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Form 1

Candidate and centre details

Qualification title

HSC Level 3 Diploma.

City & Guilds number

Level

Candidate name Candidate contact details Unique learner number Date enrolled with centre

/

/

Date registered with City & Guilds

/

/

Centre name Centre number

Centre address

Workplace/assessment name 7

7

0

0

6

2

Canolfan Asesu Cartrefi Cymru

Workplace/assessment address 30 Dean Street Bangor Centre telephone number 01248363172 Mike.paramore@cartreficymru.org _________ Centre contact/quality assurance co-ordinator (QAC) name _________

Email

Mike Paramore

http://linc/learning/QCF/Forms/AllItems.aspx?RootFolder=%2flearning%2fQCF%2fHSC%20Diploma%20Level %202%20Adults%20Pathway%2fForms&FolderCTID=&View=%7b2D1EA243%2d5BA 5%2d4857%2d93E1%2dD54BA70CF425%7d

Form 2

Contact details and signatures

Qualification title Candidate name

Signature

__

Internal verifier name Position Where to contact Signature Workplace manager name Position Where to contact Signature 1 Assessor name _________ work-based / peripatetic / independent* (*delete as necessary) Position

_________

Assessing which unit(s) _________ Where to contact Signature 2 Assessor name

_________ work-based / peripatetic / independent* (*delete as necessary) Position Assessing which unit(s) _________ Where to contact Signature

Skills assessments

Form 3

Skills audit

Candidate name Jo Bloggs _______________ Unit No

Existing skills

Support needed

Joe, you have the Train the Trainer certificate in positive behavioural management and train.

You are commencing your assessors award and will be supported by your assessor.

Joe you have the ARC handling medication in social care setting and train medication. you have a NVQ level 4 in care

Relevant qualifications held PBM Train the Trainer Manual Handling Train the trainer Medication Train the Trainer. First Aid

Further training needed None at present.

Attach additional sheets as required

You will be given access to Smart Screen (City and Guilds) recourse site.

Plan

Form 5

Assessment plan, review and feedback

Candidate name

Joe Bloggs

_________

Assessor name Unit number/s and title/s Understanding the Principles and Practices of assessment _________ This record can be used for single and multiple unit planning

Date

Assessment planning, review, feedback and judgement record

25.02.13

Joe today we met and you are commencing your TAKA award. Assessor to show the assessor candidate the link site, the City and Guilds Smartscreen site and the Supporting Customer Excellence Manual which is found on the LINC under qualifications. Centre polices to be discussed and contents of the TAKA award. Skill scan form to be completed and assessor and verifier to be named on the plan. Follow with questions on 301 and date to meet to be set.

30.02.13

Feedback in full on the answers to the questions and plan the professional discussion. Set date for professional discussion. Hold professional discussion and complete evidence location sheet. This completes unit 301.

The above is an accurate record of the discussion (photocopy as required)

Candidate signature

Date

Assessor signature

Date

Candidate and assessor signatures

Learning Outcome / Assessment Criteria

301 Questions

Unit 301: Understanding the principles and practices of assessment Assignment Candidate assessor Assessor

Date completed Learning outcomes

1,2,3,4,7,8

Answer the following 15 questions, making reference in your responses to your actual or anticipated:  learners  organisation  specialist subject  assessment practice You may be able to give verbal responses rather than written responses if this is agreed in advance with your assessor. If so, they will need to document and/or record your responses. The assessment criteria (AC) for Unit 301 which are not covered by this assignment can be met by a professional discussion with your TAQA assessor, written statements or responses to oral questions. There is no word count for your responses; however, you might like to refer to the evidence guidelines for Unit 301 in the qualification handbook. You are not required to use an academic style of writing or Harvard referencing. However, if you are using quotes from text books, journals, websites etc, it is good practice to reference these within your work. Question 1 (AC 1.2) Define the key concepts and principles of assessment You could research these via text books, the internet and your own organisation’s requirements. You could then state how they would impact upon your role as an assessor. Question 2 (AC 1.3) Explain the responsibilities of the assessor If you are already an assessor, you could relate these to your current role and job description. If you are not currently assessing, you should answer hypothetically. You could relate these to the aspects of the assessment cycle. Question 3 (AC 1.4) Identify the regulations and requirements relevant to assessment in your own area of practice You need to research what is relevant and applicable to the specialist subject you are, or would like to assess, for example Awarding Organisation requirements. Question 4 (AC 2.1) Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners You could answer this question by creating a table listing at least four different assessment methods, with columns for strengths and limitations. You should give examples of the needs of individual learners and how these can be met through the various methods. Question 5 (AC 3.1) Summarise key factors to consider when planning assessment You should consider all the factors you would take into account when planning assessment. You could design suitable assessment planning documents or obtain examples of the documents you will be expected to use. Question 6 (AC 3.4) Summarise the types of risks that may be involved in assessment in your own area of responsibility

Consider what risks might arise in different situations with different learners. Remember to think broadly about ‘risk’ and not just those related to health, safety and welfare, for example, work and time pressures. Question 7 (AC 3.5) Explain how to minimise risks through the planning process For example, health and safety issues, potential for inauthentic evidence or plagiarism. Question 8 (AC 4.2) Summarise the types of information that should be made available to learners and others involved in the assessment process You need to consider the types of evidence required and the practical arrangements for communicating with learners and others. Question 9 (AC 4.3) Explain how peer and self assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning You could review the strengths and limitations of each. Question 10 (AC 4.4) Explain how assessment arrangements can be adapted to meet the needs of individual learners You could give hypothetical examples of what you would do if you had learners with physical disabilities, cultural or religious requirements, language requirements, learners working shifts etc. Question 11 (AC 7.1) Explain the importance of following procedures for the management of information relating to assessment You need to find out what the procedures are in your organisation regarding the records you need to keep and how they contribute to quality assurance and standardisation processes. If you are working as an assessor you could consider the procedures required by City & Guilds as outlined in the ‘Providing City & Guilds Qualifications’ document and explain why it is important to follow these requirements. Question 12 (AC 7.2) Explain how feedback and questioning contributes to the assessment process. You could research different feedback methods such as descriptive, evaluative, objective and subjective and state the advantages and limitations of each. Question 13 (AC 8.1) Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare You could research these via text books, the internet and your own organisation’s policies and procedures, stating how they impact on the assessment process. Question 14 (AC 8.3) Evaluate requirements for equality and diversity and where appropriate bilingualism in relation to assessment You could research these via text books, the internet and your own organisation’s policies and procedures, stating how they impact on the assessment process. Question 15 (AC 8.4) Explain the value of reflective practice and continuing professional development (CPD) in the assessment process. You could use a diary or learning journal to reflect upon your current role and create an action plan for yourself listing areas for development. You could also maintain a CPD log (check if your organisation has a standard pro-forma for you to use).

Summarise key factors to consider when planning assessment You should consider all the factors you would take into account when planning assessment. You could design suitable assessment planning documents or obtain examples of the documents you will be expected to use. Question 6 (AC 3.4) Summarise the types of risks that may be involved in assessment in your own area of responsibility Consider what risks might arise in different situations with different learners. Remember to think broadly about ‘risk’ and not just those related to health, safety and welfare, for example, work and time pressures. Question 7 (AC 3.5) Explain how to minimise risks through the planning process For example, health and safety issues, potential for inauthentic evidence or plagiarism. Question 8 (AC 4.2) Summarise the types of information that should be made available to learners and others involved in the assessment process You need to consider the types of evidence required and the practical arrangements for communicating with learners and others. Question 9 (AC 4.3) Explain how peer and self assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning You could review the strengths and limitations of each. Question 10 (AC 4.4) Explain how assessment arrangements can be adapted to meet the needs of individual learners You could give hypothetical examples of what you would do if you had learners with physical disabilities, cultural or religious requirements, language requirements, learners working shifts etc. Question 11 (AC 7.1) Explain the importance of following procedures for the management of information relating to assessment You need to find out what the procedures are in your organisation regarding the records you need to keep and how they contribute to quality assurance and standardisation processes. If you are working as an assessor you could consider the procedures required by City & Guilds as outlined in the ‘Providing City & Guilds Qualifications’ document and explain why it is important to follow these requirements. Question 12 (AC 7.2) Explain how feedback and questioning contributes to the assessment process. You could research different feedback methods such as descriptive, evaluative, objective and subjective and state the advantages and limitations of each. Question 13 (AC 8.1) Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare You could research these via text books, the internet and your own organisation’s policies and procedures, stating how they impact on the assessment process. Question 14 (AC 8.3) Evaluate requirements for equality and diversity and where appropriate bilingualism in relation to assessment You could research these via text books, the internet and your own organisation’s policies and procedures, stating how they impact on the assessment process. Question 15 (AC 8.4)

Explain the value of reflective practice and continuing professional development (CPD) in the assessment process. You could use a diary or learning journal to reflect upon your current role and create an action plan for yourself listing areas for development. You could also maintain a CPD log (check if your organisation has a standard pro-forma for you to use).

http://www.smartscreen.co.uk/tutor_courses/13008033477968/13015663977608_05.htm l

Written assignment for Unit 301. Understand the principles and practice of assessment 1.1 explain the functions of assessment in learning and development The roles of: • initial assessment in identifying learner needs

• formative assessment in tracking learner progress

• summative assessment in assessing learner achievement 1.2 define the key concepts and principles of assessment The following key concepts and principles: • assessment as a process of making judgments of learners’ knowledge, skills and competence against set criteria • what is meant by validity and reliability • the role of evidence in making assessment decisions

• what is meant by evidence being authentic, sufficient and current

• the importance of objectivity and fairness to learners

• the importance of transparency for the learner 1.3 explain the responsibilities of the assessor The following assessor responsibilities: • understanding and applying the standards and requirements they are working to

• planning assessments to meet learner needs

• communicating assessment requirements to learners

• carrying out assessments

• comparing evidence with set standards

• making assessment decisions

• recording the assessment process and decisions

• providing feedback to learners

• taking part in standardisation processes

taking part in continuing professional development 1.4 identify the regulations and requirements relevant to assessment in own area of practice • The general requirements for the assessments they are responsible for – for example, those of the awarding organisation or regulatory body – and the key source documents.

• The importance of complying with the relevant assessment strategy if assessing a qualification

3.4 summarise the types of risks that may be involved in assessment in own area of responsibility The following risks; • health and safety

• unrealistic/unnecessary stress on the learner

• inauthentic evidence/collusion/unjustifiable support to the learner

• over-assessment

• potential for unfairness to learner

• failing to meet the requirements of any relevant assessment strategy if assessing a qualification

3.5 explain how to minimise risks through the planning process How to manage assessments to minimise risks associated with: • health and safety

• learner stress

• potential for inauthentic evidence, collusion, unjustifiable support to the Learner

• fairness

5.1 explain how to judge whether evidence is: • valid

• authentic

• current

• sufficient 5.2explain how to ensure that assessment decisions are made against specified criteria and are valid, reliable, fair How to: • interpret assessment standards/criteria correctly • match and measure evidence against assessment standards/criteria

• ensure that consistent judgments are being made in own practice and liaise with other assessors and verifiers to ensure reliability

• consider any possibility that individual learners are being treated differently

to others in the assessment process

6.3 summarise the relevant procedures to follow when there are disputes concerning assessment in own area of practice

8.1 explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare Legal requirements and the policies and procedures of own organisation and awarding organisation concerning: • health and safety, including learner emotional welfare

• confidentiality

• transparency

• record keeping

• equal opportunities and diversity

• compliance with the relevant assessment strategy if assessing a qualification 8.2 explain the contribution that technology can make to the assessment process How technology can be used to enhance the assessment process: • video evidence of skills/performance

• recording of oral evidence

• paperless portfolio

• computer-based/on-line testing

8.3 evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment How legal and best practice requirements may have implications for the assessment process in regard to: • gender • disability • race/culture/religion • language 8.4 explain the value of reflective practice and continuing professional development in the assessment process How the assessor must: • continuously reflect on their assessment practice and ensure it meets legal, organisational and awarding body requirements

• learn lessons from their assessment practice, interactions with learners, other assessors and those involved in the quality assurance and standardisation processes and improve what they do • maintain their occupational expertise by keeping up with changes in technology, working practices and standards in their sector • maintain their expertise in assessment by keeping up-to-date with new assessment standards, requirements and methods

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Handouts to read

Unit 301: Understanding the principles and practices of assessment Handout 1: Principles and practices of assessment Principles of assessment are the theories that assessment practice. For example:

underpin

Communication: liaising with others who are assessment process and the learner

involved with the

Equality and diversity: ensuring all activities embrace equality and diversity and aspects of society

assessment represent all

Ethics: ensuring the assessment process is honest, objective and moral, and takes into account confidentiality and integrity

Fairness: activities should be fit for purpose, relevant adaptations should take place, planning, decisions and feedback should be justifiable and documented

Health and safety: carrying out risk assessments and following regulations

Judgements: remaining objective, looking for plagiarism or inauthentic evidence

Methods: observation, questioning, simulation, professional discussions etc

Policies and procedures: following internal and external regulations and guidelines, eg appeals and complaints

Quality assurance: ensuring that learning delivery and assessment decisions meet requirements, and that assessors are carrying out their role correctly

Record keeping: ensuring accurate, detailed and complete records are maintained

Roles and responsibilities: following job descriptions and professional and organisation codes of practice

SMART: ensuring all assessment activities are specific, measurable, achievable, realistic and timebound

Standardisation: ensuring the assessment requirements are interpreted accurately and that all assessors make comparable and consistent decisions

Transparency: ensuring the learner is aware of the full assessment process, what is being assessed, how decisions are made, how feedback will be given and what will be done with the records

Types: initial, formative, summative, holistic etc

VACSR: ensuring assessed work is valid, authentic, current, sufficient and reliable

Books and websites Ecclestone (2005) Understanding Assessment and Qualifications in Post-Compulsory Education and Training (2nd Edn) Ashford NIACE Gravells A (2009) Principles and Practice of Assessment in the Lifelong Learning Sector Exeter Learning Matters (2nd Edn due June 2011)

Murphy P (1999) Learners, Learning and Assessment London Sage Publications Tummons T (2007) Assessing Learning in the Lifelong Learning Sector (2nd Edn) Exeter Learning Matters (3rd Edn due June 2011) http://www.smartscreen.co.uk/tutor_courses/13008033477968/1301568226612_01.html

Unit 301: Understanding the principles and practices of assessment Handout 2: TAQA qualifications TAQA stands for training, assessment and quality The following units make up the assessment and assurance qualifications for England, Wales and Ireland, separate standards will be available in units can be taken in any order, however, units 301 knowledge based units which can be taken by anyone, have learners or not. This handout explains how each together in different combinations to create slightly qualifications.

assurance. quality Northern Scotland. All and 401 are whether they unit fits different

Assessor Award and Certificate units These units have replaced the Learning and Development A1 and A2 assessor units (previously known as D32/33). They are suitable for anyone assessing occupational competence in any type of work environment, and/or vocational skills, knowledge and understanding in any other environment. Unit 301 is knowledge based and the others are performance based. L3 Award in understanding the principles and practices of assessment: (total 3 credits)  Unit 301: Understanding the principles and practices of assessment (3 credits) A knowledge based Award for those who are starting their journey as an assessor, or for those who need to know about assessment practice but who are not currently practising eg a starting point for aspiring assessors or a professional development qualification for managers, human resource or quality assurance personnel. L3 Award in assessing competence in the work environment: (total 9 credits)  Unit 301: Understanding the principles and practices of assessment (3 credits)  Unit 302: Assess occupational competence in the work environment (6 credits) For practitioners who assess the demonstration of competence in a work environment using the following assessment methods: observation, examining work products, oral questioning and discussion, use of others (eg witnesses), learner statements and recognition of prior learning (RPL). L3 Award in assessing vocationally related achievement (total 9 credits)  Unit 301: Understanding the principles and practices of assessment (3 credits)  Unit 303: Assess vocational skills, knowledge and understanding (6 credits) For practitioners who assess knowledge and/or skills in vocationally related subject areas who use the following assessment methods: assessments in simulated environments, skills tests, oral and written questions, assignments, projects, case studies and RPL. This may take place in training workshops, classrooms or other learning environments. L3 Certificate in assessing vocational achievement (total 15 credits)  Unit 301: Understanding the principles and practices of assessment (3 credits)  Unit 302: Assess occupational competence in the work environment (6 credits)  Unit 303: Assess vocational skills, knowledge and understanding (6 credits) For practitioners who may use ALL of the listed assessment methods for each unit based upon sound assessment principles. Quality Assurance Award and Certificate units These units have replaced the Learning and Development V1 internal verifier unit (previously known as D34). They are suitable for anyone quality assuring the work of assessors. Unit 401 is knowledge based and the others are performance based. L4 Award in Understanding the internal quality assurance of assessment processes and practice (total 6 credits):  Unit 401: Understanding the principles and practices of internally assuring the quality of assessment (6 credits)

A knowledge based Award for those who are starting their journey as internal quality assurance practitioners or for those who need to know about internal quality assurance but who are not carrying out quality assurance themselves. This might be people such as experienced assessors or centre managers, human resource or quality assurance personnel. L4 Award in the internal quality assurance of assessment processes and practice (total 12 credits)  Unit 401: Understanding the principles and practices of internally assuring the quality of assessment (6 credits)  Unit 402: Internally assure the quality of assessment (6 credits) For practitioners who conduct internal quality assurance of the assessment process from within a centre or organisation, by sample planning, monitoring and advising on the practice of assessors. L4 Certificate in leading the internal quality assurance of assessment processes and practice (total 17 credits)  Unit 401: Understanding the principles and practices of internally assuring the quality of assessment (6 credits)  Unit 402: Internally assure the quality of assessment (6 credits)  Unit 403: Plan, allocate and monitor work in own area of responsibility (5 credits) For practitioners who lead the internal quality assurance process within a centre/organisation and have a responsibility for managing the quality of the assessment process, practice and the performance of assessors. They may also develop systems and lead on visits from outside agencies such as awarding organisations.

http://www.smartscreen.co.uk/tutor_courses/13008033477968/1301568226612_02.html

Unit 301: Understanding the principles and practices of assessment Handout 3: Assessor roles and responsibilities Your roles and responsibilities as an assessor will vary depending employed, for example, in a college, training environment, or in workplace. They will also vary due to the type of learner you will and whether or not they are taking an accredited qualification. If assessing occupational competence in the work environment you take unit 302. If you are assessing vocational skills, knowledge understanding in other environments you will need to take unit might work in both environments, in which case you can take both be able to use evidence from one unit towards another. You will take unit 301 which is the knowledge unit. Your main responsibilities will be:  understanding and applying the standards and your learners are working towards  planning assessments to meet learner needs  communicating assessment requirements to learners  carrying out assessments  comparing evidence with set standards/criteria  making assessment decisions  documenting the assessment process and decisions  providing feedback to learners  taking part in standardisation processes  taking part in continuing professional development (CPD).

where you are the be assessing, you are will need to and 303. You units and will also need to

requirements

You might also be required to:  attend meetings  check the authenticity of witness testimonies  countersign other assessors’ judgements  identify and deal with any barriers to fair assessment  implement internal and external quality assurance action points  justify your decisions ie if an appeal is made against you  liaise with others involved in the assessment process  provide statistics to managers  review learner progress  write reports for supervisors or employers. You might have a job description for your role of assessor which should be followed. However, if you are an assessor of a qualification you should always follow the requirements of the assessment strategy of that qualification, and perform to the standards in unit 302 and/or unit 303. http://www.smartscreen.co.uk/tutor_courses/13008033477968/1301568226612_03.html

Unit 301: Understanding the principles and practices of assessment Handout 6: Assessment cycle Depending upon the subject you are assessing, and whether it is knowledge or performance based, you will usually follow the assessment cycle. The cycle will continue until all aspects of the qualification have been successfully achieved by your learner, or they decide to leave the programme. Records must be maintained throughout to satisfy your organisation, the regulatory authorities and Awarding Organisations.

Initial assessme nt

Review of progress

Assessme nt decision and feedback

Assessme nt planning

Assessme nt activity

Assessment cycle (Gravells [2009:8]) 

Initial assessment: ascertaining if your learner has any previous knowledge or experience of the subject or topic to be assessed. Relevant initial assessment activities will also give you information regarding your learners, for example, any special assessment requirements they may have, their learning style, or any training they may need.

Assessment planning: agreeing suitable types and methods of assessment with each learner, setting appropriate target dates, involving others as necessary, for example, colleagues or workplace supervisors, and following relevant guidelines.

Assessment activity: this could be assessor led, for example, observation or questioning, or learner led, for example, completing assignments or gathering appropriate evidence of competence. Records of what was assessed should always be maintained.

Assessment decision and feedback: making a judgement of success or otherwise. Giving constructive feedback and agreeing any further action that may be necessary. An overall tracking sheet should be completed to enable you to clearly see what progress each learner has made, towards each aspect of the qualification.

Review of progress: the assessment plan can be reviewed and updated at any time until your learner completes their programme or qualification. Reviewing progress with your learners will give you an opportunity to discuss any other issues that may be relevant to their progress. Reviewing the assessment activities used will give you the opportunity to amend them if necessary.

The cycle will then begin again with an initial assessment regarding the next topic to be assessed. Throughout the cycle, standardisation of assessment practice between assessors should take place; this will help ensure the consistency and fairness of decisions. Internal verification/moderation will also take place as part of the quality assurance process. ©Ann Gravells

Reference Gravells A (2009) Principles and Practice of Assessment in the Lifelong Learning Sector Exeter Learning Matters

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Professional Discussion

Level 3 & 4 Awards & Certificates in Assessment and Quality Assurance (6317) Professional discussion record: assessor Candidate

Unit

Assessor

Learning outcomes

Assessment criteria

Plan: areas to be covered within the discussion

Record of discussion: Assessment criteria

Counter ref (if recorded)

The above is an accurate record of the professional discussion. Candidate signature Assessor signature

Date Date

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Unit 301: Understanding the principles and practices of assessment Professional discussion record Candidate assessor Assessor Assessment criteria 1.1 3.2, 3.3 4.1 5.1 5.2 6.1 6.2 6.3 8.2

Unit

301

Learning outcomes

1, 3, 4, 5, 6, 8

Plan: areas to be covered within the discussion How initial, formative and summative assessments are used How to plan for a holistic approach to assessment along with the benefits How to involve the learner and others in the assessment process How to judge whether evidence is sufficient, authentic and current How to ensure that assessment decisions are made against specific criteria, are valid, reliable and fair How quality assurance ensures the reliability of assessment decisions How quality assurance and standardisation procedures are carried out How to deal with a dispute concerning assessment How technology contributes to the assessment process

Record of discussion: Counter ref (if recorded)

The above is an accurate record of the professional discussion. Assessor signature: Candidate assessor signature:

Date: Date:

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Form 8

Professional discussion record

Candidate name

_________

Qualification title Unit title Assessor name

Areas to be covered within the discussion

Outline record of discussion content (continues overleaf, use additional sheets as required)

Learning Outcome

Assessment Criteria

Professional discussion record (continued) Outline record of discussion content (use additional sheets as required)

Start time:

Finish time:

The above is an accurate record of the discussion. Candidate signature:

Date:

Assessor signature:

Date:

Internal Verifier signature (if sampled):

Date:

(photocopy as required)

Evidence location 301

Form 10

Evidence location and summary sheet

Candidate title: Unit number/title: Item of evidence

Loc.

Link to learning outcome ref 1

Location key: p=portfolio, o=office, s=service (add further categories as appropriate)

2

3

4

5

6

7

8

9

10

Unit 203

Unit 302: Assess occupational competence in the work environment Individual learning plan Learner’s name: ........................................................................................................ Start date:............................... Tutor’s name: ............................................................................................................ Expected completion date: ... Course no. and title: Level 3 & 4 Awards & Certificates in Assessment and Quality Assurance (6317) Unit: 302: Assess occupational competence in the work environment Unit summary This unit is about assessing the occupational competence of others in a work environment

Unit aims To enable candidates to: Assess the occupational competence of others in a work environment Learning outcomes: The candidate will be able to: 1. plan the assessment of occupational competence 2. make assessment decisions about occupational competence 3. provide required information following the assessment of occupational competence 4. maintain legal and good practice requirements when assessing occupational competence

Expectations of this unit: 1.1 plan assessment of occupational competence based on the following methods:  observation of performance in the work environment

Achievement of targets Sign & enter date Working Target I am now towards achieved confident

Candidate needs to: Carry out a suitable learning styles’ questionnaire eg the learning styles profiler on SmartScreen

Possible resources and techniques: You need to partake in group discussions and activities to cover the expectations of the assessment criteria Read the handouts and partake in

     

examining products of work questioning the learner discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning

1.2 communicate the purpose, requirements and processes of assessing occupational competence to the learner 1.3 plan the assessment of occupational competence to address learner needs and current achievements 1.4 Identify opportunities for holistic assessment

Complete generic and assessor skill scans Agree an assessment plan and target date for completion of the unit, along with dates for observations in the work environment Identify at least two learners that you will assess Attend sessions to gain the required knowledge and skills to achieve unit 302 Carry out self study aspects such as reading, research, assignment work and accessing SmartScreen materials Read Handout 7: Assessing in the work environment Read Handout 3: Assessor roles and responsibilities Read Handout 4: Using assessment activities with learners Refer to Unit 302 assessment guidance Work towards the assessment requirements

relevant activities Make notes during each session attended Read relevant text books and view other available resources such as those on the centre’s VLE or online as part of your self study time; see Reading list, Website list and Glossary Arrange with your assessor to be observed in your work environment (you must carry out two assessments with two different learners; four assessments in total)

2.1 use valid, fair and reliable assessment methods including:  observation of performance  examining products of work  questioning the learner  discussing with the learner  use of others (witness testimony)  looking at learner statements  recognising prior learning 2.2 make assessment decisions of occupational competence against specified criteria 2.3 follow standardisation procedures 2.4 provide feedback to learners that affirms achievement and identifies any further implications for learning, assessment and progression 3.1 maintain records of the assessment of occupational competence, its outcomes and learner progress 3.2 make assessment information available to authorised colleagues 3.3 follow procedures to maintain the confidentiality of assessment information

Attend sessions to gain the required knowledge and skills to achieve unit 302 Carry out self study aspects such as reading, research, assignment work and accessing SmartScreen materials Read Handout 7: Assessing in the work environment Read Handout 3: Assessor roles and responsibilities Read Handout 4: Using assessment activities with learners Refer to Unit 302 assessment guidance Work towards the assessment requirements Attend sessions to gain the required knowledge and skills to achieve unit 302 Carry out self study aspects such as reading, research, assignment work and accessing SmartScreen materials Read Handout 7: Assessing in the work environment

You need to partake in group discussions and activities to cover the expectations of the assessment criteria Read the handouts and partake in relevant activities Make notes during each session attended Read relevant text books and view other available resources such as those on the centre’s VLE or online as part of your self study time; see Reading list, Website list and Glossary Arrange with your assessor to be observed in your work environment (you must carry out two assessments with two different learners: four assessments in total)

You need to partake in group discussions and activities to cover the expectations of the assessment criteria Read the handouts and partake in relevant activities Make notes during each session attended Read relevant text books and view other available resources such as those on the centre’s VLE or online

Read Handout 3: Assessor roles and responsibilities

as part of your self study time; see Reading list, Website list and Glossary

Read Handout 4: Using assessment activities with learners

Arrange with your assessor to be observed in your work environment (you must carry out two assessments with two different learners: four assessments in total)

Refer to Unit 302 assessment guidance

4.1 follow relevant policies, procedures and legislation for the assessment of occupational competence including those for health, safety and welfare 4.2 apply requirements for equality and diversity and, where appropriate, bilingualism when assessing occupational competence 4.3 evaluate own work in carrying out assessments of occupational competence 4.4 maintain the currency of own expertise and competence as relevant to own role in assessing occupational competence

Work towards the assessment requirements Attend sessions to gain the required knowledge and skills to achieve unit 302 Carry out self study aspects such as reading, research, assignment work and accessing SmartScreen materials Read Handout 7: Assessing in the work environment Read Handout 3: Assessor roles and responsibilities Read Handout 4: Using assessment activities with learners Refer to Unit 302 assessment guidance Arrange to be observed in the work environment

You need to partake in group discussions and activities to cover the expectations of the assessment criteria Read the handouts and partake in relevant activities Make notes during each session attended Read relevant text books and view other available resources such as those on the centre’s VLE or online as part of your self study time Have a professional discussion with your assessor. Ensure you have been observed in the work environment for the required number of assessments Complete the evidence reference record Submit evidence to your assessor (eg portfolio)

Complete the assessment requirements, evidence record sheet and summary of achievements

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Sign the summary of achievements once all relevant units are complete

Evidence requirements

TAKA Unit 302 Overview- Evidence Requirements

Complete Candidate Interview with a minimum of 2 different candidates Assessor Candidate to conduct an informal fact finding interview with their candidates, to include Skill Scan.  Previous experience, training and relevant qualifications  Particular assessment requirements  Appeals procedure  QCF (Mandatory and optional Units) Complete the assessment plans for the same 2 candidates State:  when, where, how assessment will take place  who will be involved, and how  evidence requirements such as completed task book, work product, personal statement etc  immediately before assessment takes place, the assessor candidate should review the plan, confirm the appeals procedure and make sure that particular assessment requirements have not changed  Observation of the candidate assessor. Assessor Candidate Plan and agreed common evidence requirements Performance evidence record (Must include 4 different types of evidence), primary form is observation. Record of assessor devised oral/written questions which have been used with candidates above Record of Professional discussion (Completed by designated assessor and assessor candidate) Confidentiality Agreement x 2. To be completed between Assessor Candidate and their Candidates http://linc/learning/QCF/Forms/AllItems.aspx

Candidate skill scan

Form 3

Skills audit

Candidate name Joe Bloggs _______________ Unit No

Existing skills

HSC 3045

Joe you have Train the Trainer certificate in positive behavioural management (6 weeks modular training) which will cover the knowledge for this unit.

HSC 3067

Joe you have ARC handling medication in social care setting which will cover some of the knowledge.

HSC 2028

The outcomes are covered with some additional evidence, which we plan to discuss

Relevant qualifications held PBM Train the Trainer Manual Handling Train the trainer Medication Train the Trainer. First Aid

Further training needed

Attach additional sheets as required

Support needed

Learning Styles Quiz

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Candidates plans

Form 5

Assessment plan, review and feedback

Candidate name

_________

Assessor name Unit number/s and title/s

Level 3 Diploma in Health and Social Care. Unit 4222-378 _________

This record can be used for single and multiple unit planning

Date

Assessment planning, review, feedback and judgement record

Candidate and assessor signatures

Learning Outcome / Assessment Criteria

2 plans for candidates

The above is an accurate record of the discussion

Candidate signature

Date

Assessor signature

Date (photocopy as required)

Observation of assessor candidate

Unit 302: Assess occupational competence in the work environment Observation checklist Candidate assessor: Learner:

Assessor: Location of assessment: Date of assessment:

Subject or unit being assessed:

The Assessor must observe the assessor candidate carrying out two assessments with two different learners: four assessments in total (two assessments could occur on the same day with the same learner [if different assessment methods are used] however, they must be documented separately). The observation of assessments must be in the work environment. This is assessment number:

1

2

3

4

please circle

Assess. Criteria

Actions

1.1

Is an assessment plan in place covering at least: observation of performance, examining work products, questioning? Was the learner briefed about the assessment purpose, requirements and process? Were learner needs and current achievements taken into account? Were opportunities identified for holistic assessment? Were relevant assessment activities carried out? If so, which ones? Were questions used in an encouraging manner? Was a valid, fair and reliable decision made as to the learner’s competence? Was the assessment strategy complied with? (If applicable) Was clear, accurate and constructive feedback given and documented? Was further progress and learning identified? Were accurate records completed and maintained? Were all policies, procedures and legislation followed? Including health, safety and welfare?

1.2

1.3 1.4 2.1 2.1 2.2 2.2 2.4 2.4 3.1 4.1

YES NO N/A

What the candidate did that confirmed competence

Comments/feedback

Points of good practice observed

Further actions to be taken (if required)

By when

The above is an accurate record of the observation and any action identified. Candidate assessor signature Assessor signature

Date

Date

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Self evaluation

Unit 302: Assess occupational competence in the work environment Activity 1: Self evaluation Candidate guidance You have 20 minutes to complete this activity on your own. Your tutor might ask you to discuss your responses with others once complete.

Evaluate your role as an assessor and how this could be developed, using the table below.

Question

Response

Actions required eg opportunities for development or activities which can be carried out

What are your skills, qualities and attributes as an assessor?

How can you keep up to date with relevant knowledge and skills relating to your specialist subject?

How can you obtain feedback from others to help you improve as an assessor?

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Assessment evidence

Unit 302: Assess occupational competence in the work environment Assessment guidance: Candidate All items in bold are available on SmartScreen. To successfully achieve all the learning outcomes and assessment criteria of unit 302 your assessor might use one or more of the following methods:  observation in the work environment  professional discussion  examining work products  questioning  written statement  oral statement  witness testimony You should have completed the generic and specific assessment skill scans prior to commencement of the programme. If you are also taking unit 301 and/or 303, evidence can be assessed holistically, please see the mapping tables for the relevant units. An assessment plan should be agreed with your assessor, with appropriate target dates for the various assessment activities. The target date for completion of the unit should be added to the summary of achievements. This summary will be signed off once the unit has been completed. Observation in the work environment Observation must take place in your work environment; you cannot be assessed in a simulated environment, however, if agreed in advance you might be able to assess in a realistic working environment (RWE). Your assessor will guide you regarding this. The observation checklist will be used by your assessor and is cross referenced to the assessment criteria. You should plan to assess two different learners on two occasions (four assessments in total) and use at least the first three from the following list of assessment methods. If you don’t use all those listed, you will need to discuss how you would use the others with your assessor.       

observation of performance in the work environment examining products of work questioning the learner discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning (RPL).

If occupational competence towards a national qualification is being observed, you should have a copy of the standards and follow the assessment strategy. Each observation must be a complete process which must clearly show that you have: 

planned the assessment

    

carried it out asked questions made an assessment decision given feedback made accurate records

Your decisions should be countersigned by another experienced assessor in your specialist subject. Once your assessor has carried out the observation, they will give you feedback and complete the relevant assessment documentation to go in your portfolio. You can then complete your evidence reference record. Professional discussion The assessment criteria not covered by the observations can be met by a professional discussion with your assessor. You should refer to the evidence guidelines for unit 302 in the qualification handbook when carrying out the professional discussion. Your assessor may make a visual or audio recording of the discussion. Once your assessor has carried out the discussion, they will give you feedback and complete the relevant assessment documentation to go in your portfolio. You can then complete your evidence reference record. Examining work products You should provide evidence of four assessments between two different learners. This should include as a minimum: assessment plans, decisions and feedback records. Other relevant work products could be provided as evidence if appropriate. Once your assessor has confirmed the suitability of the evidence, your assessor will give you feedback and complete the relevant assessment documentation to go in your portfolio. You can then complete your evidence reference record. Questioning Your assessor may ask you some oral questions, perhaps if there are any assessment criteria which you have not met by other methods, or if they require further details. The questioning record will be used for this purpose. Once your assessor has asked the questions and noted your responses, they will give you feedback and complete the relevant assessment documentation to go in your portfolio. You can then complete your evidence reference record. Written statement You may choose to write a written statement showing how you have met the assessment criteria. These statements need not be individual to each of the assessment criteria, but could be grouped holistically if applicable. Once your assessor has read your written statements, they will give you feedback and complete the relevant assessment documentation to go in your portfolio. You can then complete your evidence reference record.

Oral statement

You could explain orally how you have met certain assessment criteria. A record must be maintained of what was stated, either by your assessor using the oral statement form, or by a visual or digital recording. Once your assessor is satisfied with your statement, they will give you feedback and complete the relevant assessment documentation to go in your portfolio. You can then complete your evidence reference record. Witness testimony You could obtain a completed witness testimony from your supervisor or an appropriate colleague at work. The witness should be familiar with the standards and be able to give an objective statement as to your competence towards the assessment criteria. The witness status list must be completed by the witness and placed in your portfolio. Once your assessor has read the witness testimony and confirmed its authenticity and relevance to the assessment criteria, they will give you feedback and complete the relevant assessment documentation to go in your portfolio. You can then complete your evidence reference record. Portfolio of evidence You should compile a portfolio of evidence for this unit, evidence can be cross-referenced to other units if applicable using the evidence reference records and referring to the mapping tables. Upon successful achievement of a unit, the summary of achievements can be signed and dated and placed in the front of your portfolio, along with the evidence reference record, all relevant assessment documents and your evidence. Evidence will be in the form of work products from your four assessments (with two different learners) ie assessment plans, decisions and feedback records, your assessor’s completed observation checklists, professional discussion record, questioning record, written statements and witness testimonies if applicable. Further evidence can be added such as documents from work if they are relevant to the assessment criteria. http://www.smartscreen.co.uk/tutor_courses/13008033477968/13015767717024_13.html

Unit 302: Assess occupational competence in the work environment Handout 4: Using assessment activities with learners Depending upon whether you are assessing a national qualification or in-house standards, at some point you will need to develop and/or use a variety of assessment activities with your learners. Some may be provided by an awarding organisation, in which case you must follow their assessment strategy. Always ensure you maintain full records of all activities carried out, along with your assessment decisions for each learner. Activities could be initial (at the beginning), formative (part way through a programme), or summative (at the end of a unit or qualification). They can be used informally or formally depending upon the situation, and can include:  assignments (to assess various aspects of a subject)  case studies (based on real or hypothetical situations)  diagnostic or skill scan (to match current skills towards a specific area and determine gaps eg literacy or numeracy)  examinations (formal procedure to test knowledge and/or skills)  looking at work products (reviewing a learner’s products of work)  observations (seeing the learner in action)  oral and written questions (checking knowledge and understanding)  peer assessments (other learners giving feedback)  professional discussions (a conversation to ascertain knowledge)  projects (to assess various aspects of a subject over time)  puzzles and quizzes (a fun way of assessing learning)  questions: written and oral (to test knowledge and understanding)  recognition of prior learning (RPL): a way of attributing current knowledge of skills  reflective learning journals (develops self assessment skills)  self assessments (learners making their own judgements of their progress)  simulations (used when a real situation is not possible or dangerous)  skills tests (where a practical activity is carried out under test conditions eg a keyboard test where 85% accuracy is required in inputting data and the exercise has to be completed in under 10 minutes)  tests (formal way of checking knowledge and/or skills)  witness testimonies (from the learner’s supervisors or colleagues)  written statements (the learner writing how they have achieved various aspects) Assessment activities can be assessor led, ie observation or questioning, or learner led, ie completing assignments or gathering appropriate evidence of competence. You will need to plan to use activities which suit the qualification or programme to be assessed and be aware of the strengths and limitations of each. If you are assessing a qualification always make sure that you use only the assessment methods specified in the assessment strategy of the qualification. When developing assessment activities, always ensure the methods used will be valid and reliable, and the evidence produced by the learner will be authentic, current and sufficient. All activities should be SMART: specific, measurable, achievable, realistic and time-bound. http://www.smartscreen.co.uk/tutor_courses/13008033477968/13015797538020_01.html

Unit 302: Assess occupational competence in the work environment Handout 7: Assessing in the work environment When assessing in your learner’s work environment there are several aspects which must be taken into consideration. For example, where does your learner work, how easy is it to get there, does s/he work shifts, do you need to communicate with his/her supervisor, what will you be assessing and how? Knowing these details in advance will help you prepare and agree a suitable assessment plan with your learner. Assessment planning Before you can agree an assessment plan with your learner, you need to know what you will be assessing, for example, a national qualification or in-house standards. If it is a national qualification there will be a qualification handbook available from the awarding organisation. You should ensure you are familiar with the requirements, assessment strategy and assessment criteria. It could be that your learner is already performing to the requirements expected, therefore you can plan to assess their current achievements on an appropriate date. However, you might have to carry out some training with them beforehand to ensure they are ready to be assessed. You will also need to communicate with your learner and others involved in the assessment process. Your assessment plan should show:  who is being assessed  what is being assessed ie the standards/criteria  where and when ie the place, time and duration of the assessment  the types and sufficiency of the evidence required  the location and resources required for the assessment  any specific learner needs and support required  how assessment will take place ie the methods  when feedback will be given. Methods of assessment You should ensure you are familiar with the following assessment methods and how they can be used with your learners:  observation of performance in the work environment  examining products of work  questioning the learner  discussing with the learner  use of others (witness testimony)  looking at learner statements  recognising prior learning (RPL). You should also be aware of how technology can be used to enhance the assessment process, for example, by using: video or digital evidence of skills/performance; recording of oral evidence, using a paperless portfolio and computer-based/online testing.

Conducting the assessment When assessing your learner in their work environment, you need to be as unobtrusive as possible and not get in their, or anyone else’s way. You should have the assessment criteria to hand along with the assessment plan and feedback record. You should brief your learner beforehand to ensure they are aware of what is being assessed and why. You may see your

learner performing other aspects which had not been planned for. This is fine, and you should take into account these naturally occurring opportunities to assess your learner’s competence and document what you see. The assessment plan can easily be updated and taking into account these other opportunities enables you to assess more holistically. You will also need to examine their work products and ask questions to enable them to confirm their knowledge. You should make a note of your questions and your learner’s responses. You might also involve their supervisor or a colleague who could write a witness testimony regarding their achievements towards the assessment criteria. Making a decision As soon as you have completed your assessment, you should make a valid, fair and reliable decision towards the standards/criteria. This should be conveyed to your learner, along with any further learning and assessment requirements. Giving feedback When giving feedback, you should be clear, accurate and constructive when talking to your learner. Feedback should be given in a way as to retain the motivation of your learner and not demoralise them in any way. Keeping records Once you have completed the assessment process, you will need to keep records of your plan, decision and feedback. Records will also include questions and answers, observation checklists, professional discussions and witness testimonies. You should keep the originals at your centre and give your learner a copy. You will also need a copy of your records for your portfolio. You should always follow confidentiality and Data Protection Act requirements. Books and websites Assessment methods - http://www.brookes.ac.uk/services/ocsd/2_learntch/methods.html Gravells A (2009) Principles and Practice of Assessment in the Lifelong Learning Sector Exeter Learning Matters (2nd Edn due June 2011) Race P Brown S & Smith B (2004) 500 Tips on Assessment Abingdon Routledge http://www.smartscreen.co.uk/tutor_courses/13008033477968/13015797538020_02.html

Profession discussion 302

Unit 302: Assess occupational competence in the work environment Professional discussion record Candidate assessor Assessor Assessment criteria 1.1 1.3 2.1 2.2 2.3 3.2 3.3 4.2 4.3

Unit

302

Learning outcomes

1, 2, 3, 4

Plan: areas to be covered within the discussion How to use other assessment methods which have not been observed How to take account of learner’s needs (eg shift patterns, support) How valid, fair and reliable decisions are made as to the learner’s competence (to meet all seven assessment methods) How assessment decisions are measured against the required outcomes How assessment activities conform to standardisation procedures How assessment records can meet the needs of internal and external organisational requirements How confidentiality and Data Protection Act requirements are met How equality and diversity (and bilingualism if applicable) are taken into account How the assessor has evaluated his/her four assessments and the learning points they have identified How the assessor has reflected on their practice and partaken in CPD

4.4 Record of discussion: Counter ref (if recorded)

The above is an accurate record of the professional discussion. Assessor signature:

Date:

Candidate assessor signature: Date: http://www.smartscreen.co.uk/tutor_courses/13008033477968/13015767717024_1.html

Evidence location

Form 10

Evidence location and summary sheet

Candidate title: Unit number/title: Item of evidence

Loc.

Link to learning outcome ref 1 2

Location key: p=portfolio, o=office, s=service (add further categories)

3

4

5

6

7

8

9

10

Verification report

Cartrefi Cymru Staff Development Centre Internal Verification Sampling Report Name of Candidate: Name of assessor: NVQ Level / Unit or type of Evidence Sampled Was Competence demonstrated by: Real Work x Questioning Simulation APL

x x Yes

No

Was the candidate observed directly by an assessor? x Was knowledge and understanding assessed? x Is work product evidence available? x Has the candidate supplied sufficient job/personal details? x Are the candidate’s assessment records being completed? x Has the assessor confirmed: V, A, C, C, S? x Interim I confirm that all the criteria on which to base a judgment of candidates competence has /not met and all evidence requirements are not satisfied for the units sampled.

ACTION POINTS/FEEDBACK IV Signature Assessors Signature

Date Date

I confirm that all actions points, as above have now been completed and the evidence requirements satisfied

Assessors Signature IV Signature http://linc/learning/QCF/Forms/AllItems.aspx

Date Date

Word search

Unit 302: Assess occupational competence in the work environment Wordsearch

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TAQA Portfolio