1. As an assessor you should always carry out a holistic overview and consider a number of factors that can affect behaviour. In this Question it could be that your initial assessment methods are not fit for purpose as they are probably generating results far from the reality. On the other hand the learner might be perfectly competent and works well on their own. The learner might also be intimidated by you as a stranger or someone with the power to turn their dream into reality. Think of the situation whereby the candidate is desperate for the qualification to access University or to gain a promotion. In terms of the questions you should be asking this could include checking if the learner is enrolled on the right course, if they will have sufficient learning opportunities and whether they are in the right job role? You could also consider if their enrollment is safe and manageable?
2. Regardless of the circumstances when it comes to evidence and assessments your judgement should be based on sound principles. You should bear in mind that once you accept the work from the candidate you inherit full responsibility. You should therefore ensure that the evidence is reliable, current, sufficient and authentic.
3. Here you should make reference to the Data Protection Act 1998 and the Information Commissioner’s Office. You will need to describe the procedures you have in your workplace such as locking away assessments and learner records. Other procedures could be making sure that memory sticks and computers are password protected. Making sure that you don’t take any work home. Make sure you outline the importance of following these procedures and make links to disciplinary procedures and other consequences of not doing so.
4. Risks can include being burnt out. Not being able to assess at the same standards as experienced practitioners. Data protection, health and safety concerns. Being unable to interpret the standards correctly. Dave might need to participate in standardisation or shadow experienced practitioners as part of his learning process and induction. Risks can be reduced during the assessment process by asking the learner about their work environment and identified risks which will help you to devise an appropriate response. This might include using a range of assessment methods. You might also need to learn the policies and procedures of the learners work environment if you are visiting.
5. You will need here to explain to Kelly how you have come to your decision. It would be a good idea to reassure her that the assessment decision is based solely on the assessment criteria and explain how you have come to the decision. You might also want to refer to the QCF level descriptors. Demonstrating to the learner why you cannot acknowledge a pass would be good. For example you are not going to accept bullet points where a full explanation is needed. You might also not accept an explanation where actual evidence of the work product is required. You then need to describe your complaints procedures, which normally start with you. The learner will then be able to seek recourse from your moderator, manager or others before they can seek external recourse from the awarding body or any other appropriate source of support.
6. a] You might consider discussing how assessment makes it easy to measure and check the skills of learners. Assessment makes it easy to compare achievement and standardise qualifications. Assessment also reassures the candidate, employers and members of the public regarding competency.
c] You will need to discuss the activities the assessor carries out during the assessment cycle starting with planning, assessing, feedback and reviews. You can also refer to need to motivate and inspire learners and work inline with both internal and external requirements.
d] Technology makes it easy to record and store evidence such as video files. It is also cost-effective as you can carry out video conferences compared to travelling to meet the learner. Technology such as wood processing can make it easy for a candidate to revise and amend their work compared to when it’s written where the learner would have been expected to rewrite everything if ther is a referral. Technology such as emails can make assessment quicker compared to posting coursework.
7. a] You can consider methods such as prior learning, observation, work products, professional discussion, questioning, tests and witness testimonies. You will then need to explain weaknesses and benefits of each method and how they meet needs.
b] You will need to consider factors such as availability of assessment opportunities. You also need to ensure the learner is ready and the necessary consent and permission has been sought especially if you are going to be making a face to face visit n the workplace.
c] Feedback motivates the learner and can provide guidance on how they are doing. Questioning can help to elaborate areas not fully met and also authenticate any written evidence.
d] The learner should be given information about the assessment, timeframe and any relevant documentation. It is also important for the learner to be informed about any appeals and complaints procedures in place. This information empowers the learner to know their rights and responsibilities. Information also helps others such as employers to understand the demands of the qualification and might inspire them to contribute to the assessment process.
8. a] This involves taking into account all available assessment opportunities and evidence. The benefits are the potential of recording realistic and naturally occurring evidence. This method is also cost-effective compared to the assessor going to see a candidate several times. This method might even allow evidence to be collated quicker compared to making several visits. Planning a holistic assessment might involve the candidate explaining their job role, which will give you an idea of assessment opportunities. You might also plan this by using the results of any initial assessments or skills gap analysis as a starting point.
b] Assessment decision should be in line with the assessment criteria. The decision should also be valid, reliable and fair. This will involve ensuring that you have not disadvantaged your learners. This result should okay regardless of the assessor. The assessment method should be appropriate in the assessment criteria for limit. You might also consider creating your own assessment activities as a means to limit the impact of plagiarism.
c] Self-assessment helps learners to reflect and evaluate their own performance. Be assessing enables learners to share the experience and to gain greater understanding of the assessment process. The learners could also develop their analytical skills and ownership.
d] This will include observational processes, simple enough evidence, and candidate interviews and standardisation. This will ensure assessors are working in the same standards. The procedures will also identify developmental areas of assessors and ensure the right support is provided. If this was not done it might lead to bid practice and learners being disadvantaged and assessment process being compromised. It will be important also when discussing about standardisation to outline the frequency and how this takes place in your own organisation.
9. a] You need to consider a number of legislation such as the Equality Act 2010, Health and Safety Act 1974, Data Protection Act 1998 and the Copyrights Patents and Designs Act 1988. Make links to Ofqual, Ofsted and national occupational standards. It is important to discuss how you take account of confidentiality, safeguarding, equality and diversity and welfare of your learners. You also need to discuss how you take account of bilingualism and where it applies.
C] You can discuss how you can change the assessment method from writing to oral. This might also involve changing the time of assessment to suit the working patterns of the learner. This might also involve greater use of witnesses especially where confidentiality, safeguarding and ethical issues are involved.
d] This might help you to become a better assessor by learning from your past experience when reflecting. It will also help you to work within the legal and professional framework. CPD opportunities allow you to gain more skills, which also improve your practice especially when it comes to assessing. For example learning how to use new technology
1. A holistic overview of the assessor should take into consideration few things while assessing what are the factors that are affecting the behavior of the team members. The factors include things like the role and the leadership quality of the manager (Andrade and Evans 2015). The manager, of the organization influence the employee largely and at the same time guides them and helps them in their daily activities. The work culture or the environment of a certain place should be taken into consideration while having a holistic overview and while assessing the factors that is affecting the behavior of the people or rather the behavior of the learner. (Bloxham et.al 2015).
A student with a very sound and strong knowledge in the computer hardware wants to be admitted in the university in the Economics department. However, the assessor understood that enrolling in the computer hardware course would be beneficial for the student. The student will be told about the job opportunities for learning computer hardware and how the alumni who have studied computer hardware have gained good jobs. Moreover, the enrollment in the university is also safe and secure. The accounts are password protected and the students will be given weekly modules, which will be uploaded in the account of the student. Hence, the student will be able to download the module and go through them. In addition to the normal class, there will be extra class for each course, where the students will be able to clear the doubts if any after the normal classes.
2. The sound principles on which evidence and assessment of the judgment are based include fairness principles. The fairness at the time of assessment includes the needs as well as the characteristic of each individual. For the sound application of this principle, there should be a perfect communication between the assessor and the candidate. The communication is required because so that the candidate is being made aware of the process and at the same time the candidates understands the process. The candidate’s agreement for the particular process is really very essential and therefore a good communication is also very essential as well.
Flexibility is another principle on which the assessment will be based and if the assessor is flexible or following the flexibility principles then the assessor could easily bring out the needs of the candidate and at the same time the assessor could also recognize the competencies of the candidate (Thorne 2015).
Another important principle of assessment is validity; a particular assessment should only be considered as a valid when the process through which the assessment is being carried out is sound. Therefore, this is again another principle that is required for the assessment process of the candidates (Verberg, Tigelaar and Verloop 2015).
Reliability is again another principle that should be taken into consideration and when the reliability is taken into consideration then consistent assessment should be given the utmost importance. Apart from that, the assessment process should include an assessor, who had the required competencies and at the same time should include the vocational competencies as well.
3. The “Date Protection Act of 1998 and the Information Science” give more emphasis on the usage of the word “personal data”. As a result, the organization should take necessary actions that would protect the data of the students as well as the work of the students that could not be used in the future. The students should not take the work home as there are high chances that there work can be copied by someone else. The office workers should also complete the work in the office. Moreover, the works of the students will be password protected. The students will be given personalized password, which will be delivered to their mail. He students can also change the password if they want. The authorities will also have different password to access the account of the students as well as the administration. The office computer will be able to access whether the accounts are being access from any other IP address. If the computer detects that the account is being accessed from a computer that does not belong to the organizations, it will at once report it through mail to the student as well as the officials so that quick actions could be taken for such a work (Scott 2016).
The rules are being made so that the personal work of the student does not get leaked and the students get the proper marks for their job. If any student or any official who is being caught in any such actions, the accounts of that person will be sealed for indefinite period and the person has to pay a hefty amount of penalty for such unethical actions. (Romero 2016).
4. The learner or the candidate works in a mobile phone company and due to his work he had to be in a place with which he is not very familiar. The learner leaves the office late in the night through public transport and at times the learner feel that he is not at all comfortable as well as safe. The learner therefore, is a lone learner and the company therefore has policy against the learner which will help in protecting the learner. During the assessment process the learner should be made aware of this fact and the assessor should also make sure whether or not during the induction process the learner were being made aware of these things or not. Apart from that, the assessor should also get in touch with the supervisor and should ask the learner to always keep the mobile phone on. It will help the learner in every way possible and apart from that if the learner is not having an access to the mobile phone, then, the learner should at least have an access to the public phone as well. The public phone booth could also be helpful for the learner as well. The best thing would be that the learner should take the help of the internet and search for the area map and this will solve the problem of the learner largely (Prakash 2015).
In the work environment as well, the learner feels that there is a risk for him to carry on with his work because he feels that the employers in the organization are not at all supportive and at the same time there are few staff members as well, who too are not that supportive towards the learner. If the learner is going through such a situation then with the help of the process of formal assessment there should be a careful planning as well as communication.
5. Kelly should be made aware of the fact that the assessment of a candidate depends on the Qualification and Credit Framework or on the QCF and therefore, the task of an assessor is more difficult than that of a teacher. Kelly, should understand that the teacher could only believes in only passing the learner in a certain test. On the other hand, in case of an assessor the task is much difficult because the assessor have to make sure that the learner not only have the theoretical knowledge about particular work but at the same time could apply it as well, in the practical field. Kelly should understand that the assessor had to follow the QCF at different levels. If Kelly, had copied text from the internet then that is something that is not ethical and the assessor should complaint about that too the learner and later on the learner should learn more from the moderator about these things. Kelly should also know that the knowledge as well as the performance units is important for the assessment of the learner (O’Toole and Grey 2016).
6. a) In this era of 21st century, there are more than one way to assess the learner and the things the learner has learnt in the process. The highly technological and the knowledge based skills help the assessor during the time of assessment and at the same time makes it easy for the learner to check and assess everything. The performance-based assessment is also another form of assessment that is being used by the assessor during the time of assessment and the process thus helps the assessor in measuring the skills of the learner. There are mainly five skills that the assessor of today’s century mainly considers and these five skills are evaluation, inference, analysis, comparison and recall. The assessor measures the skills of a learner because of these five concepts. In a standardize test, although there are certain traits that are not taken into consideration and these traits are those traits that are found in a moral character. The standard based projects and assignment are included in the assessment process and this is done so that the assessor could measure the skills of a learner or the candidate at the time of assessment and could also find out whether or not the learner is capable of handling the real world situation (Moccozet and Tardy 2015).
b) The assessment made by the assessor includes various activities and processes and among those various steps the first is the initial assessment of the learner. The learner at times had some previous knowledge about certain unit or about certain topic. The assessor needs to assess the previous knowledge that is being gained by the learner during the stage of initial assessment. In the assessment, planning stage the assessor agrees for suitable types and method of assessment and following the guidelines of the organization, that are relevant, the assessor set the target dates for the learner. The next step includes the activities, which could be either summative or formative (Rupp 2015). The summative assessment is also known as the “assessment of learning”. The last step or another activity that is being carried out by the assessor after all these process have been carried out, is the assessment decision and feedback. The feedback of the assessor is important and the feedback should be a constructive one and on the basis of the agreement on the further action would be carried out (Harvey-Lloyd 2016).
c) The appropriate learning out comes could not be received with the help of the pencil and the paper. The conventional ways, therefore, should be avoided because at times following the conventional learning can lead to failures in the assessment process and to avoid those failures it is important that there is the use of technology during the time of assessment. For instance if the assessor could have a communication and interaction with the learner or the candidate through technology such as video conference then that will be beneficial for both the learner or the assessor, as neither of them had to travel a distance to meet each other. Thus, it will save the time of both the assessor and the learner and will provide them with more time so that the learner could improve his/her skills and the assessor could dedicate more time for assessment (Lee 2016).
7. a) The one of the most important benefit of prior learning or initial assessment is that it helps the assessor by providing them information regarding the learner and thus the assessor could decide that whether or not the learner requires any specific training or not. The initial assessment process is no doubt helpful and beneficial but then the process is not without any weakness. The weakness of this process is that at times the process is carried out not by the assessor but by the other people, therefore, it depends largely on the information that is being passed on to the assessor. Therefore, it is one of the major weaknesses of the process; the other most important process is the observation process. The observation process is important or beneficial for receiving the immediate feedback and also as well for estimating a performance that is simple and at the same time that is structured in a simple way. The weakness of the observation process is that at times the presence of the observer could change the performance of the candidate and thus things should be handled in a sensitive way (Maas 2015).
b) Different factors should be taken into consideration during the time of assessment and this includes things like the availability of the learner or the candidate during the time or the process of assessment (Joshi, Gupta, and Singh 2015).
c) The organization has certain rules and regulations and the learner knows about the rules and regulation of the organization through feedback of the assessor. The assessor feedback also help the learner in knowing the skills and the knowledge that he/she is having and at the same time also help them to measure their skills as well (Fitzgerald 2015).
8. a) There should be an evidence of the assessment that is being made it will help both the assessor as well as the learner, as it will save the time of both of them. Moreover, things like video conference and keeping a record of the whole thing will be cost effective as well (Hung 2016).
b. There should be fairness in the assessment that is being conducted so that none of the learner should feel that they are being provided with a disadvantage. The assessor should be fair, reliable and authentic (Conforti al. 2015).
c. The analytical skills and the owner ship quality of the learner is important for an organization therefore, it is important that there is the self assessment method included in the assessment criteria; it will help in developing these skills.
d. All the, assessor should follow the same standards and there are chances that the learner therefore lies in the disadvantageous position because of that thing. Therefore, it is important there is a standard that all the, assessor should follow.
9. a) The organizations or the companies abide by the “Data Protection Act”, and the “Health and Safety Act 1974”, therefore, the assessor should made the learner aware of these acts and policy and also discuss it with them as well. The office of qualifications and examinations regulation (Ofqual) and Office for Standards in Education, Children’s Services and Skills(Ofsted) which are a not ministerial governmental organizations inspects the regulations and the ways examinations are taken in school and colleges. There will be students from different backgrounds, hence the organization will deliver the lectures in English so that all the students can understand it and there will be no discrimination in the basis of language. (Bull and Roberts 2016).
b) The in-built ability of the students is represented when the students deliver or rather talk about their portfolio orally and consequently this help the assessor in measuring their skills as well. In the time of confidentiality although, it is important, that the assessor had the witness before him/her (Elwood and Murphy 2015).
c) CPD is a structural approach towards learning that helps the assessor in taking the skills and the practical experience. The practical experience too, helps the assessor at the time of reflection and at the same time, it helps the assessor in making the candidate aware of the legal and the professional framework.
References
Andrade, M.S. and Evans, N.W., 2015. DEVELOPING SELF-REGULATED LEARNERS. ESL Readers and Writers in Higher Education: Understanding Challenges, Providing Support, p.113.
Bloxham, S., den-Outer, B., Hudson, J. and Price, M., 2015. Let’s stop the pretence of consistent marking: exploring the multiple limitations of assessment criteria. Assessment & Evaluation in Higher Education, pp.1-16.
Bull, R. and Roberts, G., 2016. TESTING THE IDEAS GUIDELINES AS APPLIED TO PLUTONIUM INTAKES. Radiation Protection Dosimetry, p.ncv551.
Conforti, L.N., Ross, K.M., Holmboe, E.S. and Kogan, J.R., 2015. Do Faculty Benefit From Participating in a Standardized Patient Assessment as Part of Rater Training? A Qualitative Study. Academic medicine: journal of the Association of American Medical Colleges.
Daelmans, H.E., Mak-van der Vossen, M.C., Croiset, G. and Kusurkar, R.A., 2016. What difficulties do faculty members face when conducting workplace-based assessments in undergraduate clerkships?. International journal of medical education, 7, p.19.
Elwood, J. and Murphy, P., 2015. Assessment systems as cultural scripts: A sociocultural theoretical lens on assessment practice and products. Assessment in Education: Principles, Policy & Practice, 22(2), pp.182-192.
Fitzgerald, J.T., Burkhardt, J.C., Kasten, S.J., Mullan, P.B., Santen, S.A., Sheets, K.J., Tsai, A., Vasquez, J.A. and Gruppen, L.D., 2015. Assessment challenges in competency-based education: A case study in health professions education. Medical teacher, pp.1-9.
Guansi, S.S., An Assessment of the Vital Roles of Job Satisfaction to Curb Absenteism among Employees at Gulf International, Kingdom of Bahrain.
Harvey-Lloyd, J., 2016. Using a Self-assessment Wheel to Facilitate Reflection. International Journal of Practice-based Learning in Health and Social Care, 1(2), pp.80-84.
Hung, Y.J., Samuelson, B.L. and Chen, S.C., 2016. Relationships between Peer-and Self-Assessment and Teacher Assessment of Young EFL Learners’ Oral Presentations. In Assessing Young Learners of English: Global and Local Perspectives (pp. 317-338). Springer International Publishing.
Joshi, M.K., Gupta, P. and Singh, T., 2015. Portfolio-based learning and assessment. Indian pediatrics, 52(3), pp.231-235.
Lee, S., Nam, D., Leem, J., Han, G., Lee, S. and Lee, J., 2016. Efficacy and safety of Myofascial-meridian Release Acupuncture (MMRA) for chronic neck pain: a study protocol for randomized, patient-and assessor-blinded, sham controlled trial. BMC Complementary and Alternative Medicine, 16(1), p.1.
Maas, M., van Dulmen, S.A., van der Wees, P.J., Heerkens, Y.F., van der Vleuten, C.P. and Nijhuis-Van der Sanden, M.W.G., 2015. No pain no gain: critical features of peer assessment to improve compliance with guideline recommendations in physical therapy. Physiotherapy, 101, pp.e921-e922.
Moccozet, L. and Tardy, C., 2015, June. An assessment for learning framework with peer assessment of group works. In Information Technology Based Higher Education and Training (ITHET), 2015 International Conference on (pp. 1-5). IEEE.
Montojo, J., Zuberi, K., Shao, Q., Bader, G.D. and Morris, Q., 2015. Network assessor: an automated method for quantitative assessment of a network’s potential for gene function prediction. Quantitative Assessment and Validation of Network Inference Methods in Bioinformatics, p.162.
O’Toole, M. and Grey, C., 2016. ‘We Can Tell Them to Get Lost, but We Won’t Do That’: Cultural Control and Resistance in Voluntary Work. Organization Studies, 37(1), pp.55-75.
Prakash, S., 2015. Creation of Tools for Certification of Training centres nd Traines for job roles in the Garment Industry. NIFT.
Razmjoo, S.A. and Mavaddat, R., 2015. On the relationship between justice judgments, outcomes and identity orientations among Iranian EFL learners: A structural equation model. Iranian Journal of Language Teaching Research, 3(2), pp.101-117.
Romero, L., North, M., Gutiérrez, M. and Caliusco, L., 2015. Pedagogically-driven ontology network for conceptualizing the e-learning assessment domain. Journal of Educational Technology & Society, 18(4), pp.312-330.
Rupp, D.E., Hoffman, B.J., Bischof, D., Byham, W., Collins, L., Gibbons, A., Hirose, S., Kleinmann, M., Kudisch, J.D., Lanik, M. and Jackson, D.J., 2015. Guidelines and ethical considerations for assessment center operations. Journal of Management, p.0149206314567780.
Scott, D., 2016. Learning Environments and Transitions. In New Perspectives on Curriculum, Learning and Assessment (pp. 61-79). Springer International Publishing.
Steinberg, A.N., 2016. A Model for Threat Assessment. In Fusion Methodologies in Crisis Management (pp. 313-340). Springer International Publishing.
Su, Y., 2015. Ensuring the continuum of learning: The role of assessment for lifelong learning. International Review of Education, 61(1), pp.7-20.
Thorne, C.J., Jones, C.M., Coffin, N.J., Hulme, J. and Owen, A., 2015. Structured training in assessment increases confidence amongst basic life support instructors. Resuscitation, 93, pp.58-62.
Verberg, C.P., Tigelaar, D.E. and Verloop, N., 2015. Negotiated assessment and teacher learning: An in-depth exploration. Teaching and Teacher Education, 49, pp.138-148.
Essay Writing Service Features
Our Experience
No matter how complex your assignment is, we can find the right professional for your specific task. Contact Essay is an essay writing company that hires only the smartest minds to help you with your projects. Our expertise allows us to provide students with high-quality academic writing, editing & proofreading services.
Free Features
Free revision policy
$10Free bibliography & reference
$8Free title page
$8Free formatting
$8How Our Essay Writing Service Works
First, you will need to complete an order form. It's not difficult but, in case there is anything you find not to be clear, you may always call us so that we can guide you through it. On the order form, you will need to include some basic information concerning your order: subject, topic, number of pages, etc. We also encourage our clients to upload any relevant information or sources that will help.
Complete the order form
Once we have all the information and instructions that we need, we select the most suitable writer for your assignment. While everything seems to be clear, the writer, who has complete knowledge of the subject, may need clarification from you. It is at that point that you would receive a call or email from us.
Writer’s assignment
As soon as the writer has finished, it will be delivered both to the website and to your email address so that you will not miss it. If your deadline is close at hand, we will place a call to you to make sure that you receive the paper on time.
Completing the order and download