessed .  Should hold, or be working towards, the IQA qualification. (Usually this must be within 18 months of commencing their role; however, if the timescale is different, this will be specified in the relevant N/SVQ National Occupational Standards and Assessment Requirements document(s)  Should have sufficient knowledge of the work activities and assessment process to be able to make judgements about how assessors are applying the assessment process, offer credible advice on the interpretation of the standards, moderate assessments and resolve any differences and conflicts  Should be fully conversant with the national occupational standards and able to assist assessors with interpreting the standards and making assessment judgements  Will occupy a position within the organisation that gives them the time, authority and resources to co-ordinate the work of assessors, provide authoritative advice and call meetings as appropriate  Will visit assessment sites and observe assessments being carried out on an approved sampling basis 14

Roles Roles of of practitioners Practitioners External Quality Assurance (EQA) staff Are employed by awarding organisations to ensure that all assessments undertaken within centres are fair, valid, and consistent and meet the requirements of the standards. They maintain the quality of implementation through sampling assessment decisions made by the centre and providing constructive feedback and support to centres. An EQA is responsible for:  Visiting centres at regular intervals to monitor the quality and consistency of assessment practices and procedures against the national occupational standards, for example, by observing assessments being carried out, obtaining feedback regarding assessment practices and progress from candidates.  Providing feedback to City & Guilds on centre performance in maintaining consistent application of the national occupational standards.  Ensuring that centres continue to meet the centre approval requirements.

In general, EQAs should:  Hold, or have obtained within 12 months of commencing their role, appropriate external verifier Qualification.  Have detailed working knowledge of the national occupational standards, and their correct interpretation and application, and have an in depth knowledge of the area covered by the N/SVQ  Have gained their knowledge working with the industry.  Take part in continuing professional development activities offered by the standards setting body or other relevant providers in the sector to keep up-to-date with developments relating to the industry’s N/SVQs and changes taking place in the industry.  Have knowledge of the requirements for assessing and internal verification.  Be committed to the application of the national occupational standards and N/SVQ’s, and be aware of further development and refinement.  Demonstrate a commitment to uphold the integrity of the national standards and prevent their misuse.

Countersigning Assessor In line with national requirements for assessment and quality assurance, assessors who have not achieved their qualification to assess may not make a sole judgement about the competence of any learner. Each judgement they make must be re-assessed by a qualified assessor who will countersign assessment decisions.

Countersigning Countersigning assessor Assessor Record below the names and contact numbers of the assessors / IQAâ&#x20AC;&#x2122;s and EQAâ&#x20AC;&#x2122;s involved with your centre Assessors

IQA

EQA

Countersigning Assessor

Assessing Learners Assessing Learners Support for learners throughout the learning and assessment process is crucial if learners are to achieve their qualification.

The Assessment and Quality Assurance process:

Induction, Initial Assessment, Choose Units Individual Learning Plan ILP Register Learner Assessor and Learner agree Assessment Plan, Ongoing Learner Development Evidence Collection by Learner, Formative Assessment by Assessor Review Assessment Plan

Evidence Collection Assessment Is Evidence Valid, Authentic, Current, Sufficient? VACS Summative Assessment Summative Internal Quality Assurance

External Quality Assurance

Claim Certification

Activity Activity City and Guilds describe Assessment as the process through which evidence of learnerâ&#x20AC;&#x2122;s attainment is evaluated against agreed criteria to provide evidence for a qualification.

Describe the qualification standards which you will be assessing or hope to assess in the future. How does assessment take place?

Induction and and InitialInitial Assessment Induction Assessment Before starting work towards a qualification, learners will need support and guidance to enable them to:        

Identify which level of the qualification, and in some cases, which route within the qualification is best suited to their needs. Understand what the chosen qualification covers. Understand what will be required of them. Identify any training needs and how to access development. Understand the qualification assessment process and identify the people who will be involved. Understand how to identify evidence from their performance at work. Understand how to compile their portfolio of evidence. Understand relevant centre policies and procedures, including health and safety, equal opportunities, appeals and, if appropriate, identify alternative assessment arrangements.

Effective induction and initial assessment will ensure that learners get the very best start and will set them on the path towards a successful and rewarding development experience resulting in the achievement of their qualification. Learners who are well informed from the outset are much more likely to progress quickly and achieve agreed targets.

The importance of initial assessment Initial assessment is essential in order to ensure that centres place learners on appropriate qualification programmes. Learners will assess their skills and knowledge against the requirements of the national occupational standards and the assessment requirements of their chosen qualification. The process may involve skills audit, where basic skills and other skills and knowledge related to the qualification are assessed. After initial assessment learners will know whether they are: Competent– they are able to generate evidence to meet the assessment requirements and should be registered for the qualification and begin the assessment planning process. Partially competent – they are able to meet many of the assessment requirements and can access development and evidence-generating opportunities to enable them to meet the remaining ones. In this case they should be registered for the qualification and begin a development planning process at the same time as embarking upon the assessment planning process for those units in which they feel confident. Not competent or do not have the opportunities to perform the tasks involved in the qualification – they may need to select a different level of the qualification against which to be assessed or even a different qualification. The centre should either agree a programme of development for the potential learner, to enable them to register for the qualification at a later date, or provide them with information on an award that is likely to be more suited to their current level of competence and work opportunities.

Assessment Planning and Review Assessment Planning and Review

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Effective planning for assessment by the learner and their assessor is essential if the learner is to succeed within an appropriate timescale. The purpose of assessment planning is to help learners identify how and when they will provide the evidence required to demonstrate their competence. Planning should be a joint activity between the learner and the assessor.

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During initial assessment, the learner will have developed an understanding of what each unit is about and the assessment requirements. If someone other than the assessor conducts the initial assessment, the assessor needs to develop a shared understanding with the learner of what the units are about. This will enable them to identify the best types of evidence to meet the evidence requirements, if these are not specified in the national occupational standards. (Some national occupational standards specify the types of evidence required for a particular unit or element. If this is the case, details will be given in the relevant Standards and assessment requirements).

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Assessment planning will identify opportunities for evidence generation and assessment that occur naturally as the learner carries out work and where opportunities might need to be created to allow the learner to demonstrate competence. This could mean arranging, with their manager, for a learner to exchange tasks with a colleague. The assessor will negotiate and agree with the learner the types of work-based activity that will be observed and the products of that activity (e.g. articles, forms, reports) that will be presented as evidence. It is important that a realistic timescale is set for achievement of the first units or elements.

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When planning assessments, the assessor should aim to identify opportunities for holistic assessment, that is, to assess across elements, a full unit or clusters of units. Assessing criterion by criterion is not good practice.

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Although assessment plans are primarily the responsibility of the assessor, learners must be involved in identifying opportunities to gather evidence. If applicable the learner’s manager or supervisor will be a valuable resource in the assessment planning process as they can validate the information provided by the learner and assist in preparing the learner for development and assessment. They are also able to assist in setting up opportunities for learners to widen their role, if this will enable them to meet all the assessment requirements.

Assessment Planning Assessment

Planning Key Aspects of Assessment Planning Assessment planning is not merely a document produced to satisfy a paper trail, the document is important, as it provides a record of what has been agreed in the planning session. The actual process of planning is very important as it ensures that both the assessor and the learner are prepared for the assessment, and that both understand and have agreed their individual roles in the process. The time spent on effective assessment planning will help to ensure a successful outcome for all concerned. Time should be allowed for preparation and the assessor should; Check that the candidate understands the process; in particular that they should be ready for assessment; that is they are performing consistently to the standards and that the assessment will confirm this.

Make sure the candidate understands what support is available from the assessor, the centre, their employer, and other agencies. The candidate may have special requirements related to physical ability, learning needs, language, working times or other factors which need to be taken into account. Discuss the candidate’s job and the main tasks performed; match these to the requirements of the standards to illustrate the relevance to the job role and to identify opportunities for evidence collection.

Discuss the relevance of past experience or qualifications achieved to decide if evidence of current competence can be produced – based on checking if it is relevant to the standards.

Agree the assessment methods to be used and what evidence will be produced. This should include;      

How the evidence will be produced How sensitive or confidential information will be protected of required How the evidence will be assessed How the evidence and assessment decision will be recorded Who else will be involved and who is responsible for informing them and gaining their commitment to the process. How the evidence will be referenced and who is responsible for doing what

Assessment Planning Assessment Agree and Record;  What activity will be assessed  The proposed date, time, the standards/criteria to be used, location and resources  What evidence and assessment methods will be produced  Specific learner needs and any support required  When the plan will be reviewed Ensure that learner commitment has been gained for the plan. Information about disputes and appeals should be available if required.

This planning process is vital in building rapport and a relationship between assessor and learner; it also ensures that the rest of the process runs smoothly, of course, plans must be flexible! Many factors conspire to change the plan, and these changes should be recorded. Aim for clear communication, the planning process is on-going throughout the qualification, until the final session when the assessor confirms achievement and perhaps a celebration is planned!

What documentation do you complete to plan assessments? What information do you include on your assessment plans and how often are they completed?

Assessment Methods Assessment Methods Understand Different Types of Assessment Methods            

Observation of performance in the work environment Examine products of work Discussing with the learner Use of others (witness testimony) Looking at learner statements Recognising prior learning Assessments in simulated environments Skills test Oral and written questions Assignment Projects Case studies

Check the assessment guidance for the specific qualifications / standards you deliver to ensure you only use the approved / required methods which will vary between qualifications.

Selecting the best assessment methods to use The basis for choice Selection of the best assessment methods to use will depend on several things:   

Requirements of the national standards. Unique needs of the learner and any special arrangements to make sure the assessment process is fair. The best and most cost-effective methods of assessing the learner’s competence after taking both of the above into consideration.

1. The requirements of the national standards Guidance from organisations responsible for national standards often dictates the use of certain assessment methods and, where this is given, centres and assessors must comply with this guidance. Often too, awarding organisations, who often design their own evidence requirements, require certain methods of assessment to be used. In general terms, although national standards may not define minimum requirements for the number of times a learner must be assessed or observed or the minimum number of examples of competence a learner must provide, the following guidelines apply:  Asking for multiple examples of the same evidence does not guarantee that a learner is competent  Assessors must have sufficient expertise in the occupational area and understanding of the activities covered by national standards to reach a decision about the types and amounts of evidence needed to confirm competence  Asking for evidence taken from a variety of different sources, then combining these to provide evidence of competent performance is normally the most effective way of proving competence and meeting all requirements.

Assessment Methods Assessment

Methods 2. Unique needs of the learner and any special arrangements Requirement for fair access and equal opportunities All centres are required to provide fair access to assessment and equal opportunities for achievement. Broadly speaking, centres must make sure that there are no unnecessary barriers to assessment which prevent learners or potential learners from being able to demonstrate competence. They must also make arrangements for learners with particular assessment requirements and make sure that such learners are not given, or do not appear to be given, an unfair advantage. All centres must have an Equal Opportunities policy and procedures to allow this to operate. To put it simply, they must demonstrate that they do not discriminate against any learner on the grounds of age, ethnic origin, disability or gender and are required to hold statistics to enable learnerâ&#x20AC;&#x2122;s achievements to be monitor red and reviewed to make sure the policy and procedures are working.

Activity Look at the list of assessment methods. Identify strengths and limitations for each method.

Method

Strengths

Limitations

Assessment Decisions Assessment Decisions In reaching an assessment decision, the assessor must assess all evidence presented against the relevant units and the assessment specifications to decide if the evidence meets the VACS rule, in other words whether it is : 

Valid – does it actually demonstrate what is claimed? Does it meet the minimum required standard? Does the evidence demonstrate competence? Has the knowledge and understanding been covered?

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Authentic – is it the real work of the learner?

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Current – can it be inferred that the learner would perform in this manner at the present time? This is particularly important with evidence that is presented RPL

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Sufficient – does it cover all of the performance criteria, evidence requirements and knowledge requirements? Does it demonstrate that the learner can, over time satisfy all the requirements of the national occupational standards? Sufficiency of evidence will largely depend on the quality of the individual items of evidence.

Formative assessment is judging each piece of evidence on its own. Assessors should regularly inspect the learner’s portfolio of evidence, conducting assessments to check progress and using the outcomes to support further assessment planning. By doing this, the assessor can ensure that any gaps in the evidence are filled. Summative assessment is judging the whole evidence for a unit for sufficiency. During this assessment, the assessor makes the final judgement on the competence of the learner to perform to the national occupational standards. It is helpful to have the learner available during this assessment to answer questions and clarify issues. The assessor will record the decision on suitable assessment records and provide feedback to the learner about what has been achieved.

Activity What documentation do you complete to record assessments?

Other Considerations Transparency “Transparency is operating in such a way that it is easy for others to see what actions are performed, clear to all involved” Assessors, learners and third parties should be able to understand what is being assessed and what needs to be achieved.

Who else has an interest in what is happening to learners during their programme?

When may a clear record of what happened be useful?

Fully discussing and explaining what criteria there are to be covered, and how this will be done, is shown in research to produce better results.

Advantages:     26

Clarifies the learning outcomes. Learners have an expectation of what will happen. Transparency enhances motivation and buy-in, independent activity and thinking, and levels of achievement - some learning styles really value transparency. Puts the learner firmly at the heart of the assessment process.

Other Considerations Other Considerations Fairness Unfairness is considered to be a form of discrimination. To achieve fairness all assessors must;  Show lack of bias to all learners, overcoming their own assumptions and personal feelings.  Use appropriate assessment methods, to meet individual learner needs.  Apply the standards they are assessing fairly across all learners.  Fairness is not simply treating everyone the same, it is treating people as individuals Fairness is not simply treating everyone the same, it is treating people as individuals.

Notes

Holistic Assessment Holistic assessment is the method of approaching an award as a whole rather than working on single units. This can greatly impact on efficiency and speed through a qualification. It can also significantly reduce the amount of writing and recording, so more time can be spent on development and assessment. Observing holistically in particular, is considered to be a more accurate assessment of how people do their job, as it is more natural to observe someone doing a complete job rather than stopping and starting, you can see them applying the knowledge rather than just talking about it. It may also give opportunities for questioning in the context of the task, allowing learners to give better answers as they can see the links between the theory and the task. With effective planning, in one observation, on a good day, you could cover almost every unit in a whole award!

Other Other Considerations Considerations How could you plan to assess holistically?

Objectivity This means disinterestedness, factuality, and non-partisanship, therefore looking only at the facts when assessing and giving feedback, and taking care to factor out any other knowledge you may have of the learner. An objective statement –“the moon has no atmosphere” is making a judgment based on observable phenomena and uninfluenced by emotions or personal prejudices. A subjective statement – “Robbie Williams is better than Take That”, this is merely a viewpoint or personal opinion, which exists only within the experiencer’s mind. So for an Assessor, lack of objectivity is making a judgment based on individual personal impressions, feelings and opinions rather than external facts. Being objective at all times results in fair assessment and consistency for all.

Other Considerations Other

Considerations Can you think of some examples of what may cause you to lose objectivity?

Examples of Over Assessment   

Expecting learners to produce work or carry out tasks at a higher level than the award they are working towards. Planning many assessments in a short period of time, not taking into account shift patterns or work pressures. Including many examples of the same evidence, repeating or duplicating examples or observations.

Collusion Except where written instructions specify that work for an assessment or task may be produced jointly and submitted as the work of more than one participant, learners must not collude with others to produce a piece of work jointly, copy or share another learner’s work or lend work to another participant in the reasonable knowledge that some or all of it will be copied. If Assessors give excessive support or help, they would also be colluding.

How can you minimise the risk of this happening as an Assessor?

Learner Stress Learner Stress

Think to when you have been a learnerâ&#x20AC;&#x201D;what caused you to be stressed?

Some stress is good, it results in activity and action, it is when it reaches an unhealthy level that it has a detrimental impact on us.

What can you do as an assessor to reduce stress for your learners?

Feedback Feedback Throughout the development and assessment processes learners will need feedback on their development and competence. Learners will not be motivated to make progress to meet their target completion date unless they receive regular feedback.

Feedback should be: 

Specific – relating to the standards that have been assessed.

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Holistic – indicating where there are other evidence opportunities.

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Constructive – giving information on how the standards were met or not met. If the standards were not met, the assessor should be clear about what future developments are required and the actions that the learner must take before repeat assessment to ensure that they are competent when next assessed.

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Recorded .

Consider: 

Right time and place

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Immediately after assessment

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Comments brief and factual

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Learner’s level of confidence

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Learner’s self assessment

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Constructive – stress what has been achieved

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Offer alternatives and development rather than criticism



Make sure the learner understands the feedback



Summarise and record feedback plus any actions

Providing Feedback Providing Feedback The process in which the assessor communicates his or her judgement on the competence of a person and whether or not evidence provided is sufficient to confirm competent performance. Constructive feedback is that which provides a fair and objective judgement, with praise for those aspects of the performance which have been done well, plus information on ways in which the performance can be improved or additional evidence can be provided, rather that any criticism of the performance or the evidence presented. You could use the following checklist when providing feedback to your learners: Concentrate on the facts and give practical examples to confirm the feedback decision. Keep comments brief and factual and take into account the learners level of confidence. Ask for the learnerâ&#x20AC;&#x2122;s self assessment of his or her performance before giving feedback and take this into account. Give an honest evaluation of any development needs and give reasons for suggestions. Provide constructive comments which stressed what has been achieved. Give positive suggestions to motivate the learner. Offer alternatives rather than any criticism . Make absolutely sure that the learner had understood the content of the feedback. Summarise the content of the feedback at the end. Allow the learner to ask questions or clarify any aspect of the feedback. Make sure the learner clearly understood any actions to be taken.

Objective setting Objective Setting Objectives must not be described in vague terms. If they are to be useful, then they must be as measurable as possible. The measurement of goals is improved by being quite specific and also by using a timeframe within which the objective must be achieved. Failure to make the goals as specific as possible will render them useless! Poor Goals

Good Goals

Improve staff retention in the department

Reduce by 25% staff turnover within the department by end of period 13.

Improve sales in the company Increase sales turnover in our sales outlets by 5% over the next nine months

Assessors can set better objectives by providing each objective with a beginning, middle and end. Examples of this simple structure shown below. Beginning

Middle

End

Use an active verb

State what is to be achieved

End with a measure (eg: quantity, quality or time)

Complete

Questions for unit 205

By 21/05/10

Collect

Costing spreadsheets

For a 3 month period complete and accurate

Produce

Case Study on job 134/hb

Containing at least 3 photographs and approx 350 words in length

Arrange

Shadowing activity with Gemma

To be completed by the end of April

Encourage the learner to set their own targets, and to write them if appropriate. The act of writing has the effect of forming a psychological contractâ&#x20AC;&#x201D;if we have written and signed against these actions we are more likely to actually complete them. A long term target or goal may be to achieve the qualification; this will be accomplished through setting short and medium term steps. These allow all involved to understand the process, and make the mental adjustment necessary to tackle the activities planned. When learners are encouraged to identify and set their own targets they â&#x20AC;&#x2DC;buy inâ&#x20AC;&#x2122; and become more involved. Although long term targets may be subject to change and review; good stretching and challenging goals will ensure progress and increased personal development for the learner.

Objective Setting Objective setting The Qualification

Is a Long term target.

One Unit

May be a Medium term goal.

Individual activities

Make up the Short term targets that are the stepping stones or building blocks to accomplish the whole.

‘Top Tips’



Set staggered dates for achievement.

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Make sure you both understand the words that have been used.



Ask the learner to paraphrase or repeat what you have agreed to do —If they can’t remember them at that point, they are unlikely to achieve them!

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Think about who to involve e.g. Supervisor or buddy.



Use scaling to gauge confidence—e.g. “on a scale of 1-10 how confident do you feel about this?



Ask open questions—”when do you think you would be able to have this done by?” “Is there anything that may stop you from getting it done?”



Consider the individual’s learning style and approach—some thrive on short targets



Levels of confidence can be built up by making progress against small achievable targets, praise and progress really motivates.



Never do anything the learner can do for themselves!

Activity Activity Turn these vague targets into SMART objectives Insert imaginary names, dates, unit numbers and other details as you wish!

Think about who might be able to give you a witness testimony

Have a go at the questions for next time

Think about who might be able to give you a witness testimony Sit by Darren to see how he enters the data

Activity

Try to write up a case study about something you have done recently

See how you get on with cross referencing

Ask your supervisor about some more Training, as we discussed

Preparing to Assess Preparing to Assess 1. Preparing yourself Make sure you:   

 

Have selected the best and most cost effective assessment methods for the assessment you will carry out. Fully understand standards requirements you are to assess on this occasion . Are ready to use any questions to be asked to ensure full knowledge and understanding for any areas which will probably not be covered through performance evidence. Have your copy of the standards to be assessed and the right documentation to record the results of the assessment . Have allowed sufficient time for travel and for locating the assessment location if it is unfamiliar.

2. Preparing yourself Make sure that:    

The learner’s supervisor, manager and work colleagues (as relevant) are aware of the assessment and that it does not conflict with work patterns. You will have sufficient time and opportunity to assess the learner fully. The assessment will take place under normal working conditions. Where simulation is used, care had been taken to ensure that it reflects the pressures of a working environment.

3. Preparing the learner Make sure that he or she:        

Understands why assessment is taking place. Understands the assessment methods to be used. Is prepared for what will be assessed. Has all agreed product evidence at hand. Has clear understanding of the parts of the standards on which the assessment will be based. Knows where he or she will be assessed and the approximate duration. Knows the role of questioning to ensure understanding. Is fully agreeable to the above.

Contributing to the Internal Quality Assurance Process Every approved centre must have a system and procedures for managing assessment so that it consistently meets national standards. This system ensures that, when a certificate is claimed for a learner, it is reliable and indicates that the learner had provided sufficient, reliable evidence of performance to the national standards indicated on the certificate. Records confirming that the internal quality assurance process is in place, is effective and covers all national requirements must be available for scrutiny by awarding organisations and other external agencies. As an assessor, your key responsibilities in the internal quality assurance process must be:



Making sure you fully understand both the internal standards against which you are assessing and the national standards for assessment.



Making sure you have all the information and resources you need and that you can manage your candidate allocation



Complying with all assessment procedures at all times, so that both internal and external verifier sampling confirms their effective use.



Making sure learners fully understand everything about their qualification, their progress and their achievement and that full and accurate records are held of progress reviews and achievements to date.



Making sure your assessment plans contain all necessary information and are signed and dated.



Making sure each assessment record is accurate, legible and up-to-date and clearly confirms the outcomes of assessment.



Keeping records of reviews of progress and achievement so that these can be passed on to the internal verifier at regular intervals.



Making sure your assessment records provide an audit trail to the evidence which confirmed your judgement of competence.



Making sure your records are stored safely so that any assessment decision for any learners can be found and examined quickly, and passing on information about your assessment decisions to the internal verifier and anyone else who needs this information.



Playing an active part in standardisation meetings and activities and appreciating the opportunity to clarify your understanding and obtain information through these.



Being a good team member at all times.

Compliance with Complaints and Appeals Policies and Procedures All centres are required by their awarding body to have procedures in place for complaints and appeals against assessment decisions. Each member of the assessment team must know these and operate within them at all times. Candidates must know the procedures to follow if they wish to complain or make an appeal. It is essential to separate out these procedures as they have different purposes and different levels of formality.

The Complaints Procedure A complaints procedure is an internal procedure which is dealt with wholly by relevant staff in the centre. It is designed for use when a candidate has a complaint against the centre or staff within it. For example, if the assessor was late in turning up for an observation and the supervisor (or candidate) was annoyed, he or she uses the complaints procedure. If a candidate is upset about the way the assessor spoke to him or her, again the complaints procedure is used. A complaint is quite different from an appeal against an assessment decision.

The Appeals Procedure This is a formal procedure designed to protect the candidateâ&#x20AC;&#x2122;s right to open access and fair assessment. It is used where a candidate wishes to appeal against an assessment decision made by an assessor and for this purpose only. Any other type of grievance against the assessor or the centre is handled within the complaints procedure. The appeals procedure is only used where disagreement about assessment decisions cannot be settles through discussions between the assessor and the candidate and candidates MUST be informed of the existence of the procedure and receive all necessary information and how to access and use it. Each centre must have a formal procedure for dealing with appeals which is monitored by the awarding body. This must contain mechanisms for escalating the level of appeal if the candidate is not satisfied with action taken at any level. An appeal may be dealt with internally if the candidate is satisfied, or may be taken outside the centre right up to the stage of involving the awarding body.

Health & Safety and Environmental Protection Policies Health & Safety and Environmental Complying with health and safety and environmental protection policies and Procedures The centre’s health and safety policy should cover all employees, all learners and all visitors to the centre (plus any satellite centres) and should clearly relate to qualifications being delivered. It must identify the person responsible for health and safety and name any others involved. The centre must have completed assessments of risk in the centre and provide information to both the assessment team and to learners on what these are now and how to behave in order to prevent or minimise them.

The policy and procedure cover specific issues, including:  

       

Tidiness and hygiene (especially where chemicals are used for training). Use of personal protective equipment (including how this relates to assessment where the use of this is mandatory or desirable because of the work environment in which assessment will take place). Moving about in the centre (e.g. walk, not run). Lifting and carrying (plus working at heights if this applies). Use of electricity; machinery and equipment. Control of substances hazardous to health. Fire precautions and procedure in case of fire or other reason for evacuation. Use of display screen equipment. First aid and what to do in case of an accident. Policy on smoking.

Responsibilities will also include:  



  

Making sure learners are provided with all necessary information on induction and that they are aware of their responsibilities for health and safety. Giving information and any necessary training to the assessment team so that they are able to follow the policy and procedures (and any changes to these) and ensure their learners behave in line with these while in the centre. Make sure that staff who carry out health and safety checks for vetting of workplace (e.g. for long term work placements) have enough knowledge to understand and report on potential risks for learners placed there. Make sure learners are being assessed (and developing skills where relevant) in a safe Environment. Making sure any equipment used for assessment is in safe and working order in line with centre procedures for maintenance, etc. Reporting back to centre management on any changes needed to health and safety policies and procedures because of problems or changes in legislation or practice.

Monitoring Policies for Equalfor Opportunities Monitoring Policies Equal Applying and monitoring policies for equal opportunities and access to achievement

All centres are required to provide fair access to assessment and equal opportunities for Achievement. Broadly speaking centres must make sure that there are no unnecessary barriers to assessment which prevent candidates or potential candidates from being able to demonstrate competence. They must also make arrangements for candidates which particular assessment requirements and make sure that such candidates are not given, or do not appear to be given, an unfair advantage. All centres must offer both full qualifications and unit certification and candidates should be able to select the optional units they wish to achieve. All centres must have an Equal Opportunities policy and procedures to allow this to operate and this must relate specifically to qualification provision. To put it simply, centres must demonstrate that they do not discriminate against any candidate on the grounds of age, ethnic origin, disability or gender and are required to hold statistics to enable candidates’ achievements to be monitored and reviewed to make sure the policy and procedures are working. The policy should explain the rights, responsibilities and duties of both assessors and candidates. A good policy will also provide examples of the types of behaviour which are against legislation, such as discriminating against people, bullying or harassment. The contents of the policy should be disseminated to both assessors and candidates in the main centre and in any satellite centres. Normally, information on each candidate is collected when they enter a learning programme. Details are then entered into the management information system and are then available for tracking and analysis. Centres may compare any or all of the following over a period of time:     

Male and female achievements Achievements of different ethnic groups Achievement of different age groups Comparisons of candidates on different types of programmes Achievements of candidates with different assessment needs.

Adapting assessment procedures to meet individual needs Assessment procedures, while incorporating all actions needed to maintain the centre’s policy for equal opportunities and fair access to achievement, should be sufficiently flexible to allow them to be adapted to meet individual needs. A good procedure will indicate what the assessor has to do and who to seek agreement from if normal working procedures need to be adapted.

Monitoring Policies for Equalfor Opportunities Monitoring Policies Equal Opportunities For example, would all assessors know what to so in the case of: 

A blind candidate who was very capable of providing evidence, but needed more assessment time since the majority of evidence would be provided through observation of him or her carrying out normal tasks?



A candidate who worked on various shifts, including night-shift, while the assessor normally worked 9 am to 4:30 pm?



Someone who could not attend induction in the centre because of disability?



A candidate who worked in a highly-confidential organisation where no records could ever be seen?

Because it is impossible to provide for every possible situation in assessment procedures, each assessor needs to know what to do and who to approach if normal assessment procedures are inadequate in meeting the individual needs of any candidate. Each assessor also needs to know what resources are available to meet individual needs such as large print materials and physical, mechanical and technical aids or the availability of additional support or assessment hours.

Give an example of when you may need to adapt assessment procedures to meet individual needs; who would you seek advice from to meet the needs of your learners?

Data Protection and Confidentiality Data Protection and Confidentiality The Data Protection Act 1998 This Act is important to anyone who holds information about people. Centres deal with candidates as customers and hold information about them. The new Act also applies to data which is held manually as well as that held on computer. It contains regulations relating to obtaining, holding, use or disclosure of personal data relating to living customers. This could be as little as a customer’s name and address. The Act places obligations on those who record and use personal data (data users). They must be open about their use and follow sound and proper practices which are defined in the Act.

All personal data relating to candidates must be:       

Collected and processed fairly and lawfully Help only for specific purposes Used only for those purposes and only disclosed to authorised people Adequate, relevant and not excessive in relation to the purposes for which they are help Accurate and kept up to date Held no longer than is necessary for the registered purpose Protected by proper security

Confidentiality Your organisation is bound by law to protect the confidentiality of candidates and their records. It will have specific requirements covering such this as:     

The types of information which can be stored How these should be stored safely and securely (and achieved so that they are retained for the amount of time specific by the awarding body) Persons in and outside the organisation who are authorised to see or receive information Information which can be supplied to customers about themselves and how their requirements or orders are being processed, used and stored Confidential information about the organisation which should not be supplied to customers

Responsibilities of the Assessor The Assessor should be familiar with the centre’s procedures for confidentiality and comply with them at all times. He or she will have two strengths here:  Ensuring that awarding organisation requirements for confidentiality and safe storage of candidates’ records are followed  Advising assessors on issues relating to Data Protection and confidentiality

Data Protection and Confidentiality Data Protection and Confidentiality Ensuring that awarding organisation for confidentiality and safe storage of learners’ records are followed The IQA is responsible for ensuring that adequate assessment and internal verification records are available to the awarding organisation (and any other organisation who carry out external audits) and that they are stored for the required minimum time (currently three years)

Guidance for assessors on issues relation Data Protection and confidentiality Learners too are bound by the restrictions of data protection and confidentiality and must follow the procedures of the organisation in which they work. This may have implication for the records or documents they are able to provide and for who may see them.

Here are some suggestions on advice which could be given to assessors about Data Protection and confidentiality relating to learners’ evidence: 

Names and addresses of customers may be removed from records and documents before they are submitted as evidence.



The assessor can offer to sign a record agreeing to abide by confidentiality procedures and not to release any confidential information to third parties (with the exception of internal verifiers).



Evidence may be left in the workplace and signposted on assessment records to what the evidence is; where it can be found and why it confirms competent performance.



Carry out observation of activities actually happening rather than examining product evidence.



Ask for written permission from the organisation or customer that the evidence may be used for the purpose of proving competent performance.



Look for alternative evidence.

For further guidance speak to your IQA.

Safeguarding Safeguarding Total People believe that children and vulnerable adults given the right support, training and encouragement can realise their true potential and make a valuable contribution to their local community. All children / vulnerable adults, regardless of age, disability, gender, race, religious belief and sexual orientation or identity have the right to protection from all types of harm and abuse.

Child or Children The Children Act 1989/2004 defines a child as a person under eighteen for most purposes.

Vulnerable Adult or Adults The Protection of Vulnerable Adults Scheme (PoVA 2004) defines a vulnerable adult as a person aged 18 or over who has a condition of the following type:  A substantial learning or physical disability;  A physical or mental illness or mental disorder, chronic or otherwise, including addiction to alcohol or drugs;  A significant reduction in physical or mental capacity.

Information Sharing & Confidentiality Total People staff should never give absolute guarantees of confidentiality to children and vulnerable adults wishing to tell them about something serious. They should however guarantee that they will only pass on information to the minimum number of people who must be told in order to ensure that the proper action is taken to protect the child/vulnerable adult.

Record Keeping Any member of staff receiving a disclosure of abuse from a child/vulnerable adult, or noticing signs or symptoms of possible abuse, should make notes as soon as possible, writing down exactly what was said, using the child/vulnerable adults own words. All notes should be timed, dated and signed. All records of a child protection nature should be passed to the Designated Safeguarding Officer.

Record: The following 5 actions are required if receiving a safeguarding disclosure or concern:     

Listen Ask open questions not leading questions Do not make promises Do be clear about what happens next Don’t panic

Safeguarding Safeguarding If you have any concerns, would like advice or information please contact one of the following people, all calls will be dealt with confidentially and in line with company procedure.

Lead Designated Person: Gaynor Holland 07767 693487

Designated People: Gavin Smith 07971 659821 Craig Evenson 07966 515818 If you are assessing as part of another organisation, you need to be aware of the policies and procedures of that body, you may need to be CRB checked.

Activity Activity

Legislation and Policies In your area

Glossary Glossary When we say...

It means....

Approval (centre)

A process through which an organisation wishing to offer particular qualifications is confirmed as being a centre and able to maintain the required quality and consistency of assessment.

Assessment

The process through which evidence of learnersâ&#x20AC;&#x2122; attainments is evaluated against agreed criteria to provide the evidence for a qualification.

Assessor

A person appointed by the centre responsible for the initial judgement of learners performance against defined standards expressed as assessment criteria or mark schemes.

Awarding Organisation

An organisation such as City & Guilds that offers recognised qualifications. Itâ&#x20AC;&#x2122;s main functions are the design and development of qualifications and the operation of assessment and quality assurance systems to support the qualifications. An awarding organisation issues certificates or certificates of unit credit to learners achieving the requirements of a qualification.

Centre

An organisation (such as a school, college, training provider or workplace) accountable to an awarding organisation for the assessment arrangements leading to a qualification.

Consultant

A person appointed by an Awarding Organisation to support, monitor and assure the assessment process.

External Quality Assurance

Quality assurance procedure to monitor locally based (devolved) assessment (S/NVQs/ BQs/QCF qualifications). External quality assurance includes inspection of procedures and sampling of assessments by the centre.

Internal Quality Assurer

The person appointed by the centre to co-ordinate the assessment process internally.

National Occupational Standards

Standards of occupations competence developed by a Standards Setting Body (SSB) and approved by the regulatory authorities.

Qualification

A certificate of achievement or competence specifying awarding organisation, qualification titles, credit (if appropriate) and level.

Quality Co-ordinator A person appointed from your local office, who is your single point of contact for all matters related to approvals and external quality assurance. Regulatory authority An organisation designated to establish national standards for qualifications and to secure consistent compliance with them, such as Ofqual, SQA, DCELLS and CCEA. Standards

Generally refer to competence statements and specifications. Standards are a short expression for standards of competence which are developed by a Standards Setting Body (SSB). These define what an individual working in an occupational area is expected to be able to do. They are further specified in terms of performance criteria, range and their corresponding and underpinning skills and knowledge.

Review of aims and objectives:

Future actions

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