Explain_the_Importance_of_Following_Procedures_for_the_Management_of_Information_Relating_to_Assessment

Assessment strategy The overall grade for each qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure. The assessment strategy for these qualifications has been included in Annexe B. It has been developed by the Learning and Skills Improvement Service (LSIS) in partnership with employers, training providers, awarding organisations and the regulatory authorities. Evidence of competence may come from:  current practice where evidence is generated from a current job role  a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace  the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification  a combination of these. It is important that the evidence is: Valid relevant to the standards for which competence is claimed Authentic produced by the learner Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim Reliable indicates that the learner can consistently perform at this level Sufficient fully meets the requirements of the standards. Types of evidence (to be read in conjunction with the assessment strategy in Annexe B) To successfully achieve a unit, the learner must  achieve all the specified learning outcomes  satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion  show that the evidence is their own. Evidence can take a variety of different forms, including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible:  direct observation of the learner’s performance by their assessor (O)  outcomes from oral or written questioning (Q and A)  products of the learner’s work (P) BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012 15  personal statements and/or reflective accounts (RA)  outcomes from simulation, where permitted by the assessment strategy (S)  professional discussion (PD)  assignment, project/case studies (A)  authentic statements/witness testimony (WT)  expert witness testimony (EPW)  evidence of Recognition of Prior Learning (RPL). The abbreviations may be used for cross-referencing purposes. Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates. Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.