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

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The principles, legal and good practice requirements of assessment Section 1 Valuing reflective practice and continuing professional development Reflective practice is important for the assessor. It is thinking about (or reflecting on) what you did or the experience you had and deciding from that what you would do the same or differently next time. Reflective practice requires a conscious effort to think about the experience and develop future ideas. All individuals involved in the learning and development process can benefit from it. Gravells’ (2011) EDAR approach provides a simple mechanism to follow for reflection: Experience Describe Analyse Revise Experience – the assessment you gave and would like to improve or reflect on Describe – who was involved, what happened, when and where it happened Analyse – think more deeply, think how and why it happened Revise – what would you do differently? What would you keep the same? Try it out next time Following this method can allow an assessor to reflect on their own assessment practice and identify areas they may wish to change. Assessors can reflect on their assessment experiences in a variety of ways including simple templates, notebooks, evaluation forms, self-reflection logs, learning logs or diaries. Continual professional development (CPD) is a means by which assessors can maintain, improve and broaden their knowledge, skills and assessment practice. This can be achieved in many ways, including attending workshops, online training, conferences, shadowing, buddying, mentoring others or taking further qualifications. With respect to assessment, CPD is vital as standards and qualifications change, regulations are amended, and subject knowledge and skills are constantly evolving. Without CPD, an assessor risks not being occupationally competent and being unable to perform their role. Most awarding organisations and training providers will require evidence of regular CPD to maintain the standards, licence or qualifications needed to assess. CPD: ✓ ✓ ✓ ACTIVITY Develops how to cope positively and confidently with assessment challenges and changes. Showcases assessors’ achievements and enhances credibility. Defines, monitors and achieves career goals. Reflect on your current experience as a new assessor using the EDAR approach described above. Include the opportunities you will take over the coming months to develop your knowledge, skills and practice. Notes Understanding principles and practice of assessment in education and training Copyright © 2019 Active IQ Ltd. Not for resale 11
Planning assessment Section 3 Section 3: Planning assessment As with any aspect of learning and development provision, planning is essential in ensuring a smooth, efficient and effective assessment process. To be effective, the assessment plan needs to consider the following factors: Involving the learners Initial assessment Assessment method and type Awarding organisation requirements Environmental conditions Date, time and duration Number and ability of learners Resources and materials Staff / support availability and expertise Did you know? Initial assessment can…. Type of evidence required Help create an individual learning plan. Ensure learners are taking the right programme at the right level. Identify any specific support needs. Identify learning preferences. Inspire and motivate learners. Involve learners, giving them confidence to set their own targets. To be effective, an assessment plan should address the following: Subject, qualification and specification 1. The learner must be involved in the planning of assessments and agree with the plan. They need to understand what is expected of them and be given the best opportunity for success. 2. Plans must be clear and cover the required assessment criteria. They should show holistic assessment where possible. 3. Plans should cover a variety of assessment methods which are appropriate for the criteria being assessed. 4. Plans should include dates, times, actions that need completing, required resources, and details of others involved in the process. Understanding principles and practice of assessment in education and training Copyright © 2019 Active IQ Ltd. Not for resale 17
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Active IQ Level 3 Award in Assessing Vocationally Related Achievement (sample manual)

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