Assessment
Practice
Assessment is the process
through which a learner’s skills and
knowledge are reviewed in order to evaluate
what they have learned.
It is a way of finding out if and how much
learning has taken place.
For Assessors, assessment
• Provides objective information which enables them to give
learners constructive feedback on their progress.
• Provides information which allows them to respond to
individual learners’ needs.
• Helps evaluate the strengths and weaknesses of a
course.
• Enables a course to have clear learning goals which are
being met effectively.
Reliability: The assessment result should be replicable
and consistent either under different circumstances, with a
different Assessor or over time. Policies and practices in quality
assurance and standardisation should all be devised to ensure
reliability and consistency. Good practice would be to retain
samples of assessed work to monitor standards over time.
Reliability can be seen to be a direct consequence of validity
in practice. Reliability will reflect the quality assurance and
guidance process in order to minimise human inconsistencies.
Assessment should be based on learners’ needs. It should take into
account equality and diversity issues. Assessment methods should
not exclude individuals and support can be offered to ensure
that learners are not unfairly disadvantaged. Guidance provided
in the Gateway Qualifications Reasonable Adjustment and Special
Considerations Policy, should be followed. In the event of a centre
having any doubt about the amount of support to provide, they
should contact Gateway Qualifications.
Assessment methods must not exclude individuals from
demonstrating the learning outcomes and should be free from
bias. Centres should also have a policy on Fair Assessment.
Unit of Assessment
For learners, assessment
A unit is the smallest part of learning that can be accredited
in its own right and will set out the learning outcomes and
assessment criteria. A learning outcome should express the
knowledge, skills and understanding learners are expected
to acquire, while assessment criteria should set out the
requirements that learners need to meet in order to achieve
success for a unit or part of a unit.
• Acknowledges achievement, thereby increasing
motivation and a sense of achievement.
• Helps learners develop skills of self-assessment.
• Provides a profile of what they have learned.
Principles of Assessment
All assessment should follow the principles below, denoted
as VACSR:
Validity: Is the central concept in evaluating the quality of
assessment outcomes. Assessment should measure what it
claims to measure and there must be a close fit between the
assessment activity and the learning outcome(s). This would
involve the interpretation and supporting evidence collected
from all stages of the assessment process.
Authenticity: All assessment activity which provides
evidence of achievement for the award of credit must
have processes in place to ensure that the achievement is
authentic, i.e. the learner’s own work. Internal and external
quality assurance should be capable of scrutinising the
circumstances in which evidence is produced. Centres must
provide clear guidelines on plagiarism and malpractice.
Currency: This principle is about being up to date. While
some skills have changed little, many are subject to social and
technology changes. Three years is generally accepted as a
minimum time when assessments can be termed ‘current’
and included for use against qualification accumulation.
Sufficiency: Assessment must be fit for the learner, the
learning and the level. The assessment strategy and methods
must be clearly appropriate for the target group(s) of learners
in the context in which the learning takes place. Assessment
must fit the learning outcomes and be appropriate for
the form of assessment (e.g. an initial assessment should
build confidence and not deter a learner from appropriate
progression). It must also be appropriate to the credit value
(e.g. a 5,000 word essay is not appropriate for a 1 credit
unit). Assessment methods should not raise barriers to
demonstration of achievement.
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Methods of Assessment
Each unit of assessment and qualification specification
will set out the method of assessment to be used. For the
majority of Gateway Qualifications’ units and qualifications
this will be by the learner producing a portfolio of evidence.
Where different methods of assessment are to be used these
will be set out within the unit or qualification specification.
A portfolio of evidence is a formal record of evidence (manual or
electronic) produced by learners, towards a unit or qualification.
Assessors are encouraged to use a variety of types of
assessment/activities within the learning process, further
guidance on types of assessment is contained within the
Gateway Qualifications assessment definitions document.
Assessment Strategy
The assessment strategy for a course will specify:
• The principles, purposes, characteristics, arrangements
and choices of types of assessment.
• The person specification(s) and expertise of Assessors
and Internal Quality Assurers.
• The arrangements for recording and tracking assessment
evidence.
• The timing of assessment tasks
The assessment strategy must operate within the principles
of assessment and comply with any activities specified for the
unit with the qualification guide.
The assessment strategy must be appropriate to the aims
of the course; the needs of the target group; the level of the
course (e.g. at entry level assessment is often non paper
based and supported).
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Summative assessment may take place during or towards
the end of a learning programme and counts towards final
assessment and is used to measure the extent of planned
learning that has taken place at the end of a learning
experience. It is the act of making a judgement on whether
the learner has achieved all or some of the learning outcomes
within a unit.
The assessment strategy should empower learners by:
• Using open and transparent types of assessment.
• Including feedback on the process and results of
assessment.
• Allowing all learners opportunities to demonstrate
learning.
• Being relevant and integrated into the learning process.
• Offering the right to appeal against assessment decisions.
The assessment strategy must be devised to take account
of the difficulty of different types of assessment in terms of
time, learner ownership and involvement and the level of
the award across the curriculum areas. While different types
may be used, there should always be a comparability in the
level of difficulty at the same level. For example, Level One
Cake Making and Level One Community Leadership will be
assessed by different types of assessment but there must be
comparability in terms of demand.
Any assessment strategy should include a variety of types
of assessment, adapted as necessary to the needs of the
target group and the curriculum. As part of the process of
determining and planning which types of assessment are
appropriate an assessment planning form should be used.
Forms of Assessment
The skills, knowledge and understanding to be assessed
in any Gateway Qualifications qualification or course are
defined in the unit of assessment. Units contain explicit
learning outcomes, which define what the learner will
know, understand or do, and assessment criteria, which
define the achievement of the learners at nationally agreed
levels from Entry to Level Eight. Level descriptors setting
out the knowledge, application and autonomy of the
level within the Qualifications and Credit Framework, is
published by Ofqual.
This is criterion referenced assessment, which is both
formative and summative. Criterion referenced assessment
allows for openness and equity for all learners.
For a learner to achieve the award of credit in a unit, the
learning outcomes must be observed, achieved and assessed
using the stated assessment criteria.
The type of assessment chosen will relate to the target group,
curriculum and timing within the process.
Initial/Diagnostic assessment usually takes place at the
start of a learning programme and is used to identify current
learning style and strengths in order to determine potential
needs and areas for development of individuals and/or the
group. This may be a skill scan or academic screening,
sometimes alongside a personal interview.
Formative assessment is ongoing, developmental and
continuous throughout the learning programme and is used
to give feedback and support to the learner on progress
towards outcomes and to inform the Tutor of action to take.
It empowers learners to take action in their own learning
and assessment. It should be a supportive and encouraging
process even if the learner is not completely successful in
meeting all of the criteria. It can contribute to the final overall
achievement of learning outcomes in a unit, but is not always
required to do so.
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Formal assessment is structured and usually takes place
in clearly stated conditions, e.g. a set time to make a
presentation or a practical task or test undertaken by the
whole group. This is usually summative in nature.
Informal assessment is ongoing, integrated and flexible. It is
varied in nature and can be recorded by the Assessor and the
learner. It can include self-assessment, peer group assessment
or conversational feedback from the Assessor. It can be
either formative or summative (or both). If it contributes to the
summative assessment process it must be recorded.
External assessment is used for some qualifications and will
be set and marked by the awarding organisation. Details of
the external assessment will be included within the appropriate
qualification specification.
Assessment Activities
Any assessment strategy should include a variety of
assessment activities, formal and informal, adapted as
necessary to the needs of the target group and the level of
study. Examples of assessment activity related to levels are set
out within the assessment definitions document, from entry
to level 3. Additional assessment requirements will be set out
within the qualification specification or the unit.
Role and Responsibility for Assessment
Judgements must be made on the achievement or nonachievement of the learning outcomes to the standards
described by the assessment criteria as specified in the
unit(s). The learning outcomes of a unit must be achieved to
the prescribed standard. The assessment strategy should
identify who will be responsible for making and recording
judgements.
Assessor: Is responsible for planning and managing the
assessment strategy and ensuring that it complies with
any additional assessment requirements set out within the
qualification specification or the unit.
The Assessor is responsible for:
• Sharing the learning outcomes and assessment criteria
with learners.
• Using the criteria explicitly and equitably.
• Recording assessment.
• Giving and recording ongoing and positive feedback.
• Ensuring that all learners have equal opportunities for their
achievement to be assessed.
• Giving guidance to the learner when there are choices
regarding assessment.
• Contributing to internal quality assurance.
• Identifying and dealing with any barriers to fair
assessment.
• Maintaining occupational competence.
• Standardising practice with other Assessors.
• Dealing with appeals in the first instance.
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Assessment Practice
Learners: The self-assessment process involves the learner
in identifying their own learning in relation to the learning
outcomes and assessment criteria. It encourages the
development of learners’ own judgement and evaluation skills,
allows reflection on learning and involves learners in the whole
learning process.
Peers: Peer assessment involves other learners on the
course in formal or informal situations either as a group or
individuals giving feedback and support in assessment of
their learning. Assessment by other learners in the group can
encourage evaluative skills and increase group cohesion.
Peer and self-assessment should always be augmented by
Tutor assessment and evidence and should not normally
constitute a major part of the assessment methods leading to
the award of credit.
Others within the learning environment:
The Assessor will also liaise with others who may be involved
in the assessment process. This may include support
workers, care assistants and others who contribute to the
assessment process. It is essential that these additional
sources also have full access to the unit specifications and
assessment strategy. They will work in liaison with the learner
and Assessor.
Others external to the learning environment:
This may involve supervisors, workplace mentors, witnesses
and others who contribute to the assessment. It is essential
that these additional sources also have full access to the
unit specifications and assessment strategy. The Assessor
is normally responsible for communication and liaison with
these outside sources.
Design of Assessments
When designing assessments, centres must ensure that they
cover all the learning outcomes contained in the unit and use the
assessment methods prescribed by awarding organisations.
Assessments must be verified before use to ensure that they
are appropriate for the target group of learners, the level and
the credit value of the unit.
Assessment Evidence
Gateway Qualifications encourages the recognition of
diversity in learning and evidence can be tailored to the needs
of individuals or groups of learners. Evidence should always
be flexible, varied and appropriate.
Reasonable Adjustments
and Special Consideration
Assessment should be a fair test of learners’ knowledge and
what they are able to do, however, for some learners the
usual format of assessment may not be suitable. Gateway
Qualifications ensures that its qualifications and assessments
do not bar learners from taking the qualifications.
It is recognised that reasonable adjustments or special
consideration may be required at the time of assessment
where learners:
Credit can only be awarded for a unit when there is sufficient
evidence that all the learning outcomes have been achieved
to the standard described by the assessment criteria as
specified in the unit. This assessment evidence is made
available to the Internal Quality Assurer.
• Have a permanent disability or specific learning needs.
Evidence of learning will be generated by the learner
throughout the learning process, and may include a large
variety of products. Paper-based products may include
notes, reports, learning journals, gapped handouts, essays,
examinations etc. Non paper-based evidence may include
role plays, videos, tapes, artefacts, performance, oral
questions and answers, on line recording. Evidence of these
activities must always be recorded.
The provision for reasonable adjustments and special
consideration arrangements is made to ensure that learners
receive recognition of their achievement so long as the
equity, validity and reliability of the assessments can be
assured. Such arrangements are not concessions to make
assessment easier for learners, nor advantages to give
learners a head start.
Evidence of achievement comprises the appropriate
selection of evidence of learning which has been assessed
against a specific outcome or outcomes using the stated
criteria. There must be a transparent process of recording
this evidence which clearly records the assessment
judgement made.
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• Have a temporary disability, medical condition or learning
needs.
• Are indisposed at the time of the assessment.
There are two ways in which access to fair assessment can
be maintained:
• Through reasonable adjustments and
• Through special consideration.
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Assessment Practice
Assessors should refer to the Gateway Qualifications
Reasonable Adjustments and Special Consideration policy
and procedures, when determining the appropriate approach
to take.
Malpractice and Maladministration
Assessors need to be aware that both malpractice and
maladministration could occur within the assessment
process. Centres, as part of centre recognition, are required
to have in place policies and procedures to address and
investigate allegations Malpractice and Maladministration.
Assessment Records
A collection of assessed materials to demonstrate a learner’s
achievement is generally termed a portfolio. It may take
different forms but must always be a collection of the learner’s
proof of achievement which the Assessor has assessed as
matching specific units at a stated level. Learners can be
encouraged to see assessment as important to their own
sense of achievement.
Assessment records form a vital component of evidence for
the following purposes:
In the context of assessment malpractice could include:
• Evaluating learner progress (for the learner and the
Assessor).
• Forgery of evidence.
• Presentation to Internal Quality Assurer as evidence of
achievement of the learning which has taken place.
• Plagiarism of any nature by learners.
• Contravention of specified assessment arrangements.
• Loss, theft or breach of confidentiality in any assessment
materials.
• In appropriate assistance to learners by centre staff.
As part of a learner’s induction onto the programme centre
staff need to make learners aware of the centres procedures
and requirements for dealing with alleged cases malpractice
or maladministration. Centre staff should familiarise
themselves with the Gateway Qualifications Malpractice and
Maladministration Policy, which sets out the approach taken
when dealing and investigation allegation of malpractice and
maladministration.
Evidence of achievement must be mapped against specific,
recognised learning outcomes with a stated level and a
credit value. Learners cannot be awarded credit for partial
achievement of a unit.
It is the Assessor’s responsibility to record assessed
achievement and to track this against the learning outcomes.
Learners must:
• Have access to of the unit specification(s).
• Be advised of any assessment regulations.
• Be advised of opportunities to resubmit (if applicable).
• Be advised of the centres, and awarding organisation’s
appeals procedures.
The evidence can be recorded in a number of ways but must
be:
• Tracked against the individual learner and the achievement
of the relevant unit specifications.
• In a clearly structured format.
• Available for the Internal and External Quality Assurers, or
Quality Reviewer.
Related Documents
Reasonable Adjustments and Special Consideration Policy
and Procedures, Gateway Qualifications.
QCF Level descriptors, Ofqual.
Assessment Definitions, Gateway Qualifications.
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Gateway Qualifications
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University of Essex
Colchester CO4 3SQ
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www.gatewayqualifications.org.uk
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