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

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Planning assessment Section 3 Risks associated with assessment Environment: The assessor should consider the nature of the assessment environment such as appropriate heating, ventilation, lighting and fire exits, as well as more hazardous environments for practical environments such as gymnastics halls or swimming pools. Environment Assessment risks Activities: The assessor should pay attention to the complexity of the tasks such as the length of time taken, whether learners are sitting or standing, concentration levels required and duration in the environment. Low-risk tasks like written exams will pose less risk than complex practical tasks such as weightlifting demonstrations or mixing chemicals. Activities People Pressure People: This risk presents the largest variable and the one most difficult to control; what is low risk to one individual may be high risk to another. Age, fitness, gender and skill levels all pose a risk to physical or practical assessment, for example. More subtle differences, such as familiarity with an assessment environment, or the effect of assessment on stress, can also affect the assessment process. Other people involved or exposed to the assessment process can pose a risk if known to the learner or assessor, or if roles and responsibilities are not clearly defined and understood. Pressure: Undue psychological pressure on the learner can risk affecting the quality of the assessment process, such as assessing an individual who is not yet ready, setting unrealistic timescales, not adapting to reasonable adjustments, special considerations or individual needs. Pressure can also affect the assessor, with high numbers of learners to assess, pressure to meet attainment targets or funding, or pressure from the learner’s employers. Effective communication Careful planning Situations that could pose a risk include: Lower risk • A lack of confidence in the assessor to make correct decisions. • A lack of standardisation activities across the assessor workforce. • A learner copying another’s work (plagiarism). • An assessor not considering a learner’s needs. • Using inappropriate assessment activities. • Assessors using leading questions or doing the learners’ work for them. • Awarding organisations prescribing unsuitable assessment methods. • Employers not being supportive of assessment in the workplace. • Unhelpful and negative feedback to the learner. • Favouritism or bias towards selected learners. • Learners not being registered with the awarding organisation prior to assessment. • Unwelcome disruptions and interruptions when assessing. Understanding principles and practice of assessment in education and training Copyright © 2019 Active IQ Ltd. Not for resale 19
Keeping records and managing information Section 6 Benefits of feedback Creates opportunities for clarification and further discussion Emphasises progress rather than failure Gives learners confidence and motivation Identifies further learning opportunities and actions Questioning Questioning provides a highly effective method for the learner’s journey and for the assessment process. It helps to establish whether the learner has the underpinning knowledge and understanding of particular assessment criteria. The purpose of questioning is to allow your learner to consider their achievements and answers before it becomes assessor-led. Asking open and probing questions allows the learner to demonstrate their own knowledge, provide their own thoughts and insight, and to reflect on what they feel they have achieved and why and how they feel they can continue to improve. Top tips Top tips for questioning: 1. Allow enough time. 2. Ask open questions: who, what, where, why, when, how? 3. Be aware of your postures, gestures and body language when asking questions and receiving responses. 4. Be conscious of dialect, tone, pitch and volume of your voice. 5. Don’t ask more than one question at a time. 6. Involve everyone (nominated questioning) if in a group. 7. Use active listening skills. 8. Use eye contact and names. Understanding principles and practice of assessment in education and training 9. Maintain learners’ comfort zone by being in a separate room, or away from others, if appropriate. 10. Watch and respond to your learners’ reactions. Copyright © 2019 Active IQ Ltd. Not for resale 29
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Active IQ Level 3 Award in Assessing Vocationally Related Achievement (sample manual)

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