Assessment and Learners Essay

1. 1 excuse the functions of mind in acquisition and development. The functions of sound judgement in learning and development argon a regular figure come forth upon that altogetherows the assessor to gauge the scholarly persons fellowship and skills against set criteria in the chosen arriere pensee. This is completed at the begging of the qualification so the assessor finish see if the savant has skills, competence and knowledge to complete the qualification. The legal opinions ar on-going through step forward the qualification.The appraisals salute prospect for the assessor to monitor the progress and performance of the savant and en equal them to record achievements. Within the sound judgements the assessor can identify learners strikes. If it is identified that the learner is struggling it go away give the opportunity to look at former(a) ways of learning which whitethorn suit the individualistic. At the appraisal the assessor can provide positive feedback to the learner, as well as offer advice on how to amend go away or progress further. 1. 2 Define the key concepts and principles of assessments.Key conceptsThe key concepts of assessment are the aspects voluminous end-to-end the assessment care for. These key concepts are as views Accountable As the assessor I need to be accountable to my learners and the organisation I am maneuver for to image I am carrying out my berth as the assessor correctly. The learners need to be aware why they are being assessed and what is anticipate from them to complete their assessment criteria. I volition also be accountable to the awarding body if I am working on their accredited qualifications and to the employers if I am assessing in their work environments.Achievement I may be required to analyse achievement data and compare them to national or organisational targets. The jump outing my organisation receives may be related to my learners achievements. Assessment strategy Staying to t he assessment strategy for my event will ensure i am carrying out my role correctly. Benchmarking Benchmarking involves comparing what the excepted standard is for a particular subject area against the current position of my learners performance. Benchmarking will eachow me to target set for my individual or group learners.If I find my learners are not meeting benchmarks set I will evaluate this and implement improvements. Evaluation The evaluation of the assessment process should always take come forth to inform current and future usage. All aspects of the assessment cycle should be evaluated on an ongoing alkali and feedback obtained from all involved. Internally devised assessment Internal devised assessments may be produced by myself or other cater in my organisation. These could be assignments, projects or questions that will also be marked by myself.Externally devised assessment Externally devised assessments are usually produced by an awarding body such as an examinatio n. promotion Progression should be addressed between me and my learner to identify opportunities and that the right route has been chosen. To progress I could move my learners onto modernistic units or if they have finished a qualification we could cover what would be appropriate for them now. Transparency To bound transparency would be to say that it has to be produce to all involved in the assessment process and we all understand what is expected and that nothing untoward is taking place.This is assisted by my declare intelligence of the criteria inside the qualification and what is expected of the learner. I moldiness(prenominal) keep auditable records for every learner and maintain these throughout the qualification. Principles The principles of assessment are the functions of which the key concepts are put into practice. VACSR VACSR is used to ensure that all leaners assessed work is Valid, Authentic, Current, fit and Reliable. If this is not followed I may arrive at an incorrect judgement on assessment of work or may not notice that work has been plagiarised.Other key principles of assessment discourse I should communicate with my learners regularly and others such as employers, internal tint assurers and assessors. CPD I mustiness get at sure I am up to date with new legislations and my knowledge is of the highest up to date standard. equating and diversity I must insure I am open to all and treat everybody the analogous regardless of religion, sex or ethnicity. Ethics I must ensure that my assessment process is frank and morally correct. As the assessor of learners I need to keep confidentiality and integrity.Fairness I must make sure the activities I set are fit for purpose and my imagening and feedback justifiable. Health and safety Learners must be kept safe whilst being assessed so regular risk assessments must be carried out. motif Motivation should be given to my learners to help them achieve their full potential. Quality assu rance It is my job to ensure assessments meet the standards set out by awarding bodies. Record keeping Through the teaching and learning process I must keep accurate records of my learners progression.Responsibility It is my responsibility to follow organisational guidelines and produce reports when asked. SMART All assessments need to be Specific, measurable, achievable, realistic and time bound. Standardisation I must ensure all assessment criterias are understood accurately by my learners and I am consistent in my decision making. The key concepts and principles are there for me to follow so that I can ensure my role as an assessor is being carried out correctly in accordance to all applicable regulations and requirements. 1. 3 Explain the responsibilities of the assessor.There are many responsibilities that I will have in my role as assessor. They include * Attending meetings, exhibitions, award ceremonies and presentation events. * Checking the authenticity of source testimon ies. * Maintain and complete safe and secure records. * Countersign other assessors work (If they are not qualified) * destiny with appeals made against my assessment decisions. * Follow organisation or regulatory authoritys procedures. * Give structural and developmental feedback to learners. * Identify and deal with barriers to fair assessment. * Implement internal and external quality assurance meet points.* Liaise with others in the assessment process. * Make my own judgements based on assessment requirements. * Maintain my own development. * Negotiate and accommodate assessment plans. * Provide statistics to managers. * Review my learners progress. * Standardise practices with other assessors. * bet on my learners 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 contact other assessors or management for guidance.1.4 Identify the regulations and requirements relevant to assessment in own area 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 years 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 strengths and limitations of two assessment methods in the table below.Method Description Strengths Limitations Observations enamor learners perform a skill Observation will allow me to see my learners skills in action. I will be able to holistically cover several aspects of the qualification. It will allow my learners (were safe to do so) make mistakes and learn from them. Ideal for trains 1,2 and 3 learners. A time must be set so I can learn my l earner. 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 apprehension. Professional 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 help provide evidence towards observations. My learners will be able to describe how they carry out work activities. Good for level learners 2, 3. I must keep a record of the discussion utilise a recording device. proceedings must be kept of discussions. I will have to give my learners time to prepare. I must gather experience at listening to learners and ask the appropriate questions.Learners around level 1 may feel pressured and unable to enter the discussion. 3. 3. 1 add up key constituents to consider when provision assessment. When planning an assessment I must mak e sure that it is SMART. * Specific-the activity is clear to the learner and what is expected of them is agreed. * Measurable- the activity 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. * Time bound-target dates and times are arranged.I must also factor in the time allowance I have with my learner, which I will discuss with the employer prior to the assessment planning. I may need to adjust my planning to different shift patterns or annual guide 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 onward motion to assessment. I have found that it can be beneficial to use a holistic apostrophize as you are able to asses m ore criteria within the qualification at one time.Therefore highlighting which areas my learner is competent 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 holistic observation I would first consider the (WWWWWH) Who, what, when, where, why and how the assessment will take place.I 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 observing the agreed plan, I will make sure the learner understands this. I will keep written 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 responsibility. In my area own area of responsibility as Assessor the risks involved with assessment are as follows * Lone working.* Time allowance to my learners * Different shift patterns of learners * Learners attendance * Company external training old age * Company closures * Recourses operable for observations * Assessment folders/work not being brought to planned dates 3. 5 Explain how to minimise risks through the planning process. I can avoid and plan around the risks above with good 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.I will contact company management at certain times to make them aware of my location, especially when working late evenings. 4. 1 Explain the importance of involving the learner and others in the assessment process. It is important to involve my l earners within the assessment process because it allows me the opportunity to ask if there is anything I can do to help 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.I will make sure that there is a clear understanding of what is required of them and discuss ways of achieving the tasks set out in the assessment. 4. 2 Summarise types of information that should be made 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.* The feedback that I give my learners. * Assessments decisions that I have made. 4. 3 Explain how mate and self-assessment can be used effectively to promote learner involvement and individual(prenominal) 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 glittering on their own work and make full in any new information they may have acquired.Activities that I put on for a group of learners may correct misunderstandings without my involvement, and the comments made 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.I may need to throw 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 answer on that visit. This helped my learner continue with their progress. At all times I should support and encourage the learners and treat them all as individuals. I will treat all learners in compliance with The Equal Opportunities act 2010. 5.1 Explain how to judge whether evidence is sufficient, authentic, current. To ensure my judgments are sufficient, authentic and current I will asses all learners 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 produc ed alone 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 undertake criteria, valid, reliable, fair.To 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 learners needs and level. 6. 1 Evaluate the importance of quality assurance in the assessment process.It is important to have quality assurance during the assessment process is because it monitors and evaluates the service of process I am giving to my learners. The quality assurance should identify and recommend measures to make improv ements 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.