Business

LEVEL 3 CERTIFICATE IN ASSESSING VOCATIONAL COMPETENCE EV 14 | REFLECTIVE ACCOUNTS OF ASSESSMENT KNOWLEDGE AND UNDERSTANDING | Trainee Assessor name, signature & date: | Assessor trainer name, signature & date: Gary Partridge | Q | Unit | Assessment criteria | Question | Answer | 1 | 301 | 1.1 | What is the key function of assessing your candidate’s competence' | | 2 | 301 | 1.2 | Why is transparency in the assessment process important for the learner' | | | 301 | 1.2 | How do you ensure your assessment decisions are fair' | | 3 | 301 | 1.3 | What are your responsibilities to ensure all evidence is assessed against the relevant standards' |   | | 301 | 1.3 | What is your responsibility to understand and apply the standards you are assessing' |   |    4. | 301 | 1.4 | What statutory regulations might be relevant to your assessment and area of work' |   | 5. | 301 | 2.1 | What are the strengths and limitations of observation' |   | | 301 | 2.1 | What are the strengths and limitations of questioning' | | | 301 | 2.1 | What are the strengths and limitations of using witnesses' |   |    6.   | 301 | 3.1 | When assessment planning why must you choose the most effective assessment methods' |   | | 301 | 3.1 | When assessment planning why must you identify the needs of your candidates' |   | | 301 | 3.1 | When assessment planning why must you agree the types of evidence required' |   | 7 | 301 | 3.2 & 3.3 | What is holistic assessment' |   | 8. | 301 | 3.4 | What are the risks involved with your assessment-health and safety. |   | | 301 | 3.4 | What are the risks involved with your assessment-over assessment. |   | | 301 | 3.4 | What are the risks involved with your assessment-unrealistic targets, aim and objectives. |   | 9. | 301 | 4.2 | What types of information should be made available to your learners-example 1. |   | | 301 | 4.2 | What types of information should be made available to your learners-example 2. |   | | 301 | 4.2 | What types of information should be made available to your learners-example 3. |   | | 301 | 4.2 | What types of information should be made available to your learners-example 4. |   | 10. | 301. | 4.4 | How would you adapt your assessment process to meet the needs of your individual learners' | | 11. | 301 | 6.1 | How do you contribute to the quality of the assessment process, and why is quality so important in the assessment process' | | 12. | 301 | 6.2 | Why are standardisation procedures so important in your own area of practice and in the assessment delivery process' | | 13. | 301 | 6.3 | How would you deal with disputes, disagreements in the assessment practice' | | 14. | 301 | 5.1 & 5.2 | What is valid evidence' |   | | 301 | 5.1 & 5.2 | What is authentic evidence' |   | | 301 | 5.1 & 5.2 | What is current evidence' |   | | 301 | 5.1 & 5.2 | What is sufficient evidence' | | | 301 | 5.1 & 5.2 | What are fair assessment methods' |   | | 301 | 5.1 & 5.2 | What are safe assessment methods' |   | 15. | 301 | 7.2 | Explain the important aspects of providing your candidates with feedback: | | 16. | 301 | 8.3 | How do you apply and maintain equality and diversity' | | 17. | 301 | 8.4 | What methods do you use to reflect and evaluate your own assessment performance, and what are your continuous professional development requirements' | | Assessment Feedback: | | | | | | | | | | | | |