Taqa Assessor Award Essay

The anticipated outcome of assessment is that the learner will complete assessment to City and Guild standards within the time frame stated, with no assistance and show through answering questions that

Unit 1- 1.1, 1.2-This is a reflective account of the things I have done, experience and knowledge I have gained throughout the assessor 's course mainly during the process of assessment. First, I would like to describe the definition of assessment, its key concepts, stages to show the knowledge and understanding I have gained throughout the course. An assessment is a pre-agreed formal session with the learner. Assessment is judging performance against an agreed standard and is also a way of finding out if learning has taken place. It enables yo assessor to ascertain if learner has gained

“Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there”.

- Either move on to the next part of training or go back and re do the previous assessment.

The aim of this unit is to reflect upon, justify and evaluate my own assessment methods and decisions in my specialist area, which is Employability Skills.

Principles of assessment, different methods, strengths and limitations of these, relevant to their subject area, which can effectively meet the individual needs of learners.

Assessment is a process through which we gauge a learners level and progression, ensuring learning is taking place and the learner is developing their skills and knowledge. Susan Wallace recognises the importance of assessment as more than a means of determining learner achievement but also “as an indicator of the quality of learning.” (2007: 119) discussing the need for ‘ongoing assessment’ to evaluate how receptive learners are to the lessons.

Assessment is used so that I can check that learning has taken place and to what extent. I use assessment at all stages of the learning process in line with organizational requirements; firstly by conducting an initial assessment with the learner. This shows me the level at which the work to be completed needs to be set and gives the learner a starting point. A diagnostic assessment is completed by the

3. Trainees must complete all sections of the assessment. Be sure to reference the assessment context and proposed environment

There are many reasons why students are assessed and this first section summarises some of the key benefits to students, institutions and teachers as suggested by Race et al (2005). In order to gain qualifications or complete a course, students will be required to prove their competence, knowledge or exposition of a skill, usually through the use of assessments to demonstrate that learning has taken place. Students may find assessment useful as it provides information regarding their progress, or identify areas for further development. Comparisons can be made against other students and this can help to

Assessment is a tool that begins and ends successful teaching. At the beginning it establishes what is currently known and at the end it establishes what has been learnt as the result of the planned curriculum.

The assessor must adhere to the centre’s equal opportunities, equality and diversity policy at all times when assessing learners. Every effort should be made to avoid discriminatory practices. Particular assessment requirements of learners must be identified and met where possible. This is to ensure learners with particular requirements have access to appropriate materials/equipment/facilities to support them.

Introduction to the qualifications Opportunities for progression Centre requirements Approval Quality Assurance Human resources Candidate entry requirements QCF technical requirements City & Guilds administration Recognition of Prior Learning (RPL) Appeals against assessment decisions Equal opportunities Course design and delivery Initial assessment and induction Learning delivery strategies Assessment Summary of assessment methods Evidence requirements Units Understanding the Principles and Practices of Assessment Assess Occupational Competence in the Work Environment Assess Vocational Skills, Knowledge and Understanding Understanding the Principles and Practices of Internally Assuring the Quality of Assessment Internally Assure the Quality of Assessment Plan, Allocate and Monitor Work in Own Area of Responsibility Sources of general information

The assessment will address all three domains of the learner`s practice: knowledge, skills, and attitudes and furthermore when planning assessments, the aim will always

As spoken about in 3.4, health, safety and the learner’s welfare are of crucial concern when planning an assessment. In addition there are other risks involved in my area of practice, As an assessor we work with verifiers internally and externally to assure that the assessments are challenging academically whilst also being fair, differentiated, giving a clear criteria for the assessment and ensuring that the learners are not being put under any unnecessary stress in terms of deadlines, preparation and assessment methods, by giving clear criteria for assessment the assessor can prevent this. As the assessor you must ensure that learners are given an opportunity to discuss any concerns they may have about their qualification or even work. You