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