Alison Evans OBX09127 Assessment 1b The Principles and Requirements of Assessment The Australian Department of Education, Employment and Workplace Relations (DEEWR) as part of the Early Years Learning Framework (EYLF) describes: “holistic approaches to teaching and learning recognize the connectedness of mind, body and spirit. When early childhood educators take a holistic approach, they pay attention to children's physical, personal, social, emotional and spiritual wellbeing as well as cognitive aspects of learning” (DEEWR 2009). I feel the above statement can be recognised when assessing adult learning in the work place. We all excel in some areas but need more support in others. Assessing holistically considers different learners attributes and competencies. The holistic or integrated approach, as it can be known by, “focusses on whole work activities rather than specific elements” (Oxbridge Home Learning, 2018, p87). It helps to highlight and focus on certain criteria that the learner may need support with or has already achieved in prior learning. Furthermore, the assessor can sign off on the competent areas of the programme of study, which in turn can promote confidence in the learner and assessment can then focus on the areas the learner needs to achieve or needs more support on. Assessing holistically allows the assessor to use a variety of assessment methods to ascertain competency e.g. questioning, discussions, liaise with the learner’s supervisor, via witnesses and testimonies. Moreover, it can speed up the assessment process, especially if underpinned by professional judgment with a good knowledge of the subject area, for instance, through… naturally occurring situations, rather than planned it can reduce the number of assessment visits evidence collection is much more efficient by evidencing aspects and criteria from other units lessens inconvenience for all stakeholders Planning what needs to be assessed ‘holistically’ reduces the need to over assess when planning and assessing a unit of work. Using a ‘SMART’ (see appendix 1) approach to planning and assessment allows you to cross-reference between the units, as Gravells, A. (2014) suggests, the learning criteria can be “reviewed, amended Certificate in Assessing Vocational Achievement (CAVA) Level 3 October 2018 1|Page Alison Evans OBX09127 Assessment 1b and updated anytime”. Using a ‘portfolio of evidence’ for cross-referencing within the units and addressing prior knowledge is a useful tool for learner and assessor. It gives a visual reference for both parties. It can…. address understanding of the criteria the needs of the learner involvement of others addresses integrity and regulations When assessing we need to consider if the learner is ready for the next steps in their learning. We need to ask ourselves if the learner has had time to reflect on formative feedback from previous assessments, therefore, minimising risks. Assessment is about setting up to pass not fail. To minimise the risks of failing to achieve the objective of the assessment we need to consider…. has the learner had chance to reflect on previous formative feedback? has the learner had chance to revise and prepare for the assessment activity? does the learner understand the assessment criteria, fully? What specifically is being assessed? has the assessor built up a good professional relationship with the learner, promoting an approachable manner? does the assessor have a good knowledge and understanding of the subject area to enable him/her to pitch the assessment at the correct level, moreover, valuing the learner’s prior knowledge? favouritism and bias…take care not to pass learners too quickly due to learner’s personal problems. has the assessor stuck to the assessment criteria and guidelines? Furthermore, consideration needs to be given to the learner’s physical environment, with health and safety in the workplace being everyone’s responsibility. Childcare settings are busy places and a variety of risk assessments should be in place to safeguard children, staff and visitors. We all have a duty to act upon any risks and would need to be reported to the setting manager. Also, a formal record of anything that poses as a risk, that is reported, needs to be kept e.g. adult/ child ratios, trip hazards, standing on chairs/ tables to access something, inappropriate sanitary conditions, heating problems. Certificate in Assessing Vocational Achievement (CAVA) Level 3 October 2018 2|Page Alison Evans OBX09127 Assessment 1b Another useful tool in the assessment process is peer and self-assessment. Gravels, A. (2014) explains, “peer assessment involves the learner assessing another learner’s progress. Self-assessment involves a learner assessing their own progress. Both methods encourage learners to make decisions about what has been learnt so far” (p63). The learner would need a good understanding of the assessment criteria and used effectively it can motivate and promote learner involvement and personal responsibility. However, care needs to be taken that the peer to peer path is managed effectively and that the ‘peers’ need to respect each other’s judgments. A good understanding of the programme of study and set criteria would be needed by all learners. I feel this type of assessment is quite difficult as not all people like to feel they have upset someone by their comments so ‘true’ comments would not necessarily be given. However, peer feedback could be written and anonymous to combat this, grading presentations, as a group discussion, commenting on improvements, written or verbal. Certain parameters would need to be in place, also, so feedback is valid and fair. (see appendix 2 for Advantages and limitations of peer and self-assessment) At times assessors may need to adapt assessment arrangements to suit specific learners. Some learners may have particular needs that require more sensitivity and support e.g. cultural and language differences, age, lack of technology skills, faith and religion, mental health issues and learning disabilities, physical disabilities, financial problems, lack of confidence. Keeping a professional attitude is imperative but being proactive about learner’s needs before they become an issue will help, also, ensuring the learner has access to specific support agencies or specialist ensuring they get the support they need throughout the learning process. During the planning process an initial assessment would be carried out to ensure the learner can, in all probability, complete the course. Following on from this planning would need to take into consideration, environment, resources and equipment used… Can they reasonably be adapted? With reference to The Equality Act (2010), all learners should have equality of opportunity. However, it may be that changes are not needed but if so, this still has to be in line with the set assessment criteria and any changes need to be discussed with the setting manager and the learner. Certificate in Assessing Vocational Achievement (CAVA) Level 3 October 2018 3|Page Alison Evans OBX09127 Assessment 1b Again, a professional and approachable manner needs to be established for all learners, remembering that each learner is an individual and has individual needs. Some learners can be confident and sure of their abilities, whereas, some learners are less confident. Most importantly, is knowing your learner and differentiating their needs by using the correct type of assessment to suit and to ensure motivation and perseverance throughout the course. However, all learners are unique and deserve equal attention and support. According to Gravells, A. (2014) “quality assurance can be defined as a system to monitor and evaluate a productor a service”. “Quality assurance seeks to avoid problems, stabilise and improve products and services”. This is in contrast to quality control, whereby, it seeks to find problems. Quality assurance and internal quality assurance is important to the whole assessment process and journey as it regulates and standardises the individual’s assessment journey, moreover, giving consideration to working in the childcare sector. There are many settings that provide childcare and all have different ways of working and provision can differ greatly. I feel because of this, if a student is working towards a childcare qualification, a robust assessment process needs to be standardised and quality assured to make it safe, valid, fair and reliable for all students. IQA strategy and rationale As in all professions collecting and managing information is crucial. Primarily, this is to provide evidence of work carried out e.g. how, when, where, who with and usually, recorded electronically or written. As Gravells, A. (2014) mentions, records and managing information “creates a visual audit trail of everything” that is done and that “records should always be accurate, dated and legible”. Reasons for keeping information could be for: keeping track of communication complaints or malpractice monitoring assessment and standardisation and quality assurance processes Information could be in the form of: student observation records interview records Certificate in Assessing Vocational Achievement (CAVA) Level 3 October 2018 4|Page Alison Evans OBX09127 communication with colleagues and students visits Assessment 1b As suggested previously, information, records and data need to be accurate but safe, secure and confidential (Gravels, A. 2014:p224). Data needs to be kept in compliance with General Data Protection Regulations (GDPR), which came into effect May 2018. Furthermore, confidentiality is crucial. All information needs to be safe and secure, whether it is written or electronically stored. In this day and age information communication technology is deeply embedded in how we communicate with one and other. This can be in the form of email, social media, virtual learning environments, text messaging, forums, video conferencing, face time and more. However, this is continually evolving and if used responsibly and correctly can have a positive impact on our working life by saving us time. Apart from communication, technology has its merits for both the assessor and learner, via word processing, internet, storage of information, electronic portfolios, interactive whiteboards for presentations, webinars, photographs, online tests and assessments. As suggested technology does have its merits if used responsibly but it can also have its drawbacks… (see appendix 3). As things are updated and changed frequently in the working world it is good practice to keep up to date with continuing professional development and keeping a record of it, whether it’s for the role of assessor or the subject you are assessing. CPD can be undertaken in many forms from researching or reading up on a particular area of your work, to embarking on a long-term training programme to gain a promotion. However, understanding what is current, helpful and needed to continue to fulfil your job description can be part of a reflective process. Self-evaluation and appraisals can help towards this process, as Gravells, A. suggests, “Reflecting upon your own assessment practice, taking account of feedback from learners and colleagues, evaluating your practice and maintaining your professional development will enable you to become a more effective assessor.” (p118:2014) Certificate in Assessing Vocational Achievement (CAVA) Level 3 October 2018 5|Page Alison Evans OBX09127 Assessment 1b Appendix 1 Certificate in Assessing Vocational Achievement (CAVA) Level 3 October 2018 6|Page Alison Evans OBX09127 Assessment 1b Appendix 2 Table 3.4 Advantages and limitations of peer and self-assessment Gravells, A. (p.92:2014) Certificate in Assessing Vocational Achievement (CAVA) Level 3 October 2018 7|Page Alison Evans OBX09127 Assessment 1b Appendix 3 Table 3.6 Advantages and Limitations of using technology Advantages Accessible and inclusive Addressing sustainability, i.e. no need for paper copies An efficient use of time and cost effective Auditable and reliable Available, i.e. resources and materials can be accessed at a time and place to suit Give immediate results from online tests On demand, i.e. tests can be taken when a learner is ready Limitations Finance required to purchase or upgrade Can lead to plagiarism via the internet time consuming to initially set up Might create barriers if learners cannot access or use technology Power cuts could cause problems Some learners might be afraid of using new technology There might not be enough resources for all learners to use at the same time Gravells, A. p109 (2014) References Exploring Holistic Approaches for Early Childhood Educators (March 4, 2012) https://www.raiselearning.com.au/blogs/news/5818384-exploring-holistic-approachesfor-early-childhood-educators [accessed 21st October 2018] Gravells, A. (2014). Achieving your Assessment and Quality Assurance Units (TAQA) 2nd ed. Learning Matters. Gravells, A. (2011). Principles and Practice of Assessment in the Lifelong Learning Sector. 2nd ed. Learning Matters: Sage. Oxbridge Home Learning (August 2018). Certificate in Assessing Vocational Achievement (CAVA) Level 3. Certificate in Assessing Vocational Achievement (CAVA) Level 3 October 2018 8|Page
