3.1 SUMMARISE KEY FACTORS TO CONSIDER WHEN PLANNING ASSESSMENT
When planning assessment you need to gauge a clear idea of what level the candidate is at to see if they are ready to complete your planned assessment. There are many ways of achieving this knowledge. One method is observation in performance or another by taking an initial assessment test which have seven levels with the basic entry level 1 being the first.
Once this knowledge has been gained, further knowledge is needed to suit their needs. What is their preferred learning style, is it part of a group or on a one to one basis. You will need to find out their strengths and weaknesses to get the most out of their abilities but also to work around and improve on different area that need to be worked on.
When this has all been achieved the learners will need to be given information about the planned assessment. First of all they will need to have an understanding of what they are about to study, explaining what they need to do to meet the criteria set by OFQUAL – the governing body of the qualifications. They will need to understand what is expected of them when attending the course by giving them the code of conduct for them to follow. It is important that the health and safety procedures are explained to ensure their safety throughout their assessment.
After this has been completed, the learners will be given the folder to look through and their assessment plan to see how they will complete it.
3.3 EXPLAIN HOW TO PLAN A HOLISTIC APPROACH TO ASSESSMENT
By taking a holistic approach to assessment, it can provide the learner with a more in depth report on their progress by covering all the different methods – observations, session plans, witness testimonies, knowledge evidence and professional discussion across all the units in one go. This allows me to understand the different kind of approaches each individual learner feels comfortable with to achieve the highest possible grade.
3.5 EXPLAIN HOW TO MINIMIZE RISKS THROUGH THE PLANNING PROCESS
It is the responsibility of the assessor to minimise the risks by making sure all of the health and safety procedures are covered such as risk assessment of the facilities. The assessor needs to gather information that is personal from the learner in order to adapt and provide special needs that they might have. Also the assessor will need to treat all learners equally, ensuring that equality and diversity issue are met. Once this information has been gained, the assessor can then produce an action plan for the learner which is both realistic and achievable so they are comfortable to achieve the best possible results.
4.1 EXPLAIN THE IMPORTANCE OF INVOLVING THE LEARNER AND OTHERS IN THE ASSESSMENT PROCESS
Peer and Self Assessment is an effective way to get the learners involved and it gives a clear idea of what the learner is currently at and what action is needed to meet the standards and criteria. This can be done through feedback.
Feedback is a vital part of the assessment process as it gives the assessor an idea of if the learner has met the criteria set and if they haven’t, what action is needed to achieve the criteria.
If there is a disagreement with the assessments carried out then the learners can follow the organisational procedures that are set in place which include grievance procedures, systems for appeals and confidentiality procedures.
4.2 SUMMARISE TYPES OF INFORMATION THAT SHOULD BE MADE AVAILABLE TO LEARNERS AND OTHERS INVOLVED IN THE ASSESSMENT PROCESS
The first thing that should be made available to the learners and those involved in the assessment process is what the reason is for assessment. The NVQ award is structured for a candidate to provide evidence through practical assignments and portfolio evidence that is gained throughout the qualification.
They will also need to know how long they have to complete the course which is up to the assessor. By giving them information on deadlines then it will ensure tasks are not left until the last minute which could affect the standards of the work.
One other type of information that they will need to know is what the criteria is for them to achieve the grade. Each qualification has a minimum requirement needed to be met and once they learner knows this, they can work towards meeting it and gaining the qualification.
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 and Self-Assessment can be used effectively within the learners when one of the group has difficulty within a task. Learners can interact with each other and help each other out which would be a lot less intimidating and in some situations embarrassing for shy and insecure learners than an assessor telling them they are right or wrong in front of the rest of the group.
6.3 SUMMARISE THE PROCEDURES TO FOLLOW WHEN THERE ARE DISPUTES CONCERNING ASSESSMENT IN OWN AREA OF PRACTICE
If there are disputes concerning assessment in own area of practice then the procedures to follow are as follows:
First of all the assessor has to be available to discuss the problem as it could be sorted out quickly and effectively through discussion.
If the learner feels they want to take it further then they can take the steps to show their disagreement which will be listed in their ‘Student Handbook’ given to them at the beginning of the course.
This includes a formal written complaint to the assessor’s superior which they will then deal with in an efficient and non-discriminatory way, treating the claim with upmost confidentiality where they will decided whether to uphold or overturn the assessor’s original decision.
7.2 EXPLAIN HOW FEEDBACK AND QUESTIONING CONTRIBUTE TO THE ASSESSMENT PROCESS
Feedback and Questioning can help learners improve on a specific task. Feedback provides correction and improvement on a piece of work. Not only can it correct or improve the work but it can be used as encouragement or motivation to a learner especially when they are doing well or think they are not doing well.