CPD Samples

Assessor activity 1: Self-assessment Introduction Before you start, you need a clear idea of where you are in relation to the assessor qualifications.

This activity asks you to assess yourself against the learning outcomes and assessment criteria in the units for assessors and will help you to choose the right activities in line with your development needs. You may find it helpful to talk through the outcomes of this activity with your IQA or the person responsible for your CPD.

Activity stages 1 Assess yourself Assess where you are in relation to the individual assessment criteria within the qualifications for assessors. In the right-hand columns, say whether you are confident or not concerning your knowledge and/or practice in each case (be honest!).

Title: Understanding the principles and practices of assessment Learning outcomes

Assessment criteria Can you ‌ ?

1.Understand the principles and requirements of assessment

I know this

I need help

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

2.Understand different types of assessment method

compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners

3. Understand how to plan assessment

summarise key factors to consider when planning assessment evaluate the benefits of using a holistic approach to assessment explain how to plan a holistic approach to assessment summarise the types of risks that may be involved in assessment in own area of responsibility explain how to minimise risks through the planning process

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Learning outcomes

Assessment criteria Can you ‌ ?:

4. Understand how to involve learners and others in assessment

I know this

I need help

explain the importance of involving the learner and others in the assessment process summarise types of information that should be made available to learners and others involved in the assessment process explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning explain how assessment arrangements can be adapted to meet the needs of individual learners

5. Understand how to make assessment decisions

explain how to judge whether evidence is: - sufficient - authentic - current explain how to ensure that assessment decisions made against specified criteria are: - valid - reliable - fair

6. Understand quality assurance of the assessment process

evaluate the importance of quality assurance in the assessment process summarise quality assurance and standardisation procedures in own area of practice summarise the procedures to follow when there are disputes concerning assessment in own area of practice

7. Understand how to manage information relating to assessment

explain the importance of following procedures for the management of information relating to assessment explain how feedback and questioning contribute to the assessment process

8. Understand the legal and good practice requirements in relation to assessment

explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare explain the contribution that technology can make to the assessment process evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment explain the value of reflective practice and continuing professional development in the assessment process

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Title: Assess occupational competence in the work environment Learning outcomes

Assessment criteria Can you ‌ ?:

1. Be able to plan the assessment of occupational competence

I can do this

I need help

plan assessment of occupational competence based on the following methods: - observation of performance in the work environment - examining products of work - questioning the learner - discussing with the learner - use of others (witness testimony) - looking at learner statements - recognising prior learning communicate the purpose, requirements and processes of assessing occupational competence to the learner plan the assessment of occupational competence to address learner needs and current achievements identify opportunities for holistic assessment

2. Be able to make assessment decisions about occupational competence

use valid, fair and reliable assessment methods including: - observation of performance in the work environment - examining products of work - questioning the learner - discussing with the learner - use of others (witness testimony) - looking at learner statements - recognising prior learning make assessment decisions of occupational competence against specified criteria follow standardisation procedures provide feedback to learners that affirms achievement and identifies any further implications for learning, assessment and progression

3. Be able to provide required information following the assessment of occupational competence

maintain records of the assessment of occupational competence, its outcomes and learner progress make assessment information available to authorised colleagues follow procedures to maintain the confidentiality of assessment information

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Learning outcomes

Assessment criteria Can you ‌ ?:

4. Be able to maintain legal and good practice requirements when assessing occupational competence

I can do this

I need help

I can do this

I need help

follow relevant policies, procedures and legislation for the assessment of occupational competence, including those for health, safety and welfare apply requirements for equality and diversity and, where appropriate, bilingualism, when assessing occupational competence evaluate own work in carrying out assessments of occupational competence maintain the currency of own expertise and competence as relevant to own role in assessing occupational competence

Title: Assess vocational skills, knowledge and understanding Learning outcomes

Assessment criteria Can you ‌ ?:

1. Be able to prepare assessments of vocational skills, knowledge and understanding

select methods to assess vocational skills, knowledge and understanding which address learner needs and meet assessment requirements, including: - assessments of the learner in simulated environments - skills tests - oral and written questions - assignments - projects - case studies - recognising prior learning prepare resources and conditions for the assessment of vocational skills, knowledge and understanding communicate the purpose, requirements and processes of assessment of vocational skills, knowledge and understanding to learners

2. Be able to carry out assessments of vocational skills, knowledge and understanding

manage assessments of vocational skills, knowledge and understanding to meet assessment requirements provide support to learners within agreed limitations analyse evidence of learner achievement make assessment decisions relating to vocational skills, knowledge and understanding against specified criteria follow standardisation procedures

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Learning outcomes

Assessment criteria

I can do this

Can you ‌ ?: 2. Be able to carry out assessments of vocational skills, knowledge and understanding (contd.)

provide feedback to the learner that affirms achievement and identifies any further implications for learning, assessment and progression

3. Be able to provide required information following the assessment of vocational skills, knowledge and understanding

maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner progress

4. Be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding

follow relevant policies, procedures and legislation relating to the assessment of vocational skills, knowledge and understanding, including those for health, safety and welfare

I need help

make assessment information available to authorised colleagues as required follow procedures to maintain the confidentiality of assessment information

apply requirements for equality and diversity and, where appropriate, bilingualism evaluate own work in carrying out assessments of vocational skills, knowledge and understanding take part in continuing professional development to ensure current expertise and competence in assessing vocational skills, knowledge and understanding

2. Identify areas for development and activities to help you Use the table below to make a note of any of the areas where you need to develop further, then choose the activities linked to these areas that will help you: Area for development

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Activity

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What the standards say Assessor units Unit title

Learning outcome

Assessment criteria

Understanding the principles and practices of assessment

4. Understand how to involve learners and others in assessment

4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning

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

PTLLS

1.2 Outline boundaries of own role as a teacher

Using inclusive learning and teaching approaches in lifelong learning

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

2.1 Explain the boundaries between the teaching role and other professional roles

3. Be able to evaluate own practice in delivering inclusive learning and teaching

3.1 Reflect on own approaches to delivering inclusive learning and teaching 3.2 Identify areas for improvement in own practice

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Assessor activity 4: Keeping it legal Introduction One of the most important aspects of your job is to know the legal implications of your practice as an assessor within the area for which you assess.

This activity asks you to consider the legal implications of the following areas of legislation:

•

The Equality Act 2010

•

The Safeguarding Vulnerable Groups Act 2006

•

The Data Protection Act 1998

•

The Health and Safety at Work Act 1974.

Activity stages 1 Identify policies and procedures Find your centre’s written policies and procedures for equality and diversity; safeguarding; confidentiality and/or Health and Safety and read through them.

(If you have a copy of The best assessor’s guide, Read, H (2010), turn to pages 37 – 46.)

2 Consider areas of your practice that are affected What are the possible implications of legislation for your particular area? Answer the following prompts.

Area of legislation

Prompts

Equality and diversity

Who do you assess? What groups do they represent?

Safeguarding

Do you assess children or vulnerable adults?

Confidentiality

Are there areas you assess (such as activities you observe) where privacy and confidentiality are involved?

Health and safety

What about the health and safety of learners? Which areas do you assess where this is applicable?

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3 Identify the implications Identify the implications for your assessment practice: Consider your answers to the following questions under each area of legislation by taking a long, hard look at what you currently do, and reflecting on how effective you are.

Area of legislation Equality and diversity

Questions What do you do to actively ensure that everyone has the same access to assessment and that their experience is similar, irrespective of: - gender?

- race?

- ability?

- other (religion, sexuality, age etc.)?

Is what you do effective? If yes – how do you know? If not, what could you do to improve?

Safeguarding

What do you currently do to safeguard children and/or vulnerable adults you assess?

Is it working? If not, what needs to happen? If so, how well is it working and how do you know what you do is effective?

Confidentiality

What do you do to ensure privacy?

How well is it working?

Health and safety

What steps do you take to ensure the health and safety of learners?

Are they effective? If so, how do you know? If not, what must you do to improve?

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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

1.4 Identify the regulations and requirements relevant to assessment in own area of practice

Understand the principles and practices of assessment

8. Understand the legal and good practice requirements in relation to assessment

8.1 explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare

Assess occupational competence in the work environment

4. Be able to maintain legal and good practice requirements when assessing occupational competence

4.1 follow relevant policies, procedures and legislation for the assessment of occupational competence including those for health, safety and welfare 4.2 apply requirements for equality and diversity and, where appropriate, bilingualism, when assessing occupational competence

Assess vocational skills, knowledge and understanding

4. Be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding

4.1 follow relevant policies, procedures and legislation relating to the assessment of vocational skills, knowledge and understanding, including those for health, safety and welfare 4.2 apply requirements for equality and diversity and, where appropriate, bilingualism

PTLLS Unit title

Learning outcome

Assessment criteria

Understanding roles and responsibilities in lifelong learning

1. Understand own role and responsibilities in lifelong learning

1.3 identify key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities 1.4 explain own responsibilities for promoting equality and valuing diversity

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