Active IQ Level 3 Award in Assessing Vocationally Related Achievement (sample manual)

Manual
Level 3 Award in
Understanding the Principles
and Practices of Assessment
Version AIQ005690

Understanding principles
and practice of assessment
in education and training
Aim
This unit examines the theory behind assessment, and how it can be implemented in a variety of methods
appropriate to the context of the environment, subject matter and type of learning. Assessors make judgements
and decisions based on evidence; however, it is important for the learner and others to be involved throughout. We
will also consider responsibilities, policies, procedures and legislation related to the role and the whole process.
Learning outcomes
At the end of this unit you will:
• Understand types and methods of assessment used in education and training
• Understand how to involve learners and others in the assessment process
• Understand the role and use of constructive feedback in the assessment process
• Understand requirements for keeping records of assessment in education and training
• Understand the principles and requirements of assessment
• Understand different types of assessment method
• Understand how to plan assessment
• Understand how to make assessment decisions
• Understand quality assurance of the assessment process
• Understand how to manage information related to assessment
• Understand the legal and good practice requirements
in relation to assessment.
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1

The principles, legal and good practice requirements of assessment
Section 1
Section 1: The principles,
legal and good practice
requirements of assessment
The purpose of assessment in learning and
development: functions, concepts and principles
Assessment is a purposeful process to find out if learning has taken place. It is a way to evidence whether a learner
has the knowledge and skills required, usually against a syllabus of criteria or expected standards. It is a supportive
process where the learner is encouraged to ask questions, seek feedback and be involved positively throughout.
Assessment can serve the following functions:
Motivate and
encourage learners
Determine
effectiveness of
programme
Diagnose learner
needs
Acknowledge and
certificate learning
Assist in selection
processes
The overall purpose of assessment is to determine whether a person is competent based on a range of evidence
and set against specified criteria. It helps establish whether the standards have been met and enables qualifications
to be awarded.
Understanding principles and practice of assessment in education and training
The starting point for any assessment is the programme outline, guide or qualification syllabus usually provided by
the awarding organisation.
Awarding organisations (such as Active IQ) are responsible for producing the syllabus for a qualification, including
an assessment specification. This will include how the qualification should be assessed; this may cover the format,
frequency, qualifications required by the assessors, and systems for implementing internal and external quality
assurance.
ACTIVITY
Find out who the awarding organisation is for your subject area. Access their website to find the
specifications / syllabus for the qualifications they offer and review the assessment strategy along with
the policies and procedures they have. Familiarise yourself with the requirements so that you can be
prepared once you start working with an education and training provider.
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The principles, legal and good practice requirements of assessment
Section 1
Valuing reflective practice and continuing professional development
Reflective practice is important for the assessor. It is thinking about (or reflecting on) what you did or the experience
you had and deciding from that what you would do the same or differently next time.
Reflective practice requires a conscious effort to think about the experience and develop future ideas. All individuals
involved in the learning and development process can benefit from it.
Gravells’ (2011) EDAR approach provides a simple mechanism to follow for reflection:
Experience
Describe
Analyse
Revise
Experience – the assessment you gave and would like to improve or reflect on
Describe – who was involved, what happened, when and where it happened
Analyse – think more deeply, think how and why it happened
Revise – what would you do differently? What would you keep the same? Try it out next time
Following this method can allow an assessor to reflect on their own assessment practice and identify areas they
may wish to change. Assessors can reflect on their assessment experiences in a variety of ways including simple
templates, notebooks, evaluation forms, self-reflection logs, learning logs or diaries.
Continual professional development (CPD) is a means by which assessors can maintain, improve and broaden
their knowledge, skills and assessment practice. This can be achieved in many ways, including attending workshops,
online training, conferences, shadowing, buddying, mentoring others or taking further qualifications. With respect to
assessment, CPD is vital as standards and qualifications change, regulations are amended, and subject knowledge
and skills are constantly evolving. Without CPD, an assessor risks not being occupationally competent and being
unable to perform their role. Most awarding organisations and training providers will require evidence of regular CPD
to maintain the standards, licence or qualifications needed to assess.
CPD:
✓
✓
✓
ACTIVITY
Develops how to cope positively and confidently with assessment challenges and changes.
Showcases assessors’ achievements and enhances credibility.
Defines, monitors and achieves career goals.
Reflect on your current experience as a new assessor using the EDAR approach described above. Include
the opportunities you will take over the coming months to develop your knowledge, skills and practice.
Notes
Understanding principles and practice of assessment in education and training
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Planning assessment
Section 3
Section 3: Planning assessment
As with any aspect of learning and development provision, planning is essential in ensuring a smooth, efficient and
effective assessment process.
To be effective, the assessment plan needs to consider the following factors:
Involving the learners Initial assessment Assessment method and type
Awarding organisation requirements
Environmental conditions
Date, time and duration Number and ability of learners Resources and materials
Staff / support availability and expertise
Did you know?
Initial assessment can….
Type of evidence required
Help create an individual learning plan.
Ensure learners are taking the right programme at the right level.
Identify any specific support needs.
Identify learning preferences.
Inspire and motivate learners.
Involve learners, giving them confidence to set their own targets.
To be effective, an assessment plan should address the following:
Subject, qualification and specification
1. The learner must be involved in the planning of assessments and agree with the plan. They need to understand
what is expected of them and be given the best opportunity for success.
2. Plans must be clear and cover the required assessment criteria. They should show holistic assessment
where possible.
3. Plans should cover a variety of assessment methods which are appropriate for the criteria being assessed.
4. Plans should include dates, times, actions that need completing, required resources, and details of others
involved in the process.
Understanding principles and practice of assessment in education and training
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Planning assessment
Section 3
Risks associated with assessment
Environment: The assessor should consider the nature of
the assessment environment such as appropriate heating,
ventilation, lighting and fire exits, as well as more hazardous
environments for practical environments such as gymnastics
halls or swimming pools.
Environment
Assessment
risks
Activities: The assessor should pay attention to the
complexity of the tasks such as the length of time taken,
whether learners are sitting or standing, concentration
levels required and duration in the environment. Low-risk
tasks like written exams will pose less risk than complex
practical tasks such as weightlifting demonstrations or
mixing chemicals.
Activities
People
Pressure
People: This risk presents the largest variable and the one
most difficult to control; what is low risk to one individual may be
high risk to another. Age, fitness, gender and skill levels all pose
a risk to physical or practical assessment, for example. More subtle
differences, such as familiarity with an assessment environment, or the
effect of assessment on stress, can also affect the assessment process. Other people involved or exposed to the
assessment process can pose a risk if known to the learner or assessor, or if roles and responsibilities are not
clearly defined and understood.
Pressure: Undue psychological pressure on the learner can risk affecting the quality of the assessment process,
such as assessing an individual who is not yet ready, setting unrealistic timescales, not adapting to reasonable
adjustments, special considerations or individual needs. Pressure can also affect the assessor, with high numbers
of learners to assess, pressure to meet attainment targets or funding, or pressure from the learner’s employers.
Effective
communication
Careful
planning
Situations that could pose a risk include:
Lower risk
• A lack of confidence in the assessor to make correct decisions.
• A lack of standardisation activities across the assessor workforce.
• A learner copying another’s work (plagiarism).
• An assessor not considering a learner’s needs.
• Using inappropriate assessment activities.
• Assessors using leading questions or doing the learners’ work for them.
• Awarding organisations prescribing unsuitable assessment methods.
• Employers not being supportive of assessment in the workplace.
• Unhelpful and negative feedback to the learner.
• Favouritism or bias towards selected learners.
• Learners not being registered with the awarding organisation prior to assessment.
• Unwelcome disruptions and interruptions when assessing.
Understanding principles and practice of assessment in education and training
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Keeping records and managing information
Section 6
Benefits of feedback
Creates opportunities for clarification and further discussion
Emphasises progress rather than failure
Gives learners confidence and motivation
Identifies further learning opportunities and actions
Questioning
Questioning provides a highly effective method for the learner’s journey and for the assessment process. It helps to
establish whether the learner has the underpinning knowledge and understanding of particular assessment criteria.
The purpose of questioning is to allow your learner to consider their achievements and answers before it becomes
assessor-led. Asking open and probing questions allows the learner to demonstrate their own knowledge, provide
their own thoughts and insight, and to reflect on what they feel they have achieved and why and how they feel they
can continue to improve.
Top tips
Top tips for questioning:
1. Allow enough time.
2. Ask open questions: who, what,
where, why, when, how?
3. Be aware of your postures, gestures
and body language when asking
questions and receiving responses.
4. Be conscious of dialect, tone, pitch
and volume of your voice.
5. Don’t ask more than one question
at a time.
6. Involve everyone (nominated
questioning) if in a group.
7. Use active listening skills.
8. Use eye contact and names.
Understanding principles and practice of assessment in education and training
9. Maintain learners’ comfort zone by
being in a separate room, or away
from others, if appropriate.
10. Watch and respond to your
learners’ reactions.
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THE PURPOSE OF ASSESSMENT
Diganose
learner needs
Motivate and
encourage
learners
Determine
effectiveness
of programme
Assist in
selection
processes
Acknowledge
and certificate
learning
RESPONSIBILITIES OF
AN ASSESSOR
Review of
progress
Initial
assessment
Assessment
planning
Assessment
decision and
feedback
Assessment
activity
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