Taqa

Criteria Number Assessment Criteria 1.1 Explain the functions of assessment: • Why is assessment carried out' • What is the purpose of assessment' • What does assessment measure' • What are the anticipated outcomes of assessment' If a training session has taken place, and you don’t assess, how can you be sure that any learning has taken place' Or if you are trying to work out a person’s level of skill in a particular area, how would you know whether their skill level is poor, moderate or exceptional without assessment' There are loads of reasons to assess, such as determining the level of knowledge and understanding of the learner and the qualifications already achieved, ensuring that learning is taking place, checking the learner’s progress, and ensuring that they are adhering to course criteria as well as guiding the learner to achieve their qualification. An assessor needs to be confident that the learner achieves the required level of knowledge on a particular topic, and to demonstrate their capability and competence to go out into the workplace that they are being assessed in. To achieve this there are three assessment processes to go through. Initial assessment takes place first to commence introductions between assessor and learner. It ensures the learner is on the correct course for their job role and also it ensures a correct judgement on the current competence of the learner and it enables the planning of a teaching and learning programme appropriate to their needs. Formative assessment commences based upon the basis of the finding of the initial assessment. It is through this process that the learner absorbs knowledge through a range of techniques, such as exams and practical work. It is here that the assessor aids the learning process by administering feedback and by giving them advice on how to improve the quality of their work and by involving the learner in the discussions too. This permits the learner to ask questions about things they have not fully understood as learners know that they will have to prove their knowledge and understanding during assessment to the standards of the awarding body. Finally summative assessment is the final piece of assessment to complete the learner’s journey. It is here that the assessor checks what the learner has achieved and that the standards have been met to the National Standards for Assessment. The anticipated outcome would be a pass as the assessor would have aided the learner through their learning journey to independently achieve the skills required to pass the course within the recommended time scale. The assessor should also apply more feedback her to promote encouragement to the learner as they will now be ready to go out into the workplace to commence their roles. 1.2 Define these key concepts and principles of assessment: • Fair • Reliable • Valid • Safe and manageable • Suitable to the candidate needs Fair – assessment must be objective, fair, valid and consistent to ensure all learners have an equal and fair chance of receiving a fair assessment that has been tied to criteria stated by the appropriate governing body. An assessor cannot favour one learner over another giving them an easier assessment. Also an assessor must not place unreasonable demands upon a learner and all evidence must arise from their normal job role. Assessment methods may be adapted however, to ensure fair access around working schedules and also to suit learners needs. However, these needs have to ensure the eventual same outcome. Reliable – different assessors will, given time, obtain consistent results via a reliable method of assessment. It is the job role of the internal verifier to ensure consistency and standardisation of assessment decisions. Valid – a demonstration of the understanding, skills and knowledge requirements must be shown by the learner. Documents are not sufficient evidence and the criteria must be to that which is required to the standards of the award. Another assessor should be able to award the same grade if presented with the same evidence. Safe and manageable –all evidence must be accurately and safely identified and practiced, against the standards of the qualification within a safe and manageable environment. Suitable to the candidate’s needs - assessment methods must be suitable to the learners needs. For example, if there was a chance of a physical or mental threat to the learner’s well- being during an assessment suitable alternatives, appropriate to the learner’s needs, must be provided to still ensure accurate judgement of evidence, as identified against the standards of the qualification. Good answer, don’t forget with suitable to the needs, you could have mentioned the time of the assessments. E.g arranging assessments of an activity at a time and location suitable to the learners needs.