Level 3 Award in Assessing

Vocationally Related Achievement (QCF)

Unit 1 – Understanding the Principles and Practices of Assessment

LO 1 Understand the principles and requirements of assessment.

1.1 Explain the functions of assessment in learning and development.

 Assessment generally is a fair method to judge the work either theory or practical
considering a specific criterion. Many ways can be followed to perform the assessments
depends on the outcome such as asking the trainees open and close questions and
watching their progression through the program.
 It should be in place to measure the understanding level of the learner in the learned
subjects.
 Always there is a deadline to achieve the assessment so the Assessor might intervene to
guide the learner also the feedback is required to support and enhance the learner
abilities.
 Generally carried out in 3 stage :
1- Initial (at the beginning of the program) will help to know ascertain information
before starting the program.
2- Formative (on going) Can happen at any time during the program abd usually informal
as you can devise your own activity.
3- Summative(at the end) Usually formal and you must follow the requirements of the
awarding organization if the program is accredited by them

1.2 Define the key concepts and principles of assessment.

There are four key concepts and principles of assessments include:
Validity – Assessment must be objective and relevant to assessment and tied to criteria stated
by examining body. Internal and External checks in samples of marking are needed at regular
stages to ensure the validity of the assessment decisions made.

Authenticity– Evidence produced by the candidate.

Current – Relevant at the time of assessment.

Sufficient Work covers all requirements at the time

Reliability – The assessment decisions must be by an assessor with competence in the discipline
the work relates to so as to ensure a judgement that is informed by a professional perspective.

Safety There should not be any risk on the trainees while doing the assessment and they have
the right to stop the assessment in case there is hazard and Appeal.

The purpose of assessment is to help the learners track their progress, provide feedback, and
motivate them to achieve.
The trainer gains evidence of learning from assessment which can in turn be measured clearly
against criteria. This continuous assessment learning/ training cycle is designed to recognise
prior learning and improve it with each assessment.

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 Level 3 Award in Assessing
Vocationally Related Achievement (QCF)

1.3 Explain the responsibilities of the assessor.

The key responsibilities of the Assessor can be best defined in three categories:

* Planning – Organising and scheduling plans is an essential part of an Assessors job. Providing
regular formative checks on learning and summative grading of work provides structure.

*The responsibilites of the Assessor involve planning, managing and delivering assessment,
maintaining the integrity of the qualification, and always keeping a learner-centred approach to
assessment.

*I have an assessment plan at the beginning of each academic year that provides me with a
guide as to when I will provide feedback for each project I am delivering. This is important as it
allows a structure of expectations for my employers and students.

*Assessing – Marking the work and providing a grade can give a standardised barometer against
which the Assessor can measure the understanding, and the learner can measure their progress.

Using the criteria from PAAVQ-SET I have the responsibility to assess fairly, objectively, and
precisely using provided clear guidelines to grade a students work.

Assessments provide a great chance for the learners to see how they have progressed whilst
providing grades that can be recognised against objective criteria.

Feeding back – Feedback is given to learners at regular intervals and at the end of the project.

*I have a responsibility to provide detailed analytical and constructive feedback on a learners

work so they can improve their performance according to pointers. This is crucial as it allows the
learner to measure when an objective has been achieved and also when the assessment
objective has to be revisited.

It is essential to provide regular feedback verbally and in recorded formats for the learner so as
to provide markers on the work produced and how it can develop/ improve in the future.

*Attend standersation meetings.

*Checking authenticity of witness testimony.

*Dealing with appeals unbiased / prejudice.

1.4 Identify the regulations and requirements relevant to assessment in own area of practice.

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 Level 3 Award in Assessing
Vocationally Related Achievement (QCF)
 SPSP policies for management of assessment evidence eg portfolios, assessment records,
observation records, physical evidence, learner and witness statements; management of
assessment records, are all in accordance with the Data Protection Act (2003).

 Candidate have appeal procedure to ensure fairness throughout assessment process.

 All work and information is processed fairly and lawfully and obtained and used only for
specified and lawful purposes. It is made clear to the students that we only keep
adequate, relevant and not excessive information so as to keep accurate information
that provides an up to date record that we do not keep for longer than necessary.

 All assessment information is processed with the individual’s rights and kept secure with
the admin team who, all the while, provide learners with the opportunity to request to
see the information authorities hold about them in line with theFreedom of information
act (2000)

 SPSP follows regulations covering sharing of assessment/ personal information following

Ofqual’s lead as we protect the interests of learners and promoting ‘public confidence in
the national qualifications system’ (Ofqual, 2008, p3) through our rigorous approach to
safeguarding information.

 SPSP follows the recognised standards for the Regulatory arrangements for the
Qualifications and Credit framework (2008), Health and safety at work (1974), and the
Equality Act (2010) to help its own reputation as a good/ outstanding awarding
organisation.

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 Level 3 Award in Assessing
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LO 2 Understand different types of assessment method.
2.1 Compare the strengths and limitations of a range of assessment methods with reference to the
needs of individual learners.
Types of assessment method Strengths
Can be done for group of
learners. Computer could
help to analyses in order
1 Written assessments
quick result
- Attractive to student
-Give the trainer a chance
Oral questions, online focus on the weak student
2 knowledge testing -Oral question preferred way
(multiple choice) to some student who like to
talk
Used for that task dose not
happen when needed. Also
used when the assessor is
not shown.
Witness statement or
3 by the witness . It is not
testimony
It is recommended to do it
in case you cannot do the
4 Simulation task in real .(example, Fire
drill
Can be done quickly
through a quiz and the
5 Skills test result will help the start
level of the learner
Gives the Assessor the
ability to get the right
decision to assess the
6 Oral assessments
learner. Good method for
learners who has problem
in writing skills
Valuing the previous
Recognition of prior experience and save time
7 will consume time .
learning(RPL)
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Limitations
Learner under pressure.
Learner should stick to the
time.
Is net secured well ,
There should be an
invigilator
Closed questions are not
enough to assess learner
knowledge. In written
questions some of the
answers might be copied
from another learner
The Assessor should make
sure that the Witness
quality .Learners could write
on about the task and sign it
necessary from the witness to
understand the task.
Only for these tasks cannot
be done in reality so it is
limited and it is not accepted
as demonstration of
competence.
Sometime the learner is not
satisfied of the result because
he is feeling that method is
not fair .the result and
feedback takes time .
-Some student have
difficulties to talk (Language
barrier )
-It should be recorded.
Making sure the documents
are real, Assessment process
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 Level 3 Award in Assessing
Vocationally Related Achievement (QCF)
All the completed
assessment is recorded
8 Portfolios with their checklist. Many
Assessors can assess the
learner
-Majority of student like
this method more than
Performance observation
theory
and testing
-Fair method
-Trainers will see the good
9
student and weak and give
the right feedback on their
theory understanding
-Can meeting all learning
styles.
-can be interested for
individual and group .
-Encourages research
skills.
10 Projects
-Enhancing learners
knowledge
-Many aspects of a
qualification can be
assessed
11 Assignment
-Some assignment are set
by the awarding
organization who will give
clear marking criteria
-Topics more realistic,
motivated
-Can be individually or
group
-Builds on current
12 Case studies
knowledge and experience
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A lot of signatures especially
if it was group and too much
time tracking them. if
portfolio lost no back-up
-Takes time and effort
-Trainees have a chance to
see each other so they will do
the same
-Danger is there as long they
are working.
-Deadline should be in place.
-Must be relative, realistic
and achievable.
- Progress should be checked
regularly.
- If they working as group
you need to check the
individual effort.
-Assessor should bias while
marking.
-Feedback should be given.
-Everything must have been
taught beforehand
-Questions can be
misinterpreted if written by
someone else
-Can be time consuming
-Must be individually
assessed and written
feedback given.
- If carried activity as a
group you should define the
individual input.
-Time should be allowed for
debrief.
-Must have a clear outcome
which is difficult.
- Time consuming to prepare
and assess.
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 Level 3 Award in Assessing
Vocationally Related Achievement (QCF)

LO 3 Understand how to plan assessment.

3.1 Summarise key factors to consider when planning assessment.

The key factors Learners may identify the key factors when planning for for an assessment are as
follows:

Is the candidate ready?

The learner must have had sufficient time leading up to the assessment, opportunity for reflection
and revision, and feedback from the assessor in formative tasks so as to prepare the learner for the
assessment. I find that formative quizzes and 1-1 questioning can be useful in determining a
learners suitability prior to an assessment. This also provides a chance to intervene and guide a
learner with feedback if they are yet to prove understanding on a subject.

Recognising prior learning of the learner is important here so gauging the understanding of the
learner through methods/ activities such as observation in performance and/or evidence through
discussion can provide the assessor with evidence of just how much each learner knows already/
how to pitch the assessment. This helps the assessor create assignments that are original,
challenging, engaging, and able to build upon what is already known by a new cohort.

Gathering information of a students knowledge/ understanding through tests and multiple-choice

questions on the online social media platform Senior helps me instantly see the marks of quizzes I
have created to see how much has been understood. Homework tasks  that ask for written
assignment evidence from learners, reflective journal vlog or podcast, verbal questioning, and other
naturally occurring evidence helps me keep updated throughout the learners progress. I can meet
the specific learners’ needs once I have seen their base level and can work from that as their
starting point on thecourse.

Suitable time timing of assessment

The different stages of assessment are timed to provide informational the learner journey
throughout the course.

Formative feedback is important for the learner as often as is possible in the construction of a
scheme of work. Tests, questioning, informal assessments, and observations can be used to gather
evidence of a learners progress and understanding of a subject.

The summative assessment needs to provide an opportunity for the learner at the end of a Unit or
course to show as much of their learning as possible. The tasks should be suitable for both the less
and more able students with opportunities for the learner to demonstrate how much they have
learnt from the lectures and formative assessments leading up to this assessment. 

Convenience for the workplace

The assessment should be planned to utilize the resources available. PCs, equipment, and locations
have to be suitable/ booked in advance to ensure that it doesn’t interfere with other courses plans. 
3.2 Evaluate the benefits of using a holistic approach to assessment.

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 Level 3 Award in Assessing
Vocationally Related Achievement (QCF)
A holistic assessment approach to assessment can provide the learner with a multifaceted
ssessment that is designed to take a more nuanced and textured approach to their progress.

By collecting evidence/ information from the learner via multiple dimensions (coursework,
observations, presentations, tests etc.) the assessor can then sum up the learners overall
performance holistically with a single number/ grade.

The major benefit with holistic assessment I have encountered is the ability to provide a grade that
reflects the learners ability fairly by breaking my Unit assessments in to smaller tasks. This way I can
gain an overview of the learners performance from different assessment methods in addition to
capturing video/ audio and text evidence via naturally occurring evidence I might see in lectures.
This way I can gain a mean average, overview, fair, representation that can all be added together,
reflected on and assessed holistically to create a final mark for the student.

It is also motivational for learners as it promotes after each feedback the learner responsibility and
learner involvement in taking ownership of the grade on the tracking grid we have for them at each
stage.

By linking different aspects of learning through multifaceted assessment I feel I rationalize the
overall holistic grade more than I would if it were based on just one assessment e.g. test at end of
Unit.

A potential drawback of the holistic approach lies in the fact that two people with the same grade/
score can have very little in common.For example, one learner may have excellent technical skills while
another completely different learner with only adequate technical skills but excellent teamwork and
communication skills may have the same grade.

One of the central purposes of the holistic assessment score is that provides a mark that suggests
the students probability/ potential in future work. It is crucial to be sensitive to differences in the
measurement of different assessments so a breakdown of performance in each task is a clearer
indication of specific strengths in my experience.

By using more than one measurement device/ metric to determine the level of a performance I feel
confident in measuring the learners performance.

It is the assessors responsibility to prepare and analyse the content of the learners performance to
determine its strengths and weaknesses—relative to the level and the known range of content
associated with that level.

Providing feedback about these strengths and weaknesses as well as targeted learning suggestions
help me to tell a useful story about a particular performance with as much detailed information as
possible.
Relying on only the overall holistic grade can sometimes give an unfair representation of the
learners progress.

3.3 Explain how to plan a holistic approach to assessment.

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 Level 3 Award in Assessing
Vocationally Related Achievement (QCF)
In planning a holistic assessment I begin by using the examining body criteria from their website as a
reference point to help me construct an assignment that clearly meets the outcomes listed.

In order to provide opportunities for each learner to flourish in a project, and to therefore obtain
the best possible holistic grade, I include a range of assessment tasks ranging from Vlogs and
Observations to Essays. This allows me to break my Assignment in to small chunks and provide a
differentiated approach to achieving the criteria. The differing requirements and opportunities help
me to show a comprehensive approach with logical progression and sequencing between each task
that, in turn, allows all learners a chance to shine in particular aspects of the project. For example, a
learner may struggle with written work but excel in the Vlog and Presentation elements of the
Assignment and so still have a chance to achieve.

I ensure that the Assignment is related to a specific vocational context and tied to industry – ideally
with a third party Media professional as a client whilst ensuring that the finished tasks within the
overall Assignment meet the learner needs/ preferences as discovered in the social media
questioning of my students at the very beginning.
3.4 Summarise the types of risks that may be involved in assessment in own area of responsibility.

-Risk Assessments are carried out in each room and the learners are trained as to how they can set
up lighting, equipment, and signs in an appropriate professional manner for when they capture still
or video work on location.

-I need to be up to date with all training requirements/ regulations at the SPSP and so have to
attend all staff training in relation to Health and Safety whilst also being vigilant in maintaining a
safe working environment.

-SPSP aims to ensure that all organizational risks are acknowledged and explained to all involved so
meetings and strategies can be implemented.

-An organizational culture is also embedded in my learners so they too can take responsibility for
their own safety as an employability skill as well as a basic health and safety standard.

-Other risks that may be involved in assessment in my area of responsibility include equality and
diversity. I ensure that all tasks are accessible and achievable to all learners
through differentiated approaches to assessment

-Risks may include information about a learners personal needs being seen on the Lecturers desk/
staff room by a learners peers and potentially leading to widespread knowledge of personal and
confidential information and a subsequent breakdown of trust with the college.

-Assessor could be stressed due to amount of work to be done.

-Candidates could be pressurized by target day.

3.5 Explain how to minimise risks through the planning process.

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 Level 3 Award in Assessing
Vocationally Related Achievement (QCF)
As discussed in 3.4, health, safety, and the learners welfare are of paramount concern when
planning assessment. In addition to this there are other risks that are involved in my subject
specialist area.

Making the learners feel safe and secure in their learning can alleviate any concerns and minimize
the pressures on both the assessor and the assessed. Negotiating new deadlines/ extensions and
working alongside support staff to help learners is also useful in helping progress the situation whilst
helping the learner cope with any anxiety they may be experiencing about the assessment due to
internal/ external variables.

Make sure the candidate understand what he has to do before starting the task to avoid the hazard
resulted of misunderstanding.

Careful standardised planning, logging of assessment decisions in a centralised tracking grid, and
clear communication between my team helps me make lucid decisions with impartial professional
and correct standards.

LO 4 Understand how to involve learners and others in assessment.

4.1 Explain the importance of involving the learner and others in the assessment process.

- All involved in the assessment of a learner need to be made fully aware of the assessment
process.

-This includes people at the learner’s workplace who may be asked to provide witness testimonies,
employers and colleagues peers

-Ideally, all involved in the generation of evidence should be recorded with their status and role
included in the learner portfolio of evidence. It may be useful to have their signatures to
authenticate evidence in a portfolio.

-It is useful to use a tracking form at the front of the portfolio which summarises who is performing
the specific roles of assessor, internal quality assurer and external quality assurer.

-The learner must be made fully aware of these people during induction and updated if changes
occur during the programme. Negotiation could include e.g. targets/goals/objectives for
assessment. Involvement can lead to motivation, engagement, and recognition of responsibility
4.2 Summarise types of information that should be made available to learners and others involved in
the assessment process.
- The learner should be inducted to the qualification at the beginning of the programme. This could
cover standards and criteria against which assessment will take place.

-Assessment plans to include timings, methods, and opportunities for feedback.

-All relevant policies and procedures such as equal opportunities, health and safety, disputes and
appeals.

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 Level 3 Award in Assessing
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-Internal quality assurance filemanagement Evidence of induction should be provided - learner
could sign and date an induction checklist.

-The learner should be provided with a file which becomes the portfolio of evidence. Tracking forms
and relevant documentation could be provided such as authenticity statements, witness status list,
individual unit forms and list of units achieved form.
-The learner could be provided with copies of the occupational standards covering the relevant
units to be assessed. For specific assessments, the learner should be clear on which criteria are
being assessed what activity is required what evidence is required time scales specific needs such
as resources required.
4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement
and personal responsibility in the assessment of learning.

-For some units peer reports can be used as suitable forms of evidence e.g. work as a team and
contributions made in meetings. The assessor needs to go through the diverse evidence in detail to
ensure it is valid, reliable, authentic, current and sufficient. It should be cross referenced effectively
and efficiently to the specific assessment criteria of the units.

- Peer assessment could be formal or informal e.g. witness statements, peer observations,
feedback, working collaboratively, sharing goals, targets, giving and receiving feedback, awareness
of risks of appearing challenging or confrontational.

-Self-assessment could be formal, informal e.g. SAR (self- assessment review) initial assessment,
current knowledge, understanding, skills, occupational competence, SWOT (strengths, weaknesses,
opportunities and threats), reflection, identifying targets, target setting, action planning.
4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners.

-Initial assessment of the learner at the beginning of the programme is used to identify any special
assessment requirements. This could include the need to provide the learner with additional help
and support particularly in relation to literacy and numeracy.

- It may also identify that tools and equipment may need to be adapted so that they can be used by
the learner. In planning assessment the assessor should discuss each unit’s assessment
requirements in detail with the learner and agree if special assessment needs are required. These
should be recorded on the written assessment plan covering what is required and how it will be
addressed.

- It is essential the learner is happy with the special assessment arrangements made.

- If changes need to be made to the arrangements for the assessment these need to be fully
communicated prior to the assessment taking place to ensure everything is available and the
learner is not disadvantaged.

LO 5 Understand how to make assessment decisions.

5.1 Explain how to judge whether evidence is:

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 Level 3 Award in Assessing
Vocationally Related Achievement (QCF)
 sufficient.
 authentic.
 current.
While assessing the work with my peers to ensure the requirement are met by I’ll compare them to
standers .

I know that the work is sufficient when I compare it against previous Pass/ Merit/ Distinction work
and talk it through with other Lecturers who have delivered/ assessed the work from other learners.

The authenticity of the work is checked using Plagiarism Checker software and ensuring that all
learners sign a form to verify that all work is their own prior to submission. The work must be signed
to verify that it is that of the candidate before any assessment decision is made. The learners are
informed at the beginning of the Assignment and within the Brief itself the procedures they will
have to go through should they be caught using others work without correct Harvard referencing.

Work is adjudged to be current when it is submitted from my own competence within the subject
area.

If I am unable to ascertain the relevance, suitability, and/ or currency of the work I would speak to
my peers for their opinions before proceeding with my assessment decisions.
5.2 Explain how to ensure that assessment decisions are:
1* made against specified criteria.
2* valid.
3* reliable.
4* fair.

1* It is crucial to ensure that all Assignments and/ or exam criteria relate directly to the relevant
awarding body’s specification requirements. Regular meeting in teams/ department’s to internally
verify the decisions made by Assessors is a good way to test that reference to
the specifications throughout the assessment decision are present consistently.

2* To gain validity the Assessor must work to make sure that the same result will occur regardless of
who is assessing. To this end the criteria an instructions as to how to achieve it must be clear and
achievable when the assessment decision takes place

3* Work is consistent across all candidate. Once this is achieved a similar method is used to test
whether or not the Assessor has accurately measured the performance of a learner using the
methods agreed within the assessment that it was agreed within the Internal Verification process
suited the situation/ context.

Equality and diversity and individual requirements need to also have been considered e.g. allowing
extra time, alternate methods (vlog or podcast) for the learner in accordance with their needs
identified in the group profile.

LO 6 Understand quality assurance of the assessment process.

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 Level 3 Award in Assessing
Vocationally Related Achievement (QCF)
6.1 Evaluate the importance of quality assurance in the assessment process.

Quality assurance is used so as to keep expectations at the appropriate levels and to provide clear
and measurable standards for both Assessors and Learners.

The quality assurance assessment process is set in place to ensure an organized approach to
assessment that is fair and transparent to the learner whilst providing Educators with guidelines and
a best practice method to aspire to.
By having set occupational standards within an awarding organization that abide by the government
requirements I have a clear idea as to the needs and expectations I am to produce.

The consistency of approach and quality of feedback is assessed and then fed back to the Assessor
to serve as a constant reminder of the standards that are the foundation to the course.

The standardization provides us brings about a quality assurance of practice and a consistency

across our learners that ensures they are assessed against the same barometer as any other
students in any other variation on the course.

Different assessors teach on the course so it is useful to Internally Verify one another’s work and
review the methods, style, and rigor they apply to their marking. This in turn leads to reflection and
discussion as to how we can better assess our learners work. Seeing learners excel in other Units
and struggle in others helps us forbetter understand the best differentiated methods for each
learner.
6.2 Summarise quality assurance and standardisation procedures in own area of practice.
The quality assurance and standardization procedures at SPSP include the following :
Observations of practice
Observations help me ensure that I am performing as an assessor in delivering quality teaching,
learning, and assessment to my students.
Feedback from the observer is an invaluable way to improve my approach to the real levels of Grade
1 ‘Outstanding’.
Regular observations keeps me in sync with changing standardized approaches

Standardizationmeetings
Regular meetings help us see one another’s marking and receive informed, professional formative
feedback on our assessment decisions.I find these enormously important as a way to reflect on my
own assessment choices and as ma refresher on the standards expected by our QCF and
Awarding Institute guidelines.

Sharing good practice

Team meeting and Staff training in which a peer can showcase their own methods (eg use of
technology/ social media) can be inspirational and help the department improve after a discussion
as to the validity/ universality of the approach.
Observation of peers/ Work shadowing

Watching one another and being able to give/ receive feedback in a less formal way than traditional
observations can be useful in terms of picking up new tips and learning new ways of managing
student work.

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 Level 3 Award in Assessing
Vocationally Related Achievement (QCF)
Working alongside peers and asking questions about the techniques/ approaches they use has
benefited me as I have obtained feedback/ comparisons of how I go about evidencing the process
and product from my learners. 

Seeing others provides an objective/ fresh way of viewing my own work. Constantly questioning and
reflecting on my methods as to their suitability and strength is essential so peer reviewing through
collaborative reflection is a tool I find useful.

Internal/external quality assurance reviews

By being asked to reflect on methods of marking and justifying assessment decisions the Internal
and External Verification procedures can provide a chance to review and reflect on process.

Additionally, by following procedures such as the Qualifications and Credit framework the college
has a system for recognizing skills and qualifications by awarding credit values to them e.g. 1 credit
value equates to 10 learning hours. This further helps us standardize the approach of fair, equal,
quality assurance in our contact time with learners.
6.3 Summarise the procedures to follow when there are disputes concerning assessment in own area
of practice.

During Induction at SPSP we make clear to our learners the procedures that
they can follow if there were to be any disputes concerning assessment.

We follow SPSP appeal procedure in all cases.

If the Assessor and Learner are unable to come to an agreement and the Learner is adamant that
the work has been assessed incorrectly there is a chance for clearly written appeals that allow the
Learner to explain/ argue their grievance.

The center Co-ordinating Lecturer and/ or IQA would then manage the appeal with the utmost
confidentiality and review the evidence in a nondiscriminatory policy that will result in a verdict as
to whether or not to overturn the Lecturers decision.

Evidence of previous internal and external procedures can also be used here as evidence of the
academic rigour used by the Assessor to inform their decision.

LO 7 Understand how to manage information relating to assessment.

7.1 Explain the importance of following procedures for the management of information relating to
assessment.

SPSP we follow very clear protocols for the procedures of the management of information.

Our policies for management of assessment evidence eg portfolios, assessment records,

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 Level 3 Award in Assessing
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observation records, physical evidence, learner and witness statements; management of
assessment records, are all in accordance with the Data Protection Act (2003).

We use the Act’s mandatory guidelines to help us protect the personal data we hold and/ or
process.

All work and information is processed fairly and lawfully and obtained and used only for specified
and lawful purposes. It is made clear to the students that we only keep adequate, relevant and not
excessive information so as to keep accurate information that provides an up to date record that we
do not keep for longer than necessary.

Our storage and retrieval of information is password protected when online/ digital, and under lock
and key when physical. The confidentiality of the data is paramount and our use of technology to
share information with relevant parties e.g. learners, other assessors, employer,
colleagues,organization must abide by our protocol before it is considered.

Keep archived records 3-5 years in accordance to SPSP policy.

7.2 Explain how feedback and questioning contribute to the assessment process.
-The assessor should make full use of relevant oral questioning to confirm understanding of
activities observed and to assess relevant knowledge evidence.

-Oral questioning can be used to fill gaps in the evidence generated. Answers to questions need to
be recorded and marked before being signed and dated by the learner and assessor.

-Review and feedback should be carried out at the end of the assessment. The assessor should
explain what was covered during the assessment and provide verbal and written feedback on the
learner’s performance.
-The feedback should detail the assessment criteria which have been satisfied and provide
constructive comments on assessment criteria which require further evidence.

-Feedback from the assessor should be provided in a supportive and positive manner.

-If any units have been completed they should be signed off by the assessor and learner.

-At the end of the feedback a plan should be agreed for the next assessment.

LO 8 Understand the legal and good practice requirements in relation to assessment.

8.1 Explain legal issues, policies and procedures relevant to assessment, including those for
confidentiality, health, safety and welfare.

By following HS&E procedures SPSP follows the recognised standards for the Regulatory
arrangements for the Qualifications and Credit framework (2008), Health and safety at work (1974),
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and the Equality Act (2010) to help its own reputation as a good/outstanding awarding organisation

In odder to comply with legal issues pertaining to assessment I check with my Line Manager to
ensure that policies and procedures relevant to my course are always present in my work

Simplest is the SSC for the Creative Media Industry and helps me build assessment strategies with
assessment guidance I know will add value to my Assignments. The requirements for Assessors and
IQA’s on which I assess on is based around my own industry experience, my students interests/
needs, and the useful information I found on the Skillset website.

The specific legal requirements for the confidentiality of records and documents that I maintain are
necessarily rigorous.

Assessment plans, feedback records, reviews of progress and overall tracking sheets are maintained
to satisfactory organizational and regulatory requirements and stored safely altogether they be
documents, audio, digital, or video recordings that include the learners.

Need to be accurate, legible, and to back-up copies .I label clearly and ensure I have ease of access
in case I need to refer to it during a lecture.

Health, safety, and welfare is of paramount concern in all assessments as without this the learner is
at an unfair disadvantage. To counteract this we are proactive at promoting and enforcing
safeguarding procedures. SPSP has a duty and responsibility to provide a service to our learners that
protects them from harm.

Making sure my learners feel safe is a my duty of care as an Assessor so I make sure to apply 6
elements of appropriate service provision in all my Schemes of Work; respect, dignity,
independence, individuality, choice, and confidentiality.

The four key processes that I follow to ensure my learners are safe are as follows:

1. I carry out an assessment of their needs in early diagnostic tests to determine how I can best
support the learner and meet/ exceed their requirements.

2. Planning services to meet these needs by liaising with Learner Mentors, other Lecturers, Learner
Coaches, and building a plan to help the learner meet their targets.

3. Carry out an intervention if necessary when I have a concern by arranging a best way forward for
the learner and recalibrate the course to their needs eg deadline extensions, 1-1 tuition, working
with parents/ guardians to work out the solution that best suits the learner.

4. Reviewing the services offered I can see what has been working for the learner and liaise with
the Designated Safeguarding Officer (DSO)/Senior Instructor immediately to work out new and
improved ways of helping learners according to their individual needs.

Inclusion is essential so teamwork, activities to improve self-esteem, and tasks that apply equality
and diversity so that ALL my learners feel valued.
8.2 Explain the contribution that technology can make to the assessment process.

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For the initial assessments students complete diagnostic questionnaires via a series of online tests
that help us determine the ICT, literacy, and numeracy levels of the new cohort. This in turn
provides information that I store in a Google Doc that I can build a Group Profile around. The Google
Doc is automatically saved and securely shared with peers who need to know key data that will help
us better assist the learner/s.

When work is in the cloud and shared with me by learners I can mark/ annotate docs in different
colour fonts/ comments which means the students can receive feedback in real time if they are
simultaneously viewing the document. This helps me achieve a quicker turnaround of assessment
feedback that is paper-free and accessible on any device for the learner.

The learners and I constantly record evidence of our understanding and assessment decisions
respectively in the form of audio and visual statements.

By using cams, mobile phones, and/or other media recording devices we can capture the learners
communicating verbally to show their understanding whilst enhancing theircommunication skills as
well as their digital literacy (a key employability skill). I find that recording myself annotating the
learners work in files that I can share directly with the learners from my own Dropped to the
learners social media or email. This means the learners have a copy of me directly speaking to them
explaining the assessment decision and providing tips on how to improve their grade.

Using technology has helped me to log the times of the submission of assignments electronically
and enabled the afore-mentioned electronic feedback to learners..
8.3 Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation
to assessment.

Equality and diversity in relation to assessment is essential throughout the learners journey. 

Learners are given support, differentiated options, and SMART targets to help them achieve their
aims. When designing assessment activities the work has to meet the interests, employability
needs, and diverse nature of my Group Profile.

Challenging the more/less able with tasks that are in accordance with the Equality and Diversity
policy means I have options to keep all learners engaged whether it be extra challenging tasks or
chances to revise/ catch-up on work missed through work on my blog, social media, VLE space, and/
or 1-1’s in or out of lectures.

Discrimination, and indeed making learners aware of anti and non-discriminatory issues through
regular debates and discussions, is something my learners are aware of and encouraged to analyse
at every opportunity through contemporary media discussions so it follows that my assessments
similarly reflect the different needs of my learners.

The Equality Act (2010) consolidates all anti-discriminatory legislation neatly and provides a clear
guideline to aid me in differentiating my lectures and assessments. Learners know that they and
their peers cannot be discriminated against if they have, or even are associated with someone due
to their age, disability, gender, gender identity, race, religion and belief, sexual preference, marriage

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and civilpartnership, and/ or maternity or pregnancy.

Learners actively help me to safeguard against forms of inequality and discrimination they may
encounter as they engage in teaching resources that analyse/ critically decipher the construction of
discrimination in out culture and their impact on individuals.

The relevant legislation is abided by and employment regulations and policies and codes of practice
relevant to the promotion of equality and valuing of diversity are implemented in all my resources.

The need to change my approach for individuals learnings styles means I often present a
presentation/ vlog/ podcast/ written option for tasks.

Providing additional resources where appropriate on my blog (which I update daily) helps me to
have a ready-made resource bank that helps me meet any recognising additional support needs or
alternative approaches I may encounter. This has proven invaluable over the years as I have quick
access to tools/ games/ articles/ essays/ videos etc that can aid Alexander in antigens situation.
8.4 Explain the value of reflective practice and continuing professional development in the
assessment process.

Reflective practice is essential as an Assessor so as to demonstrate the reflective practice that leads
to a greater understanding of how to improve.

Self-assessment is something I feel I am constantly engaged in as I seek increased depth

of understanding of the process of assessment and a perpetual identification of gaps in knowledge
that can help me/ my students.

I participate in twitter debates every Thursday 9-10pm to discuss, debate, share good practice on
the topic of that week e.g. literacy in the classroom/ applying social media effectively etc.

By speaking top peers who similarly share a love of technology/ social media/ innovative ways of
learning I am encouraged to reflect/ digest information and apply it in my lectures. This keeps me
fresh, creative, and competitive with other Lecturers in their use of new methods to gain
assessment evidence from the learners.

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