Level Three and Four Awards and Certificates in Assessment and Internal Quality Assurance of Assessment Unit 3: Assess vocational skills, knowledge and understanding – Indicative Content This unit is for those who assess vocational skills, knowledge and understanding in environments other than the work environment. Title Assess vocational skills, knowledge and understanding This unit is for those who assess programmes of learning in a workshop or classroom-based environments using assessment methods such as simulations, skills tests, oral and written questions, assignments, projects, case studies, recognising prior learning etc. This unit would not be suitable for programmes that have traditionally meant NVQs but this term now extends to those that can be assessed in a simulated workplace setting. Scope of the unit The unit requires the learner to demonstrate the ability to plan and manage a range of assessment methods and resources appropriate to a vocational setting. It highlights the need to communicate with the learner the purpose, requirements and process of assessment as well as offer an appropriate level of support to reach the goals that have been identified. The planning process needs to take into account the importance of providing constructive feedback to learners in a way that recognises their achievements but highlights opportunities for development and progression. The assessment planning process has to take into account the need to provide opportunities to analyse assessment evidence in order to make informed assessment decisions against specific criteria/standards/goals/targets or objectives. The unit gives the learner an opportunity to identify assessment evidence to be shared with significant others which could include colleagues, employer, partner organisation. Confidentiality boundaries would need to be maintained at all times. The learners must be able to carryout assessment within the appropriate legislative framework which could include taking account of health and safety, equality and diversity issues and/or codes of practice. Careful note needs to be taken of any awarding organisation/SSC requirements which give information about the nature and conduct of assessment with regard to vocational skills, knowledge and understanding. A review of the assessment of vocational skills, knowledge and understanding in the teaching and learning context should be used to evaluate the currency, expertise and competence of own practice. A particular feature of this action is to identify any further training that needs to take place to maintain own occupational standards and competence. Level 3 Credit Value 6 Level Three and Four Awards and Certificates in Assessment and Internal Quality Assurance of Assessment Learning outcomes Assessment criteria The learner will The learner can 1. Be able to prepare assessments of vocational skills, knowledge and understanding 1.1. Select methods to assess vocational skills, knowledge and understanding which address learner needs and meet the assessment requirements, including: assessments of the learner in simulated environments skills tests oral and written questions assignments projects case studies recognising prior learning The vocational unit suggests the compilation of an assessment strategy at the beginning of the programme. Holistic assessment tasks are written by the assessor and pre-approved in advance of the running of a course/workshop/skills session by the internal quality assurer 1.2. Prepare resources and conditions for the assessment of vocational skills, knowledge and understanding Indicative content Think back to core unit and external bodies that need to be considered here e.g. awarding organisation/SSC requirements, SSB, employers, qualification guide assessment requirements or those of own organisation code of practice etc, balancing these with addressing any learner needs which could include recognising prior learning, current level of skills/knowledge/understanding of subject, identification of any specific learning/assessment needs through initial assessment process, meet assessment requirements, ensure assessments are fit-for-purpose, consider evidence generated from individual or group assessments, simulated environments, skills tests, oral and written questions or discussions, assignments, projects, case studies, consider sequencing of assessment tasks and overall coherence of structure. Any external issues to consider, for example legislation etc, consider assessment appropriateness of environment in terms of meeting the standards required for the assessment to take place. Assessment contexts in this unit could include Level Three and Four Awards and Certificates in Assessment and Internal Quality Assurance of Assessment workplace, laboratory, simulated environment, classroom, community venue, technology/virtual learning environment (VLE), ensure materials are present and correct/in working order, back up support prepared following any organisational procedures? for example equipment/materials necessary for skills test, paper-based or online tests, written or online assignment brief, project/practical outline, materials required for projects/case studies, conditions prepared and communicated to all, for example timing, staffing, access to ICT, support for specific learners as required following organisational procedures and any awarding organisation guidelines. 1.3. Communicate the purpose, requirements and processes of assessment of vocational skills, knowledge and understanding to learners Start with assessor roles and responsibilities then move to learners (NB sharing the assessment process). Utilise previous learning from the ‘understanding’ unit. In brief – the standards/criteria they will be assessed against. Also include any awarding organisation requirements, occupational standards, other specific requirements etc, work through assessment strategy and associated assessment tasks giving details of the specific criteria they will be assessed against, emphasise which methods are to be used and assessment deadline dates, also give information about timing, venue, invigilation, testing procedures expected outcomes, opportunities for feedback, benefits of assessment, appeals procedure. What does the learner need to do in preparation; look at the strategy and assessment plans - any adjustments needed around their specific needs, activities to prepare for assessment (mocks/revision sessions to arrange?). Level Three and Four Awards and Certificates in Assessment and Internal Quality Assurance of Assessment 2. Be able to carry out assessments of vocational skills, knowledge and understanding 2.1. Manage assessments of vocational skills, knowledge and understanding to meet assessment requirements (Work macro to micro on this to ensure procedures and codes of practice are adhered to). 2.2. Provide support to learners within agreed limitations Look at requirements of awarding organisation, regulatory bodies, vocational standards/SSC, etc and ensure these are reflected in organisation policies and procedures and own roles and responsibilities with regard to the management of the assessment process, consider the practical application of the assessment cycle and carry out the assessment strategy and tasks taking into consideration timing and conduct of assessments, ensure a range of appropriate evidence to meet specified assessment criteria (AC), requirements of standardisation procedures, roles and responsibilities; appropriate assessment opportunities, for example timing and conducting of assessment, give consideration to the validity of naturally occurring evidence and that evidence from group assessments. Look at requirements of awarding organisation, regulatory bodies, vocational standards/SSC, etc and ensure these are reflected in organisation policies and procedures and own roles and responsibilities, use this as a backdrop for own practice, utilise information from assessment cycle and information gained in AC 2.1., considerations generally point towards identifying specific support needs, for example language, literacy, visual, auditory, physical, work within policies using qualification guides where possible are organisational polices in unaccredited programmes (do not over promise support), check availability of support, for example specialist support for visual/auditory impairments, translator for second/alternative language, equipment – practical or electronic, availability, for example demands, timing, accessibility, staffing, document as part of assessment preparation and implementation, using organisational awarding organisation documentation where needed, if not in Level Three and Four Awards and Certificates in Assessment and Internal Quality Assurance of Assessment existence research and use good practice models. 2.3. Analyse evidence of learner achievement Link back to assessment plan and information in assessment tasks containing assessment criteria, marking schedules or other tools which identify key points needing to be covered in learner evidence (think non accredited too) this helps to address issue of sufficiency, also with regard to evidence consider issues of validity, currency, authenticity, coherent, reliable, relevant. 2.4. Make assessment decisions relating to vocational skills, knowledge and understanding against specified criteria Judgement of achievement of assessment criteria/performance criteria adhering to organisation, industry, awarding organisation and government requirements. Evidence that clearly shows evidence of achievement not evidence of learning, decisions are based on evidence that is valid, sufficient and authentic in meeting assessment criteria requirements; decisions are based on evidence that is reliable and can be repeated or learning transferred; assessment decisions are fair, without bias, compliance with organisation and/or industry, awarding organisation and government requirements is evident. 2.5. Follow standardisation procedures Things to consider here in line with knowledge unit include organisation assessment policies and procedures linking these to the compliance with awarding organisation/occupational standards (NOS/SSC) requirements giving information about levels of standardisation, for example internal, regional, national, standardisation meetings, sharing good practice, support mechanisms to help bring about a greater degree of standardised assessment practice observation of peers/work Level Three and Four Awards and Certificates in Assessment and Internal Quality Assurance of Assessment shadowing, feedback, comparisons of process and product, evaluation procedures, showing understanding of what each standardisation activity is about, being prepared for these taking along what is needed and contributing to the process. 2.6. Provide feedback to the learner that affirms achievement and identifies any further implications for learning, assessment and progression 3. Be able to provide required information following the assessment of vocational skills, knowledge and understanding 3.1. Maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner progress Utilise good practice in giving feedback to learners, makes use of appropriate approaches, thinking about timing style, i.e. written feedback within x amount of days etc, consider place and appropriate usage of verbal feedback location for feedback, negotiated with learner ensuring their active involvement, provides opportunity for learners to provide feedback, focuses on identified criteria and standards, avoids personal issues or bias, use of feedback ‘sandwich’/ PCP (Praise, Criticism, Praise) or other known tools, from results of feedback identify opportunities for progression setting realistic goals/targets/action plans, or arrangements for additional work to be completed following good practice guidelines already established, making sure that this is documented on feedback sheet and additional work is reassessed. Usage of organisational/awarding organisation paperwork (linking into wider quality assurance frameworks and supporting standardised processes), begin with an assessment tracking sheet incorporating assessment deadlines and actual submission and pass dates and then ensure that each assessment activity has individual evidence, records reflect information in assessment strategy and associated assessment tasks, tracking and logging documents, including details of any extra evidence needed, regular progress checks, monitoring of goals/targets when reviewed and signed off etc. Level Three and Four Awards and Certificates in Assessment and Internal Quality Assurance of Assessment 4. Be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding 3.2. Make assessment information available to authorised colleagues as required Keep in mind legislation, organisational policies and procedures and those contained within qualification guides or given through awarding organisation documentation as an operating framework, identify appropriate colleagues (could be internal to organisation or external partners), for example recording evidence in a way that can be shared with appropriate access, use of technology/electronic formats, team meetings, assessment or standardisation meetings. 3.3. Follow procedures to maintain the confidentiality of assessment information Keep in mind legislation, organisational policies and procedures and those contained within qualification guides or given through awarding organisation documentation as an operating framework, secure environment for providing feedback to learner, safeguarding recording and storage of information, for example security and safety of paper-based, electronic records, (with electronic records in mind think about electronic formats for recording and storage and electronic safeguards, how to give access to legitimate people and limiting access). 4.1. Follow relevant policies, procedures and legislation relating to the assessment of vocational skills, knowledge and understanding, including those for health, safety and welfare For general recap purposes from core unit regulatory bodies of standards, for example Ofqual, Sector Skills Councils, Awarding Organisations, IfL; other regulations, for example Health and Safety, Equality Act, safeguarding agenda, Data Protection, use organisational policies and procedures as a framework to guide actual compliance in this area, for example safeguarding learners during assessment, following equality policies etc, verification and standardisation of assessment qualifications and occupational competence of assessors, professional updating, CPD requirements. (Links to point made in AC column). (NB look at qualification and awarding organisation documentation to ascertain whether or not own occupational qualifications have to be gained, particularly with regard to health and safety, safeguarding etc). Level Three and Four Awards and Certificates in Assessment and Internal Quality Assurance of Assessment 4.2. Apply requirements for equality and diversity and, where appropriate, bilingualism 4.3. Evaluate own work in carrying out assessments of vocational skills, knowledge and understanding 4.4. Take part in continuing professional development to ensure current expertise and competence in assessing vocational skills, knowledge and understanding Show clear understanding and practical application of this within the legal framework. Applies particularly to the Equality Act. Legislation under this is detailed in the core unit, also consider, like AC above, using organisational policies and procedures to guide own work practice, on a practical level recognise forms of inequality and discrimination and their possible impact on individuals preventative/curative strategies used to comply with legislation, flexibility in approach to developing assessment strategy and assessment tasks thinking about possible deviations and quality assurance, for example recognising additional support needs and providing additional resources where possible, negotiating timing/context, considering alternative approaches/evidence. (NB balancing issues of reliability and validity). Could link in with own organisational QA cycle, for example self-assessment, internal observations of teaching and learning, understanding of current occupational and awarding organisation standards, learners’ achievements, evaluation/feedback from learners, teachers, managers, external quality assessors, other individuals and professionals, outcome from appraisal, project/external contract milestones monitored and reviewed, updating knowledge and occupational expertise (certificates, own reflective accounts etc), a development in own generic skills and self-confidence, for example developing technologies to extend and enhance assessment process. Monitoring and maintaining own assessor status through CPD, using the information gained from application of tools and techniques above identify strengths and weaknesses and address these through action planning techniques, establishing realistic goals and targets for own occupational Level Three and Four Awards and Certificates in Assessment and Internal Quality Assurance of Assessment competence, updating occupational expertise, skills and self confidence, looking at awarding organisation provision for professional updating, monitoring SSC websites and significant others. Level Three and Four Awards and Certificates in Assessment and Internal Quality Assurance of Assessment Legislation covered by the Equality Act Race Relations Act 1976 Race Relations Code of Practice 1984 Sex Discrimination Act 1975 and 1986 Sex Discrimination (Gender Reassignment) Regulations 1999 Code of Practice on the Employment of Disabled People 1990 Chronically Sick and Disabled Persons Act 1970 and amended Act 1976 Code of Practice (Disability Discrimination)1996 Disability Discrimination Act 1995 Criminal Justice and Public Order Act 1994 Equal Pay Act 1970 and Amendments 1983 and 2003 Data Protection Act 1988 Working Time Regulations 1998 National Minimum Wage Act 1998 Public Interest Disclosure Act 1998 Maternity and Parental Leave etc Regulations 1999 and 2006 Part-Time Workers (Prevention of Less Favourable Treatment) Regulations 2000 Fixed Term Workers (Prevention of Less favourable Treatment) Regulations 2001 Employment Equality (Religion or Belief) Regulations 2003 Employment Equality (Sexual Orientation) Regulations 2003 The Information and Consultation of Employees Regulations 2006 Employment Equality (Age Discrimination) Regulations 2006 Work and Families Act 2006