NCFE Level 3 Unit 1 Understanding the Principles and Practices of Assessment Answers

Unit 1 Summery

This unit aims to check the development and learning of practitioners and what knowledge they have gained of the principles and practices of assessment. Someone who has the role of learning and developing is known as a Practitioner. 

LO1. Understand the principles and requirements of assessment.

AC 1.1 Explain the function of assessment in learning and development.

Answer:

The functions of assessment in learning and development are primarily as a measure of students' growth. Assessment is carried out through formative checks throughout the course, Ipsative (to test against previous marks), and/or summative (at the end of the course) activities to help the learner see their development whilst allowing the assessor to give valuable feedback when appropriate.
 
It is used to assess the learner's knowledge against which achievement is determined and recorded in a course, and to determine individual achievement and/or the needs of the learner. I have found that this allows me to create my own formative assessments in the form of a quiz created using Google Forms, which helps me to understand what learners have learned about a task before the actual assessment time, thereby enabling me to give extra support when needed.
 
The learner’s development is generally assessed through formative or summative assessment against criteria and is therefore demonstrated using a fit-for-purpose assignment which shows the required standard and performance/assessment criteria in a particular course.
 
The purpose is to monitor progress based on evidence that can be measured and applied as a measure of performance, course review targets or benchmarking for a course. It is essential to ensure consistency of decision-making and to ensure that assessment decisions are internally and/or externally verified and contribute to the quality assurance and ongoing development of best practice of the awarding institutions from an assessor's point of view.

1.2 Define the key concepts and principles of assessment.

Answer:

Assessment key concepts and principles are:

• Fairness: Assessment should be objective and should depend on criteria established by the examining body for the examinees. Regular checks of samples of marking should be undertaken, both within and across the school, to ensure that judgements about assessment are valid.
  
  
• Reliability: Assessment decisions need to be made by a competent assessor in the discipline the work relates to, to ensure that a judgement is informed by a professional perspective.
  
  
• Validity: the decision needs to be supported with the appropriate reference to the criteria of assessment given by the examining body. The same grade should be given to the piece of work by another lecturer, as the criterion is the same (not the opinion of the assessor).
  
  
• Safety: The assessment methods should be suitable for candidates' needs. An alternative should be arranged when a threat to mental and/or physical welfare is likely to occur during assessment, for example, for a learner.

Purpose

• Assessment is part of the learning process to allow the learner the opportunity of tracking their progress, providing feedback and inspiring them.
• The trainer receives evidence of learning from assessment, and this can then be clearly measured against a criterion.
• This is an ongoing cycle of assessment and learning/ training to build on and reinforce earlier learning.
• The work is assessed by the assessor for the trainer (if different) to see how far the distance travelled from the course is when compared with other grades in the programme.
• This quantitative information can be used by the organisation to monitor the performance of a class, department and/or the whole organisation compared to other organisations, and employers can often compare their own staff's performance with other organisations.
• Bandler and Grinder's assessment for Psychomotor/ Cognitive/ Affective domain of the specific learning domain – skills, knowledge or understanding.
• The key principles/ concepts of Bandler and Grinder can be broken down into three categories: Psychomotor (Cognitive/Affective) Evaluation of specific learning areas.

1.3 Explain the responsibilities of the assessor.

Answer:

1. The three categories into which the key responsibilities of the Assessor can be best classified are:
    
   One of the key tasks of an assessor is planning and organising. Regular formative checks on learning and summative assessment of learning give structure.
    
   Assessment Plan: Each academic year, I have an assessment plan in place that will give me a guide as to when I will give feedback on each project I am delivering. This is important as it allows a structure of expectations for my employers and students.
   
   
2. Assessing: Marking the work and giving a grade will provide the Assessor with a measure to use to gauge the understanding and the learner with a measure to gauge their own increase in understanding. Assessments provide a great chance for the learners to see how they have progressed, whilst providing grades that can be recognised against objective criteria.
    
3. Feedback is given to learners at regular intervals and at the end of the project.
    
   One should give detailed, analytical and constructive feedback on learners' work so that they can improve their performance based on the points that I give them. This is important to do because it enables the learner to determine when a particular objective has been reached and when the assessment objective must be revisited.
    
   The learner must receive continuous verbal and recorded feedback (in audio, video and annotated) for feedback to be given on the work produced and how it can be developed/improved in the future.

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

Answer:

This task was assessed for formative purposes. The tutor provided me with feedback, saying that I had mentioned regulations and requirements, but there were no details or dates mentioned. Made the following edits to the document:
 
I needed to keep in mind certain legislation, including:

• The Equality Act 2010:

This act combines previous laws on equality and discrimination in the UK, specifically in England and Wales. It aims to prevent discrimination in the workplace and society. For assessors, this is vital to avoid bias. It’s important to be flexible and not make assumptions about learners based on stereotypes. This approach helps meet the needs of diverse learners, including those with disabilities.

• Health and Safety at Work Act 1974:

Commonly known as HASAW or HSW, this act places many responsibilities on employers. Employers must ensure the health, safety, and welfare of all employees, as well as visitors and clients on their premises, including temporary and casual workers. The act outlines the specific duties regarding health and safety in the workplace, covering areas like computer use, stress management, and dealing with hazardous materials.

• Data Protection Act 1998 and internal privacy policies and procedures:

This act gives individuals the right to know what information is held about them and sets rules for handling personal information. It became effective on 1 March 2000 and applies to data on computers and in paper files. It also restricts transferring data outside the European Economic Area, especially when it comes to posting information online. Assessors must comply with eight data protection principles, which ensure personal information is:

• processed fairly and lawfully
• used for a specific purpose
• appropriate, relevant, and sufficient
• accurate and current
• not kept longer than necessary
• processed in line with individual rights
• secure
• not transferred to other countries without adequate protection.

LO2. Understand different types of assessment methods.

2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners.

Answer:

Assessment in Creative Media is multi-modal and can be adapted to the requirements of learners identified as part of the diagnostic/induction process within their learner profile.

1. Observation provides the opportunity to view students' communication and teamwork abilities. Videos can be taken of students verbally and physically communicating in a professional context to prepare them for Higher Education or the workplace. These videos can be used by students to enhance their understanding and by assessors to question the students during the task.
   
   
2. Work Product evaluates a student at the conclusion of a project based on a final grade. The outcome is a TV advert or a webpage created, showing that the learner has understood the unit. Real-world relevance of this work with presentation to Higher Education institutions and employers.
   
   
3. Questioning is a rapid means of assessing students' learning and stimulating students' involvement with learning objectives. I will adopt varied approaches to suit my learner profile, with a view to not inducing anxiety. For example, I could ask open-ended Socratic questions such as “Do you agree with…? or “What do you think? This method can elicit oral participation from all students. Furthermore, students can answer questions briefly on platforms such as Twitter, thus establishing a common conversation. I also utilise technologies such as Socrative, Edmodo, Facebook, Google+ and Poll Everywhere to gather instant feedback and record evidence of learning in the form of formative assessment.
   
   
4. Simulation offers learners a safe place to experience workplace scenarios before entering the workplace. It allows error in a non-threatening environment, so that students can develop their skills in a hands-on way and process what they have learned.
   
   
5. Evidence of learners' involvement in practical tasks is crucial and comes in the form of witness statements. This can be supported with videos of them practising skills and reflections on what they are doing. Written evidence is crucial, and it is important to cross-reference with the assessment criteria. Interviews with witnesses can also provide an opportunity for learners to reflect on their work.
   
   
6. Projects link assessments with authentic work environments, providing learners with work experience. Feedback and reflection stages are clearly defined throughout the assessment process, developing teamwork skills.
   
   
7. Writing enables students to demonstrate their comprehension of the material in a familiar format. It is a traditional approach, and for many learners, it is comfortable to show what they have learnt in this way.
   
   
8. Audio recordings offer the opportunity to quickly review and provide feedback on student work. Can hear their own work on headphones and listen to feedback.
   
   
9. Video is an effective tool to communicate directly with learners. It attracts their attention and helps them attend to the material. Specific, detailed feedback can be given by assessors and saved for students to see when they need to.

2.2 Range of assessment methods with reference to the needs of individual learners.

Answer:

All learners are unique in their ability, learning style, previous support and experience. Assessment methods should be chosen and adapted by the assessor to give an equal opportunity to all learners to demonstrate their knowledge, skills and competence. Adapting assessment methods will help foster fairness, inclusiveness and equality, while maintaining the validity and reliability of the assessment.
 
Observation

Observation is a good technique for measuring practical skills in the workplace or a realistic setting. It can be tailored to enable learners to work at their own speed or to arrange assessments at a convenient time. The assessor can make reasonable adjustments or minimise distraction for learners with anxiety or disabilities without altering the assessment.
 
Professional Discussion

A professional discussion is an opportunity for the student to share what he/she understands in an oral discussion instead of a written assignment. This approach is especially appropriate for students with a verbal ability or for students who have learning problems and have difficulty with written language, such as dyslexia. Open-ended questions can be used to stimulate the learner to give detailed answers.
 
Questioning

Questions may be both verbal and written, as required for the learner. Oral questioning is helpful for those learners who have difficulties with written communication, and written questions are helpful for those learners who require time to think before they answer. Questions should be designed to reflect the level of learning and understanding of the learner and to measure the required learning outcomes.
 
Written Assignments and Projects

Written assignments demonstrate the learner's knowledge and understanding. They may be modified in the use of clear language, through accessible format and increased time where necessary and with assistive technology where appropriate for specific learning needs. These are the changes being recommended to make sure learners are able to show what they know without lowering the standards of assessment.
 
Portfolio of Evidence

A collection of evidence gathered from a variety of sources, including work products, photographs, witness accounts and reflective writing, is called a portfolio. This flexible format allows students to exhibit competence across time instead of in one testing phase. For those learning the skills in the workplace, it is a great tool to collect evidence that might occur in the normal course of their work.
 
Witness Testimony

Witness testimonies can be used to provide support to the assessment where the assessor can't observe all activities. Supervisors' or experienced colleagues' statements are also good evidence of learner competency. The method is particularly helpful to students studying at other sites or shifts when direct observation is not feasible.

LO3. Understand how to plan an assessment.

3.1 Summarise key factors to consider when planning assessment.

Answer:

Learners can identify the key factors in planning for an assessment as follows:
 
Before an assessment, the learner needs to have sufficient time, opportunities to reflect and revise, and feedback from the assessor during formative tasks to adequately prepare. I think using formative quizzes and asking questions is an individual assessment of whether a learner is ready to take an assessment. This also provides an opportunity to give feedback and support if the learner hasn’t fully understood the subject yet.

It is very important to be aware of what the learner already knows. The process of observing the performance or discussing issues can provide an indication to the assessor of the extent to which the learner has understood. The information is used to help the assessor design fresh and vibrant assignments that are challenging, engaging and draw on the group's prior knowledge.

Timing of Assessments

The timing of assessments is designed to support the student on their learning path throughout the course. 

A learner may be evaluated at the start of a course for their literacy, numeracy and ICT skills. This enables programme leaders to understand whether the learner is suitable for the programme and allows the programme to gather significant information about the learner, which will be recorded in their profile. This information will assist the assessor in determining learning and assessment needs of the past, and the goals of the learner, thereby enabling the assessment to be fair and relevant.

Formative feedback is very important and should be provided regularly throughout the course schedule. Assessment evidence for the learner's progress and understanding may be obtained from tests, questioning, informal assessments and observations.

Summative assessment is used at the end of a unit or course to allow the learner to demonstrate what he or she has learned. Tasks should be suitable for less able and more able students, giving them opportunities to show their understanding of what they have been taught during the process of lectures and formative assessments before the assessment.

Convenience to Work Site

Assessments should be planned to make the best use of available resources. PC, Mac and equipment should be appropriate and booked in advance, ensuring that they will not interrupt other course activities. 

The assessment should be conducted in a convenient and appropriate place. For instance, a multi-camera evaluation works best in a studio setting, where the cameras, tripods and lights can be tested before the event. The organisation, as well as the learner, needs to ensure there is fairness and a consistent set-up, and to carry out health and safety checks. 

3.2 Evaluate the benefits of using a holistic approach to assessment.

Answer:

A holistic assessment approach to assessment can offer the learner a multifaceted assessment that is designed to be more nuanced and textured in its approach to the learner's progress. 

The evidence/information gathered by the assessor from the learner through a variety of dimensions (coursework, observations, presentation, test, etc.) makes it possible to give the learner a single number/ grade that reflects the learner's overall performance.

This offers a snapshot of the learners performance/ data that can be used to describe the learner's body of work as being of a specific level (eg David is a B student, Mischa has an Actual Target Grade of DMM), and therefore suggests the level, suitability and transference of skills to other courses and/ or work-based opportunities.

The biggest advantage I have found of holistic assessment is that it allows me to give a ‘fair grade to the learners' ability by dividing my Unit assessments. This way, I can gain an overview of the learner's 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.

By doing this, I have incorporated assessment as part of the work, and the formative assessment is ongoing. This actually helps me to provide lots of feedback through the podcasts, vlogs and text posts after every task.

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

3.3 Explain how to plan a holistic approach to assessment.

Answer:

The first place I look for criteria is an examining body's website when I'm making a holistic assessment. This assists me in designing an assignment that is designed to achieve the outcomes.

I converse with my students to see what they are interested in online using social media. This input is instrumental in helping me make projects to support them in meeting the outcomes.

In order to provide opportunities for each learner to achieve a 'best holistic grade', multiple assessment tasks are introduced, including Vlogs, Observations and Essays. This strategy will divide the task into smaller, more manageable components and provide multiple opportunities to satisfy the criteria. The different tasks enable all learners to shine in particular aspects of the project. For instance, a student may have difficulties with writing but excel in the Vlog and Presentation, so that is not the only area in which they are expected to be successful.

Ensure the assignment is relevant to the industry and is linked to a vocational context. I want to be a client of a third-party media professional and make sure that the things that they do are based on the needs and preferences that I learned about through social media interaction with students in the beginning stages.

3.4 Summarise the types of risks that may be involved in assessment in one's own area of responsibility.

Answer:

As a Creative Media Production teacher, I'm dedicated to making my classroom a safe learning environment.

I do risk assessments in each room and instruct students how to properly set up the lighting, equipment and signs for stills and video productions on location.

Each time learners work on the production, they complete a Health and Safety form that I have designed. 

Air conditioning in the lecture room, wires secured, chairs are safe, regular electrical testing of Macs.

I keep abreast of the college's training requirements and procedures to ensure a safe working environment at the college. This will cover Health & Safety training sessions as well as attendance.

Some examples include purchases of cable tidies, wooden tables replacing metallic tables and declaring a student with epilepsy to my Learner Coach. This will enable us to be ready to assist him in any outburst in class. Each college nurse's telephone number was labelled for quick access in case medical assistance was required for a student.

I am able to assist my learners in the event of an incident due to my college nurse skills and licenses. I make sure to communicate any medical needs of learners during Induction and in my next Learner Group Profile. I can use this method to make all my learners have a safe and professional learning environment in the course I am teaching.

3.5 Explain how to minimise risks through the planning process.

Answer:

In planning assessment, health, safety and the learners' welfare are of paramount importance, as discussed in 3.4. In addition to this, there are other risks that are involved in my subject specialist area.

Spend time with both an Internal Verifier and an External Verifier to ensure that my assessments are academically rigorous and are equitable, differentiated and not unnecessarily stressful for my learners (fair deadlines, preparation, assessment methods, etc).

Learners are also given plenty of opportunities to speak to me about any worries they may have in/ out of lectures, in 1-1’s scheduled and conducted via (private) social media/ email, or on the phone. My Programme Manager and Head of Department have access to these methods of communication at all times, so they can see how I communicate with my learners should they ever need to.

If the learners feel safe and secure in their learning, then any fears or anxieties can be reduced, and the pressure of the assessor/assessed will be reduced. 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.

My organisation supports me in ensuring I know the routes, timetables, contacts, and protocols of any institution I may visit to assess one of my Apprentices whilst always allowing me to voice any concerns and gain support from my peers if I need it (eg team teaching/ travelling in groups).

It ensures that decisions can be made logically, based on standardised planning, on the basis of a centralised tracking grid, and with good communication with my team, making the decisions professional, correct and impartial. 

LO4. Understand how to involve learners and others in assessment.

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

Answer:

To involve learners and others (parents, teachers, peers) in the assessment process is essential for many reasons:

1. Develops learning and understanding.

Active Participation: When learners are involved in the assessment process, they actively participate in their learning journey. Their active involvement contributes to their getting to know and understand the learning goals better, which in turn supports deeper learning.
Feedback Understanding: It aids the learners in understanding the feedback given to them, which can then be used to enhance their performance.

2.  Seeks and values feedback from others

Self-Assessment: This encourages learners' involvement in the assessment process, which leads them to assess their own work. This self-assessment will enable them to recognise their strengths and areas for development.

Reflection: Encourages reflection on learning, which is an important skill for lifelong learning.

3. Boosts Motivation and Engagement

Ownership: If the assessment process involves learners, then they have ownership of the learning and may have increased motivation and engagement.
Goal Setting: It allows learners to set their own learning goals, which can further enhance their motivation to learn.

4.  Facilitates Communication and Collaboration

Communication: Engaging others in the assessment process supports learners, teachers, and parents in communicating with each other. This communication can help you know more about how your learner is doing.

Collaboration: It encourages learner and teacher collaboration and collaboration with parents, which can enrich the learning experience. 

4.2 Summarise types of information that should be made available to learners and others involved in the assessment process.

Answer:

The assessment process is a key aspect of the learning process. It is useful for assessing the learning, understanding, and knowledge of learners. Some information needs to be shared with learners and other stakeholders who participate in the process so that the process is effective and transparent. Some of the information sources are listed below:

• Assessment criteria and guidelines: These consist of the learning outcomes, performance criteria, and how the criteria are to be assessed. It gives students a clear idea of what is expected of them.
  
  Example: 
  
  o    Learning Outcome: To know the basics of Object-Oriented Programming.
  o    Evaluation Method: Written exam and coding practical.
  
  
• Course Syllabus: The course syllabus provides an overview of what the course will teach, what students should learn from the course, and the order in which it will be taught. It also contains the grading policy and the weightage of each assessment.
  
  
• Learning materials: Past Exam papers, assignments and their answers can be used as a learning resource to provide an insight into the structure and complexity of the assessments.
  
  
• Assessment Feedback: Information regarding when and how feedback will be given on assessments is important. This may be via individual meetings, written feedback or group feedback.
  
  
• Support Services: Academic support services available to students (e.g. tutoring, academic writing support, counselling services).
  
  
• Policies and Procedures: This refers to the institution's policies on academic integrity, late submission procedures, etc. and procedures in case of grade appeal.

4.2  Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning.

Answer:

Peer and self-assessment can be effective methods to increase learner participation in assessment. They can be used to good effect:

Benefits of Peer Assessment

• Promotes Teamwork: Students collaborate and feel part of a community and learning.
• Develops Critical Thinking: Students can evaluate peers' work, which involves critical thinking about the criteria and standards.
• Supports Understanding: Evaluating others helps the student to understand his/her own performance and how to do better next time.

Benefits of Self-Assessment

• Facilitates Reflection: Students reflect on their learning, strengths/weaknesses.
• Increases Ownership: Taking responsibility for their own learning encourages students to be more engaged.
• Supports Goal Setting: Provides students with an opportunity for self-assessment and then to create personal learning goals.

Effective Implementation Strategies

• Establish Assessment Criteria and Rubrics: Give students clear assessment criteria and rubrics to use for their evaluation.
• Training Sessions: Organise training sessions for students in the assessment field on constructive and effective ways.
• Structured Feedback: Provide specific and actionable feedback, not general comments.
• Regular Practice: Use peer and self-judgement regularly to make judgement a normal practice and develop skills over time. 

LO5. Understand how to make assessment decisions.

5.1 Explain how to judge whether evidence is:

• sufficient;
  
• authentic;
  
• current

Answer:

An authentic assessment is one that is created by the student only. I use the Turnitin software in the assignment section of the MS Class Notebook as a way to check this. Also, the students have to check a box stating that the assessment is solely their own work and has been correctly referenced when referring to the work of others.

If the assessment includes all the requirements of the assessment, then it is sufficient. For example, the Pearson qualification I teach requires that to achieve a pass, the learner only has to fulfil the requirements of all the pass criteria. To achieve the merit criteria, the learners have to fulfil all the requirements of the pass and merit criteria. To achieve the distinction criteria, the learners have to fulfil all the requirements of the pass, merit, and distinction criteria.

Current assessment is an assessment that remains current on the date submitted. For instance, in the health and safety units, I make sure they have used/referenced the current/amended regulations.

5.2 Explain how to ensure that assessment decisions are:

• made against specified criteria;
• valid;
• reliable;
• fair

Answer:

 

Ensuring that all Assignments and/ or Exam criteria are directly linked to the requirements of the awarding body in the specification is crucial.

Regular team/department meetings to check on decisions taken by the Assessors are a good way to test the reference to the specifications throughout the assessment decision.

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.

For it to be valid, the Assessor needs to do his or her utmost to ensure that it is the same outcome for all Assessors. To this end, the criteria and instructions as to how to achieve it must be clear and achievable when the assessment decision takes place.

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

LO6. Understand the quality assurance of the assessment process.

6.1 Evaluate the importance of quality assurance in the assessment process.

Answer:

Quality Assurance in the Assessment Process.

Quality assurance is crucial in the assessment process to ensure the reliability, validity, fairness, and consistency of assessments. It includes a continuous process of monitoring, evaluating and enhancing the implementation of assessment to ensure high quality. The following are some of the important features in the process of assessment quality control:

Reliability: Maintaining consistency and predictability of the assessments' results. This includes normalisation of assessment procedures, training of assessors and the use of reliable assessment tools.

Validity: making sure that evaluations assess what they are supposed to assess. This includes ensuring assessments are aligned to learning outcomes, the use of suitable assessment methods, and regularly reviewing the content of assessments.

Fairness: Assessment without bias & discrimination. This includes using inclusive language and examples, making reasonable accommodations for diverse learners, and taking into account cultural and contextual factors.

Consistency: Consistency in assessment procedures and results. This includes setting up assessment criteria, giving clear directions to assessors and candidates, and moderate assessment to maintain consistency between assessors.

Continuous Improvement: establishing feedback mechanisms and using data to support the improvement of assessment processes. This includes reviewing assessment findings, consulting with stakeholders and making changes to enhance the effectiveness of assessments.

Incorporating quality assurance into the assessment process will contribute to the credibility and effectiveness of educational institutions' assessment processes and thereby improve the educational experience for learners and teachers.

6.2 Summarise quality assurance and standardisation procedures in own area of practice.

Answer:

The following organisation assessment policies and procedures are part of Coleg Gwent (Construction)'s quality assurance and standardisation.

The requirements of the National Occupational Standards (SSC/NOS)

Although these standards are not mandatory, they provide us with nationally recognised standards developed by employers. These help provide an important benchmark of best practice that can be used to ensure that we are meeting the standards set by the industry, which the Assessment relates to. For instance, NOS templates of job descriptions have been used to inform the content of the definitions of professional standards in our vocational and professional qualifications.
 
Observations of practice

Observations enable me to ensure that I am delivering quality teaching, learning and assessment of my students as a Lecturer. The input from the observer is invaluable and will improve my approach towards the Ofsted Grade 1 ‘Outstanding'. Regular observations ensure that my practice is up to date with the changing standardised approach and that I can focus my practice on areas like ‘Equality and Diversity’ and ‘Employability' that will enhance my practice as education evolves in the FE sector.
 
Standardisation meetings

Marking is checked through regular meetings, and formative feedback in regard to marking decisions is provided to us in an informed and professional way. I think these are really significant for the purpose of checking my own assessment decisions and to remind myself of the standards I would expect our awarding body (C&G) to expect.
 
Sharing good practice

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

Watching each other and being able to offer and receive feedback in a less structured way than traditional observations can be helpful when it comes to learning new tips or learning ways to work with student work. Being able to collaborate with others and ask questions about their techniques/ approaches has helped me as I have gained feedback/ comparisons of how I approach evidencing the process and product with my learners.
 
It is helpful to see what others have been doing to get an objective/ fresh look at my work. It's vital that I continuously question my approach to how suitable and robust it is, and reflect on my approach, and the peer review of this is useful to me constantly. 

Quality assurance reviews for internal/external students.

Checking consistency in approach/ application of City and Guilds criteria can help to re-calibrate focus. Structuring the Internal and External Verification processes to ask students to consider how they mark and rationalise assessment decisions, this can offer an opportunity for students to reflect on the process. The clarity of direction has been very helpful to have as an assessor because the standards are the same, I have clear instructions each time that I mark my learners' work.
 
Furthermore, through the use of a sequence of procedures, including the Credit framework that C&G has, where credit values are awarded to each unit in the course structure, e.g. 1 credit value is equal to a certain number of learning hours, skills and qualifications are recognised, for example. This further assists us in standardising 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 your own area of practice.

Answer:

During Induction, we make clear to our learners the procedures that they can follow if there were to be any disputes concerning assessment.
 
The College policies and procedures state that the Lecturer in question is available for a discussion first of all before any formal appeal is put in place. If the Learner and Lecturer are unable to agree, and the Learner is sure that the work has been assessed incorrectly, there is a possibility for well-written appeals where the Learner can explain/argue the grievance.
 
Making the appeals procedure accessible on our college intranet provides a clear way for appealing assessment decisions in a professional manner once conversational approaches have been exhausted.
 
The appeal would then be co-ordinated by the Co-ordinating Lecturer and/ or Line Manager with the utmost confidentiality, and the evidence would be considered in a non-discriminatory policy, which would determine the outcome of whether or not the Lecturer's decision is overturned. In this case, it may be beneficial to draw on the previous judgements made and evidence recorded by the Assessor, as this will provide a clear, consistent method for the recording of outcomes and offer a paper trail to the Co-ordinating Lecturer and/ or Line Manager to refer to. 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.

LO7. Understand how to manage information relating to assessment.

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

Answer:

We have well-defined procedures for the management of information at the college. Assessment evidence is managed through our policies, including the management of assessment evidence, such as portfolios, assessment records, observation records, physical evidence, learner and witness statements, in line with the Data Protection Act (2003). We refer to the guidelines that are required by the Act to assist us in protecting the personal data that we hold and/or process.
 
All work and information is fairly and lawfully processed, obtained and used only for the purpose and in the way that is specified and lawful. 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 in accordance with the individual's rights and is kept secure with the admin team, who, throughout, give the learners an opportunity to request to see the information that public authorities hold about them under the Freedom of Information Act (2000).
 
Our storage and retrieval of information is password-protected when online/ digital and under lock and key when physical. This is very much about the confidentiality of the data and the use of technology to share information with appropriate people (e.g., learners, other assessors, employer, colleagues and organisation) must adhere to our protocol before it will be considered.
 
By following these procedures, the college 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 awarding organisation.
 
This also enables the organisations to foster relationships with industry data protection standards and boost the skills and productivity of the workforce in our respective sectors in a safe and professional setting. These guidelines provide us with influence as to how we can better develop our own qualifications and apprenticeships.

7.2 Explain how feedback and questioning contribute to the assessment process.

Answer:

Assessment process is a systematic procedure, which if followed, will provide positive experience to the learner as he/she will know the progress of his learning. 

Feedback is a component of the assessment process, and it provides evidence of success or failure and agrees on further action, if needed, to support this. It provides information to the learner about their performance. Following the assessment, I would ask the learner how he or she would think of doing it. This gives the learner a chance to consider and to know what was successful for them and what they might have done better. I can then develop this by giving them feedback on what they might have done better. I can then develop this by giving them feedback on what they have done well and what they need to work on to improve or do next. Feedback and questioning can be used to draw the learner in, listen to what they have to say and reply to what they ask or may be concerned about. The learner needs to know how well they are doing and what they have accomplished on a regular basis. This also aids in motivating, encouraging and developing them further.

Routine and regular feedback allows for a Feedback rapport to be developed and opportunities for clarification, discussion and progression to be created. In order to get clarification, I use open questions to enable the learner to think, as this type of question tests their knowledge and influences the learner to give a full answer. Leading questions can also be used if a particular answer/response is needed from the learner, as a keyword is included which indicates the answer. At times, some tasks are completed in group activities, and nominated or directed style questions are used to ensure that everyone contributes, as these are asked at the learner's known level of ability. 

LO8. 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.

Answer:

To ensure legal aspects relating to assessment, I consult with my Line Manager, where policies and procedures which relate to my course are always in my work. I check the standards of the City and Guilds site to ensure my methods meet their standards as well as Coleg Gwent (organisation) requirements. This will help inform my schemes of work that will incorporate consistent use and application of national standards. I believe that by implementing NOS recommendations within my schemes of work, I will be able to raise the skills and productivity of my learners by building up our skills and delivery to meet the expectations of the employers. 

I have to be very careful about my obligations to keep the information in my records and documents confidential. Assessment plans, feedback records, reviews of progress and tracking of overall progress are kept to satisfactory organisational and regulatory requirements and are stored safely (including learners' work files) as documents, digitally or as physical pieces of work. 

I believe that by implementing NOS recommendations within my Schemes of Work, I will be able to raise the skills and productivity of my learners by building up our skills and delivery to meet the expectations of the employers. I have to be very careful about my obligations to keep the information in my records and documents confidential. Assessment plans, feedback records, reviews of progress and tracking of overall progress are kept to satisfactory organisational and regulatory requirements and are stored safely (including learners' work files) as documents, digitally or as a physical piece of work.
 
The requirement of being precise, readable and making copies. Clear labelling and easy access to labels should be ensured if they are required in lectures(Moodle and OneDrive). 
 
All assessments must be based on the learner's health, safety and welfare: if this is not included the learner is at a disadvantage. To counteract this, we are proactive in promoting and enforcing safeguarding procedures. The college has a duty and responsibility to provide a service to our learners that will protect them from harm.
 
As an Assessor, my duty of care is to safeguard those under the age of 18 and vulnerable adults (those who are in a care setting, have a mental illness, other disability, age or physical disability and are unable to protect themselves from significant harm or exploitation) so I ensure that these are included in all my Schemes of Work: respect, dignity, independence, individuality, choice and confidentiality.
 
My key learning processes for ensuring that my learners are safe are as follows:
 
1.    Complete initial diagnostic assessment of needs to make sure I am able to support the learner and meet/exceed their needs.
2.    Planning for those needs in collaboration with Learner Mentors, other Lecturers, Learner Coaches and developing a plan for the learner to achieve 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  working with parents/ guardians to work out the solution that best suits the learner.
 
Looking at the services provided I can see what has proved helpful to the learner and discuss with the Designated Safeguarding OfÏcer how this can be altered and improved for the individual learner.
 
Inclusion is key, as it will support team work, it will be used to develop pupils' self esteem and equality and diversity will be applied in tasks, ensuring that ALL my learners feel valued. Enjoying and achieving is ingrained in our work every day as regular opportunities for praise and encouragement are used to build the self-esteem of all learners.
 
Staff development at Coleg Gwent offers possibilities for standardisation and sharing good practice on how we all implement different ways in which the legal procedures and policies of Assessment are embedded. Peer observation and work shadowing is an excellent form of in-service training which we can then cascade back to our Line Managers as part of our Continuing Professional Development.

8.2 Explain the contribution that technology can make to the assessment process.

Answer:

On the Multi-skills course, there is a great scope for the use of technology in our assessment process. (Photographic/video evidence) The ease of access to efficient and appropriate technology is utilised to enhance the learner experience at every opportunity, particularly with the use of our designated Moodle site that affords the opportunity for learners to engage in specific subject matter.

For the initial assessments, students complete diagnostics via a series of online tests that help us determine the ICT, literacy, and numeracy levels of the new cohort.  The learners and lecturing team constantly record evidence of their understanding and assessment decisions, respectively, in the form of written reports, photographic/video evidence and knowledge questions and answers.

By using media recording devices, we can capture the learners communicating verbally to show their understanding whilst enhancing their communication skills as well as their digital literacy (a key employability skill). We have recently implemented the use of video presentation recordings of us (lecturers) demonstrating the units. This is crucial for some learners as they will be able to refer to the video as needed.

We encourage our learners to access Web-based learning that we have uploaded to our Moodle site, e.g. CSCS practice tests and industry-related videos linking to each trade we cover. This can stretch learners outside/ beyond the lecture whilst also providing opportunities for distance or blended learning.

Having technology for recording and storing assessment evidence would help learners go paper-free and be able to access evidence whenever they need to. Security is paramount, so back-ups and password-protected storage are implemented so personal information is data-protected. City and Guilds online provision allows us access to the criteria easily, whilst also providing exemplars for the students to see and guide them in their own work.

8.3 Evaluate requirements for equality, diversity, inclusivity and, where appropriate, bilingualism in relation to assessment.

Answer:

Equality and diversity in relation to assessment are 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 catch up on work missed (due to illness, for example). 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 discussions in tutorials and specific events the college provides (wellness festival, etc.), so it follows that my assessments similarly reflect the different needs of my learners.
 
The Equality Act (2010) brings together all the anti-discriminatory legislation in one document and offers a clear guideline to help me to distinguish my lectures and assessments. Learners understand that they and their peers are not to be discriminated against based on their age, disability, gender, gender identity, race, religion or belief, sexual preference, marriage and civil partnership and/or their maternity or pregnancy.
 
All my resources comply with the relevant legislation and the employment regulations, policies and codes of practice where they are relevant to the promotion of equality and valuing of diversity. Practical tasks may be differentiated to accommodate physical disabilities of learners, e.g., made easier for them. To help learners who are bilingual, I ensure that speaking and writing are clear and enunciated, and use direct statements whilst providing extra support as and when needed.
 
Being flexible with my planning of assessment and quality assurance has been an important factor for me in all of my positive experiences to date in my role as Lecturer. The need to change my approach for individuals with different learning styles means I often present a demonstration with written instructions and photos of the process for tasks/units.
 
Providing additional resources where appropriate helps me to have a ready-made resource bank that helps me meet any additional support needs or alternative approaches I may encounter. Over the years, this has been very helpful to me as I have immediate access to tools/ games/ articles/ videos, etc that can assist in the delivery of my course material.

8.4 Explain the value of reflective practice and continuing professional development in the assessment process.

Answer:

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.

By speaking to peers, 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.

I feel that by using the log of my CPD I am regularly target-setÝng for myself to review myself as a SWOT analysis. By identifying my strengths (technology, teaching, learning, creativity), weaknesses (managing time), opportunities (learning new tech/ software, observing others, teaching new courses), and threats (overworking myself), I can set realistic targets for my own development. Observations, both internal and external, provide an invaluable opportunity for me to review/ improve my assessment methodology, so I am sure to use feedback from peers as to how they log/ store/ work through marking, so as to choose the best approaches for me.

The value of feedback from colleagues and managers is high, so as to create a level of understanding as to the standards expected. Constructive assessment of each other's decisions, assignments, and teaching style can be crucial to the development of a teacher. Feedback needs to continue to prevent the threat of becoming stale and inflexible to the changing needs of the learners. Observation reports can provide a critique of your performance and pointed tips and advice as to how to improve elements of your performance.  1-1’s with my line manager that develop my personal targets for development and focus me on achieving outcomes agreed at my appraisal are incredibly helpful to me. I can revisit these targets by monitoring and modifying them to keep my aims clear whilst adding to my CPD.