Size of qualification This Level 3 Award qualification has a credit value of 3. The qualification structure shows in detail how a learner has to achieve these credits by undertaking one mandatory unit. To register To register for this qualification you need to complete a registration agreement form. Each module is structured with set activities to enable you to:
Get Full Essay Get access to this section to get all help you need with your essay and educational issues. The functions of assessment and learning development are to identify the learners needs and to monitor there development.
It also reflects the required standards and assessment criteria to develop the best practice for measuring and recording achievement. Define the key concepts and principles of assessment.
To recognise prior learning and identify specific assessment requirements. They claim that there is a connection between the neurological process language and behavioural patterns learned though experience.
These can be changed to achieve specific goals in life. What are the responsibilities of the assessor?
The assessor has a range of responsibilities to the learner, the employer and the organisation they are working for. They uphold the occupational standards and the awarding organisation.
They have plan, manage and deliver assessments all while maintaining the integrity of the qualification. They need to adder to all legal and organisation legislation. Identify the regulations and requirements relevant to the assessment in own area of practice.
Always make sure that all recording, tracking and logging of assessments are accurate and up to date. Communicate decisions with learners as well as the assessment strategies and standardisation.
Abide by the health and safety at work actthe data protection act and the equality and diversity act The regulatory bodies such as Ofyual, Sector Skills Council, Institute of learning and any awarding body help maintain the quality assurance of assessments.
Learning outcome 2 2. You can record video evidence of the student demonstrating their understanding either in education or the workplace This provides opportunity for the student to review the work for developmental purposes.
As mentioned above the drawback would be the need to supplement the observation with additional evidence which can be time consuming. Work product is a useful way to assess at the end of a project. The finished product can provide the assessor with the learners understanding of a Unit.
This can provide the learner with work to take forward as an example of their skills. This can be time-consuming on the learner and the Assessor if not prepared correctly with clear, well defined bench marks for the project at each key stage of the production.
Questioning is a quick way to check on learning and ensure a learner know the subject you are teaching. You can use a range of methods in accordance with the learner profile so as not isolate worry the student.
There are elements of questioning that can worry learners so a differentiated approach is essential. The lack of standardisation is problematic as well so regular quizzes, polls, verbal checks with learners referring to the same criteria for all learners is crucial to check progress in a fair manner.
Simulation can provide invaluable practice of work place situations that the learner will need to learn in a safe and patient environment before progressing to a real work place scenario.
The stakes can be high but the margin for error allows the breathing space and understanding necessary to learn practical skills in the context they are being trained for. The key drawback to this can be learners having a limited inauthentic experience of the scenario they are being trained for and may therefore not take the situation as seriously.
Written provides a learner with a chance to convey understanding in text. This provides clear knowledge based evidence that can be easily mapped across to criteria. Learners with dyslexia and other difficulties can struggle with written tasks so it is important to break Assignments in to small chunks and offer guidance with regards to structure and shaping of a report.
Learning outcome 3 Assessment planning 3.
When planning assessment you need to gauge a clear idea of what level the candidate is at to see if they are ready to complete your planned assessment. There are many ways of achieving this knowledge. One method is observation in performance or another by taking an initial assessment test which has seven levels with the basic entry level 1 being the first.
Once this knowledge has been gained, further knowledge is needed to suit their needs. What is their preferred learning style is it part of a group or on a one to one basis.
You will need to find out their strengths and weaknesses to get the most out of their abilities but also to work around and improve on different area that need to be worked on. When this has all been achieved the learners will need to be given information about the planned assessment.
First of all they will need to have an understanding of what they are about to study, explaining what they need to do to meet the criteria set by OFQUAL — the governing body of the qualifications.
They will need to understand what is expected of them when attending the course by giving them the code of conduct for them to follow. It is important that the health and safety procedures are explained to ensure their safety throughout their assessment After this has been completed, the learners will be given the folder to look through and their assessment plan to see how they will complete it.Unit purpose and aim The aim of this unit is to assess the learning and development practitioner’s knowledge and understanding of the principles and practices of assessment.
Principles of Assessment for Learning The following principles provide the criteria for judging the quality of assessment materials and practices.
emphasises the interactions between learning and manageable assessment strategies that promote learning. The following general principles should guide both policies and practices for the assessment of young children.
• Assessment should bring about benefits for children. Essay Principles of Assessment. Unit Understanding the principles and practices of assessment Question 1: Define the key concepts and principles of assessment We should always consider what the assessment experience of assessment is like for our learners.
Learning outcome 6 Understand the importance of good personal hygiene in the prevention and control of infections Describe the key principles of personal hygiene. 1 Wash your hands before and after tasks. 2 Bath frequently to stop the spread of infection and body odour.
|Key Qualities Of Mentors - Free Education Essay - Essay UK||Develop the knowledge and understanding of the internal quality assurance process, from home! Is designed to give the knowledge and understanding of the internal quality assurance process Is great for anyone in a training environment that is operational Show you how to manage and audit the quality assurance of assessment Helps you to understand the context and principles of internal quality assurance Explores the techniques and criteria for monitoring the quality of assessment internally Investigates the planning of the internal quality assurance of assessment The course will allow you to study when and where you want, at your own pace.|
|News Archive||Staff Purposes of assessment It is easy to become so immersed in the job of teaching that we lose sight of the exact purpose of a particular element of assessment.|
|Size of qualification||In contrast, the backward design approach has instructors consider the learning goals of the course first. These learning goals embody the knowledge and skills instructors want their students to have learned when they leave the course.|
|References||Principles of Assessment Introduction Assessment is the process by which the University appraises the knowledge, understanding and skills of its students. Durham's assessment policies and procedures therefore need to be a cornerstone of the University's approach to assuring the academic standards of its awards.|
3 Keep your hair clean and tied back. - In this essay, I will be summarizing and exploring my understanding of reflective practice.
Reflective practice is the process of learning through and from experience towards gaining new insights of self and practice (Boud et al ; Boyd and Fales, ; Mezirow, , Jarvis, ).