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C&G Level 3 Award in Understanding The Principles and Practices of Assessment (6317)

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Sinead Holmes

on 1 July 2013

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Transcript of C&G Level 3 Award in Understanding The Principles and Practices of Assessment (6317)

City & Guilds
Assignment 301
Understanding the principles and practices of assessment
Explain the responsibilities of the assessor, including how assessment arrangements can be adapted to meet the needs of the learner
Summarise key factors to be considered when planning holistic assessment
Explain how to judge the validity, authenticity, currency and sufficiency of evidence, and how to ensure the validity, reliability and fairness of assessment decisions
Define the key concepts and principles of assessment
The function of assessment is to measure, judge and evaluate a student’s understanding, skills and knowledge of a certain topic or subject. Assessment decisions are based on a set of criteria provided by an examining board or vocational awarding body.
As assessor must:
understand and apply the standards and requirements they are
working to

An assessor must:
plan assessments to meet learner needs

An assessor must:
communicate assessment requirements to learners

An assessor must:
carry out assessments

An assessor must:
comparing evidence with set standards

An assessor must:
make assessment decisions

An assessor must:
record the assessment process and decisions

An assessor must:
provide feedback to all learners

An assessor must:
take part in standardisation processes

An assessor must:
take part in continuing professional development

To arrange assessments to meet learner needs, an assessor must consider:

• language requirements
• cultural or religious requirements
• physical disabilities
• particular learning needs
• working patterns

standards/criteria to be used

types and volume of evidence required

choice of assessment methods

communicate with learner and others involved

location and resources

time and duration of assessment

specific learner needs and any support required

how to manage the assessment process

record assessment processes and decisions

feedback to learner

the importance of complying with the relevant assessment strategy if

planning the assessment of a qualification

planning the assessment of a qualification

Ensuring that everyone has an equal chance of getting an objective and accurate assessment.
Assessment and assignments must be achievable for all students. Therefore assessment tasks and methods must be varied, must be accessible for all students and take into account learner needs.
All work submitted must be the learner’s own work.
Students should be aware at the beginning of any course that plagiarism or collusion is not acceptable. Furthermore when completing group work, students should be required to carry out a self-evaluation and be able to produce a portfolio which demonstrates their contribution to the group effort.
These could be the requirements of the practitioner’s own organisation or those of an external organisation,
such as awarding organisation.
The qualifications must be awarded by a recognised awarding body. i.e. Edexcel or City & Guilds
Furthermore, in some instances, specifically vocational contexts, the assessments must be delivered by an expert or someone knowledgeable in the field
The centre/college must be equipped to deliver the qualification
The assessment must take place during the duration of a course and must be achievable by the student in the time frame.
If the assessment was carried out previous to course duration, this must be validated through a witness statement by a reliable, knowledgeable and trusted individual
Relevant to the standards/criteria against which the candidate is being assessed.
Assignments and assessments must be written with BTEC regulations considered
Assessment methods must be accepted by the awarding body
There must be a clear link between tasks and assessment criteria
Assignments, assessment and assessment decisions must be internally and externally verified
To ensure the validity, reliability and fairness of assessment decisions:
All assessment activities and tasks must be valid, authentic, reliable, current and sufficient.
Assessment decisions must be based on the work/evidence submitted and not the individual learner
One way to ensure fair decision assessment would be 'blind marking'
A sample of assessment decisions must be verified both internally and externally to ensure that there is a sufficient standardisation model.
Thank You
Sinead Holmes
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