Level 3 Award in Assessing Competence in the … 3 Award in...assessor and achieve the Level 3 Award in Assessing Competence in the Work Environment. By using the guidance in this

Assessors in Development Guidance Document – Version 1

Level 3 Award in Assessing Competence in the Work Environment

Guidance Document for Assessors in Development

V4 June 2019

2

Contents 2. Contents

3. Level 3 Award Introduction 4. Unit 1: Understanding the Principles and Practices of Assessment 5. Unit 1: Flowchart 6. Unit 1: Cross Mapping against Learning Outcomes 7. Assessor Report Guidance 9. Assessor Report Assessment Form 10. Professional Discussion 12. Unit 1: Portfolio Evidence Record Sheet 16. Unit 1: Learning Outcomes and Assessment Criteria 23. Unit 2: Assess Occupational Competence in the Work Environment 25. Unit 2: Flowchart 26. Unit 2: Cross Mapping against Learning Outcomes 27. Assessment Methods 30. Assessment Development Plan Blank 31. Assessment Plan Legend 33. Assessment Development plan Example 36. Standardisation Activity Form 37. Unit 2: Portfolio Evidence Record Sheets 40. Unit 2: Learning Outcomes and Assessment Criteria 45. Assessor CPD 46. Assessor CPD Learning Log Example 47. Assessor CPD Learning Log Blank

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Introduction Level 3 Award in Assessing Competence in the Work Environment This guidance document has been produced to assist you in developing your skills and knowledge as an assessor and achieve the Level 3 Award in Assessing Competence in the Work Environment. By using the guidance in this document and working alongside your aligned assessor the timescale for completion of this award is nine months. The award is appropriate for you if your role involves:

Assessing learners against agreed standards of competence, such as National Occupational Standards or NVQ’s, using a range of assessment methods;

Making assessment decisions based upon a learner’s performance;

Providing learners with feedback on their performance; and

Contributing to the internal quality assurance processes. Therefore, the award is suitable for personnel who are line managers (for operational personnel, this is usually a minimum role of Watch Manager). The award will develop your skills and knowledge in the following areas:

Understanding the Assessment Strategy and the requirements of assessment;

Planning assessments and developing learning plans with learners (and the other people involved);

Assisting learners to meet the required standards of this guidance documents, the service and the National Occupational Standards.

Monitoring and reviewing the learner's initial level of competence and constructively identifying what they need to do to achieve their objectives;

Supporting learners with different needs;

Utilising a range of methods to assess and using different types of evidence to give an overall assessment of competence;

Making and recording assessment decisions;

Providing learners with constructive feedback on their performance;

Reviewing the learner’s progress throughout the assessment process;

Involving workplace supervisors and other teachers or trainers to ensure holistic, supportive and cost effective assessment processes take place.

Completion of this award and management of your collated evidence:

Once you have been nominated for this award the Accredited Centre team in OTG will allocate an assessor and Internal Quality Assurer (IQA) to oversee your development and completion of the syllabus.

The Accredited Centre Team can help to allocate you to people who are in development and require assessing should there be no suitable opportunities in your own workplace.

Evidence of your completed work and assessments should be collated in a file following the format laid out in this guidance document.

An email of your progress to date with copies of completed work attached should be sent to the Accredited Centre so that a central database can be maintained of all the assessors in development.

The Accredited Centre Policy is essential reading prior to undertaking this award. You may also find it useful to read the Guidance Document on Pillar Six of the Assessment Strategy. This can be found on EDocs document 1372.

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Unit 1: Understanding the Principles and Practices of Assessment

Unit Aim

The aim of this unit is to assess the learning and development practitioner’s knowledge and understanding

of the principles and practices of assessment. Practitioner means anyone with a learning and development

responsibility as the whole or part of their role.

Unit Introduction

This is a knowledge-based unit which gives learners an understanding of the principles and requirements for different types of assessment methods. This understanding will help learners make assessment judgments using evidence of knowledge, skills, understanding and occupational competence. Evidence needs to be current, reliable, sufficient, authentic and valid and will be assessed using this criteria. By having a better understanding of the function of assessment, it is possible for learners to review the strengths and weaknesses of different types of assessment methods. This will enable those in assessor roles to plan assessment for different learners, acknowledging different needs and contexts. It also identifies the need to involve the Learners themselves, in the assessment process. This ensures that Learners feel actively involved in the assessment process and then it becomes a natural extension of their learning. By understanding the principles behind a holistic approach to assessment, the best possible use can be made of a range of possible evidence opportunities. Assessors need to be able to make assessment decisions that are fair and based on appropriate assessment criteria. They must also provide appropriate feedback to the learner along with information that will provide valid, reliable and current data relating to learners’ achievements. An assessor should be aware of the need to collect, collate and record assessment decisions in a way that is clear, concise and accurate – making use of technology where appropriate. This should be seen as a way to contribute to the quality assurance process in order to meet legal, equality and good practice requirements in relation to assessment.

Evidence Requirements

Complete the e-learning modules, and aligned assessments; ‘Workplace Assessments’ and ‘Quality Assurance of the Assessment Process’ (these are for knowledge acquisition; it may be of assistance to make notes whilst undertaking these modules to assist in the report writing task); Note in order to maintain CPD these modules need to be done on an annual basis.

Research and draft a report that considers legislative considerations, assessment concepts and principles and assessment practice (as per Rep052: Assessor Responsibilities Report guidance on page 7);

Take part in a professional discussion with a competent assessor.

An e-learning certificate demonstrating the successful completion of the e-learning modules will be deemed sufficient evidence for the first task. On the next pages you will find guidance on completing the second task, the form that will be used to mark the report in the second task, and the agenda for the professional discussion with the competent assessor.

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Unit 1

Complete E Learning Modules "Workplace

Assessments" and "Quality Assurance of the Assessment

Process"

Complete Asssessor Responsibilities Report

Take part in a professional discussion with your aligned

assessor

Ensure that the Accredited Centre team is updated

when each of the above is completed

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Cross Mapping against Learning Outcomes

Unit 1

Unit 1

Element/Ass Criteria

Report Professional Discussion

E Learning

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1.2 *

1.3 *

1.4 *

2.1 *

3.1 *

3.2 *

3.3 *

3.4 *

3.5 *

4.1 *

4.2 *

4.3 *

4.4 *

5.1 *

5.2 *

6.1 *

6.2 *

6.3 *

7.1 *

7.2 *

8.1 *

8.2 *

8.3 *

8.4 *

Complete E Learning Modules- Workplace Assessments and Quality Assurance of the

Assessment Process

The Report and Professional Discussion Will Confirm Understanding of Learning from these

Modules

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Rep052: Assessor Responsibilities Report Guidance (See Report Assessment Form and Unit Amplification sheets

prior to completing the report)

The report should demonstrate a general overview of the Service’s Assessment Strategy and the basic principles that underpin the seven pillars that it encompasses. It should also establish the importance of assessing people within their work environment to ensure the competence and safety of those being assessed and follow the guidance in the Accredited Centre Policy.

Your written report should fulfil the evidence requirements of Unit 1 (1.1, 1.2, 1.3, 1.4, 2.1, 3.1,

3.2, 3.3, 3.4, 3.5, 6.1, 6.2, 8.1 and 8.3) as shown below.

Explain the function of assessment in learning and development including measurement and

recording of achievement, identification of individual learner needs, formative/summative

assessment, assessment against standards and performance/assessment criteria, monitoring

development, evidencing performance, review/benchmarking, development of best practice

and contribution to quality assurance (1.1)

Define the key concepts and principles of assessment including, who is it for/why do we do

it/how do we do it ie. learner, assessor, IQA, organisation. Assessment as part of the

learning/training cycle, role maps, NOS, performance criteria against standards, formative and

summative assessments etc. (1.2)

Explain the responsibilities of the Assessor including responsibilities to the learner, to the IQA

to the organisation and awarding body. Practical responsibilities e.g. planning, managing and

delivering assessment, maintaining the integrity of the qualification (1.3)

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

including, awarding body, equality and diversity, H&S, data protection, confidentiality during

assessment and recording assessment decisions, plagiarism standardisation and quality

assurance of assessment. (1.4)

Compare the strengths and limitations of a range of assessment methods with reference to the

needs of individual learners including, assessment methods for performance, skills and

knowledge. (2.1)

Summarise key factors to consider when planning assessments including, regulations,

standards, timings, resources, range of methods to meet student needs, eg. observation,

reports/written work, professional discussion, Q &A, product evidence, witness testimony,

APL/naturally occurring evidence/holistic approach. (3.1)

Evaluate the benefits of using a holistic approach to assessment including cost and time

effectiveness, motivation and involvement from learner, naturally occurring evidence, work

based opportunities, one piece of evidence for many learning outcomes. (3.2)

Explain how to plan a holistic approach to assessment including, range of assessment

requirements and opportunities, comprehensive approach, student needs, logical progression,

naturally occurring evidence, evidence appropriate to number of learning outcomes. (3.3)

Summarise the types of risks that may be involved in assessment in own area of responsibility

including, organisational risk, opportunities for assessment, assessment experience, practical

risks including H & S, equality, timing, availability, motivation, fairness. (3.4)

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Explain how to minimise risks through the planning process including clear criteria for

assessment, standardisation of planning, selecting appropriate range of assessment methods,

revisit induction form i.e. H & S, equality, timing, record keeping. (3.5)

Evaluate the importance of quality assurance in the assessment process including, ensuring

organisation, occupational and awarding body requirements are met, consistency from

learners and assessors, comprehensive approach, standardisation, CPD for quality

improvement, feedback. Is the evidence reliable/authentic/valid/current and sufficient. (6.1)

Summarise quality assurance and standardisation procedures in own area of work including, what standardisation practices we have in place and why they are important to quality assurance including compliance with assessment policies and procedures of organisation and awarding body. Standardisation meetings, sharing good practice, observation of peers, shadowing, feedback, responsibilities of IQA to the process (6.2)

Explain legal issues, policies and procedures relevant to assessment, including those for

confidentiality, health, safety and welfare including, organisational policies and procedures,

awarding body requirements, NOS, confidentiality, data protection, H & S, inclusion and

equality. (8.1)

Evaluate requirements for equality and diversity and where appropriate bilingualism in relation

to assessment including, inequality and discrimination and their impact on individuals,

legislation, organisational/employment regulations, codes of practice, flexibility in approach to

planning of assessment and IQA, providing additional resources where appropriate, need for

special arrangements, appropriate assessment methods. (8.3)

Summary This area of the report should provide a final paragraph(s) which pulls together all areas of the report and demonstrates the learner’s appreciation of assessment methods, practices and policies and provide a bibliography of resources and sources of information used for the report.

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Report Assessment Form

Rep052: Assessor Responsibilities Report

Assessor in Development:………………….……… Competent Assessor:…………………..……..

Standards Achieved? ()

1.1 Did the learner explain the functions of assessment in learning and

development?

1.2 Does the report define the key concepts and principles of assessment?

1.3 Does the learner clearly explain the responsibilities of the assessor?

1.4 Does the report identify the regulations and requirements relevant to

assessment in their own area of practice?

2.1 Does the learner compare the strengths and limitations of a range of

assessment methods with reference to the needs of individual learners?

3.1 Does he report summarise the key factors to consider when planning

assessment?

3.2 Does the report identify and evaluate the benefits of using a holistic

approach to assessment?

3.3 Does the report explain how to plan a holistic approach to assessment?

3.4 Does the learner summarise the types of risks that may be involved in

assessment in their own area of responsibility?

3.5 Does the report explain how to minimise risks through the planning

process?

6.1 Does the report evaluate the importance of quality assurance in the

assessment process?

6.2 Does the report summarise quality assurance and standardisation

procedures in own area of practice?

8.1 Does the report explain legal issues, policies and procedures relevant to

assessment, including those for confidentiality, health, safety and welfare?

8.3 Does the learner evaluate requirements for equality and diversity and,

where appropriate, bilingualism in relation to assessment?

Feedback

Competent Assessor sign:……………………………………… Date:…………………………………...

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Professional Discussion


Date of Professional Discussion ………………….. Location ………………………….. Leading Professional Discussion: Assessor ………………….. Assessor in Development …………………………………….. Key Areas of Discussion to be captured: Unit 1: Understanding the Principles and Practices of Assessment First Part of the Professional Discussion: 4.1 Explain the importance of involving the learner and others in the assessment process Notes.... 4.2 Summarise types of information that should be made available to learners and others

involved in the assessment process Notes.... 4.3 Explain how peer and self-assessment can be used effectively to promote learner

involvement and personal responsibility in the assessment of learning Notes.... 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual

learners Notes.... 5.1 Explain how to judge whether evidence is: sufficient, authentic, current Notes.... 5.2 Explain how to ensure that assessment decisions are: made against specified criteria, valid,

reliable, and fair Notes....

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Second Part of the Professional Discussion: 6.3 Summarise the procedures to follow when there are disputes concerning assessment in own

area of practice Notes....

7.1 Explain the importance of following procedures for the management of information relating to assessment

Notes.... 7.2 Explain how feedback and questioning contribute to the assessment process Notes.... 8.2 Explain the contribution that technology can make to the assessment process Notes.... 8.4 Explain the value of reflective practice and continuing professional development in the assessment process Notes.... Assessor Comments/Summary of Discussion (to include feedback to Assessor in Development): Assessor signature Date

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Unit 1 Portfolio Evidence Record Sheets These should be printed out, completed by the assessor in development, stored in their portfolio and presented as evidence for their award.

Learning outcomes Assessment criteria Portfolio reference Date

1 Understand the

principles and

requirements of

assessment

1.1 Explain the function 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

2 Understand

different types of

assessment

method

2.1 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

3.1 Summarise key factors to consider

when planning assessment

3.2 Evaluate the benefits of using a

holistic approach to assessment

3.3 Explain how to plan a holistic

approach to assessment

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3.4 Summarise the types of risks that may

be involved in assessment in own area

of responsibility

3.5 Explain how to minimise risks through

the planning process

4 Understand how to

involve learners

and others in

assessment

4.1 Explain the importance of involving

the learner and others in the

assessment process

4.2 Summarise types of information that

should be made available to learners

and others involved in the assessment

process

4.3 Explain how peer and self-assessment

can be used effectively to promote

learner involvement and personal

responsibility in the assessment of

learning

4.4 Explain how assessment arrangements

can be adapted to meet the needs of

individual learners

5 Understand how to

make assessment

decisions

5.1 Explain how to judge whether

evidence is:

Sufficient

Authentic

Current

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5.2 Explain how to ensure that

assessment decisions are:

made against specified criteria

valid

reliable

fair

6 Understand quality

assurance of the

assessment

process

6.1 Evaluate the importance of quality

assurance in the assessment process

6.2 Summarise quality assurance and

standardisation procedures in own area

of practice

6.3 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

7.1 Explain the importance of following

procedures for the management of

information relating to assessment

7.2 Explain how feedback and questioning

contribute to the assessment process

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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.

8.2 Explain the contribution that

technology can make to the

assessment process

8.3 Evaluate requirements for equality and

diversity and, where appropriate,

bilingualism in relation to assessment

8.4 Explain the value of reflective practice and

continuing professional development in the

assessment process

Learner name: Date:

Learner signature: Date:

Assessor signature: Date:

Internal verifier signature

(if verified)

Date:

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Unit 1 Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard

required to achieve the unit. The Unit Amplification explains the range of skills, knowledge and understanding which need to be demonstrated by the assessor in

development in order to be deemed a competent, objective and effective assessor.

Learning outcomes Assessment criteria Unit amplification

1 Understand the

principles and

requirements of

assessment

1.1 Explain the function of

assessment in learning and

development

□ Functions, e.g. measurement and recording of achievement, identification of

individual student needs, formative or summative assessment, fit for purpose,

assessment against standards and performance/assessment criteria,

monitoring development, evidence for performance

review/targets/benchmarking, contributing to

Quality assurance, development of best practice.

1.2 Define the key concepts and

principles of assessment

□ Purpose, e.g. who is it for – learner, trainer, assessor, organisation,

employer? Assessment as part of the learning or training cycle, e.g. to

recognise prior learning, to identify specific assessment requirements;

assessment of specific learning domains, e.g. Bandler and Grinder’s

psychomotor/cognitive/affective–skills, knowledge or understanding.

1.3 Explain the responsibilities of the

assessor

□ Range of responsibilities, e.g. to the student, the employer, the organisation,

occupational standards, awarding organisation; practical responsibilities, e.g.

planning, managing and delivering assessment; maintaining the integrity of

the qualification; student- centred assessment

1.4 Identify the regulations and

requirements relevant to

assessment in own area of

practice

□ Regulatory bodies of standards, e.g. Ofqual, Sector Skills Councils, awarding

organisations, Institute for Learning; other regulations, e.g. health and safety,

equality and diversity/disability act, data protection, safeguarding students

during assessment; recording/tracking and logging assessment decisions,

communicating decisions with students, standardisation, moderation and quality

assurance of assessment.

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2 Understand

different types of

assessment

method

2.1 Compare the strengths and

limitations of a range of

assessment methods with

reference to the needs of

individual learners

□ Range of assessment methods for performance-based assessment of skills or

knowledge-based assessment of understanding, individual or group

assessment; fit for purpose, e.g. student needs, context; measures of

achievement, e.g. performance criteria, assessment criteria, levels standards;

practical limitations, e.g. numbers involved, range, opportunity, reliability, time

constraints, resources, staffing.

3 Understand how to

plan assessment

3.1 Summarise key factors to

consider when planning

assessment

□ Formal, e.g. addressing regulations or standards, student, employer, business

needs; timing of assessment, e.g. initial/pre-course, formative, summative,

recognising prior learning; range of methods/activities to meet student needs,

e.g. observation, performance evidence, discussion, witness/student

statement, tests, multiple-choice questions, written activity, reflective journal,

verbal questioning; naturally occurring evidence; specific needs.

3.2 Evaluate the benefits of using a

holistic approach to assessment

□ Benefits, e.g. cost and time effectiveness, motivational for students, e.g.

promoting student responsibility and student involvement, use of naturally

occurring evidence, experiential learning, linking different aspects of learning

through assessment, transference of skills, work- based opportunities,

rationalising collection of assessment evidence, meeting number of learning

outcomes/assessment criteria, linked knowledge-based and performance-

based assessment opportunities.

3.3 Explain how to plan a holistic

approach to assessment

□ Range of assessment requirements and opportunities, e.g. comprehensive

approach, logical progression and sequencing, related to specific context,

student needs, preferences, workplace– opportunities to use linkages

particularly between knowledge and understanding to skills requirements,

naturally occurring evidence, appropriate assessment opportunities,

evidence appropriate to number of learning outcomes/assessment criteria.

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3.4 Summarise the types of risks that

may be involved in assessment in

own area of responsibility

□ Organisational risks, e.g. organisational culture, appropriate opportunities for

assessment, staff occupational or assessment experience; practical risks, e.g.

health and safety, equality and diversity, data protection, specific occupational

risks, student-based risks, e.g. occupational competence, responsibility,

motivation; assessment risks, e.g. timing, range, sufficiency, bias, fairness.

3.5 Explain how to minimise risks

through the planning process

□ Clear criteria for assessment, e.g. identifying/addressing specific

requirements, standardisation of planning, negotiating with student; selecting

appropriate range of assessment methods appropriate to context to generate

the required evidence; safeguarding students,

E.g. planning for health and safety, equality and diversity, negotiating with

students, appropriate timing of assessment, clear recording, tracking, and

logging of assessment decisions.

4 Understand how to

involve learners and

others in assessment

4.1 Explain the importance of involving

the learner and others in the

assessment process

□ Recognising needs, e.g. initial assessment, learning/training needs

analysis, recognising current level of knowledge, understanding, skills and

experiences; negotiating learning e.g. targets, goals, objectives for

assessment, self-assessment, ‘bite-size chunks’, meaningful, relevant,

motivation, engagement, involvement, individual responsibility; involvement

with others e.g. organisation, colleagues, employers, peers, witnesses.

4.2 Summarise types of information that

should be made available to learners

and others involved in the

assessment process

□ Standards and criteria against which they will be assessed, e.g. awarding

organisation requirements, occupational standards, other specific

requirements; assessment plan, e.g. specific criteria they will be assessed

against, timing, venue, methods, expected outcomes, opportunities for

feedback, benefits of assessment, appeals procedure; requirements of the

student, e.g. preparation, specific needs, activity, evidence required,

assessment decisions.

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4.3 Explain how peer- and self-

assessment can be used effectively

to promote learner involvement and

personal responsibility in the

assessment of learning

□ Peer feedback, e.g. formal or informal, witness statements, peer observations,

feedback, working collaboratively, sharing goals, targets, giving and receiving

feedback, awareness of risks of appearing challenging or confrontational; formal

or informal self- assessment, e.g. SAR (Self-Assessment Review), initial

assessment, current knowledge, understanding, skills, occupational

competence, SWOT (strengths, weaknesses, opportunities and threats),

reflection, identifying targets, target setting, action planning.

4.4 Explain how assessment

arrangements can be adapted to

meet the needs of individual learners.

□ Negotiating assessment needs with individual students, e.g. identifying

specific learning/assessment needs, range of assessment methods, activities

to meet different student/context/needs, alternative assessment activities

where appropriate, repeating assessment to provide opportunity for

experiential learning, use of alternative assessor, learning support, discussion

to supplement primary evidence; recording evidence of assessment to suit

student needs, e.g. digital recording, audio/visual, scribe.

5 Understand how to

make assessment

decisions

5.1 Explain how to judge whether

evidence is:

sufficient

authentic

current

□ Understanding rules of evidence, e.g. meeting outcomes and objectives

identified in assessment plan, evidence is coherent, accessible, realistic,

relevant, attributable, achieved within time constraints; credible and

compatible with learning programmed and required assessment outcomes,

context, adhering to organisation, industry, awarding body and government

requirements and standards.

https://ukstr.webmail.pearson.com/exchange/Jane.Boehm%40pearson.com/Inbox/Updated%20CTLLS%20Template.EML/CTLLS%20BTEC%20SpecialistTemplate%20230112%20JB.doc/PTLLS%20p1220/spec/PTTLS%20Latest%20Spec%20181111.doc




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5.2 Explain how to ensure that

assessment decisions are:

made against specified

criteria

valid

reliable

fair

□ Range of evidence, e.g. clearly identified, current, appropriate criteria, valid

currency, level, attributable; reliable and can be repeated or learning

transferred; assessment decisions are fair, e.g. without bias and relate to the

identified criteria, complying with organisation and/or industry, awarding body

and government requirements, addressing specific student needs.

6 Understand quality

assurance of the

assessment

process

6.1 Evaluate the importance of

quality assurance in the

assessment process

□ Ensuring organisation, occupational, awarding organisation and government

requirements are meeting standardisation, quality assurance of practice,

consistency across learners, assessors, contexts, units; comprehensive

approach to assessment at all stages–preparation, planning process,

assessment outcomes i.e. product; benchmarking and measures of

achievement; identifying development and continuing professional

development needs for quality improvement.

6.2 Summarise quality assurance and

standardisation procedures in own

area of practice

□ Organisation assessment policies and procedures, e.g. complying with Sector

Skills Council, National Occupational Standards requirements; team, assessor

standardisation, e.g. observations of practice, standardisation meetings,

sharing good practice, observation of peers, work shadowing, feedback,

comparisons of process and product; internal/external quality assurance

reviews, evaluation procedures

6.3 Summarise the procedures to

follow when there are disputes

concerning assessment in own

area of practice

□ Organisation policies and procedures, e.g. clearly written appeals and

grievance procedures, accessible systems for appeals, e.g. documents for

appeals, appropriate staffing for management of appeals, confidentiality, non-

discriminatory policy, application in practice, recording of outcomes, clear paper

trail

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7 Understand how to

manage information

relating to

assessment

7.1 Explain the importance of

following procedures for the

management of information

relating to assessment

□ Policies for management of assessment evidence, e.g. portfolios, assessment

records, observation records, physical evidence, student and witness

statements; management of assessment records, e.g. storage and retrieval,

confidentiality, data protection, use of technology; sharing information with

relevant parties e.g. students, other assessors, employer, colleagues,

organisation, regulations covering sharing information, e.g. Ofqual, awarding

organisation, Sector Skills Council, data protection

7.2 Explain how feedback and

questioning contribute to the

assessment process

□ Supporting range of evidence; confirming learning, e.g. knowledge,

understanding, skills, reward, motivation, linking learning of product and

process, transferability of learning, identifying further learning requirements,

target setting and action planning, recording distance travelled, value-added,

progression; corroboration of assessor decision-making process, judgement;

identifying specific needs or need for support

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

□ Organisation policies and procedures, e.g. associated with Ofqual, awarding

organisation requirements, Sector Skills Council/National Occupational

Standards, specific requirements, e.g. confidentiality, health, safety and

welfare, inclusion, equality and diversity; staff development needs e.g.

standardisation, sharing good practice, work- shadowing, peer observation, in-

service training, cascading training, continuing professional development.

8.2 Explain the contribution that

technology can make to the

assessment process

□ Appropriate technology, e.g. initial assessments, online testing, recording of

evidence including audio or visual, submission of assignments electronically,

electronic feedback to learners, emailing feedback, discussion forums, web-

based learning, including distance or blended learning, issues of authenticity;

technology for recording and storing assessment evidence, e.g. software,

awarding organisation online provision, students managing own electronic

records; security

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8.3 Evaluate requirements for equality

and diversity and, where

appropriate, bilingualism in relation

to assessment

□ Forms of inequality and discrimination and their impact on individuals, the

relevant legislation, employment regulations and policies and codes of

practice relevant to the promotion of equality and valuing of diversity, e.g.

visual/auditory impairment, physical disability, bilingualism; flexibility in

approach to planning of assessment and quality assurance, e.g. negotiating

timing, context, providing additional resources where appropriate,

recognising additional support needs, alternative approaches, evidence

8.4 Explain the value of reflective

practice and continuing professional

development in the assessment

process

□ Reflective practice, e.g. self-assessment, SWOT analysis (strengths,

weaknesses, opportunities, threats or barriers), realistic targets for own

development, using feedback from students, colleagues, managers, external

evaluators, other individuals and professionals, self and team reviews,

observation reports, outcome from appraisal, monitoring and modifications,

updating knowledge, occupational expertise, skills and self-confidence,

modifications to assessment plans, developing technologies to extend and

enhance assessment process, contributing to curriculum development.

23

Unit 2: Assess Occupational Competence in the Work Environment

Unit Aim

The aim of this unit is to assess a learning and development practitioner’s performance in carrying out

assessments of occupational competence in a work environment.

Unit Introduction

This unit gives learners the opportunity to implement the principles of good practice that support the planning

of assessment, i.e. that is fit-for-purpose, appropriate to a specific context, addresses specific learners’ needs

through a range of methods and meets the required standards.

This unit addresses the need to record achievements and maintain records of occupational competence, its

outcomes and learner progress following appropriate policies, procedures and legislation. The evidence of

the assessment needs to be shared with appropriate others, for example, colleagues and employers, whilst

maintaining confidentiality. Good practice in assessment needs to be demonstrated through the maintenance

of learner records so that further needs for training, assessment and progression can be identified.

A review of the assessment of occupational competence in the workplace should be used to evaluate the

currency, expertise and competence of own practice to identify opportunities to maintain occupational

standards and CPD..

Evidence Requirements

Write four assessment plans; these must adhere to the following conditions:

i. There must be at least two different learners, having different levels of occupational

competence or individual needs;

ii. Two of the assessments (summative) must encompass a whole unit of National Occupational

Standards (as per the learner’s relevant guidance document);

iii. Two of the assessments (formative) must be ‘workplace assessments’ (assessments of

individual activities, such as a building construction presentation, pitching the 13.5m ladder,

demonstrating correct procedures for different scenarios etc);

iv. Each plan will prescribe when, where and exactly how the assessment will take place;

v. A range of assessment methods must be used, including direct observation, witness

testimony, examination of product evidence, and a question and answer session. This does

not mean that each assessment method must be used in each of the plans, but instead that

each assessment method must be in at least one of the plans;

vi. Whichever assessment method is used, you must supply supporting evidence (please see the

‘Assessment Methods’ section on page 27)

vii. The learner and the assessor in development must agree the plan. They do this by each

signing in the relevant section prior to the assessment taking place.

viii. Before signing, the assessor in development must ensure that they review the contents of the

Induction and Declaration with the learner – the learner should not sign unless this has been

done; and

ix. The assessor in development must ensure that the counter signatory policy is followed.

Conduct the four planned assessments using the agreed methods to enable a fair and reliable

assessment decision to be made regarding the learner’s performance. A competent assessor will

provide you, as an assessor in development, with an Assessment Development Plan prior to an

24

assessment taking place and they will provide you with feedback on all four assessments. Your

aligned IQA will observe at least one of these assessments.

Using the outcomes of the assessments make four assessment decisions and record the

methodology that supports these judgements;

Provide relevant feedback in an appropriate manner to the learners on their performance. It is essential that assessors use the feedback process in a constructive, supportive way. As far as possible, feedback should be:

i. Honest; ii. Specific; iii. Accurate; iv. Factual; and v. Evidenced.

Feedback should be something the learner can understand, accept and do something about.

i. Use clear, concise and understandable language; ii. Emphasise the positive; iii. Be specific – give examples; iv. Avoid sweeping statements including ‘all’, ‘never’, ‘always’; v. Focus on behaviour rather than the person; vi. Be descriptive rather than judgemental; vii. Make clear and specific suggestions about what can be done; viii. Deal with things that can be changed; ix. Consider the motives for giving feedback; and x. Own the feedback – use ‘I’ statements.

The learner should then be provided with some guidance on the ‘next steps’ in the process as part of

a review of their progress to date. All of the feedback and the review need to be captured in the

‘Feedback/Review’ section of the plan.

Submit one of the assessments (including all documentation) to a standardisation activity with the

aligned Internal Quality Assurer. Review another assessor’s documentation and provide feedback.

Evidence required for this award will include a Standardisation Activity Form for your assessment and

another for the documentation you have reviewed (therefore, 2 Standardisation Activity Forms).

25

Unit 2

Write four assessment plans for at least two different

learners

Two of these assessments must encompass a whole unit

of National Occupational Standards

Two of these assessments should be workplace

assessments

Utilise a range of assessment methods including; direct

observation, witness testimony, product evidence

and question and answer

Prior to any assessment taking place the learner and assessor in development must agree on

the plan and on what assessment methods are

being used

Before the agreed development plan is signed off the assessor in development should review the contents of the Induction and Declaration

with the learner

Conduct the four planned assessments using the agreed methods to enable a fair and reliable assessment decision

The aligned competent assessor will provide feedback to the assessor in development

on all four assessments

The aligned IQA will observe at least one of the planned

assessments

Using the outcomes of the assessments the assessor in development will make four assessment decisions and

record their decisions

The assessor in development will provide feedback to the

learner. This feedback should be honest, specific, accurate,

factual and evidenced

This feedback should be something the learner can understand, accept and do

something about

The assessor in development should provide the learner

some guidance on the "next steps" in their development

process

Submit one of these assessments, along with all

documentation, to a standardisation activity with the

aligned IQA

Complete a standardisation activity on another assessors documentation and provide

relevant feedback

26


Cross Mapping against Learning Outcomes

Unit 2

Element Assessment Plan Assessment Feedback Std Activity

1.1 *

1.2 *

1.3 *

1.4 *

2.1 *

2.2 *

2.3 *

2.4 *

3.1 *

3.2 *

3.3 *

4.1 *

4.2 * * *

4.3 *

4.4 *

27

Assessment Methods Observations Observation is the most effective method of assessment and therefore assessors should seek to observe the learner on as many occasions as possible. For each of the Observations listed in the guidance document there is a specific Observation Record which must be used to assess the learner. Witness Testimony It is not always possible or appropriate for the assessor to make a judgement of the learner’s performance, and in these cases witness testimony should be utilised. Examples might include at an operational incident where a Firefighter has worn Breathing Apparatus inside a building; the assessor would be on the outside of the building and therefore unable to observe the learner, but the learner’s Breathing Apparatus partner (who will be a competent wearer) would be ideally placed to make a judgement. An example of a completed Witness Testimony can be found further on in this section of the guidance document. Reports Reports are a good way of learners researching a subject and demonstrating their knowledge and understanding. Where a specific number of words are required, this should be taken as a minimum length (there is no maximum). For each of the reports listed in the guidance documents there is a specific Report Guidance form and a Report Assessment Form (which must be used to assess the learner’s report). Further guidance on reports can be found by clicking on the “Reports” section of the Workplace Assessment section of the intranet under the role map or award you are working towards. Product Evidence Product evidence is, very basically, any evidence that is a by-product of work such as the completion of forms or records, minutes of meetings, or electronically held data. Courses Courses provide definite outcomes for the learners which compliment the overall development programme. Where a learner has completed a course or qualification they may have this considered as Recognised Prior Learning (RPL) (subject to their ability to demonstrate maintenance of skills, knowledge and understanding and/or reassessment. For example, if a learner has completed a fire investigation qualification prior to it being required in a development programme, the assessor may consider it to be RPL; the qualification may have been completed some time before so the assessor may deem it appropriate to assess the learner’s knowledge via a question and answer session). Question and Answer (Q&A) These activities can be split in to three categories:

Q&A as determined by the guidance document as a task where the learner will answer questions set by the assessor (Assessor Questions, prefixed QA.... and the specified National Occupational Standard unit of the role-map);

Q&A to confirm knowledge and/or understanding requirements of a task or activity where it is unclear whether the learner has demonstrated sufficient evidence to fulfil the criteria (not given a code). Where this is the case, as with any Q&A session, both the questions and the answers need to be recorded. However, in this instance, it may be acceptable to record the questions and answers in the Feedback/Review section of the assessment/development plan;

Question Bank questions as determined by the guidance document as a task where the learner will answer questions from a pre-determined list held by Learning and Development (Question Banks, prefixed QB.... and the specified National Occupational Standard unit of the role-map).

28

Set tasks/activities (prefixed QA.... and QB....) will take place when the learner has undertaken a period of study and feels that they are ready to have their knowledge and understanding assessed; the questions and answers should be recorded using Question and Answer Record Forms.

____________________________________________________________________ On the following pages are examples of the evidence required, however it is essential that these templates are used as a guide and each one needs to be specific to the assessment being carried out: Page 29 Witness Testimony Example Page 30 A blank Assessment Development Plan Page 31 - 32 A guide to completing the Assessment/ Development Plan Page 33 - 34 A completed End of Unit Assessment Plan Page 35 A Standardisation Activity Record

29

It is important that each WT is specific and personal to the task being observed

30

Assessment/Development Plan

Learner

Role

Assessor

Date

Plan Units/

Elements

The Assessor must ensure that the Induction and Declaration Checklist is reviewed.

Learner Sign

Date

Assessor Sign

Date

Assessment Decision

Feedback/Review of Assessor

Feedback/Review of Learner

Learner Sign

Date

Assessor Sign

Date

31

Assessment Plan Legend Learner: The name of the person in development Assessor: The person guiding the person in development Role: The role of the person in development, i.e. Firefighter, Crew Manager, Area Manager Date: The date that the initial plan is produced Plan: This section is used to identify the detail of the assessment being undertaken. It identifies:

Who – will be assessed, will be assessing (deciding whether competency has been achieved), or will be assisting with the assessment (for example, who will be the audience of a presentation, or who will be providing a Witness Testimony);

What – will be the activity(s), will be assessed, and will be the required standard(s) to achieve competency;

How – will the learner be assessed and which assessment methods will be used to ensure safe, fair, valid and reliable decisions.

Where – the location that the assessment will take place, and the location that the feedback will occur;

When – the assessment(s) will take place, a judgement will be made against the performance, and the feedback be provided (ensuring that the feedback will be provided at an appropriate time and place).

Units/Elements: Which of the learner’s role map units/elements are being assessed – a holistic approach should be adopted as this is more cost effective, and enables the assessor to take an overview of the learner’s overall ability across the range of standards. Learner Sign/Assessor Sign (1): Once the assessment plan has been completed and agreed, both the learner and the assessor need to sign and date the form (hard copy sign, not electronic!).

This is the last part of the form that needs to be completed prior to the assessment.

32

Assessment Decision: There are two possible outcomes to the assessment of the learner’s performance; “Competent” or “Not yet competent”. However, whatever the decision recorded is it needs to be reinforced by the rationale behind the judgement. Make sure that the following is considered and recorded in this section:

How you used the agreed assessment methods to make safe, fair, valid and reliable decisions;

If you have used Recognised Prior Learning to make the assessment decision, explain how you used it; if you haven’t used Recognised Prior Learning, say so;

Explain how authenticity has been ensured, even if it is by explaining that the assessment method employed was Observation and the learner was physically witnessed;

If there are any inconsistencies with the evidence, then ensure that these are explained; Feedback/Review: This section, as with the whole process, should be designed in such a way that it both encourages and supports the learner, whilst ensuring that an honest appraisal of the performance against the required standard for the learner’s role is made. Explain how the assessment decision was made; what was good? What could have been done better? If the performance did not demonstrate competence, how could the Learner develop their skills and/or knowledge to do so and provide more evidence? The assessor should also encourage the learner to seek advice regarding any assessment decision that they do not agree with, and identify to whom they should seek this advice from. The assessor should reiterate the Appeals procedure to the learner should they wish to challenge the decision, and both of these issues should be recorded. The performance review should take a holistic approach to the learner’s development and identify the next steps in the assessment process; how could the learner expand their knowledge of the subject area (even if they passed the assessment)? What will the learner be expected to achieve next? Learner Sign/Assessor Sign (2): On completion of the Feedback/Review stage, both the learner and the assessor should sign and date the form. The learner will need to keep this as evidence in their portfolio (hard copy sign, not electronic!).

Please see the following example.

33

Assessment/Development Plan

Learner

D Moyes Role FF

Assessor

A Ferguson Date 07/02/2012

Plan Units/

Elements

(name of candidate) at ??? hours on the ??? at (name of station/location) we have agreed that I will be assessing you against the requirements laid down for FF1 in the Firefighter Guidance Document. This end of unit assessment will mean that you will need to bring the following with you: Professional Discussion FF1 001: you will need to demonstrate that you have taken part in an assessor led professional discussion that considers risks to the community you serve; where you consider to be the greatest risk and what you, your station and the Service are doing to reduce this risk. (Evidence requirements: completed question and answer proforma). Station visit presentation FF1 002: You must plan and deliver a station visit to either an elderly group of visitors to the station or to a youth group. You must risk assess the visit to ensure they are safe and after a tour of the station and an explanation about a modern fire appliance you must deliver a home safety talk which is relevant to each individual group. (note this activity may be performed by a team of FFs but each FF must play an active role and be assessed delivering individually to the group). (Evidence requirements completed observation/assessment sheet).This activity could also be met through taking an active part in the annual station open day and delivering safety advice to station visitors. Post incident home safety activity/Cheshire Safety Day FF1 003: you will need to demonstrate that you have contributed to delivering home safety advice to three separate occupants. If you do not attend any incidents requiring this specialist advice or are unable to attend the Cheshire Safety Day then you must show that you have made arrangements through your line manager to deliver home safety checks at a station with other FFs or with a safety advocate. (Evidence requirements completed observation/assessment sheet)

E-Learning: you will need to demonstrate that you have completed the following e-learning modules and any aligned assessments: Presenting to your Community Disability Race (Whilst some of these e learning programmes are designated for managers the development FF must read them to increase and improve their community knowledge and understanding). Question Bank Question Bank FF1 004: you will need to demonstrate that you have answered questions sourced from the Question Bank; the bibliography and syllabus for which you will need to study can be found on the intranet.

FF1

34

I have explained the appeals process and the equality statement to you and you have confirmed that you understand them both. I have asked if you require any special arrangements or resources and you have indicated that you require neither. You have not identified any accredited prior learning. I will review your performance and provide you with feedback immediately after the assessment.

The Assessor must ensure that the Induction and Declaration Checklist is reviewed.

Learner Sign

D. Moyes Date 07/02/2012

Assessor Sign

A. Ferguson Date 07/02/2012

Assessment Decision

I have found no inconsistencies with the evidence provided, and it indicates that you performed to a COMPETENT standard in FF1 and have achieved the assessment criteria for NVQ unit 6. However, I would encourage you to question my decision with either me or the Internal Verifier, in accordance with the Appeals Policy, should you have any queries or doubts. (only if a decision of not yet competent has been recorded)

Feedback/Review from Assessor

I have used the agreed assessment methods to make an informed decision regarding your performance in this assessment. We previously found that you had Recognised Prior Learning for this unit in the form of having completed the E-learning modules. The Witness Testimony that I collected from CM Atkinson is signed and dated by you and the witness, and we met today for the End Of Unit Assessment which incorporated the Question and Answer session. These methods have enabled me to make a safe, fair, valid and reliable decision against all of your relevant evidence. From the Witness Testimony that I collected from CM Atkinson I have ascertained that you presented yourself in a professional manner which promoted the values of the Service. You delivered the information to those attending the Driver Engagement event in a tone and at a pace that enabled your communication to be successful and understood.

I observed you carry out a Home Safety Assessment in Grove Road. You carried out a thorough inspection of the property and identified potential hazards, including the need for smoke detection devices. You directed that fitting team to fit the appropriate number of alarms, rectified hazards that you could at the time, and gave advice on how to remedy those that you could not sort out at the time. You also demonstrated the use and testing of the fitted equipment.

I also observed you carry out the Key Stage 2 at Winsford Primary School. It was pleasing to see you identify the risk posed by the cable from the television to the socket, and you identified that by moving the television this risk could be eliminated. Your communication style was suitable for your audience, maintaining interest in the subject via audience participation. You answered questions at appropriate times and challenged inappropriate behaviour when you saw two of the children talking at the back. You promoted the values of the Service and promoted a positive image of yourself and the team.

I have used the appropriate forms to assess your reports and they have each been found to satisfy the requirements as laid down in the Guidance Document.

The next steps for you in the assessment process are to continue to perform to a competent standard in this area, and a plan will be produced for you to identify the assessment criteria for unit FF8; Contribute to fire safety systems to minimise risks to your community.

Feedback from Learner

I found the guidance for this unit to be clear and easy to understand although a lot of work was involved in meeting all the criteria. The unit took longer to complete than anticipated due to the logistics of achieving all the elements within the unit.

Learner Sign

D. Moyes Date 14/2/2012

Assessor Sign

A. Ferguson Date 14/2/2012

35

Standardisation Activity Form Learner Name: __________ Name of learner who presented the evidence _____ Assessor Name: __________ Name of assessor who carried out the assessment _____ Assessment Reviewer: __________ Name of assessor carrying out standardisation _____ Internal Quality Assurer: __________ Name of IQA _____ Date: _____________ Unit: _____FF1_________________

Direct Observation Project or Report Question & Answer Witness Testimony Product Evidence Accredited Prior Learning

Y/N

Was a suitable and sufficient plan agreed between the learner and assessor?

Y

Was the supporting evidence sufficient? (Product Evidence and APL may be captured in the feedback section of the plan)

Y

Were the most appropriate assessment methods utilised and accompanied by sufficient supporting evidence?

Y

Are all plans (and Witness Testimonies if appropriate) signed and dated by relevant people? (i.e., assessor and learner, or witness where appropriate)

Y

Has the assessor confirmed validity, authenticity, currency, sufficiency and reliability of the evidence?

Y

Has a suitable and sufficient review of the learner’s next steps been provided by the assessor?

Y

Has suitable and sufficient feedback been provided?

Y

I confirm that all criteria on which to base a judgment of the learner’s competency have/have not been met and all evidence requirements are

satisfied/not satisfied for the units sampled. Y

Comments: Up to date assessment plans should be used and the induction and declaration form was not submitted as part of the evidence.

Assessment Reviewer Sign: __________ WM K Dalglish ___________________

Internal Verifier Sign: __________ SM B Rodgers ______________

36

Unit 2 Portfolio Evidence Record Sheets These should be printed out, completed by the assessor in development, stored in their portfolio and presented as evidence for their award.


1 Be able to plan the

assessment of

occupational

competence

1.1 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

1.2 Communicate the purpose, requirements

and processes of assessing occupational

competence to the learner

1.3 Plan the assessment of occupational

competence to address learner needs and

current achievements

1.4 Identify opportunities for holistic

assessment

37


2 Be able to make

assessment

decisions about

occupational

competence

2.1 Use valid, fair and reliable assessment

methods including:

observation of performance




use of others (witness testimony)

looking at learner statements

recognising prior learning

2.2 Make assessment decisions of

occupational competence against

specified criteria

2.3 Follow standardisation procedures

2.4 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

3.1 Maintain records of the assessment of

occupational competence, the outcomes

and learner progress

3.2 Make assessment information

available to authorised colleagues

3.3 Follow procedures to maintain the

confidentiality of assessment

information

38


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


bilingualism when assessing

occupational competence

4.3 Evaluate own work in carrying out

assessments of occupational

competence

4.4 Maintain the currency of own

expertise and competence as relevant to

own role in assessing occupational

competence

Learner name: Date:

Learner signature: Date:

Assessor signature: Date:

Internal verifier signature

(if verified)

Date:

39

Unit 2 Learning outcomes, assessment criteria and unit amplification

To pass this unit, the learner needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria determine the standard

required to achieve the unit.


1 Be able to plan the

assessment of

occupational

competence

1.1 Plan assessment of occupational

competence based on the following

methods:


in the work environment




use of others (witness

testimony)

looking at learner

statements recognising

prior learning

□ Assessment standards, e.g. awarding organisation, Sector Skills Council

requirements, employer needs, performance requirements, transferability of

skills; range of methods to include observation of performance in the work

environment, examining products of work, questioning the learner, discussing

with the learner, use of others i.e. witness testimony, looking at learner

statements, recognising prior learning.

1.2 Communicate the purpose,

requirements and processes of

assessing occupational

competence to the learner

□ Requirements, e.g. standards/criteria against which they will be

assessed, awarding organisation requirements, occupational standards,

other specific requirements. □ Assessment plan, e.g. specific criteria they will be assessed against, timing,

venue, methods, expected outcomes, opportunities for feedback, benefits of

assessment, appeals procedure; requirements of the student, e.g.

preparation, specific needs, activity, evidence required.

40


1.3 Plan the assessment of

occupational competence to

address learner needs and

current achievements

□ Initial assessment of students’ needs, e.g. initial assessment, learning, training

needs analysis, recognising current level of knowledge, understanding, skills

and experiences, performance indicators, skills tests, employer review. □ Negotiating learning, e.g. targets, goals, objectives for assessment, self-

assessment, bite-size chunks, assessment that is meaningful and relevant;

motivation, engagement, involvement, individual responsibility; involvement

with others, e.g. organisation, colleagues, employers, peers, witnesses.

1.4 Identify opportunities for holistic

assessment

□ Opportunities, e.g. logical progression and sequencing as related to specific

context, student needs; opportunities to use linkages particularly between

knowledge and understanding to skills requirements; opportunities to

incorporate naturally occurring evidence and appropriate assessment

opportunities.

2 Be able to make

assessment

decisions about

occupational

competence

2.1 Use valid, fair and reliable

assessment methods including: Use

valid, fair and reliable assessment

methods including:





use of others

(witness testimony)

looking at learner statements recognising prior learning

□ Assessment methods, e.g. observation, performance evidence, discussion,

witness or student statement; fit for purpose, e.g. student needs, context,

measures of achievement i.e. performance criteria, assessment criteria;

practical limitations, e.g. numbers involved, range, opportunity, time

constraints, resources, staffing.

41


2.2 Make assessment decisions of

occupational competence against

specified criteria

□ Assessment decisions, e.g. credibility and compatibility with learning

programme and required assessment outcomes, context, adhering to

organisation, industry, awarding body and government requirements and

standards.

□ Appropriate standards, e.g. understanding rules of evidence, meeting

outcomes and objectives identified in assessment plan; evidence is coherent,

accessible, realistic, relevant, can be identified as attributed to the student,

achieved within time constraints.

2.3 Follow standardisation

procedures

□ Policies and procedures, e.g. complying with awarding body,

occupational standards requirements.

□ Standardisation, e.g. observations of practice, performance evidence,

discussion, witness or student statement, standardisation meetings, sharing

good practice, observation of peers, work shadowing, feedback, comparisons

of process and product; evaluation procedures.

2.4 Provide feedback to learners that

affirms achievement and identifies any

further

Implications for learning,

assessment and progression.

□ Feedback, e.g. timing and location for feedback negotiated with student, linked

to assessment opportunities, using the range of available evidence, providing

opportunity for students to give feedback, focusing on identified criteria and

standards, involving the student actively in the feedback, avoiding personal

issues or bias, use of feedback, PCP (praise, criticism, praise).

3 Be able to provide

required information

following the

assessment of

occupational

competence

3.1 Maintain records of the

assessment of occupational

competence, its outcomes and

learner progress

□ Records, e.g. naturally occurring evidence, observation, interview,

discussion records e.g. written records, video, and audio, student and

witness statement.

□ Record of product, e.g. tracking and logging documents, action plans,

assessment pro forma, examples, samples; record of questioning, regular

progress checks, goals, checking targets at appropriate intervals.

42


3.2 Make assessment information

available to authorised colleagues

□ Identifying appropriate colleagues, e.g. recording evidence in a way that can be

shared with appropriate access, use of technology, electronic formats, team

meetings, assessment or standardisation meetings, cross-programmes,

assignments, organisation, employers, holistic approaches.

3.3 Follow procedures to maintain the

confidentiality of assessment

information.

□ Secure environment for providing feedback and safeguarding recording and

storage of information, e.g. organisational procedures, data protection,

security and safety of paper-based records, electronic formats for recording

and storage and electronic safeguards; identifying those with legitimate

access and limiting access.

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

□ Current regulatory bodies of standards, e.g. Ofqual, Sector Skills Councils,

awarding organisations, Institute for Learning; other regulations, e.g. health

and safety, equality and diversity including bilingualism where appropriate,

data protection.

□ Organisational policies and procedures, e.g. safeguarding students during

assessment, standardisation/moderation of assessment; qualifications and

occupational competence of assessors, professional updating, CPD

requirements.

4.2 Apply requirements for equality and


bilingualism, when assessing

occupational competence

□ Requirements, e.g. equality and diversity, inequality and discrimination and

their impact on individuals, legislation, employment regulations and policies

and codes of practice relevant to the promotion of equality and valuing of

diversity, e.g. visual auditory impairment, physical disability, bilingualism.

□ Flexibility in approach to planning of assessment and quality assurance, e.g.

negotiating timing, context, providing additional resources where appropriate,

recognising additional support needs, alternative approaches.

43


4.3 Evaluate own work in carrying out

assessments of occupational

competence

□ Own work, e.g. self-assessment, evaluation of planning and carrying out of

assessment, SAR (Self Assessment Review), understanding of current

occupational and awarding organisation standards, students’ achievements,

evaluation/feedback from students, teachers, managers, external quality

assessors, other individuals and professionals, observation reports, outcome

from appraisal, milestones, monitoring and modifications, updating knowledge

and occupational expertise, skills and self-confidence, developing

technologies.

4.4 Maintain the currency of own

expertise and competence as

relevant to own role in assessing

occupational competence.

□ Maintaining currency, e.g. using review of competence, e.g. identifying

constraints and opportunities, action planning, establishing realistic goals and

targets for own occupational competence, updating occupational expertise,

skills and self-confidence, modifications to assessment plans, exploring

alternative approaches to assessment, changes in policies, procedures or

regulations relating to assessment, technologies to develop and improve own

assessing, CPD, awarding organisation provision for professional updating,

monitoring Sector Skills Council websites.

44

Assessor Continued Professional Development (CPD)

Once this award has been completed and you have been deemed a competent assessor it is important that you continue to maintain and develop your assessor skills. As a newly qualified assessor it is a requirement of EDEXCEL and of the service, that you keep an up to date record of all work associated with this award. This record takes the form of a Learning Log/Record of CPD and it should be used to record your annual e-learning completion, any events, training, updates, standardisation meetings or activities and assessing you complete. This record needs to be maintained and kept up to date so that it can be made available, if necessary, for inspection by Pearson/EDEXCEL when they carry out routine visits to the service. An example of a completed Assessor CPD/ Reflective Learning Log can be found on the next page of this document for your guidance. There is also a blank Learning Log which you can print out and use as you begin your work as a qualified assessor.

45

Assessor and IQA – CPD Reflective Learning Log

Date Event/Activity Learning/information gained from event How will I put the learning into practice/what will I do differently

1/1/14 Standardisation meeting Standardisation activity Email/telephone update Assessment activity Mentor/mentee discussion Peer meeting/discussion

Assessor/IQA learning logs to be introduced to capture learning through CPD and comply with EDEXCEL requirements of the role.

I will start to use the learning log template to keep records of learning/updates/activities I undertake in my role of Assessor/IQA. This will focus my thoughts and learning and show CPD is being undertaken in line with the EDEXCEL requirements of my Assessor/IQA role and will be made available for inspection as and when required by EDEXCEL.

46

Assessor and IQA – CPD Reflective Learning Log

Date Event/ Activity Learning/ information gained from event How will I put the learning into practice/ what will I do differently

Documents

Level 3 Award in Assessing Competence in the … 3 Award in...assessor and achieve the Level 3 Award in Assessing Competence in the Work Environment. By using the guidance in this