Roles,_Responsibilities_and_Boundaries

This assignment will describe what the role, responsibilities and boundaries would be as a teacher in terms of the teaching/training cycle. To achieve effective teaching/training in my role as an NVQ assessor, I must have comprehensive knowledge about my role, responsibilities and boundaries throughout the whole learning cycle what comprises of five distinct stages. Identifying needs My role and responsibility as an assessor when identifying candidates needs is to carry out an initial assessment recognising and identifying the candidates previous achievements, to help them to make informed decisions whether the course is relevant to their needs and expectations and most important to be related to their current job role. I need to identify candidates’ functional skills such as numeracy and literacy and when outside my boundaries, to refer them elsewhere if they need to develop these skills. Plan and design My role is to conduct an initial assessment and agree an appropriate action plan in order for the candidate to achieve their qualification. It is my responsibility to conform my work to the requirements of the NVQ standards and awarding bodies legislative requirements and work within the boundaries of the codes of practice in terms of delivering professional and effective assessment. After identifying my candidates' needs, my role is to plan and design the first observation session by confirming the date, time, place and length of the session. Prior to the session I always discuss and agree with the candidates any problems that may arise during the session. Thorough planning and designing of the observation session provides effective assessment of the candidate in a relaxed atmosphere. Facilitate To deliver successful NVQ training as an assessor I need to have comprehensive knowledge of the NVQ standards and very good theory/practical skills related to them. I strive to keep up to date with my knowledge and practical skills by Continued Professional Development (CPD) that gives me confidence when I assess candidates’ competence, when I answer their questions or give them any advice. Assessment My role is to professionally use a variety of assessment methods for assessing candidates. Direct observation, written/oral questioning, professional discussion and witness testimony ensure learners are able to show their true abilities. My responsibility is to keep a good record of the candidates’ assessments using different methods and to use these as physical evidence of the candidate's performance and competence. After each session I provide feedback of the candidates performance, stressing on the good points to encourage their learning process. When candidates do not meet the requirements of performance criteria, I discuss it with them in an appropriate way and give them advice on how to achieve good results during the next session. Evaluation At the end of each session I ask candidates for feedback in terms of my delivery of knowledge and assessment methods, the planning and designing of the course and their confidence in my judgements. Knowing candidates opinions is very important to me in regard to my work evaluation hence improving my assessing skills and achieving better outcomes. Boundaries As an Assessor, I am always open to change in my attitude towards obvious boundaries in terms of appropriateness of the assessor/candidate relationship or any other ethical issue, which may arise during the teaching/training cycle. Appropriate, well-balanced assessor/candidate relationships facilitate the teaching and learning process. In conclusion, the most important key element of the learning cycle in my specialist area is assessing, that assures me that the candidates have the necessary skills and underpinning knowledge to obtain the qualification.