For trainers delivering the assessor qualification

Assessor topic 2: Principles and requirements of assessment Resources What is it?

Notes

2.1 A handout describing who does what in assessment and internal quality assurance followed by questions for learners

You can photocopy this to use with learners

2.2 A card sort template on QCF definitions; assessment terminology and an accompanying glossary.

You’ll need to run sets of the cards off and cut them up.

2.3 An activity on ‘The assessor’s toolkit’

You can photocopy this to use with learners.

The glossary gives you the definitions on the cards; you can photocopy this for learners.

(Space has been left on the handout to add any particular examples and/or regulations within learners’ sectors.)

2.4 A slide showing the three main types of assessment

There is a separate PowerPoint file containing the slide with notes

Session notes Here are suggestions for using the resources in your sessions.

2.1 Activity: Who does what in assessment and quality assurance?

This is a handout taken from ‘The best assessor’s guide’ (Read, H. 2010) followed by questions to use with learners. Use it to introduce the regulations and regulatory bodies governing assessment and internal quality assurance of assessment so that learner assessors can see where they fit within the bigger picture, and understand why they must take on certain responsibilities (such as participating in standardisation activities).

2.2 Definitions card sort and glossary Use the card sort to introduce learners to the following:

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the principles and requirements of assessment (the different types of assessment; the criteria assessors use to reach an assessment decision; who does what)

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assessment of QCF qualifications (how QCF qualifications work and the terminology used).

You don’t have to use all the cards at once – take out any that don’t apply or that you prefer to cover in other sessions in different ways: it’s up to you.

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Here are some example activities:

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For a group with differing levels of knowledge: give out one set per table and ask learners to take a card from the top and describe what it is to the table without mentioning what’s written on the card. If they don’t know what it means, someone else can explain. If no-one knows, ask them to make a separate pile (so you get to see what people don’t know and can concentrate on these).

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Roles and responsibilities: On tables or in pairs, ask learners to sort out who’s responsible for what, and who needs to know what under ‘Assessor’, ‘Awarding organisation, EQA and IQA. (Be aware that there will be overlaps and duplications when it comes to the terminology if you do this, but it’s a good way of opening up discussion.)

The glossary speaks for itself – it contains the ‘answers’ to any definition card sorts you do with learners and you can give them a copy for reference.

2.3 The assessor’s toolkit This is an activity for new assessors and will help them to put together all the information they need for assessing within their sector, including who to go to and/or the documents they should consult if they need help.

You will need to point learners to the following:

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The assessment strategy(ies) for the qualifications they assess – if there is one

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The standards and/or qualifications they assess

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Centre documentation and assessment approach

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The name of their IQA and/or training manager.

2.4 Slide: Three types of assessment Use the slide to introduce initial, formative and summative assessment.

A further principle of assessment under the QCF is assessing to assessment criteria, so you may wish to introduce learners to the concept of learning domains and taxonomies at this point, using the slides under Topic 3.

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What the standards say Assessor units Unit title

Learning outcome

Assessment criteria

Understand the principles and practices of assessment

1.Understand the principles and requirements of assessment

1.1 explain the functions of assessment in learning and development 1.2 define the key concepts and principles of assessment 1.3 explain the responsibilities of the assessor 1.4 identify the regulations and requirements relevant to assessment in own area of practice

PTLLS Unit title

Learning outcome

Assessment criteria

Understanding roles and responsibilities in lifelong learning

1. Understand own role and responsibilities in lifelong learning

1.1 explain own role and responsibilities in identifying and meeting the needs of learners 1.2 outline boundaries of own role as a teacher 1.3 identify key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities

2. Understand the relationships between teachers and other professionals in lifelong learning

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Assessor topic 2 intro

2.1 explain the boundaries between the teaching role and other professional roles 2.2 identify points of referral to meet the needs of learners

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Questions To check understanding 1. Who’s responsible for the quality of assessment within an approved centre?

2. What are Ofqual, DCELLS (now called DfES) and CCEA responsible for?

3. What are your responsibilities as the assessor?

4. Who’s responsible for ensuring the consistency of assessment on behalf of the awarding organisation?

5. What does an SSC do?

6. What is your awarding organisation responsible for? And what happens if they do not fulfill these responsibilities?

7. What happens if a candidate appeals against your assessment decision?

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Card sort: QCF definitions Accreditation

Assessment criteria

Applied unit

Assessor

Authenticity (of evidence)

Award

Awarding organisation

Certificate

Combined unit

Credit

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Card sort: QCF definitions Credit accumulation and transfer (CAT)

Currency (of evidence)

Diploma

Equivalent unit

Exemption

External quality assurer (EQA)

Formative assessment

Guided learning hours (GLH)

Information and guidance (IAG)

Initial assessment

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Card sort: QCF definitions Internal quality assurer (IQA)

Knowledge unit

Learning outcome

Level descriptors for the QCF

National occupational standards (NOS)

Personal learning record

Recognition of prior learning (RPL)

Reliability

Rules of combination

Sector skills council (SSC)

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Card sort: QCF definitions

Standardisation of assessment

Shared unit

Sufficiency

Summative assessment

Unique learner number (ULN)

Unit

Validity

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Glossary Accreditation The process through which Ofqual confirm that a qualification conforms to the regulatory criteria.

Applied unit A unit with learning outcomes and assessment criteria that require the learner to apply their learning to a job or task.

Assessment criteria Descriptions of the requirements a learner is expected to meet to demonstrate that a learning outcome has been achieved.

Assessor The person who assesses a learner’s work against the learning outcomes and assessment criteria.

Authenticity (of evidence) The extent to which the learner can prove that the evidence of their competence has been produced only by them.

Award A QCF qualification with a credit value between 1 and 12.

Awarding organisation A body recognised to award credits and qualifications.

Certificate A QCF qualification with a credit value between 13 and 36.

Combined unit A unit that contains a mixture of knowledge and applied learning outcomes and assessment criteria.

Credit The number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit.

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Credit accumulation and transfer (CAT) The process of putting together a combination of credits to meet the achievement requirements of a qualification and the process of using a credit or credits awarded in the context of one qualification towards the achievement requirements of another qualification.

Currency (of evidence) The extent to which a learner’s evidence is up-to-date to meet the requirements of the learning outcomes and assessment criteria.

Diploma A QCF qualification with a credit value of 37 or above.

Equivalent unit A unit from a different qualification that is deemed to be of equivalent value and can count towards a qualification in place of designated mandatory or optional units.

Exemption The facility for a learner to claim exemption from some of the achievement requirements of a creditbased qualification, using a certificated, non-credit-based achievement of equivalent value.

External quality assurer (EQA) The person appointed by the awarding organisation to ensure the consistency of assessment across approved centres.

Formative assessment Assessment for learning, that informs a learner’s progress as they learn.

Guided learning hours (GLH) The number of hours of teacher-supervised or directed study time required to teach a qualification or unit of a qualification.

Information, advice and guidance (IAG) A formal process of helping learners to formulate and choose between options relevant to their learning and assessment pathways.

Initial assessment The process of assessing a learner at the beginning of a programme of learning to gauge their potential, their learning needs, and their starting point.

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Internal quality assurer The person responsible for the quality and consistency of assessment within an approved centre.

Knowledge unit A unit that requires the learner to demonstrate their cognitive skills, understanding and/or knowledge.

Learning outcome A statement of what a learner can be expected to know, understand or do as a result of a process of learning.

Level descriptors for the QCF An indication of the relative demand, complexity and/or depth of achievement, and/or the autonomy of the learner in demonstrating that achievement.

National occupational standards (NOS) National occupational standards are developed by the Sector Skills Council (SSC )for a specific sector across the UK, and these form the basis of the development of units and qualifications.

Personal learning record A record of the credits that a learner has been awarded and takes with them.

Recognition of prior learning (RPL) A process that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge or skills they already possess and do not need to develop through a programme of learning.

Reliability The extent to which assessment results are an accurate measurement of a learner’s achievements against the requirements of a unit.

Rules of combination A description of the credit accumulation requirements for the achievement of a named qualification.

Sector skills Council (SSC) A body responsible for formulating and reviewing occupational standards for a specific sector across the UK, and for supporting the development of units and qualifications based on these standards.

Each SSC is an employer-led, independent organisation. All SSCs are licensed by government

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Shared unit A unit that is made available by one recognised organisation to all others, that they are allowed to use in their rules of combination and to award credit for.

Standardisation of assessment A process to ensure that assessment leading to the award of credits and qualifications is applied consistently by individuals, centres and awarding organisations.

Sufficiency of evidence The extent to which a learner has provided enough evidence against the learning outcomes and assessment criteria to enable the assessor to reach a reliable decision.

Summative assessment Assessment of learning, that takes place after a learner has completed their programme of learning to demonstrate what they have learned against the learning outcomes and assessment criteria.

Unique learner number (ULN) A number used to identify a particular learner, unique to them.

Unit A coherent and explicit set of learning outcomes and assessment criteria, with a title, credit value and level.

Validity The fitness for purpose of an assessment instrument: valid assessment gives an accurate measurement of what it is supposed to measure.

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The assessor’s toolkit Answer the following questions, then tick the right-hand column when you have a copy of the relevant document and/or the name of the person you need to speak to.

Where would you go for help and/or further information if …

Source of information/help

Tick here √

Someone challenges you on the assessment method you are using?

The qualifications you assess change?

You change awarding organisations?

You need upskilling? Or you have a particular CPD need?

You don’t think an assessment instrument you use is valid and/or reliable?

You are told you do not meet the occupational requirements for assessors in your sector?

Your example

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Assessor topic 2.3

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Slide

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Assessor topic 2.4

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