1.

1
The function of assessment for both learning and development are carried out over time as a gauge
of progress and achievements. Progress using assessments give measurable tools, giving feedback-
to both assessor and learner. Exchange of information gives opportunity for function of assessment
to highlight further training needs or guidance. Assessor has good opportunity in confidence the
ability to highlight additional support or guidance that can be accommodated.

1.2
Planning, Organising and Scheduling are essential to fulfilment by assessor that are of a positive
and rewarding structure for the learner journey.

Assessment of learner provide grading that are of standardised measurable means of understanding
against progress of learner and time attained.

Fairness through standardisation within Stegta come under a three step process. Assessment, IQA
and EQA ensuring each Learner is assessed within their abilities fairly over a range of disciplines.

Validity of assessment is recorded using clear referencing that is within assessment criteria of
examining body. Consistency of assessment a paramount for fairness, learner achievements for
attainment are therefore reliable measures that are justified.

Sufficient assessment is achieved with multiple methods to ensure learner competence and
assessment. These methods include, Professional discussion, Observation, Witness testimony,
Learner statement and work product.

Authentic assessment is achieved through direct observation of the learner and aural questioning.
Professional discussion with learner gives authentic feedback. Learners are required to sign a
declaration of authenticity stating work has not been plagiarised – copied or fraudulently presented.
The declaration is signed by the Learner, Employer and Assessor to confirm authenticity.

Currency of assessment is ensured by regulation in qualification. Delivery is liaised with the

appointed centre co-ordinator to ensure they are up to date, accessible and latest versions.

1.3
Assessors responsibilities of assessment define themselves into three categories
Planning, Assessing and Feedback. Scheduling planned events into a program cater for a structure
for a suitable learning environment. Assessing gives opportunity to determine learner ability which
is measurable and tracked. Feedback gives the learner the opportunity to reinforce their
understanding. Assessors are responsible for an adequate level of pastoral care, advice support and
guidance.

1.4
Regulations and requirements of assessment methods must be safe and legal throughout the learning
process. Regulations are enforced by government agencies, public bodies or organisations. An
example of regulations adhered to include; Health and Safety at Work Act 1974, RIDDOR for
reporting Injuries – Diseases and Dangerous Occurrences, Manual Handling Regulations, COSHH
who’s responsibilities enforce Control of Substances Hazardous to Health.
2.1
A Range of assessment methods are used to meet sufficient criteria and targets:
Observations of practical activities provide assessment to be of a real time experience for learner.
This method is good for questioning and opportunity for competence to be witness first hand.
Collection of information for assessment authentic, learner knows they are being assessed and
assessor can see they are doing it. Limitations are the observation must be planned and working
within the learners ability.

Written questioning another method of assessment that determines underpinning knowledge and
theory. Competence can be gauged before application of any completed work, ensuring safety with
a duty of care. Learner can be tested without interaction to confirm their understanding of a subject.

Witness testimony an assessment method that can be carried out by the appointed assessor.
Testimony will deem criteria has been achieved to the unit. This is a useful method for assessing
competence of learners ability in a particular task, in the workplace as an example.
Apprenticeship frameworks and application to workplace learning make this a useful tool for
collecting information. For this to be successful and fair, assessors need to be consistent when
observing general competence and achievements.

Prior certifications which are relevant are presented by the learner before starting a qualification.
This process validates it’s relevance and authenticity at the same time as aiding planning and future
work that could be included.

Recognition of any prior learning useful intelligence when assessing and planning. Level of abilities
and understanding of their capability are factored.

Collecting evidence as an assessor can be useful for achievements during the learning process, this
is formative assessment. Summative assessment methods can only be conducted at the end of the
process or learner framework.

3.1
Planning assessment should be carried out with learner present. Assessor and learner use this
information exchange as a method to set targets and give understanding to the learner and assessor
of expectations from both during the learner program. A mindful approach is best when considering
prior ability of the learner. This sets targets that are realistic, at the same time as allowing time to
introduce further knowledge and skills. Adhering to the planning is imperative as expectations will
be challenged at the right time at the correct level in the learner program. Impartial decision making
a fundamental mechanism of information exchange during assessment. A work place assessment for
the learner can help ascertain needs are being met, and the employer are being well supportive to
the learner.

3.2
A holistic approach can cover many or all assessment criteria in one assessment session making it
highly efficient in the assessment program. Learner can demonstrate an entire section or piece of
work. Assessor has opportunity for a complete overview of performance when learner demonstrates
new skills or work in their placement. Holistic assessment should be well planned in advance so
learner knows what is expected and outcomes will meet as much of the assessment criteria as
possible.
3.3
Methods in holistic assessment are varied depending upon subject of learner who needs assessing.
This should be done with the learner so that the process can be examined as a whole not part.
Before assessment of task assessor needs to explain the task and the method in order to achieve it. A
good example of this is to use observations when the learner is encourage to perform an activity.
This activity can then be assessed holistically and the evidence produces used to identify assessment
criteria against targets and goals for attainment.

3.4
Within Electrical Engineering apprenticeships there are a number of risks to the assessment process.

General mechanisms of failure are the assessor or learner fail in part or in whole to plan correctly
and efficiently in the duration of the apprenticeship. Risk includes ensuring learning is working at
the right level for the assessment criteria. Overcoming this by timing assessment to coincide with
matching and tracking performance criteria in the workplace, or knowledge criteria of the learner
attending training or completing collage module.

Learner not ready to be assessed is simply over expectation of the learner. Not giving enough
support with understanding in tracking progress will give outcomes that are negative and of no
worth to either the learner or reflection on the planning stages of the learners apprenticeship and
their attainments along the way. Time planning key and ensures both learner and assessor are
comfortable with time they have for a given target.

Working at the right level for the qualification a risk for the learner and assessor not achieving
results. This happens when the qualification to be attained is not relevant to learners job role.
Making difficult in the application of learning and academic skill with technical ability in craft at
work.

3.5
Risk is minimised by way of good planning. Learner needs to be confident with realistic time
measures set in place for a given assignment or task, and in line with their current job role. It would
not be good measure to give a high voltage task to a low voltage electronics technician. This basic
gauge in understanding by the assessor in the specific field important for elimination of any
possible risk.

Gauging what level the learner is working at before the assessment is planned! A premature planned
assessment will again be negative to learners confidence and ability to succeed competently.

4.1
Involving others is important for the progress of the learners program. This ensures that the learner
is able to gain the right experience in the right areas at the right level of competence. Learner knows
where they are up-to in the program, they can self assess and conditions the leaner to identify their
own training needs – driving the learning process themselves.
4.2
A summary of the types of information available to learner and other involved parties in the process
of assessment are;

Formal Information includes written agreements like the ILA, Assessment plan, training plan,
recognition of prior learning – an RPL

Informal Information includes feedback from the assessor, feedback from the learner, discussions
with the leaner, direct questioning.

Liaising with other in a formal or informal way through written reporting or verbal feedback offered
periodically. When dealing with external organisations assessor must use formal communication
which should be written. Regular communication warranted so all bodies including the learner can
be up-to-date with reporting progress and targets.

4.3
Peer assessment is a very effective method when used correctly. This exercise involves the learner
giving feedback on-another learners work. This process will stimulate discussion and lead to
solutions which everyone can benefit from. Peers in the learner process are more involved giving
better insight in how to challenge needs of the learner, gauging learner skills and competence in
their own abilities. This process in itself promotes healthy communication of skills and focusing
attention. Peer and self assessment are interactive, these can be debates, questions and answers,
presentations and above all interactive in both real time and virtual space like using a computer.

Self assessment can be useful because it allows the learners to assess their own work and progress.
Empowering the learner to grasp a challenge – execute it and deliver results for success. This
mechanism promotes learners to take ownership of their own work and see the results. With the
planning and the journey the learner sees progress in resulting driving forwards themselves. Learner
can then set their own targets which are realistic based on what they feel they can achieve.
Assessors role to moderate with care making sure that what is being proposed is both realistic and
proportionate and achievable.

4.4
Assessment methods have a diverse range suitable for the needs of the learner. Tailoring these needs
for each individual regardless of physical or academic capability are to be noted. These changes
could also betimes or places for accommodation of assessment within the learners workload.
Assessments allow the learner to demonstrate their progress in a way which is suitable to them and
therefore comfortable. Adaption of the program for learners who have writing difficulties as an
example would perhaps benefit and prefer a questions and answer session. Others learners may lack
confidence within a group or senior managers could add pressure. In this instance the method of
using presentations may not be suitable. Needs of each learner are important for gains in progress
over time. Assessor is responsible to these needs in performing an assessment task. Assessor works
with the learner and assessment methods in-line with specific requirements they may have.
5.1
Sufficient; “This should fully meet the requirements of the standards” Pearson MVQ document.
When assessing an apprenticeship we are looking for evidence demonstrating the learner has ability
to repeat-perform a task or activity. Assessment stages and regular reporting will document
consistency meeting these requirements of the given standard. Three pieces of evidence to back up
the learner claim which demonstrate and record competence. Sufficient means must be presented as
evidence for the claim for each learner the methods used and any specific requirements the learner
may have.
Current; Evidence used presented as reflection working in their current role – the one they are being
assessed for as part of their qualification. This current evidence supports award - towards their
particular apprenticeship.

Authentic; Learners work is their own. Sometimes this may be difficult to authenticate. Backing up
this evidence with a witness testimony is what makes it authentic as a declaration of ownership –
event. The assessors role is always to be vigilant to plagiarised practical and theoretical work.

5.2
Made against criteria; The assessor should always measure the assessment criteria against what
needs to be assessed. The assessor needs to witness if the learner has met the specific criteria? If the
learner has passed – regardless of what other information the learner has given.

Valid; The assessment process meets the requirements of the qualification. This should be clearly
defined and the learner should be aware of the assessment criteria in full, before commencing a
particular aspect of it.

Reliable; Is the assessment criteria consistent across all learners? Can it be demonstrated and
repeated, overtime and at the required level? It needs to be performed across a range of different
learners to give the same consistency in results.

Fair; The assessment needs to fair with respect to giving all learners an appropriate amount of time
to prepare. Ensuring that the learners are ready to be assessed at that level in time. Procedure in
place for the learners to be able to respect if they feel that the assessment is unfair or unjust.

6.1
The assessment process cannot be imposed unilaterally without encountering discrepancies. It is
important to reduce these so that assessment process is fair and proportionate in best interest of the
learner. Maintaining standards and professional values of the examining body – if going towards a
formal qualification.

An accurate and auditable trail of learners will be assessed by the governing body

It is important to have a system of checking the quality of the assessment process throughout.
Accurate records need to be kept of all the procedures and protocols. Records of learners work. This
will help all involved to assess standards being met and the quality of work. Assessors work is also
quality checked across a range of learners.
6.2
There are a number of procedures to ensure that assessments meet the required standards by the
awarding body.

Consult Plan – the schedule and units learner is doing. Check learner is registered - how long they
are in the training centre and what company they for. Produce standardised portfolio for learner
relevant to the program. This portfolio contains – Standardised assessment documents such as, The
X200, Claim form, Unit Referencing Sheet etc. Also within this portfolio are standardised training
packs and assessment packs to record the learners evidence.

6.3
Following Stegta appeals procedure; Learner has the rights to appeal and put in an objection to
assessor decision – assessors decision is not final! Assisting the workflow and justification either
way would be assisted by company internal quality assurance procedures and policies.

7.1
The learner is awarded a portfolio at the commencement of their apprenticeship. All information
relating to the work that they produce will be stored as a hard copy within this portfolio. It is
important that all information relating to the assessment process is awarded to the learner so that
assessor makes good plans for assessments. Portfolios are locked away securely with learner name
and candidate identification markings when not in use. Photographic evidence is used throughout
the pack as an example of their work – See Stegta Confidentiality policy attached. Learners to
comply with GDP legislation must sign a consent form.

7.2
Feedback is used to give the learner an indication of their progress over time in line with their plan.
Assessor must remember it is important the learner feels engaged with the learning and teaching
process and that they see rewards in what and why they are doing something. Assessor questioning
gains information imperative to the assessment process.

8.1
Assessors have a duty of care offering help and support on a number of pastoral issues throughout
their apprenticeship.

All learners must be provided a safe working and learning environment which is comfortable and
relaxed. Each company of the learner is inspected to ensure it meets the requirements placed on us
by the health and safety executive. Public liability insurance documents also checked for each
placement and that it is up-to-date. Stegta confidentiality policy document is in place to protect
information, ensure data is not shared with third parties and data locked secure.

8.2
Technology contributes to the assessment process as information is freely and easily accessible
providing access by way of computer and internet access. This internet tool is used to find research
material, documents, manuals or anything else that may help learner gain understanding.
Photographic evidence substantiates a claim in any learners ability to have been competent.
Assessor was there and the learner was doing the task. This is recorded as memory as part of
recording and presenting as authentic evidence in a candidates claim process.
8.3
Equality and diversity is important and relative in real world events and current times. As we live in
a multi cultural society. Recognition of this brings forth the fact English is not necessary the first
language for all people and therefore, by offering a wide range of assessment techniques can
overcome barriers in the learner planning stages and delivery of learning.

8.4
Continuing Professional Development very important within industry in general. Living in an age
where technological advancement is common place with development of new techniques, new
theories and new science technology happening all the time. Recognition we all have needs for
further development of self and understanding into values and improving ourselves with the times.
Reflective practice is recognising what I can do now and what could I not do before. Reflective on
our own self and how we behave and interact with others. Ultimately leading to better relationships
and methods to positively exchange and empower information – it’s techniques of interaction the
very building blocks to any assessment.