Explain the function of assessment in learning and development To meet timely a required predetermined standard with evidenced learning. Unlike the course work we were required to do at school which when marked showed the standard we had achieved. Assessment learning breaks down the required knowledge into bite size pieces which are topic specific, when completed and assessed each piece must contain all the required criteria to evidence the learners understanding.
In my experience timely assessment during this period gives feedback to learner and assessor on progress, giving confidence to the learner that they will meet the assessment standard. 1. 2 Define the key concepts and principles of assessment Achieving an accurate assessment will give uniformity if equal and unprejudiced assessment to standards is given. To assess a learner you are required to judge there abilities, skill, knowledge and competency, against a standard which determines the direction and level of training.
Relevance to the subject criteria must be proven to a consistent standard so results will not differ between assessors. The evidenced assessed should be valid and sufficiently in depth, it should also be the learners own work achieved by using up to date information. 1. 3 Explain the responsibility of the assessor It is the assessors’ responsibility to decide if an assignment having been completed by the learner has reached the required standard, if it falls short of this then it is there responsibility to assist the learner in there understanding of the required subject.
The Essay on Summarise the types of risks that may be involved in assessment in own area of responsibility.
3.4 summarise the types of risks that may be involved in assessment in own area of responsibility. The candidate assessor provides evidence that they understand 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 ...
To safeguard against standards falling the assessors’ evaluation is checked by an Internal Verifier. The IV has both learner and assessor to assess, and must both maintain and improve the assessment process, as they will in tern be assessed by External Verification. EX are the standard police there consistency of procedure over a large area by auditing, to my mind is a great way to keep everybody’s level of commitment and knowledge at a level of best practice for the service user. . 1. 4 Identify the regulations and requirements relevant to the assessment in own area of practice As assessors to be aware of gender, race, colour, eligion is a must, if the learner is not comfortable with there assessor little will be achieved. It is our responsibly to give equal opportunity of training to all individuals, who desire to gain qualification by assessment, about subjects which we have intern been assessed and verified to supply. Although all establishments that supply care have there own Policies and Procedures, which will differ slightly from one to another, they must all abide by Legislation. Management of Health and Safety at Work Regulations (MHSW) 1999 The Disability & Discrimination Act 1995
Age Discrimination in Employment Act 1967 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Devon County Council’s Equalities Policies Devon Social Service’s. Devon NHS Devon partnership NHS Qualification Accreditation No. is 501/0885/2 to name but a few. 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners Different learner’s different abilities. To explain once may be sufficient but other learners will require more and for you to explain in a manner or way they can understand.
Paying attention to and recording the learners’ individual requirements, such as there language and learning style. Conversation or a professional discussion is a reliable way of assessing the learners understanding of specific points. Written questioning may be of use but not best practice as, although it may enhance learning it could demoralize the learner, there is no substitute for personal interaction with the assessor. Assignments on particular larger subjects, like Health & Safety show knowledge and understanding, which at another time in the course may be cross mapped as work already achieved.
The Term Paper on DTLLS Learner Assessment
Assessment comes in many forms in teaching, some more effective than others. Why we carry out assessment is something that needs to be understood before selecting the most appropriate style. Assessment is a key aspect in teaching and learning, from the first moments in a new learning path assessment takes place, a teacher must work with the student to understand what they do or do not know about ...
Projects which are instigated by the assessor, but a subject of the learners choosing, are designed to develop investigative and creative skills alone or within a team. Drawings, examples of situations and words can be tailored to relate to subject and suit individuals needs. Informing the learner that there work is rubbish! Is counter productive and demoralising to them, instead suggest it needs tweaking or it does not have mention of a particular point. This gives confidence that only a little more work is required, although you may need to use a different approach, to ensure a better understanding of the subject. . 1 Summarise key factors to consider when planning assessment Set Standards and targets. Depth of evidence / Time allotment The Type and amount of evidence. Is it relevant / Is it enough. Which method is relevant. Observation / Written / Professional discussion. How best to communicate with learners and others. Face to face / phone / electronic means. Venue, chairs, tables, light, electric. How, when and where will assessments take place with the assessor? How long to get there, be on time, assessment time.
Are learners requirements specific, are there special requirements, will extra support be needed. Managing the process of assessment, positioning / communication skills. Keep assessment record of how it was achieved and off plans made. Feedback to and from learners. Is the assessment plan agreeable to the learner? Stay focused on compliance with best assessment practice. 3. 2 Evaluate the benefits of using holistic approach to assessment Ref. from (http://wiki. answers. com/Q/What_is_holistic_assessment) Aristotle was the first to describe holism. The whole is greater than the sum of its parts”. In short, to be completely holistic you must see a person as more than just organ systems, mental health, sexuality, etc. You must see how all aspects of their life impact on each other and the factors that influence them. A theoretical and practical way of learning gives a greater understanding of previous experience and knowledge acquired. By always looking for the whole picture, care is based on this Holistic approach to training, a better understanding and view of the whole is appreciated.
The Term Paper on English Language Learners Assessment Special Education
race Allen of the comedy team of Burns and Allen was once asked how one should speak French. She replied, "Well, you speak it the same way you speak English; you just use different words." When trying to assist in instructing English language learners, they usually have many concepts and language abilities that they need to master, as do the teachers that are trying to teach them. With the ...
This outlook shows possible flaws and room for improvement . Cross mapping of observations can then be accomplished in safeguarding, H&S and communication skills e. g. speech, hand over book entries and computer skills The experience gained from actual incidents that have been seen and recorded such as First aid, fire or safeguarding issues. 3. 3 Explain how to plan an holistic approach to assessment When able to breakdown the components of an environment using evidence seen and heard, which includes the learner, as a matter of habit the assessor is applying Holism.
My believe is that many support supplied by service providers have become complacent and disheartened by falling standards because of the bad practice’s employed by the few. Which will, during there period of assessment, by observation and feedback give the learner a better understanding by raising there awareness of the surroundings which contribute to best practice. Having decided on the specific targets to be assessed, e. g. H&S, communication and or safeguarding, a level of competence needs to be shown Choose an activity which will achieve the required criteria and do get involve with the way it is carried out.
By observing the learners ability and understanding of the holistic approach and how they accomplished the required elements an assessment can be achieved. Some activities are not possible to observe, so a professional discussion or question and answer session will be required. 3. 4 Summarise the types of risks that may be involved in assessment in own area of responsibility Health & Safety Slips, trips and falls environments change very quickly. Fire and smoke, are alarms checked regularly? Are evacuation routes clear of obstruction? have staff been trained in evacuation procedures?
Chemicals, are they securely stored in original containers with instructions for there use? Is the correct Personal Protective Clothing supplied so they may safely be used? Manual handling, have lifting techniques been regularly assessed and kept up to date. Has lifting equipment been regularly checked or serviced? With appropriate training of its use given to staff. Medication, is it kept secure? Who are the key holders? Anxious or nervous learners who are often unhappy in there employment are prone to become de-motivated which could be caused by work not being ompleted or the assessors’ lack of explanation or preparation. It is not wise to involve the employer or manager without the learners’ permission as they might be the problem. Assessments to close together or to far apart may also have an undesirable affect. 3. 5 Explain how to minimise risks through the planning process Be observant for possible hazards frayed carpet, rubbish not cleared and furniture obstacles. Fire, regular drills to let keep everybody aware of procedures. Check for fire hazards and know the evacuation procedure.
The Business plan on Internal Quality Assurance of Assessment
... required; assessment decisions. 4.2. Summarise types of information that should be made available to learners and others involved in the assessment process Promotes learner involvement and understanding ... feedback to learner clear recording/tracking/logging of assessment decisions. 4. Understand how to involve learners and others in assessment 4.1. Explain the importance of involving the learner and ...
Chemicals, wear the correct Personal Protective Clothing when required if there is no label and how to use instruction do not use it. Where are the first aid boxes kept? Record and report to highlight any incident or infraction it could save a life. Use the near miss book to highlight almost accidents, it may reduce the possibility of it happening again or being more sever. By not overloading the learner, planning assessments and giving a set structure to each visit, together with good communication skills, a more relaxed atmosphere can be attained.
Feedback emphasised in a positive way will instil confidence in the learners own ability. Preplanning of assessments informs the learner of what needs to be done and gives a time frame to do it in which gives recorded better results. 4. 1 Explain the importance of involving the learner and others in the assessment process If you wish to teach somebody they need to be receptive and want to learn, by pushing water uphill you will fail, my own experience has taught me to lead by suggestion. The learner by understanding what is involved can achieve an informed decision before entering into further education.
Having confidence in the information and the person delivering it will assist the learner to move on and be assessed. By constantly involving the learner throughout this period and giving positive feedback gives the learner a feeling of importance and confidence will spur them on. Fully understanding the required level of achievement together with there own want or need to improve there position, gives the learner an urgency and an allotted time with which to complete it in gives the framework. Leading here own qualification training is empowering to the learner and makes the workload easier and less stressful for both learner and assessor. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. Supervisory and peer assessment relevant to the workplace are a matter of record, along with single observations of a confidential nature if service users are involved may be used with there permission. Documents and records which confirm and describe the occurrence of actual events are easy to acquire and as a true account viewed as reliable and valid.
The Term Paper on The Function Of Assessment
... interpreted and results in consistent assessment outcomes. Reliability requires the assessor to have the required competencies in assessment and relevant vocational competencies ... 15 (7.2) Why should you give the learner feedback? Giving and getting feedback are essential to the whole process of ... and that all decisions made meet with national standards uniformly across the team. Equally there will be ...
They often cover a large range of the performance criteria required, some statements may be biased or fabricated so not altogether a true account, information such as this will not stand alone it requires corroboration. Collectively it with a learners account of events shows a knowledge and understanding and can fit the criteria of a great deal when cross mapped, .4. 3 Explain how peer and self assessment can be used affectively to promote learner involvement and personal responsibility in the assessment of learning.
A regular supervisory assessment recorded by employers, managers, supervisors and peers allows a frequent flow of positive feedback. With that ability installed in the learner it only leaves the assessor to hone skills already available. When realising what they have already achieved the learners confidence will grow, and allow them greater latitude to stand back, so that they can observe themselves through the assessors’ eyes. Prompted and guided by the assessor and the knowledge that prior achievements have been taken into account learners see that they are already responsible participants in there own development. . 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. In given assessment circumstances, due to adopted policies and procedures, confidentiality and privacy, it may not be possible to assess the learner actually applying procedures that require evidencing. On these occasions methods of assessment need to be adapted using different means; Case studies, which in no way can substitute visually assessing the competence of the learner, can highlight situations that could be encountered and relevant to the learners’ environment.
The Coursework on Enabling Learning and Assessment 2
... above CADET model, I feel that my current assessment and feedback methodology meet the required standard. References: Boud, D (1995) Enhancing Learning Through self ... learning outcomes tend lead to achieving reliability as all assessors / tutors and learners follow the same learning outcomes. Reliability should: Ensure that ...
Simulated situation assessment is virtually useless, as the learner although being able to show competency, the anomalies which happen in real time can play a large part in the learner not being able to adapt. Here again this evidence is insufficient, the requirement of other relevant information which could be used as part of this assessment would be great. 5. 1 Explain how to judge whether evidence is sufficient, authentic or current. Writing “I understand” alone is not Sufficient, nor is “A Nitwits Guide to Elementary Mathematics” which has plenty of words but little relevant content to the required subject criteria.
By following the requirements of the standards specified by the assessing governing body, an outcome which is both full and sufficient can be accomplished. It will show knowledge and understanding together with references and examples if required. Authenticity is required but what do you do when every word written has been penned in that manner before. Take the facts, the requirements and your understanding of them and write in your own words, because using somebody else’s words will be noticed and can be checked. Furthermore it does your understanding of the subject no good at all if asked to explain by the assessor.
Current content is important! Notes taken at one to one meetings, supervisions and appraisals should be between 6 and 24 months old. A paper trail less than 6months old could mean they were especially written for the course and over 24 months are out of credible date. 5. 2 Explain how to ensure that assessment decisions are; made against specified criteria, valid, reliable and fair. Made against specified criteria observe, ask questions, read reports, check standards and question changes for your own information . I have always been of the opinion that if you want quality, in any process, it must start from the top.
If the employer does not support it totally any initiative will fail. The cause in manufacturing is money hungry share holders are more interested in there annual dividends than quality. In Health and Social care ? To few good people trying to do to much and carrying those that do little or nothing, to little money, to few trained staff who at last are being targeted with free training and the list goes on. It does not matter what is done to up hold standards greed and complacency will creep in unless a system is put in place to make supporters and service providers more accountable. 6. Evaluate the importance of quality assurance in the assessment process A standard is a level of quality to be achieved during the assessment process, so that all learners reach the same level of subject knowledge and understanding, to a predetermined grade structure. This is important in two ways; the first gives a learner information and confidence enhancing there skills in the ethics of best practice, the second happens back in there workplace as it motivates others to follow suit. As being seen to be lacking in there own workplace will bring consequences of there own internal assessment process. . 2 Summarise quality assurance and standardisation procedures in own area of practice Service providers have a duty to assess and maintain high standards which can be found in there policies and procedures. To assure standardisation assessment starts at the interview stage of employment, has this person the qualities and skills required by the employers standard? , and it continues through a period of probation. With training courses and regularly supervisory feedback assessment the employers expectations of the employee will be achieved.
Service users and colleagues can also assist in the improvement of quality by “whistle blowing” or the complaints procedure available to service users, both of which in my experience have served to return a poor practice to a quality standard. Continuous and regular assessment and evaluation to predetermined legislation via policies and procedures will ensure a quality package. 6. 3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice Theoretically there should be no disputes in the assessment process as it aids to improve the individual.
They do however occur when there is; A misinterpretation of policies and procedures exists, by the assessor or the individual being assessed, a senior should then be sort to clarify the policy. If the assessor has been misinformed, in good faith or maliciously, and the individual disagrees an investigation should follow. There will be occasions when an individual will create obstacles and it is the assessors experience and technique which should re-establish a positive working feedback relationship. 7. Explain the importance of following procedures for the management of information relating to assessment When first meeting a prospective learner it is important not to scare them of which giving them full insight into the course package. Yes it is a great deal of time and effort! As an assessor you are fully aware of this and your own ability to guide them through to the qualifying standard. A delivery of tasks on a little and often basis, regularly assessed with positive feedback, will create a continuity of training and keep the learner both interested and motivated.
The keeping of accurate records of past achievements and standards reached allows both learner and assessor to review what has been done and what needs to be worked on. During the auditing of Internal Verification (IV)or examination by External Verification (EV), or in the case of an appeal against an assessment decision, these will certainly be required. 7. 2 Explain how questioning and feedback contribute to the assessment process Feedback from learner to assessor and vice-a-versa is always of great importance in the learning process.
Listening to the learner together an instigated subjective conversation gives accurate feedback of there understanding of what they are learning. The assessor should at all times give “Positive feedback”, as it builds confidence in the learner giving motivation to continue. Even when more input is required, to reach a satisfactory standard, keep feedback constructive and positive. Negative feedback is demoralising and will hinder the learner in there want to improve and happens just before they give up.. 8. Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare. Rules to assess by are the pre determined standards as laid out by legislation and policed by bodies of overseers, there sole job is auditing verification practices to make sure standards met and kept to the legislative requirement. The Data Protection Act 1998. Provides a required level of security for sensitive, private and confidential information. Human Right Act 1998. You have the right to do anything as long as you don’t break the Law.
Discrimination Acts initiated in 1975 for sex, again in 1976 for race and again 1995 to encompass those individuals who have disabilities. Care Standards Act 2000 assures a reasonable standard of life care for those unable to achieve it themselves. National Occupational Standards Provides skill levels that should be attained in all work environments. Care Quality Commission (CQC) supply general social care codes of practice to be adhered to. Health and safety Act 1974 Provided regulations which by cutting down accidents increased out put. 8. Explain the contribution that technology can make to the assessment process Assessment with the aid of technology allows a greater depth of evidence by recording electronically audio, visual and written competence easily transferable to an IV or EV. Audio recordings using a Dictaphone replay are more reliable than memory alone and faster than writing notes on paper or laptop, which may trigger an undesirable incident of challenging behaviour in the learners’ client. From this source the IV or EV is enabled to hear the learners’ depth of knowledge and application in respect and dignity to the service users.
Add to this, recordings of personal and professional discussions with the learner and the assessor has a greater body of verifiable evidence. Video recording takes audio one step closer to perfect; its only downfall is that confidentiality must be assured and that can create a problem. With the addition of faces on screen the assessor is able to verify and document the participants’ of the videoed proof. Without faces the task may be being achieved by a stand in for the service user or the learner if this is submitted as evidence by the learner. The assessor needs to be behind the camera if absolute proof of verification is required.
The use of video allows the learner a reflective feedback of there actions, it can be used during one on one appraisals with managers and with the permission of all involved used as a training video. As such it covers much more of the evidence required by the performance criteria and above all it saves time. Paperless evidence Although I may never be a total believer, it does have advantages in postage, trees and speed, a non technological hard copy should be made when all relative information is collated. As online assessment is becoming more and more available by completing written projects and tests within the assessors, secure? framework. The need for speed and low cost correspondence is being embraced and technology is ruling the way we perform. 8. 3 Evaluate requirements for equality and diversity, and where appropriate bilingualism in relation to assessment. In this area an assessor with a professional approach to there task should not encounter a difficult. Whether they encounter gender, disability, race culture or language, obstacles which can all be overcome, the assessors aim is to aid the learner in achieving the required standard.
Respect and commitment by the assessor ensures that all learners have the same opportunity, whist being treated equally, to attain the level of training and qualification they desire. In adapting to different requirements of learners shows inclusive practice, before stumbling in blindly and loosing the confidence of the learner, gather information about the learner by speaking then or there manger. If in doubt ask questions, source any and all information, which will assist you in your task of assessment.
At the end of the day assessors will be assessed on there ability to bring out the best in all there learners, even those who communicate in different styles, in these cases outside assistance should be called upon to interpret. The assessor may cause offense unless fluent in the language and culturally knowledgeable of the learner beliefs. 8. 4 Explain the value of reflective practice and continual professional development in the assessment process Keeping an account of situations and incidents both good and bad will serve remind the learner and assessor, giving a record of progressive learning.
In tern the information may not be required for some considerable time but when kept up to date it serves as a constant reminder and reference. This should be as detailed as possible, include attended training sessions, shadowing and supervisions, which when referred to will show accomplished targets and those areas requiring improvement. The keeping of a personal development log has the benefit of confidence building, it shows where you started, where you are and what can be achieved, this adds fuel to further progression in achievement within a new time frame.