Review_a_Differant_Range_of_Teaching_Methods

LO4 Review arrange of different assessment methods LO4 Evaluate the use of assessment methods in different context There is a combination of assessment methods for this qualification which meets competence. The evidence must at all times reflect the policies and procedures of the workplace as informed by current legislation, the relevant service standards and codes of practice for the sector. The prime source of evidence for competency based learning outcomes within this qualification is Assessor observation. Direct observation of Learner's performance by a qualified occupationally competent assessor. For this to be successful a learner will need to plan what the Assessor is going to observe I like to do this with my learners so that we can set smart targets for the completion of units. After assessments I allow sufficient time for appropriate feedback to be given verbally and written with time for the candidate to reflect or comment on the feedback. I always praise or reinforce the positives from the assessments before focusing on the weaker areas. I document all assessments so there is a clear record of what the candidate has already achieved, it also allows for proof that the assessment process follows the national standards for assessment and verification. There are limits to what an observation can tell me about what the person who is being observed actually knows about what they are doing as they may just be copying what they have seen done in placement. It may then be that I back up the observation by asking the learner to produce some other type of evidence. Where assessor observation would be difficult because of intrusion into areas Of privacy and/or because activities occur rarely, expert witnesses may provide testimony. Expert witnesses May observe Learner practice and provide testimony for competence based units which will have equality with assessor observation for all competence based units across the qualification. If an assessor is unable to observe their Learner she/he will identify an expert witness in the workplace, who will provide testimony of the Learner work based performance. The expert witness should have a working knowledge of the national occupational standards for the competence of their expertise. This is not always easy for the learner to get as the expert witness may have time constraints or other priorities. Direct observation and the assessor's judgement on testimony from an Expert Witness Testimony are the main methods of assessment and main source of evidence. Work products can be any relevant products of Learner’s own work, or work which they have made a significant contribution, which demonstrate use and application within their practice. This is becoming more difficult to obtain as form such as accident, incident and other emergencies are now being stored on computers in schools so are covered by the data protection act and the settings confidentiality policy. Professional discussion should be in the form of a planned and structured review of Learners practice. based on evidence and with outcomes captured by means of audio/visual or written records. As with direct observations this needs planning, I have found in the past that learners have got such in depth work together for notes that they are doubling up on their workload. Not all learners are confident enough to be able to use this method of providing evidence. Equipment to enable this form of assessment can be costly. Video equipment cannot be used as the sector that I assess is children &Young People. The plus points of this form of gathering evidence can be less written work for the learner, less marking for the assessor Questions asked by assessors and answered by Learner to supplement evidence generated by observations and any other evidence type used. Assessors may be able to infer some knowledge and understanding from observing Learner practice. They may ask questions to confirm understanding and/or cover any outstanding areas. Questions may be asked orally or in writing but, in both cases, a record must be kept of the questions and responses. The learner may feel nervous when asked questions so struggle to find the answers. As an assessor I try to put my learners at ease by letting them know that I may ask questions at the end of an observation or I may ask questions during the observation if I feel it is appropriate.