Saturday, December 15, 2018

'Assessment and Learners Essay\r'

'1. 1 beg off the functions of mind in knowledge and development. The functions of perspicacity in accomplishment and development be a regular touch that holds the assessor to choice the apprentice’s knowledge and skills against train criteria in the elect readiness. This is completed at the begging of the qualification so the assessor send word see if the scholar has skills, competence and knowledge to complete the qualification. The minds ar on-going through tabu the qualification.\r\nThe opinions clear opportunity for the assessor to monitor the circulate and performance of the disciple and en fitting them to leger achievements. indoors the sound judgements the assessor stack tag prentice’s makes. If it is identified that the assimilator is struggling it forget give the opportunity to look at separate dashs of learning which whitethorn suit the various(prenominal). At the judicial decision the assessor can provide positive feedb ack to the learner, as well as offer advice on how to ameliorate naturalize or progress further. 1. 2 desex the key concepts and principles of sagaciousnesss.\r\nKey concepts\r\nThe key concepts of sagaciousness be the aspects twisty throughout the sagaciousness forge. These key concepts atomic number 18 as totals; Account qualified: As the assessor I exigency to be account adequate to(p) to my learners and the musical arrangement I am playing for to en for certain I am carrying out my char typifyer reference as the assessor properly. The learners contend to be aw be why they are existence assessed and what is expected from them to complete their assessment criteria. I bothow for in like manner be account suitable to the awarding dust if I am usageing on their authoritative qualifications and to the employers if I am assessing in their break environments.\r\n doing: I whitethorn be needed to poll achievement data and compare them to national or organisatio nal targets. The funding my organisation receives may be tie in to my learners achievements. Assessment strategy: Staying to the assessment strategy for my relegate volition en real i am carrying out my role correctly. Benchmarking: Benchmarking impresss comparing what the excepted standard is for a item subject firmament against the menstruum position of my learner’s performance. Benchmarking forget allow me to target fixate for my item-by-item or group learner’s.\r\nIf I find my learners are non meeting benchmarks set I leave behind evaluate this and implement improvements. military rating: The evaluation of the assessment process should always satisfy place to inform current and future practice. only aspects of the assessment cycle should be evaluated on an current basis and feedback obtained from all confused. internally devised assessment: Internal devised assessments may be produced by myself or other(a) staff in my organisation. These could be assignments, projects or questions that lead also be marked by myself.\r\n externally devised assessment: Externally devised assessments are usually produced by an awarding body much(prenominal) as an examination. rise: Progression should be discussed between me and my learner to divulge opportunities and that the right route has been chosen. To progress I could carry my learners onto new units or if they have finished a qualification we could discuss what would be appropriate for them now. transparence: To define transparency would be to say that it has to be clear to all involved in the assessment process and we all understand what is expected and that naught untoward is fetching place.\r\nThis is assisted by my proclaim understanding of the criteria within the qualification and what is expected of the learner. I moldiness obligate auditable records for every learner and take hold these throughout the qualification. Principles The principles of assessment are the functio ns of which the key concepts are put into practice. VACSR: VACSR is used to en incontestable that all gangly’s assessed work is; Valid, Au indeedtic, Current, satisfactory and Reliable. If this is not followed I may make an incorrect judgement on assessment of work or may not notice that work has been plagiarised.\r\nOther key principles of assessment: Communication: I should communicate with my learners regularly and others such(prenominal) as employers, internal graphic symbol assurers and assessors. CPD: I moldiness make sure I am up to exit with new legislations and my knowledge is of the highest up to date standard. disturbity and diversity: I essential run into I am open to all and divvy up everybody the same regardless of religion, sex or ethnicity. moral philosophy: I must chink that my assessment process is honest and morally correct. As the assessor of learners I need to keep confidentiality and integrity.\r\n beautifulness: I must make sure the activities I set are fit for purpose and my formulation and feedback justifiable. Health and preventivety: Learners must be kept safe whilst cosmos assessed so regular risk assessments must be carried out. Motivation: Motivation should be given to my learners to sustain them achieve their full potential. Quality self-assertion: It is my short letter to come across assessments meet the standards set out by awarding bodies. Record keeping: Through the pedagogy and learning process I must keep accurate records of my learner’s progression.\r\nResponsibility: It is my responsibleness to follow organisational guidelines and produce reports when adopted. SMART: All assessments need to be Specific, measurable, achievable, realistic and sequence bound. Standardisation: I must ensure all assessment criteria’s are understood accurately by my learner’s and I am consistent in my decision making. The key concepts and principles are there for me to follow so that I can ensur e my role as an assessor is being carried out correctly in accordance to all applicable regulations and requirements. 1. 3 inform the responsibilities of the assessor.\r\nThere are m each responsibilities that I will have in my role as assessor. They include; * Attending meetings, exhibitions, award ceremonies and presentation events. * Checking the authenticity of witness testimonies. * sustain and complete safe and ascertain records. * Countersign other assessors work (If they are not qualified) * Deal with appeals make against my assessment decisions. * Follow organisation or regulatory authority’s procedures. * acquaint constructive and developmental feedback to learners. * Identify and deal with barriers to fairish assessment. * Implement internal and external shade assurance action points.\r\n* Liaise with others in the assessment process. * energize my own judgements based on assessment requirements. * Maintain my own development. * Negotiate and agree assessme nt contrives. * let statistics to managers. * Review my learner’s progress. * Standardise practices with other assessors. * Support my learner’s with special assessment requirements and deal with any issues supportively. * Work towards relevant assessment qualification. If I am ever unsure of my roles or responsibilities I will not hesitate to prankber other assessors or management for guidance.\r\n1.4 Identify the regulations and requirements relevant to assessment in own orbital cavity of practice. My current practice is the supervision of a childcare setting. I have identified the requirements and regulations that are relevant to assessment are; * Ofsted * Every child matters * Early long time foundation stage * Health and safety * Equal opportunities * Safeguarding of children * The children act 1989 2 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. I will be comparing the strength s and limitations of cardinal assessment methods in the table below.\r\nMethod| description| Strengths| Limitations| placards| Watch learners perform a skill| Observation will allow me to see my learner’s skills in action. I will be able to holistically finish up several aspects of the qualification. It will allow my learners (were safe to do so) make mistakes and learn from them. Ideal for take aims 1,2 and 3 learners. | A time must be set so I can observe my learner. My learners may feel under pressure to perform their job role in a different manner. No permanent record is kept unless I record what the learner is doing. Questions must be asked to confirm understanding.\r\n| original discussions| A recorded discussion based on learners qualification criteria| This will be an ideal way for me to asses aspects of learners qualification that are difficult to observe. Will stand by provide evidence towards observations. My learners will be able to describe how they carry out work activities. undecomposed for level learners 2, 3. | I must keep a record of the discussion using a save device. Minutes must be kept of discussions. I will have to give my learners time to prepare. I must gather experience at sense of hearing to learners and ask the appropriate questions.\r\nLearners about level 1 may feel pressured and unable to enter the discussion. | 3. 3. 1 Summarise key factors to subscribe to when proposalning assessment. When be afterning an assessment I must make sure that it is SMART. * Specific-the drill is clear to the learner and what is expected of them is agree. * Measurable- the action can be measured against the assessment criteria, allowing any gaps to be filled. * Achievable- the activity is at the level for my learner. * Realistic- the activity is relevant and will give consistent results. * m bound-target dates and times are arranged.\r\nI must also factor in the time allowance I have with my learner, which I will discuss with the employer prior(prenominal) to the assessment be after. I may need to align my planning to different shift patterns or annual leave entitlements my learner may have. I must follow the SMART principle and consider the level and knowledge of my learners and set the realistic targets to meet the requirements of their chosen qualification. 3. 2 Evaluate the benefits of using a holistic approach to assessment. I have found that it can be beneficial to use a holistic approach as you are able to asses much criteria within the qualification at one time.\r\n thus highlighting which areas my learner is commensurate in or may need further support. I may be able to carry out a holistic assessment and find that my learner is competent in most areas of criteria but was unable to cover certain aspects, I will cover these aspects by using other assessment methods such as professional discussions or set assignments. 3. 3 Explain how to plan a holistic approach to assessment. To plan an ho listic observation I would first consider the (WWWWWH) Who, what, when, where, why and how the assessment will take place.\r\nI would then sit and agree a plan with my learner. I would make it clear of what was expected from the learner and allow them time to prepare. I will plan to observe naturally occurring situations which may occur whilst notice the agreed plan, I will make sure the learner understands this. I will keep compose notes to back up the evidence that I witness. 3. 4 Summarise the types of risk that may be involved in assessment in own area of office. In my area own area of right as Assessor the risks involved with assessment are as follows; * Lone working.\r\n* Time allowance to my learners * distinct shift patterns of learners * Learners attendance * Company external selective entropy days * Company closures * Recourses available for observation’s * Assessment folders/work not being brought to plotted dates 3. 5 Explain how to minimise risks through the planning process. I can avoid and plan around the risks above with advanced communication with management and learners. I will make sure there is a clear understanding from all that are involved to what is expected from them through planning assessments to minimise the risks.\r\nI will contact company management at certain times to make them aware of my location, particularly when working late evenings. 4. 1 Explain the richness of involving the learner and others in the assessment process. It is chief(prenominal) to involve my learners within the assessment process because it allows me the opportunity to ask if there is anything I can do to attention support their chosen qualification. I will be able to help support needs such as hard of hearing, visual impaired or dyslexia suffers. It is also important to involve learners as we will agree their plans.\r\nI will make sure that there is a clear understanding of what is required of them and discuss ways of achieving the task s set out in the assessment. 4. 2 Summarise types of information that should be make available to learners and others involved in the assessment process. The types of information that should be available to learners and others involved in the assessment process have been identified below. * The criteria that my learner will be assessed by. * The awarding organisation requirements. * Assessment plans (Specific Criteria) * venue in which assessment will take place.\r\n* The feedback that I give my learners. * Assessments decisions that I have do. 4. 3 Explain how peer and self-assessment can be used in effect to promote learner stake and personal responsibility in the assessment of learning. Peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning by promoting interaction between learners. The learners are able to discuss and share information which can lead to the learner checking or reflecting on the ir own work and filling in any new information they may have acquired.\r\nActivities that I put on for a group of learners may correct misunderstandings without my involvement, and the comments make to the individual learner may be taking in a better manner then coming from myself the assessor. I am also able to reflect on my own practice and identify areas in which I may be able to improve my performance. 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. When planning assessments I can make arrangements to adapt the needs of individual learners.\r\nI may need to change the way I am delivering feedback or my assessment methods. For example I had a learner that had forgotten his notes for a professional discussion that was agreed in a previous feedback and planning session. I was able to rearrange the agreed plan to allow my learner to do a question and practise on that visit. This helped my learner continue with their progress. At all times I should support and encourage the learners and underwrite them all as individuals. I will turn to all learners in compliance with The Equal Opportunities act 2010. 5.\r\n1 Explain how to judge whether evidence is: sufficient, authentic, current. To ensure my judgments are sufficient, authentic and current I will asses all learner’s work by the principle of VACSR, Valid Authentic Current Sufficient Reliable. Sufficient: Make sure my learners work covers the assessment criteria. Authentic: Be positive that work produced by my learners is produced solely by them. Current: Decide whether the work is still relevant at time of assessment. 5. 2 Explain how to ensure that assessment decisions are: made against specified criteria, valid, reliable, fair.\r\nTo ensure that my assessment decisions are made against specified criteria, valid, reliable and fair I will: Made against specified criteria: Have a good understanding and knowledge of the qualification I am assessing and understand its requirements. Valid: I will ensure the learners work is relevant to the assessment criteria. Reliable: My learners work is consistent over time and the required level. Fair: The assessment type used was appropriate to the learner’s needs and level. 6. 1 Evaluate the splendor of quality assurance in the assessment process.\r\nIt is important to have quality assurance during the assessment process is because it monitors and evaluates the service I am giving to my learners. The quality assurance should identify and recommend measures to make improvements to standards of my work or monitor the standard to stop it dropping. The quality assurance will monitor my learners for the duration of time they are with me. They will monitor the training and assessment activities and overall make sure I am carrying out my job correctly. 6. 2 Summarise quality assurance and standardisation procedures in own area of practice.\r\n'

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