Sample Portfolio

Unit 1 Understanding
the Principles and
Practices of
Assessment
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Submission Cover Sheet

This form must be completed for each final unit submission including re-submissions.

Course: XXXX

Unit: Understanding the Principles and Practices of Assessment

Learner’ Name: XXXX

Assessor Name: XXXX

Submission Date:

Learner’s Declaration:

1. I confirm that the work and evidence presented hereby for assessment is my own
unaided work.
2. I have read the Academic Misconduct Policy and fully understand what plagiarism is and
how plagiarism can lead to failure and even suspension from the course, without any refund
of school fee.
3. I agree to this work being subjected to plagiarism checks, if required.
4. I understand that my work may be used for future academic/quality assurance purposes
in accordance with the provisions of the General Data Protection Regulations (GDPR).

Learner Signature:

Assessor’s Declaration:

1. I confirm that the assessment was conducted under conditions designed to assure the
authenticity of the candidate’s work, and am satisfied that, to the best of my knowledge, the
work produced is solely that of the candidate.
2. I have judged the submission against the assessment and grading criteria for the tasks
and award the candidate the grade.

Assessor Signature:
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Assessment Decision
Grade awarded (Pass/Refer/Fail): Date:

Assessor
Comments:
IQA’s
Comments:
IQA’s Name:
IQA’s Signature: Date:

Feedback for the learner

Assessor’s Feedback:

Next Steps for Learner:

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Important Notes:

1. You are encouraged to make use of images, graphs, tables, statistics as part of your
response. Make sure to reference everything using Harvard referencing system.
2. Make sure you understand the task before starting to write.
3. The books provided as part of the list of resources should be your main reference point.
However, you are welcome to buy other books. Amazon.co.uk is a good point to buy the
books where Kindle editions are also available to instantly download onto your Kindle device,
or on your smartphone/desktop app if you do not own a Kindle.
4. There are no word limits. However, you must sufficiently address the assessment criteria.
5. Learners are required to complete their assignment tasks in the boxes provided next to
the tasks.
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Learning Outcome 1: Understand the principles and requirements of

assessment
Explain the function of assessment in learning and development.

Assessment is the means of finding out if learning has taken place (Gravells, 2009) and it
plays a major role in gauging learning and development as against a criterion set by
awarding bodies in order to ascertain if standard is met to merit a pass or fail.

The first function is that it enables the determination of learner’s grades. For example, in my
sector where SWAP programs are run, and where adults have a second chance at education,
a thorough and robust assessment process motivate learners to put in more efforts, be
punctual and engage in learning enthusiastically to achieve their goals.

Furthermore, it enables full evaluation of learner’s knowledge to determine competencies

and abilities as prescribed by the awarding body. This measurement is then able to be
recorded as the achievement of the learner and basis of reference. Moreover, it is to help
the assessor make judgement about the progress of learners and how to differentiate
appropriate assistance methods to help them improve. The monitoring of development
leads to the identification of individual learner needs which is fundamental to ensuring that
all learners are given a fair chance to achieve hence the need for Equality and diversity
consideration within the assessment process. Assessment also enables proper review of
learners’ progress by reflecting on assessment records to provide appropriate feedback to
learners.

Another function is that the process leads to the development of best practices that are fit
for purpose and adequately able to match assessment evidence against standard or criteria.
In this regard, IVs and EVs verifications activities are aimed at compliance and
standardisation to improve assessment performance.

It is worth noting, though, that where appropriate assessment method is not considered, it
may lead to wrong judgement and therefore may not achieve its intended function.

Among the functions of assessment in learning and development are:

An initial assessment allows us to discover learner needs and requirements by assessing
prior knowledge, comprehension, and competency. The learner's pre-knowledge, skills, and
interests are assessed at the start of the course.
You can utilise diagnostic assessment and skill checklists to identify their needs and develop
an assessment plan. The diagnostic assessment assesses the learner's functional skills to
determine their current level.

Formative assessment entails continuously analysing progress, providing feedback that

informs the assessor of ongoing development, and identifying any additional support.

A learner's achievement with the units of the qualification is summatively assessed, with
feedback and records kept.

1.2 Define the key concepts and principles of assessment.

One such key concept of assessment is to follow the assessment cycle which enable all
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aspects of the qualification to be successfully achieved by learners. The cycle includes initial
assessment, assessment planning, assessment activity, assessment feedback and progress
review. This help make the assessment transparent and fair process because every learner
knows the process or assessment methods and it is tailored to learners need.

Another concept is that standardisation of assessment practice between assessors and IVs
should take place regularly to ensure consistency internally. By this, the criteria set by the
awarding body must be followed methodically to produce reliable and valid results.

It is also a concept to ensure that assessment evidence is authentic and a true product of the
learner. Learners are therefore requested to leave a signature to substantiate that the work
is truly theirs. Beside this, the evidence tendered in for assessment must be sufficient to
cover all areas of the assessment criteria.

It is a principle that learner needs should be identified and appropriate differentiate

methods adopted to meet the needs of those learners to make assessment fairer. For
example, learners who are linguistically limited in the language of instruction must not
necessarily be made to suffer or be denied of qualification but alternative means be
fashioned to assist them during assessment. For example, we do allow some learners to use
dictionaries during assessment and extra time given to ensure fairness.

Finally, but not the least, the evidence produced for assessment mush be current to confirm
learner’s current competency. An example is when adult learners undertake Employability
Skills study units to refresh their ideas about work environment and necessary mindset
qualities needed at work now. This is why there is a need for a diagnostic assessment of
what is already known by the learner (NFER, 2021) to recognise prior learning and fish out
gaps in skills and knowledge. We use initial assessment or discussions to ascertain such facts
to ensure that assessment is done appropriately.

1.3 Explain the responsibilities of the assessor.

The assessor’s responsibilities are not limited but the overarching ones are to assess
learners’ skills to determine their ability and to provide appropriate feedback to motivate
improvement. Planning and managing and delivering assessment to meet awarding body’s
standards. Wrong feedback is detrimental to the progress of a learner. Therefore, the
assessor must employ professional skills to pass on the appropriate feedback in a way that is
respectful and encouraging to the learner.

The responsibilities and roles of the assessor may include the following
 The assessor carries out an induction with the learner to introduce them to the
course, to ensure that they are aware of what is expected of them
 Plan assessments using the valid methodology
 Provide feedback throughout the process
 Judge evidence and make assessment decisions using awarding body criteria
 Communicate and agree on an assessment plan with learners
 Keep records of assessment and maintaining integrity of the qualification.
 Maintaining occupational competence by taking part in continuous professional
development
 Complying with organisational policies
 Corresponds with IQA and EQA
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It is worth noting that the assessor’s responsibility is to ensure that assessment leads to
improvement in learning, progression and achievement of qualifications. For example, the
Employability Skills SWAP program that we run with the Job Centre Plus aims at conditioning
learners for immediate work and all effort is made for learners to achieve through reliable
and credible assessment decisions.

The assessor’s role ensures that all learners are treated fairly and using the appropriate
strategy to assess learners depending on differentiated needs. Blanket application of
assessment strategy may penalize some learners who may have certain difficulties hence the
need to choose appropriate method of assessment even if unconventional.

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

Assessment in my area of practice is regulated by my organisation’s rules and the awarding

body’s regulatory policy and it must be followed. Generally, the relevant requirements
include General Data Protection Regulation, confidentiality, Equality Act 2010, Health and
safety at work, safeguarding, Criminal Record Bureau checks and quality assurance policies.

To participate in assessment requires that you abide by these principles to ensure that the
system is fit for purpose. This ensures that learners are confident in both organisation’s to
fairly assess their work as well as protecting the health and safety and welfare of assessors
at work to enable assessors to give their best under no duress.

These rules are also a means to protect the assessor and the organisation because it clearly
gives them guidelines as to what is required of them. This is a tool used to achieve required
behaviour changes needed as well as to achieve policy objectives. In my area of work, we are
required to have regular standardisation meetings which is a regulation to ensure standards
are consistent with awarding body’s expectation.

Equally we are expected to safeguard students to meet the regulatory body’s anticipated
level of acceptance. With good communication with learners to ensure that they are abreast
with necessary information with regards to assessment.

Learning Outcome 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.

Written method: This is one of the most widely used assessment methods whereby learners
have the chance to relay acquired knowledge in a text format. It is familiar to learners and a
comfortable means of demonstrating what is learnt. Learners with clear or clean
handwriting are able to exhibit their skills in a presentable style which sometimes gives them
advantage since reading their work is simple. Moreover, written assessment confirms what
you have put down and avoids confusion in terms of what is written and not written.

However, it also has serious limitation. Hand writings that are not clear becomes difficult to
read and may be marked down unfairly. Learners may also be unwilling to write more hence
leaving out some vital points that may lose them marks. Receiving assessment work in
smaller chunks may be a solution. Furthermore, those whose first language is not the
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language of instruction may find it difficult to write constructive sentences in that language.
This will hamper understanding of what is written and hence unable to confirm the subject
knowledge of the learner.

Observation: Observing candidates perform their activities, such as done during

Employability Skills activities, to ascertain if they are competent or not in a simulated
environment gives learners a relaxed atmosphere to perform. It also yields immediate result
for assessors to record. Learners who are good at the action rather than theory has the
perfect opportunity to excel to prove competency. it is also very transparent as it is done in
the open hence a reliable way to assess learners

Nonetheless, it is time consuming because it requires a great deal of time to set up the stage
for the observation as assessors have to travel in and out to workplaces if it is apprenticeship
programs for example. The planning requirement on the assessor is demanding since the
organisation must be informed in advance. Observed scenes may be forgotten hence need
to record observations as done in some vocational observation assessments such as SIA First
Aid training in my organisation.

Questioning: This assessment is quick and leads to engaging learners with the objectives of a
lesson. This also give the opportunity to use different types of questioning techniques based
on differentiation to engage every learner. It helps develop grammar and syntax and
assessor is able to immediately know the areas of weakness of learners and where to focus
attention to improve their understanding. This is perhaps why Tom and Nick (2019) opines
that there is nothing wrong with informing the learner what they are going to be questioned
on

One disadvantage is that fear or stage fright may stop some learners from being able to
speak out in class. Also, assessor’s questions may not be clear to learners and therefore lead
them to provide wrong oral responses. Ambiguity in oral questions asked is a real threat to
this technique hence a questionnaire form may be the panacea.

Witness Statement: Some assessment such as teacher observations require a witness

statement to corroborate that the learner is able to undertake certain tasks in a working
environment. This may be done by a supervisor or a mentor. The advantage here is that, the
learner is able to demonstrate his/her skills in a familiar and comfortable environment. This
method, however, requires preparation in advance and supervisors may find time difficult to
observe in order to produce a witness statement. Accuracy of the statement may also be an
issue especially if it is coming from inexperience colleague.

Other forms of assessment methods are witness testimony, work product, projects and
videos among other. It is important to reiterate that all kinds of assessment methods must
ensure that assessment work is authentic current valid and reliable and that the appropriate
method is used to fairly assess the learner.

Learning Outcome 3: Understand how to plan assessment

3.1 Summarise key factors to consider when planning assessment.

Planning is the key to a successful and effective assessment but before commencing
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planning, one need to be fully conversant with what is being assessed, where assessment
will be and any particular requirements and regulations for the subject (Gravells, 2014).

The course standard has to be looked at thoroughly during planning to ensure that each unit
is fully understood and the assessment criteria is fully covered in your planning. This will
ensure that the quality assurance of the qualification meet all the required standard. Such
planning will mean that you are able to explain the course structure to the learners in a way
that they will fully understand and know what is expected of them. It will also help assessor
to identify realistic assessment methods that is feasible and appropriate for learners.

Also, the planning must consider if the learner is ready and available or not. Sufficient time
must be given to the learner to prepare fully for the assessment. Feedback and assignments
and other tactics should be used to help the learner be ready for the assessment and to
assist the assessor design fair and relevant assessment for the learners.

In addition, suitable time for the assessment must also be factored into the planning. At
what stage must the assessment take place. For example, it could be at the initial stage to
ascertain learners’ level of skill or literacy to determine suitability of candidate or learners.

Another key factor of planning is the type and form of evidence that will be required to meet
specific criteria and satisfy the qualification standard.

Place for the assessment must also be considered during planning. Where location is
convenient and suitable with appropriate equipment, it will assist learners to give out their
best. Such places will also meet any first aid and Health and Safety standards. Learners will
be able to plan to be there on time to be assessed in an environment conducive for effective
assessment.

Finally, but not the least, planning should consider how and when to provide feedback to the
learner.

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

Holistic assessment involves the use of multiple assessment methods simultaneously to

evaluate learners understanding of topics and courses. This method has some benefits
worth identifying. One cannot depend on just one single assessment because it is likely to
give a partial view (SS Kris, O Fernandes, n.d.)

Holistic assessment enables the assessor to assess the learner from all angles and in a
complete way. This therefore means that the assessor is able to collect evidence in different
forms using different methods such as observation, coursework, written assignment,
presentation, groupwork, and others. If a learner is unable to achieve through presentation,
it is possible that the same could be achieved using written assignment because there are
various opportunities to achieve. Therefore, the learner has multiple ways to proof his/her
understanding to the assessor and is able to master one that suits him. We use various
options in assessing our Employability learners including assignments, group work,
observation and one-on-one conversation.

Secondly, holistic approach to assessment provides the opportunity for the assessor to
differentiate assessment based on learner’s conditions. Again, this opportunity leads to
learners being fairly assessed through the appropriate method and giving them the
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opportunity to demonstrate their skills acquired to the best of their ability. This eliminate
the possibility that all learners are assessed with one method to the disadvantage of those
who are not comfortable with that one system. Also, it means that learners may receive
grading that reflect their true ability in a fair way.

Assessors are able to ascertain which assessment methods are most effective and
appropriate for assessment in any given circumstances. Knowing when to use which
assessment method in advance will enable assessor to focus time and attention on what is
already working well to even make it better. Appropriate feedback will then be able to be
given to the learner to help improve and develop. It is also a means that enable cost
effective means of assessment as everything is done holistically as well as enabling the
assessment of different learning outcomes simultaneously.

Nonetheless, holistic assessment approach has its limitations. it will require a lot of time for
the assessor to prepare various assessment methods for learners as against one or two. The
resources to go with such methods and the coordination required may affect the time
required by the assessor for other equally important activities.

Also grading obtained from use of holistic assessment blurs the differences between
learners. That is, two learners with the same grades may have different abilities and may
have little in common but holistic assessment does not indicate this.

3.3 Explain how to plan a holistic approach to assessment.

To effectively plan for a holistic approach to assessment requires paying attention to the
relevant assessment criteria to ensure that learning outcomes are linked and essentially
eliminate duplication. Advance knowledge of the course specification is highly necessary to
master the criteria thoroughly and align any assignment to meet the various outcomes.

The next step is to decide on which assessment methods are appropriate to assist achieve
effective assessment in a good time. Ensuring that much could be achieved at any given
time. Speaking to learners to find out which method is ideal will give them confidence and
an opportunity to flourish and obtain the best possible result. It also enables the assessor to
focus on those methods that are going to be used in addition to a contingency option.

Planning should also consider aligning assignment to specific context of the criteria. This will
help learners to focus and finish assignment within the setting provided. Assessment is also
scaffolded to ensure that it is thoroughly done to meet authenticity and validity level
required. At my department, we ensure that Employability Skills learners undertake their
assignments in stages based of various learning outcomes or assessment criteria. This helps
to ensure that all areas of the lesson is thoroughly covered and assessed successfully.
Personally, I use a holistic approach when planning assessments by looking at factors, such
as learner availability and specific needs, to choose an assessment which is the most
appropriate for facilitating to their needs. Making sure that the learner knows what they are
being assessed on and how is key to ensuring that the evidence submitted by the learner is
relevant to the awarding body’s criteria. I also aim to provide feedback within a couple of
weeks of the learner submitting their assessment to allow the learner to effectively reflect
on their knowledge/skill so far.
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3.4 Summarise the types of risks that may be involved in assessment in your area of
responsibility.

Risk is inevitable in all endeavours and assessment is no exception. Ann Gravells (2015)
stresses that whether in classroom, the workplace or anywhere, there are often risks
involved in assessment. One of such risks associated to assessment in my area of
responsibility is travelling to various centres to undertake the assessment. Sometimes I have
to be at Job Centre plus offices to do this with matured learners. The possibility of being
involved in a road incident could potentially affect the arrival time hence delays to the whole
process. Another type of risk is health and safety whereby the place for the assessment is
not ideal classroom with appropriate facilities. Electrical dangers of exposed wires on floor,
inappropriate access to learners making it difficult in the event of emergency evacuation.

Another possible risk is my inability to plan to encompass my equality and diversity

responsibilities thoroughly which may affect how some learners are able to access resources
through differentiated materials. Not considering learners needs means that where I am
unable to envisage situations, learners may not be provided with the right materials or
method to assist them fairly undertake assessment.

Data protection risk is also a possibility because of the personal details information of
learners that is carried along outside of my organisation’s office.

Over-assessing is yet another possible risk coupled with unrealistic deadlines which does not
give learner enough time to do what is satisfactory. This leads to stress on learners who may
therefore not be able to do well in their assessment.

Not having the appropriate skills for a particular assessment of a course criteria that you
may have been asked to undertake due to shortage of staff is also a major possible risk. This
may mean that I am not working to the standard of the awarding body hence encountering
internal quality assurance problem.

3.5 Explain how to minimise risks through the planning process.

Risk is inevitable but worth taking if success is to be achieved. One of the best ways to
minimise risk through the planning process of assessment is to plan well. Planning well in
advance will minimise or eliminate potential dangers within the system. Planning to map out
the process will assist you go through all that is required systematically and successfully.

Another way to minimise risk is to avoid or manage pressure to pass learners quickly due to
management targets. (Gravells, 2015). This pressure sometime culminates into making
mistakes by underassessing or over assessing learners. Therefore, keeping or sticking to
awarding body’s directives or regulations significantly enables the reduction or elimination
of risks associated with assessment processes.

Furthermore, risk could be minimised if you concentrate on the work to be assessed and not
the person who produced the work. By focusing on the assessment work, you can eliminate
bias and favouritism from the assessment process and be fair to all learners based on their
actual performance.

Communication is very important and therefore any meetings or conversations would need
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to be recorded and validated with learner signature to prevent delays in the assessment. In
reference to time restraints and the risk of pressurizing the learner. The assessor needs to
ensure the learner has full knowledge and understanding of what is required to pass criteria
of the assessment.

Keeping your professional knowledge up to date is also a way to help you minimise risk
within assessment process. Similarly, you must be abreast with the awarding body’s
assessment requirement. This will ensure that you make professional judgement based on
good knowledge. Also, as you may have to travel outside your workplace, you should update
your knowledge on health and safety issues to eliminate potential health and safety dangers
on sites.
GDPR breaches can be prevented through up-to-date training and knowledge, both assessor
and learner would need to understand the meaning. The assessor would need to access and
complete course material on what this means and how it is respected. This would need to
be reported and recording accurately on a CPD record to ensure completion. The assessor
would need to ensure all software, computers and course materials submitted are password
protected with limited access.
In addition, keeping contact with the learner and organisations will ensure that planned
assessments are achieved on dates agreed. You do not wish to be there only to be told that
learner is off work or you were not being expected today hence good communication is key.

Learning Outcome 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.

The assessment is about the learner and therefore, it is highly important to involve the
learner throughout the process. The first importance is that it gives the opportunity to
communicate expectations to students (Jonsson and Prins, 2019). This will help the learners
to perform better and reduce their anxiety and assist them in their learning plans towards
the assessment, although in some circumstances, this may limit their eagerness to prepare
extensively and limit their creativity.

Secondly, it gives the learner and assessor opportunity to identify gaps in knowledge and
where to focus attention to further assist the learner prepare fully. Learners gain confidence
which enhances their enthusiasm because they know what is expected of them and can
prepare well accordingly to achieve.

It is also important to identify that because the learner is aware or involved in the
assessment process, he/she will feel responsible and be able to plan and prepare with
quality and relevant evidence because they have better understanding of what is required.
They feel independent and will not rely on assessors for every step but do it themselves
given the assessor time and opportunity to concentrate on other areas of the assessment
work.
Moreover, the involvement of the learner enables the learner to know the time for the
assessment, any technology that may be used so that he/she prepares for it and if necessary
be able to make or negotiate any necessary adjustments.

Involving the other parties is also vital because they will also be able to be fully prepared for
the assessment since they know what is required of them, the date of the visit and any
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support the assessor may need on the day. Internal collaboration will also ensure that
learners are fully registered with awarding bodies and any communications relating to
assessment off site (workplace assessment) is authenticated.

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

There are various types of information that should be given to learners and others involved
in assessment processes in order to smoothen the process. The first such information is the
assessment process plan which systematically will inform the learner of the expectations
and standards anticipated and the method of assessment. Knowing this will help in
preparing appropriately.

In addition, the awarding body’s qualification specification will be important to share with
the learner and others such as a mentor, tutor or parents. This information will help the
learner to prepare adequately and with quality materials that meet the specification. Also
knowing the process to appeal or to complain is equally vital to the learner and must be
provided.

The place and date of assessment and how and when feedback will be given is also a vital
information worth given to the learner and others involved. Where to make himself/herself
available for assessment is vital because once planned, it must happen.

4.3 Explain how peer and self-assessment can be used effectively to promote learner
involvement and personal responsibility in the assessment of learning.
According to Chan C. (2010) Peer assessment, is an assessment which allow students to
assess each other’s performance. Self-assessment on the other hand is an assessment which
allows students to assess their own performance. These two methods, if well used, can
promote learners’ involvement and personal responsibility in assessment and learning.

Students are able to improve on their self-reflection because by allowing them to self-assess
or peer assess, they are able to identify their own mistakes and therefore able to take
responsibility to rectify such mistakes in order to gain their reputation back. it also motivates
them to do better next time to avoid peers marking them down. Because there is no
pressure when learners evaluate themselves, it enables the learners to analyse their
strengths and weaknesses genuinely and also help them to autonomously work to correct
their mistakes to meet assessment standards.

Moreover, the involvement of peers in assessment will enable learners to observe the
assessment process and how much it involves. This will motivate learners to be involved and
also be responsible in preparing well. The fact that peers are involved in assessing his work
will motivate him/her also to be involved in assessing others to ascertain fairness of the
system. Because they also learn more from friends, they are encouraged to get involved in
the assessment process in areas such as collaborative working, goal sharing, target setting
and peer observation among others. For example, in my department we use role play as part
of assessment process where learners are allowed to give feedback on other learners.

Peer feedback can be a great method used to allow another the learner to see how they
are doing from another person’s perspective this can be done either formal or informal by
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assessments such as witness statements, giving verbal or written feedback, observations, it

allows the learner to work as a team and ensure that they are meeting their goals/targets,
however this can also be negative as often individuals cannot take constructive criticism
which can result in learners becoming confrontational.

By using the self-assessment it enabled the individual doing this to reflect on their selves and
look what they feel they are doing well and what they feel they could change, this allows the
individual to see how they can support themselves to be their best. With peer assessment it
allows other individuals to let each other know what they are doing well and what can be
changed.

4.4 Explain how assessment arrangements can be adapted to meet the needs of
individual learners.

Some circumstances during assessment may necessitate tampering with established

procedure to meet differentiation need. One of such obvious condition is when assessing
through written essay. Here, a learner whose first language is not the language of
instruction, e.g., English, will find it difficult to comprehend. Therefore, instructions could be
given to such learner in a language that he/she is competent in. Or dictionary could be given
to them to assist explanation of words as well as time extended for such learners to
accommodate the use of the dictionary.

In situations where assessment is to be conducted at a work place that is not accessible to

disable learners then assessment arrangements could be changed for such learners to meet
their needs. For example, they could be assessed on college campus whilst others are done
as planned. I have also experienced situation where due to slight sickness; learner has been
allowed to write his examination in a hospital which is a good example of adaptability.

Modern technology has also introduced some assessments done online. However, where a
learner has a very limited knowledge of use of the computer, plans could be made for
paper-based assessment. This will give equal and fair opportunity for all to strive to achieve.
Similarly, learners such as those with dyslexia and physical impairment can all benefit from
assessment adaptation processes to meet the needs of learners. My organization allows
learners who are not computer literate to undertake assessment via paper-based and others
electronically.

Being able to adapt the conditions in relation to the time that is set for the learners for
example, if the learner is not meeting deadlines allow them to have some more time where
applicable and see if they need more time to complete the assessments and also make sure
the resources that are provided to them to support them to complete the assessments is
appropriate. Within my place of work we all have training to support individuals with
learning disabilities however we have a few individuals who specialist with individuals who
are learning with learning disabilities for those individuals who have higher learning needs.

Learning Outcome 5: Understand how to make assessment decisions

5.1 Explain how to judge whether evidence is:

a) Sufficient
b) Authentic
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c) Current

Sufficient: When I am assessing, evidence before me, I check to ensure whether it meets all
the assessment criteria for that particular course or not. The assessment evidence is
classified as satisfactory if it covers all the criteria under the requirement. Where some parts
are not met, I will request further evidence to cover that area missed to enable learner fully
meet the criteria.

Authentic: I check if work is plagiarised or not. The work presented should be produced by
the learner personally and must not be a copy of somebody’s work The learner must also
sign the evidence to confirm it is their original work. It is judged authentic if these principles
are met.

Current: The evidence will be judged as current if the information and materials presented
for assessment are not outmoded. Using previous specification to answer current course
needs will not meet the contemporary standard required. Leaners may be questioned to test
their knowledge on subject to be sure if they are current.

5.2 Explain how to ensure that assessment decisions are:

a) Made against specified criteria
b) Valid
c) Reliable
d) Fair

Made against specified criteria: Assessments are usually made against established and
unambiguous standards from awarding bodies, and it is required that assessors familiarise
themselves comprehensively with such standards to enable them to provide quality service
that meet expected standards.

Furthermore, to ensure that assessment decisions are made against specified criteria, there
must be no room for opinion of assessors or other third parties to influence the assessment
decision. The only criteria to follow must be the awarding body’s standard as provided,
which is the only basis for assessment and the learner’s work should meet such specified
criteria in order to make a final decision positively or negatively.

Moreover, the evidence provided by the learner should be appropriate, current, and valid
which can stand the test of assessment standards in any circumstances and under any
conditions. It is also possible for assessors to gain further understanding of standards
through standardisation meetings which will ensure that decisions against specified criteria
are substantiated by thorough application of the criteria from the awarding body.

Valid: For decisions of assessment to be deemed valid, it must meet the specified standards
of the awarding body vis-à-vis the evidence provided by the learner for assessment. Also,
when the process of assessment is appropriately followed and the criteria provided by the
awarding body is used accordingly, then validity of assessment decision could be seen as
justified. This means that the assessment method used is fit for purpose and comply with
quality assurance.

Reliable: Assessment decision reliability requires that assessment is based on the specific
criteria set by the awarding body or organisation. And that even if multiple assessors are to
 Sample Portfolio

assess that same work, they should all come to the same conclusion to make it reliable using
the same assessment criteria. Where verification of assessment done yields different and
various outcomes whilst using the same standard, then reliability will be deemed to be in
doubt and unreliable hence failing the test of reliability.

Fair: Fairness, in terms of assessment decision, requires the consideration of equality and
diversity and individual needs taken into consideration. Equal treatment should be the
standard by involving learners in the assessment process to understand the reasons for
choosing certain methods based on individual learners needs. By adopting appropriate
assessment methods based on learners needs, you are being fair in your assessment
process. Therefore, assessment decisions will be accepted as fair when assessment methods
used are fair to learners considering their circumstances and well planned with crystal clear
instructions.

Learning Outcome 6: Understand quality assurance of the assessment process

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

The consequences of not maintaining quality standards during assessment processes is

unbearable to education provider organisations and the punitive cascading effect thereof
negatively affect their bottom line. Therefore, quality assurance (QA) within educational set
up is very important in many ways. One of such importance is that it leads to the
maintenance of consistency in terms of standard expected. The teaching, training, and
assessing of learners’ work involves more than one tutor or assessor and therefore standard
must be checked consistently to ensure that it meet the awarding body’s expectation. This
must be maintained to a consistently high standard to give the organisation an enviable
reputation.

The difficulty here is where some assessors are or may not maintain their professionalism to
upskill to help maintain standards especially because professionalism management is a
self-responsibility hence inappropriate to be compelled in a loose professional organisation.
It is possible that poor assessment standards can lead to the loss of direct claim status
among others. This will affect the reputation of the organisation and even how to attract
new learners. There is therefore a greater need to maintain consistency and reliability of
assessment.

Again, to maintain quality, organisations set up QA processes to follow. Assessment is

normally carried out firstly by Internal Quality Assurers (IQA’s) through the internal
moderation process. They check to ensure that learners are receiving quality assessment
that meet the reliability, validity, authenticity, and accuracy test as prescribed by the
awarding body. Assessors keep up to this standard through standardisation meetings and
training to recheck procedures and agree on improvements. External quality assurance
periodically is undertaken by the awarding body to check through documents to ensure that
standards are being followed.

A likely consequence of such situation is that where such processes are not already
established, some assessors may use unorthodox and non-standardised means which will
give different assessment standards and leads to unfair assessment of some learners. A
further difficulty is appointing appropriate staff as the internal quality assurer to monitor the
process and coordinate with the awarding body. Situation may worsen if the wrong person is
 Sample Portfolio

chosen to lead which will again affect the reputation of the organisation.

In addition, quality assurance is important because it helps to maintain standards, reliability,

consistency in application of procedures and provides feedback to assist assessors in their
professional development. It also means learners are assessed fairly in a transparent way
that involves learners in the assessment process and hence the qualification gained worth
celebrating. Our department’s standardisation meetings, for example, aims to ensure that
assessment processes are up to standard to maintain quality and awarding body’s credibility.

However, planning to involve learners throughout the process of assessment takes more
time, efforts and sometimes a heavy toll on assessors hence compromising on processes.
This may therefore affect the quality of work because time for assessment is split on
auxiliary administrative roles. It is also possible that poor quality could, therefore, lead to a
position whereby the awarding body will decide to fully examine all assessment work
submitted or suspend direct claim status.

Quality assurance is still valuable and necessary when undertaking assessment processes
because it helps generate reliable and impartial assessors who are consistent in the
application of procedures and standards or criteria that must be met for the organisation to
continue to offer specific programmes. Identifying appropriate continuing professional
development needs of assessors to improve quality through benchmarking performance and
standardisation meetings will certainly improve quality and credibility of assessment
decisions.

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

Regulatory requirements from awarding body’s must be followed to ensure that learners
achieve their qualification. To do this, organisations have internal procedures in place to be
followed consistently to meet the required standard.

In my area of practice, one of the standardisation procedures is the regular standardisation

meeting among assessors and supervisors. Standardisation meeting in my area of practice
happens every 8 weeks where we review awarding body’s criteria and assessors’ sampled
work, and the feedback helps us to improve on expected standards. We also share good
practice during such staff trainings where colleagues showcase new ways of doing things.
This helps the organisation and individual assessors to improve on standard and maintain
reputation.

Our Internal Quality Assurers (IQA) ensures that quality assurance and standardisation
procedures are observed to maintain the required standard. For example, the IQA in my
area of practice normally samples 50% of assessment work to verify or check that
assessment meet the awarding body’s standard. Experienced assessors’ samplings are
sometimes lesser, but less experienced assessors are paired with experienced assessor to
ensure that assessment work done are to the required standard. When dealing with a less
experienced assessor, the IQA does the sampling with an experienced assessor to about 75%
of the work done. This is to ensure that full attention is given to the work to ensure quality
standards are maintained. One significant action of our IQA is that any new assessor’s initial
assessment work is 100% checked.

Also, we hold assessment procedure meeting to review the awarding body’s assessment
criteria to accommodate flexibility and consistency. We also must create a portfolio for each
 Sample Portfolio

learner containing all assessed work for internal and external verification. This portfolio
contains all the evidence gathered and assessed according to the prescribed standard.

Internal quality assurance checks also take place through periodic teaching observation and
inspection of teaching resources. This is aimed to ensure that such resources meet the
required specification and standard. Assessors must also produce standard feedback on a
particular template which is forwarded to management for review before given to learners.

6.3 Summarise the procedures to follow when there are disputes concerning assessment
in your area of practice.

Sometimes learners dispute assessment outcomes and to resolve this situation, there is an
established procedure in my area of practice that I must follow to deal with it effectively. We
use the appeal procedure to solve disputed problems.

The learner usually will discuss things with the tutor or assessor to try and resolve the
situation. Where this is not possible then it must move to the next stage of the appeal
process.

The learner appeal officially to the appeal committee headed by a curriculum manager CM).
This is done online or in writing and when received it is reviewed by the CM who is a
member of the Internal quality assurance team, in consultation with the assessor but only to
ensure that the right thing was done in the first place. Depending on the supporting
evidence, a decision is made backed by reasons for the decision.

If the appeal is not successful at the above stage, then the learner still has a final
opportunity to appeal directly to the external quality assurance team of the awarding body.
They will also review and approve or deny it. Because this is the final stage of the process a
decision is final.
Assessors who are found to be liable for the wrong decision may face disciplinary action or
further training to avoid such situations in the future. Every level of the process is done with
the utmost confidentiality.

Learning Outcome 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.

Assessment involves a lot of information that must be managed well to abide by the Data
Protection Act 2018. The Data Protection Act 2018 controls how personal information is
used by organizations, businesses, and the Government. The learning centres who gather
and store records must do so transparently, gaining consent. The records must be relevant
to purpose and limited where possible and kept for no longer than necessary. The learning
centre must ensure that the gathered records are stored appropriately, password protected
storage, limited access, and locked files when unable to keep digitally. Learners are made
aware that that any given point they can freely access their own information. (Freedom of
Information Act 2000)
GDPR, The General Data Protection Regulation was put into order in May 2018 this
embellishes on the Confidentiality Act by setting out seven specific principles that
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organizations must adhere too. GDPR also puts specific bodies in place including Data
Protection Officers to ensure principles ate met. The principles include
Fairness/Transparency, Purpose Limitation, Data Minimization, Accuracy, storage, Integrity,
confidentiality, and accountability. These principles protect the use of personal data and for
any breach and non-compliance could invoke an enormous fine. GDPR highlights how
important it is for information gathering to be managed correctly, it could severely limit
practice or risk closure to a learning Centre if not adhered too.
Information such as written, electronic, and hard copy records all need to be stored under
lock and key. Following this procedure has some benefits.

Firstly, following procedures enables quality assurance activities to be carried out

successfully because the information is well kept and available to be reviewed. This help to
establish and improve the organisation’s procedures and standard relating to assessment
records, portfolios, observation records and any other evidence. It is also important because
learners’ accurate information is retrieved to form the basis for accurate feedback

During appeal situations, a well-managed information relating to assessment is used as the

evidence to make a decision. Equally, learners progress can be checked at any time by
management because information is well managed in terms of storage, retrieval,
confidentiality, data protection and also updated. Furthermore, the organisation relies on
well managed information for auditing purposes to proof that standard are being met as
expected. Stored information is examined for its validity. This also help to fulfil compliance
requirement of the awarding body because stored assessment information must meet
prescribed compliance standard.

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

Feedback provides constructive guide and advise to learners on areas well done and where
improvement is necessary. The way feedback is given is very important because badly
delivered feedback can extinguish a learner’s confidence. Bad or negative feedback can
create emotional response in learners which may interfere with the effectiveness of the
feedback (Schartel, 2012). Therefore, using the feedback Sandwich method is acceptable
because it allows the learner to feel confident and positive as well as motivated to improve
performance.

Within my area of practice, for example, we use feedback to confirm learners’ knowledge
and understanding and to motivate and reward learners as well as to direct them to further
learning resources for improvement. We also use feedback to plan support to meet
specifically identified needs especially with our apprenticeship learners. What is not
acceptable is a feedback that will have a negative effect on learners’ ability to further
improve.

The first stage of feedback is to complement learners on areas of good performance.

Thereafter, letting learners know where to improve via constructive criticism but avoid being
harsh to eliminate negative impact and discouragement. Feedback is ended in a positive way
to encourage and motivate the learner. Schartel (2012) therefore advises that, teachers have
a duty to provide meaningful feedback to learners. For example, within my area of practice,
we endeavour to involve the learner in the decision-making process to solicit their support
for their own further development.
 Sample Portfolio

Questioning is one of the important tools within the assessment process that leads to
learner progress because they can find out more about the course and what is required.
Learners can ask questions hence getting involved in the assessment process. The learner
feels empowered and trusts the process which he/she is part of. Within my area of practice,
it is always emphasised during standardisation meetings to use questioning to gather
evidence from learners to confirm their knowledge and understanding and plan to plug up
gaps in learning. For example, some apprenticeship learners, in my area of practice, who
sometimes lack proficiency in writing are alternatively helped by the effective use of
questioning to make assessment decision and provide appropriate feedback.

Learning Outcome 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.

Some legislations, policies, regulations and procedures come to play when assessing
learners. Examples of such policies that assessor are expected to follow are:

Equality Act (2010): All learners must be treated equally without any discrimination when
being assessed. Under this Act it is illegal to discriminate on the basis of protected
characteristics and all has the right to education. Assessment must be made available to all
learners irrespective of circumstances. Hence the Act provide a legal framework to protect
the rights of all persons and advance the equality of opportunity for all.

Data Protection Act 1988: All data that relate to learners must confidentially be secured and
used only for the purposes it was intended. The introduction of the General Data Protection
Regulation (GDPR) 2018 makes individual rights even clearer and data subject now have
enhanced rights and are protected against abuse of data being held. It should not also be
held for longer that it is necessary. Assessors are prohibited from sharing personal or any
college data unlawfully

Safeguarding: This is about welfare, ensuring or keeping all people safe from all forms of
abuse be it physical, emotional, mental, sexual, domestic or financial. Therefore, assessment
process must keep learners safe in all forms internally and externally by creating a safe
environment for learners.

Health and safety Act (1974): Assessment process must ensure that no one is put in danger
during assessment. Any service to learners under working conditions must be rendered in
safety through planning to meet the needs of learners. This may be done in collaboration
with the learner and all stakeholders concern.

Ofqual for example has specific binding policies and procedures that my department follows
with regards to apprenticeships. Their rules that regulate qualifications are followed by the
organisation in order to be able to secure certificates for the learners.

To conclude Policies, procedures and legal requirements are extremely important. The
centre the assessor works, and the awarding body will also have set requirements as follows,
supported by the UK laws. These in brief combine the following:
Transparency – The learner and any others involved must know the purpose of their
 Sample Portfolio

assessment, how it is to be achieved and how if they want to appeal, they can do this. Equal
Opportunities as explained previously gives every learner the same chance of successful
completion based on the standardized criteria set by the awarding body. (City & Guilds,
NCFE etc.) Record Keeping following GDPR criteria kept for a minimum of three years with
easy accessibility.

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

The covid -19 pandemic has magnified the role technology plays in every facet of life and
assessment processes is no exception. Using technology, assessment becomes simple and
somewhat easier than before although assessment could and is still doable without using
technology but could be stressful. Some of the contribution of technology include:
Online examination has become regular in my organisation such as the Pearson SIA
examination which is administered online. This eliminate paperwork and assessment is
marked automatically. Learners are able to receive feedback quickly and cost of running
online examination is minimised. Nonetheless, learners with limited computer knowledge
are disadvantaged.

Online portfolios to keep record of assessment work and accessing resources is another
contribution of technology. Learners are able to submit their work electronically which is
saved and stored under their name electronically. Assessment record is also recorded online
and can even be shared with managers and IV’s. Learners are able to independently access
coursework and remotely submit work as well. Course work is accessible from any remote
computer. There is flexibility and learners and assessors are able to do things at any time
appropriate.

Communication via technology has also enhanced assessment process. Zoom and MS Teams
makes it possible to communicate with learners at anywhere possible. This is a free service
and it eradicate the need to visit sites unless extremely necessary. Emails as well as phones
enable constant contact with learners and other bodies to ensure that every information
necessary has been passed on to the appropriate person during the assessment process.
Learners are able to submit work via emails and feedback is equally sent through emails
among others.

Technology has tremendously contributed positively to the assessment process and its effect
will even become greater in future. It also includes the communication methods such as
video calls, wats app, skype Teams and Facebook. This is also cost effective because with a
Wi-Fi connection a lot is free to talk on. Heathercroft uses software which enables the
learner’s portfolio to be online, this is better for the environment but also means all units,
notes, submissions, and marks are accessible in once place. From an IQA and EQA point of
view reviewing and ensuring standardization is also more reliable.
Evidence can now be recorded which enables learners who may struggle with their writing
to submit assessment orally. Recorded evidence is also very reliable, saves time when
gathering evidence and can be very useful for holistic assessment as lots of evidence can be
discussed.

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

Organisations are conscious of the requirements of equality and diversity and assessment
processes are expected to conform to such policies to assist learners achieve their academic
goals successfully. The Equality Act (2010) ensures that discrimination against protected
characteristics is expunged. The act provides guidelines to assist assessors and learners to
know how they must be treated equally. It helps the assessor to provide differentiated
teaching resources to meet individual needs and to be fair in assessment. Assessment work
is made accessible to all in various forms with regards to cultural and religious beliefs.
The Equality Act consolidates all information against any form of discrimination, this means
that it is a extremely useful guidance. The guidance goes into clear detail to follow and
support all people regarding their race, beliefs, culture, sexual orientation, working methods
and personal differences must be treated with respect. This respect includes making suitable
arrangements to adjust to their needs. Some learners for example may only be able to work
certain times of the day, this means allowances need to be made by the assessor in the
assessment planning. Other examples include visually impaired learners, hearing issues and
physical impairments. Flexible approaches to learning are therefore a requirement to ensure
that Equality and Diversity needs are being met. As an example, a wheelchair user would
need to be met in accessible locations, this would all need to be agreed prior to assessment.
A learner with a hearing impairment would need to have specialist support included into
their assessment planning for example there may be the need to bring in a translator, a
manual note taker or a lip reader.

Where Equality and diversity is not prominently valued, learners may be unjustifiably
penalised by assessors of dubious agenda. Therefore, it is necessary to ensure that learners
are aware of the provisions of the Equality and Diversity Act in order to be able to challenge
those who deliberately discriminate during assessment processes. Physical disability or any
impairment situation is therefore, taken into consideration and catered for during
assessment processes.

In situations where some learners are not proficient in the language of instruction, it is
necessary to make changes in the assessment process to assist such learners. Assessment
instructions may have to be in simple terms to aid understanding. Online dictionary could
also be used to support issues of bilingualism to ensure that learners are not denied access
to qualification because of language limitation. All learners must have opportunity to
education and fair assessment hence the need for a flexible approach in assessment
planning.

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

Improvement in learning calls for continuous reflection on actions in order to make positive
changes that are necessary to make situations better. As an assessor reflection is a form of
self-assessing and it gives you the opportunity to improve and plug gaps in knowledge

One of the values of reflective practice is that it offers the opportunity to look back and to
think about how to improve on what was already done. This process leads to professional
development with a positive effect on the outcome of assessment work. Such reflections
may lead to improvement in planning of assessment, effective communication to learners,
resource materials effectiveness and others. Therefore, the quality of assessment will be
improved, and assessor will also be confident in the way of his or her work. Learners will also
trust assessors’ judgement and accept decisions faithfully.
 Sample Portfolio

Ann Gravells explains that “CPD is the means by which you can maintain and improve your
skills, knowledge and understanding which should have a positive impact upon your
practice.”

Continuing professional development (CPD) is the process by which professionals continue

to learn to expand their knowledge in order to do things better. This is a self-responsibility
which is achieved through self-reflection to identify areas that need developing. Normally it
is achieved through training, standardisation meetings and online learning activities to keep
professionals up to date in their areas of specialty. Such trainings are recorded as evidence
of CPD to improve and develop. CPD Keeps knowledge and skills updated, provides a sense
of direction and promotes career progression.

For example, a thorough reflection of activities in my department has enabled the team to
fully look at our lesson plans and scheme of work (SOW) again with the results being the
recreation of new lesson plans and SOW to reflect how things are taught and done now.

Overall, the value of reflective practice and continuing professional development is to

uphold standards hence acting as a vehicle for improvement in performance.
 Sample Portfolio

Bibliography

Books:
Gravells, A. (2014) ‘Achieving your Assessor and Quality Assurance Unit (TAQA)’ Second
edition, London. Sage. Available at:
https://drive.google.com/file/d/12x_DEVLvZYklvKXUkavbN2bZbb7nf2Zt/view

O’rourke, Liz., 2011. Teacher, Trainer, Tutor Empowering the Learning Process by
Improving the Relationships Between Learners, Teachers, Trainers and Tutors. Global
Management Enterprises.
Read, H., 2016. The Best Assessor's Guide. Bideford: Read On Publications.

Journals:

Gravells, A (2015) ‘Minimising risks when carrying out assessment activities’ Available at:
https://www.fenews.co.uk/fe-news/11687-minimising-risks-when-carrying-out-assessm
ent- activities
Jonsson, A. and Prins, F. (2019) Editorial: Transparency in Assessment – Exploring the
Influence of Explicit Assessment Criteria. Front. Educ. Available at:
https://www.frontiersin.org/articles/10.3389/feduc.2018.00119/full SS Kris, O
Fernandes – academia.edu ‘The Benefits of Using a Holistic Approach in Behavioral
Assessment Interpretation’ Available at:
https://d1wqtxts1xzle7.cloudfront.net/36100203/Behavioural_Assessment_Holistic_Ap
proach_to_Interpretation-with-cover-page-v2.pdf?Expires=1635217043&Signature=XnlT
Wf~9J6ctyrAbPkHvhuP8Kq2eFiHJ6XYviY66msfPOOllSB9MKNHanfpDRayZrrTJtdGfnE337Q
U3tojoBCBROzofQiWsWi8WywRqIJEFwyXRUw9W-o75NyIqqyxNRTGYaw19q9Kz5hVvJTD
ojJWRri0GY6SJg9SZdi68SBfwhYgVmAVC2C4UkTq3N95MMlckkgL3iF7JnkSP7gP9hxkOHfP
cvr21ZFI50BTUrWlCqGjLiZ268Z5buLj6ucU8UL7Al0SOwFniXUWqSbN89pbgm3khOalvB0p
zWm9i82XEiZKkSDKe12c9q4NV5cBDZdQ91APIwgadZ~ky0~yudg__&Key-Pair-Id=APKAJL
OHF5GGSLRBV4ZA
Schartel, S.A. (2012) Giving feedback – An integral part of education. Best Practice and
Research: Clinical Anaesthesiology, Volume 26, Issue 1, March 2012. Available at:
https://www.sciencedirect.com/science/article/abs/pii/S1521689612000067#
Berkel, H. van., 2010. Lessons from problem-based learning. Oxford University Press.
Education UK, 2016. The Role, Responsibilities and Boundaries of a Teacher | Educating
UK. Education UK.
Hoy-Mack, P., 2003. Is workplace assessment working? : a critical theory analysis of the
stated intentions for NQF workplace assessment in NZ and their realization in a case
study in the ambulance service : a thesis presented in partial fulfilment of the
requirements for the degree of Masters of Education (Adult Education) at Massey
University. [online] Mro.massey.ac.nz.
Lacobucci, G., 2014. Anatomy of a Care Quality Commission inspection. BMJ 349.
https://doi.org/10.1136/BMJ.G7353
Manghani, K., 2011. Quality assurance: Importance of systems and standard operating
procedures. Perspectives in Clinical Research, 2(1), p.34.
Spiller, D., 2012. Assessment matters: Self-assessment and peer assessment. The
University of Waikato, 13, pp.2-18. Vancouver
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Websites:
Ann Gravells (2015) ‘Minimising risks when carrying out assessment activities’ Available
at:
https://www.fenews.co.uk/fe-news/11687-minimising-risks-when-carrying-out-assessm
ent-activities
Gravells, A. (2009) ‘Principles and Practice of Assessment in the Lifelong Learning Sector’
Available at:
https://drive.google.com/file/d/12x_DEVLvZYklvKXUkavbN2bZbb7nf2Zt/view NFER. An
introduction to formative and summative assessment. Available at:
https://www.nfer.ac.uk/for-schools/free-resources-advice/assessment-hub/introduction
-to-assessment/an-introduction-to-formative-and-summative-assessment/
(https://www.nao.org.uk/wp-content/uploads/2017/09/A-Short-Guide-to-Regulation.pd
f
Benefits of Observational Assessment- eCom Scotland:
https://www.ecomscotland.com/resources/insight-5-benefits-of-observational-assessm
ent/
Chan C. (2010) Assessment: Self and Peer Assessment, Assessment Resources@HKU,
University of Hong Kong [http://ar.cetl.hku.hk]:
Available: https://ar.cetl.hku.hk/self_peer.htm : Accesses 17/10/2021
An introduction to the Equality Act 2010. At:
https://www.equalityhumanrights.com/en/equality-act-2010/what-equality-act
Accessed on 21/10/2021
https://www.cpdstandards.com/what-is-cpd/benefits-of-cpd/Accessed on 21/10/2021
How can technology be used for instant assessment? At:
https://resourced.prometheanworld.com/technology-learning-and-assessment/
Accessed on 21/10/2021
Tom and Nick (2019) Assessment Methods Podcast. Available at:
https://www.train-aid.co.uk/blog/assessment-methods-pod-cast

Gravells, A 2021, Ann Gravells – What is Assessment, Ann Gravells Ltd, viewed 17th Aug
2021, https://www.anngravells.com/information/assessment
HASAW Act 1974, Health and Safety at Work etc Act 1974, viewed 17th Aug 2021,
https://www.hse.gov.uk/legislation/hswa.htm

EA 2010, Information and guidance on the Equality Act 2010, including age
discrimination and public sector Equality Duty Viewed on 17th Aug 2021,
https://www.gov.uk/guidance/equality-act-2010-guidance

DPA 2018, The Data Protection Act, Viewed on 17th Aug 2021,
https://www.gov.uk/data-protection
 Sample Portfolio

Unit 2 Assess
Occupational
Competence in the
Work Environment
 Sample Portfolio

Assessment Plans and Feedbacks

Assessment Plan 1
Details of Assessment Meeting

Learner’s Name: Learner 1 Assessor’s Name: XXX Unit Name: Working in a team
Date and Time
16/11/2021 Location Assessment Appeal Procedure
Assessment Plan Campus Yes
11:00 am Plan Agreed: Explained?
Agreed:

Assessment Methods, Evidences and Criteria

Assessment Date and Any other
Assessment Location of Assessment
Description of what is being assessed Criteria Time of person
Method Assessment evidence
Covered Assessment involved

 Identify two characteristics of a good team.

Oral 06/12/2021 Voice
 Give a reason why each of these characteristics improves team 1.1 & 1.2 Campus No
Questioning 2:00 pm Recording
performance.

Verified Witness
 4.2 Carry out their own role and responsibilities within their
witness Statement
team effectively. Witness 07/12/2021
4.2, 4.3 & 4.4 Campus from the +
 4.3 Be supportive of other team members. Testimony 11: 00 am
workplace Witness
 4.4 Be receptive to others’ views within the team.
documents
 Sample Portfolio

Any other information relevant to this assessment:

A holistic approach has been considered and used for assessment 1 to cover learning criteria 1.1, 1.2, 4.2, 4.3 and 4.4 to enable Learner 1 to come out
with his best. Learner 1 loves talking and always highly engaging during discussions but struggles with writing and even when written down, legibility
becomes a problem for reading and assessing. Furthermore, when asked to type, he produces far less than he is capable. Therefore, to be fair and offer
the best opportunity for learner 1, questioning and witness statement has been used to assess him. This makes it valid and fit for purpose hence meeting
the authenticity and reliability test.

Learner’s Signature: Learner 1 Assessor’s Signature: XXX Date:16/11/2021

 29

Assessor Observation Form 1

Course Name: Employability Skills

Unit Name: Unit 22 Working in a team
LO(s) being assessed: LO 1 and LO 4
AC(s) being assessed: 1.1, 1.2, 4.2, 4.3 and 4.4
Learner’s Name: Learner 1
Assessor’s Name: XXX
Feedback related to: Assessment Plan 1 agreed on 16 November 2021 at 11:00 am

Assessment Decision
Grade awarded (Pass/Refer/Fail): Pass Date: 07 December 2021

Assessor’s I am pleased to confirm to you that you have passed ACs 1.1, 1.2, 4.2, 4.3
Comments: and 4.4. Well done for your determination.
IQA’s
Comments:
IQA’s Name:

IQA’s Signature: Date:

Feedback for the learner

Assessor’s Feedback:

Questioning learner:

You exhibited your communication strength during this questioning period of the
assessment, and confirmed your knowledge in relation to criteria 1.1 and 1.2. Your
understanding of the type of mind-set and skills that make a team successful was clearly
established and well done.

Witness statement:

Congratulations for the confidence and teamwork mind-set qualities you demonstrated
within this teamwork activity. The witness statement makes it clear that your performance
was exemplary and commendable and you will become an asset if you continue like that.
Keep it up

Next Steps for the Learner:

You are a confident person which is very good but equally you have to guard against
complacency which is an adversary of progress. Also give all you have, do not wait for
prompts because prompts are not constant and it may affect you if you fall short of giving
your all at the right time. Nonetheless, this was a good work done and be proud of yourself.
 30

Assessment Plan 2
Details of Assessment Meeting
Using social media in the
Learner’s Name: Learner 2 Assessor’s Name: XXX Unit Name:
workplace
Date and Time
16/11/2021 Location Assessment Appeal Procedure
Assessment Plan Campus Yes
11:30 am Plan Agreed: Explained?
Agreed:

Assessment Methods, Evidences and Criteria

Assessment Date and Any other
Assessment Location of Assessment
Description of what is being assessed Criteria Time of person
Method Assessment evidence
Covered Assessment involved

 Use social media search tools to find required information

 Engage in relevant social media conversations with Direct 3.1, 3.2, 3.4 & 10/12/2021
Campus No Video Recording
contacts/followers Observation 3.5 12:15 pm
 Publish content on a social media service

Any other information relevant to this assessment:

Assessment plan 2 for Learner 2 also benefited from a holistic approach due to the simultaneous use of direct observation and questioning tactics. She has
information retention issues but enjoys activity learning. Using the questioning method enabled me to fill in gaps in information retention. Because she
enjoys activity learning, I am of the conviction that direct observation is the best and appropriate method for assessment of criteria 3.1, 3.2 , 3.4 and 3.5.
 31

Learner’s Signature: Learner 2 Assessor’s Signature: XXX Date: 16/11/2021

 32

Assessor Observation Form 2

Course Name: Employability Skills

Unit Name: Unit 25 Using social media in the workplace
LO(s) being assessed: LO3
AC(s) being assessed: 3.1, 3.2, 3.4 and 3.5
Learner’s Name: Learner 2
Assessor’s Name: XXX
Feedback related to: Assessment Plan 2 agreed on 16th November 2021 at 11:30 am

Assessment Decision
Grade awarded (Pass/Refer/Fail): Pass Date: 11 December 2021

Assessor’s I am pleased to confirm to you that you have passed ACs 3.1, 3.2, 3.4 and 3.5
Comments: Well done for your good work.
IQA’s
Comments:
IQA’s Name:

IQA’s Signature: Date:

Feedback for the learner

Assessor’s Feedback:

Direct Observation:

Well done for successfully following instructions to complete criteria 3.1, 3.2, 3.4 and 3.5.
Your interest in activities was clear and that strength helped you to enjoy this assessment
exercise greatly. You have demonstrated your professional skills in using the search tools to
find the required information using social media. You are now in a good position to use
social media in the workplace positively.

Questioning was used to confirm your retention level with regards to what had already been
lent as well as filling in any gaps but you performed marvelously. Good work.

Next Steps for the Learner:

Not all assessment procedures may contain activity and therefore it will be helpful or
beneficial if you prepare for all eventualities at all times. Therefore, be open to other ways
of assessment.
 33

Assessment Plan 3
Details of Assessment Meeting

Learner’s Name: Learner 2 Assessor’s Name: XXX Unit Name: Interview Skills
Date and Time
17/11/2021 Location Assessment Appeal Procedure
Assessment Plan Yes
11:30 am Plan Agreed: Explained?
Agreed:

Assessment Methods, Evidences and Criteria

Assessment Date and Any other
Assessment Location of Assessment
Description of what is being assessed Criteria Time of person
Method Assessment evidence
Covered Assessment involved

 Recognise what type of information would be useful to have 11/12/2021

Discussion Voice
before the interview, including how to ensure they arrive at a 1.1 12:25 pm no
with Learner recordings
suitable time

Examination Other Digital copy

 Produce a pack of useful and relevant information that will help 08/12/2021
of Work 1.3 members of work
interviewees prepare 11:00 am
Product of team produced
 34

Any other information relevant to this assessment:

Again, using discussion and examination of work product as assessment methods to assess Learner 2 on criteria 1.1 and 1.3 demonstrate my consistency
in applying holistic assessment approaches to have a positive impact on her due to the aforementioned difficulties that militate against her learning. Both
assessment methods used here brings out the strength of Learner 2 and therefore, I belief, it offers her the opportunity to exhibit her full potential
through discussions and computer work produced.
Learner’s Signature: Learner 2 Assessor’s Signature: XXX Date: 17/11/2021
 35

Assessor Observation Form 3

Course Name: Employability Skills

Unit Name: Unit 32 Interview Skills
LO(s) being assessed: LO 1
AC(s) being assessed: 1.1 and 1.3
Learner’s Name: Learner 2
Assessor’s Name: XXX
Feedback related to: Assessment Plan 3 agreed on 17 November 2021 at 11:30 am

Assessment Decision
Grade awarded (Pass/Refer/Fail): Pass Date: 12 December 2021

Assessor’s I am pleased to confirm to you that you have passed ACs 1.1 and 1.3. Well
Comments: done for your determination.
IQA’s
Comments:
IQA’s Name:

IQA’s Signature: Date:

Feedback for the learner

Assessor’s Feedback:

Discussion with learner

You confirmed your understanding of the type of mindset necessary for effective teamwork
during our discussion and your responses were confidently expressed. Your points raised
and explanation provided were all sufficient and satisfactory. The learning criteria was met
and well done.

Examination of work product:

You have produced a good brochure containing good information that can help interviewees
and therefore has met the learning criteria. Congratulations.

Next Steps for the Learner:

Endeavour to plan to stick to deadlines. Planning will always help you meet your target and
please do not hesitate to seek for help when you are unsure of anything.
 36

Assessment Plan 4
Details of Assessment Meeting

Learner’s Name: Learner 1 Assessor’s Name: XXX Unit Name: Interview Skills
Date and Time
17/11/2021 Location Assessment Appeal Procedure
Assessment Plan Yes
01:30 pm Plan Agreed: Explained?
Agreed:

Assessment Methods, Evidences and Criteria

Assessment Date and Any other
Assessment Location of Assessment
Description of what is being assessed Criteria Time of person
Method Assessment evidence
Covered Assessment involved

Verified
 Demonstrate appropriate dress sense and punctuality to help make Witness 13/12/2021 Interview Witness
2.1 witness
the right first impression Testimony 10:00 am Room Statement
from the
workplace

 Perform in an effective manner showing they can:

 demonstrate speaking and listening skills by answering Learner 13/12/2021 Interview Word
2.2 No
questions appropriately Statement 10:30 am Room Document
 be respectful and polite
 37

Any other information relevant to this assessment:

Witness statement is used here to assess Learner 1 because I was not available or present during the activity which was carried out by a different sector of
the organisation. Learner 1 is also a creative writer and enjoy sharing his opinion, therefore he will be able to comfortably reflect on the positive and
negative strengths of his performance during the activity and write or type them up for assessment.
Learner’s Signature: Learner 1 Assessor’s Signature:XXX Date: 17/11/2021
 38

Assessor Observation Form 4

Course Name: Employability Skills

Unit Name: Unit 32 Interview Skills
LO(s) being assessed: LO2
AC(s) being assessed: 2.1 and 2.2
Learner’s Name: Learner 1
Assessor’s Name: XXX
Feedback related to: Assessment Plan 4 agreed on 17 November 2021 at 01:30 pm

Assessment Decision
Grade awarded (Pass/Refer/Fail): Pass Date: 14 December
2021
Assessor’s I am pleased to confirm to you that you have passed ACs 2.1 and 2.2. Well
Comments: done for your determination.
IQA’s
Comments:
IQA’s Name:

IQA’s Signature: Date:

Feedback for the learner

Assessor’s Feedback:

Witness statement
The witness statement received from the organiser of the interview activity confirmed to me
that you conducted yourself appropriately such as being polite and respectful as well as
being punctual. It also confirmed to me that you dressed appropriately. Well done.

Learner’s statement
You have provided a reflective statement about your performance at the interview activity.
You confirmed that in your opinion you performed well by listening and answering question
appropriately and in a polite manner. You have also indicated that, you were nervous and
lacked some research information which may have affected your performance. Well done,
for reflecting to identify what need improving next time.

Next Steps for the Learner:

Please keep your determination up and focus on the areas identified for improvement. Also
endeavour to read through your work always for improvements before submitting. You
certainly have a bright future.
 39

Reflective Account

How would I use RPL in future?

When ensuring that your learners fulfil the learning goals for each unit, using RPL as an
assessment method may be quite beneficial. Transferring skills, qualifications, or expertise is
an example of RPL.
I could not use this method comprehensively because of the reasons given below. If learners
had been able to proof with written evidence such as certificates or confirmed prior assessor
or shown any actual evidence of haven been on such a course, it could have corroborated
their prior learning assertion. Moreover, such evidence could then be deemed to meet the
validity, reliability, authentic, sufficient, current and fair criteria of the awarding body.
However, if I get to use RPL in future, there are a few things I would surely consider, and
they will be in accordance with the current requirement and meet the stated criteria. As I
need to ensure that the evidence provided is current, valid, authentic, and sufficient. This
implies that I will be checking to see if the existing assignment criteria are being followed
and if they have been passed.
To assure that the piece of evidence submitted to me by the learner and claimed as RPL is
acceptable. I would review the information they provided and compare it to the course's
learning outcomes and assessment criteria. This would be acceptable if they provided
adequate proof of meeting the learning outcomes.
Finally, if the learner has completed a course in the past that contains a specific learning
outcome with in course they are currently studying, they are eligible to have it as long as the
application for RPL has been submitted and it meets all the requirements of the learning
outcome. This helps to reduce the amount of time spent on each unit/course.

My reflection on Unit 2:

Inclusive needs of my learners were highly considered before the planning and creation of
the four assessment plans to accommodate any necessary conditions. learners’ needs were
recorded based on their diverse nature which gave us the opportunity to consider the
appropriate methods of assessment that will suit the learner and agreed to be used. Various
assessment methods were considered and used to enable a holistic assessment approach
that takes care of every possible need of learners and offer a fairer assessment method
commensurable to identified learner needs. I ensured that I used an holistic approach to the
assessments to allow them to complete several bits of the course during one assessment. I
myself tried to cover as much ACs as I can with one assessment methods, so that would save
me time and energy with several visits and that I would not have to burden my learners with
assessing them outside of their working hours. I had a meeting with my learners individually
to discuss methods that will be most appropriate to their ability and agreed on those that
they were comfortable with. With regards to the recognition of prior learning (RPL),
discussions and questioning confirmed that learners had some knowledge of certain aspects
of the criteria but are unable to provide concrete proof of achievement. However, their level
of information provided, coupled with practical evidence listened to or witnessed confirm
their accession of prior learning.

If there is a need to share the information of the learners or the data of the learners to
appropriate colleages or relevant person (IQA or for peer assessmenr) for further
 40

assessment purposes, I make sure that the right format and file is available for them to
assess it with defined access. This helps me able to secure the data of the learners. The
necessity of confidentiality of the assessment process and information was acknowledged
and adhered to in various ways. Meetings with learners and other stakeholders were done in
private and all information collected saved under password on my computer. Assessment
documents were also kept under lock and key. Assessments were undertaken in private with
only learner and assessor present.

With regards to health and safety, learners were informed of the appropriate health and
safety procedures in the event of any emergency situation such as fire and terror threat
before the commencement of assessment. I asked for their consent to record anything and
explained the appeal procedure to them vividly.
During my sessions with both the learners, I asked about any specific needs they might have
or any disabilities or medical conditions that I should know that may affect their assessment.
This is done to give every learner an equal opportunity to perform their best. Both my
learners are completely healthy and had no specific needs. Having this discussion before
making the assessment plans helps me to ensure inclusion and inclusivity as this practice
makes me aware of the needs of my learners such as bilingualism and other conditions that
has the potential to negatively affect the performance and, therefore, the assessment of my
learners. For example, due to linguistic difficulty, I decided to use demonstration and course
work and to assess one of the learners in order to offer a fairer opportunity to him due to
the fact that English is his fourth language and his level of articulation could not fully support
his explanations.

My organization’s policy and procedure on assessment include ensuring that the appeal
procedure is fully read to learners and a copy is also provided to learners. That, learners
have signed to acknowledge receipt of a copy as well as has had a meeting to agree on the
date of assessment to avoid any lateness nor non attendance on the day. All these, I ensured
that it has been applied. I treated both learners equally and fairly and all given good amount
of time to gather their evidence. It is worth noting that the assessment procedure and
methods discussed with learners has to be made known to my organisation’s
standardisation lead for approval before assessment could be done. This enables the lead to
go through all the preparations to ensure that the right things are done for the benefit and
progress of the learner.

Reflectively, planning of this assessment and the dedication to ensure that learners are given
the best support to enable them excel is commendable. The collaboration I had with other
parties, the inclusiveness of my approach and the holistic assessment approach made
learners highly comfortable and were able to perform their best. Nonetheless, my inability
to complete all activities within the original time frame, due to Covid-19 difficulties, made it
difficult for learners especially as they did not obtain information on this in good time.
Furthermore, I could have done better with feedback orally.

Moving on, I will endeavour to keep my expertise up to date by undertaking further

short-term courses online or in person and also through Continuing Professional
Development (CPD) activities within the education sector as well as what pertains in my
organisation to maintain my professionalism. I will also benefit from reading recommended
books and articles to expand my knowledge and understanding. These approaches, if
assiduously applied, will undoubtedly assist me to keep my own expertise up to date and in
good standing.
 41

Unit 3 Assess
Vocational Skills,
Knowledge and
Understanding
 42

Assessment Plans and Feedbacks

Assessment Plan 1
Details of Assessment Meeting
Learner’s Name: Learner 1 Assessor’s Name: XXX Unit Name: Understanding Mind-set
Date and Time
10/01/2022 Location Assessment Appeal Procedure
Assessment Plan Campus Yes
11:00 am Plan Agreed: Explained?
Agreed:

Assessment Methods, Evidences and Criteria

Assessment Date and Any other
Assessment Location of Assessment
Description of what is being assessed Criteria Time of person
Method Assessment evidence
Covered Assessment involved
 State what mindset qualities are attractive to employers
 Identify what qualities they already have
 Outline why honesty, commitment, flexibility, and accountability
are key qualities to employers
 Give examples of when they have been honest, committed, 1.1, 1.2, 1.3, 24/01/2022 at Word
Assignment Campus No
flexible and accountable 1.4, 1.5 & 1.6 11:00 am Document
 Outline how own mindset qualities could affect their
employability
 Identify actions to improve own mindset qualities

Any other information relevant to this assessment:

 43

Various discussions had taken place, but learner sometimes struggled to recollect. Therefore, assignment method has been used here to
assess his work because the assignment was accompanied by specific guidelines, which directs him to specific areas to concentrate. It helped
him to gather information on different areas of the topic to help assess his knowledge and understanding. Learner can focus on the specific
areas required and hence offer his best to be able to meet the required standard expected. Therefore, the assignment method has been
chosen for assessment criterion 1.1, 1.2, 1.3, 1.4, 1.5, and 1.6.
Learner’s Signature: Learner 1 Assessor’s Signature: XXX Date: 10/01/2022
 44

Assessor Observation Form 1

Course Name: NCFE Level 1 Certificate in Employability Skills
Unit Name: Unit 1 Understanding mindset
LO(s) being assessed: LO1
AC(s) being assessed: 1.1, 1.2, 1.3, 1.4, 1.5 and 1.6
Learner’s Name: Learner 1
Assessor’s Name: XXX
Feedback related to: Assessment Plan #1 agreed on 10 January 2022 at 11:00 am

Assessment Decision
Grade awarded (Pass/Refer/Fail): Pass Date: 24 January 2022

Assessor’s I am pleased to confirm to you that you have passed ACs 1.1, 1.2, 1.3, 1.4,
Comments: 1.5 and 1.6. Well done.
IQA’s
Comments:
IQA’s Name:

IQA’s Signature: Date:

Feedback for the learner

Assessor’s Feedback:

Assignment:

Well done for producing a successfully written assignment. Your responses were specific as
demanded by the questions and you also identified enough points under each criterion.

Next Steps for the Learner:

It is important that you endeavour to write in full and avoid the use of signs to represent
words like AND. Also, read further to improve your understanding.
 45

Assessment Plan 2
Details of Assessment Meeting
Application of Physical
Learner’s Name: Learner 1 Assessor’s Name: XXX Unit Name: Intervention Skills in Private
Security Industry
Date and Time Appeal
24/01/2022 Location Assessment
Assessment Plan Campus Procedure Yes
10:30 am Plan Agreed:
Agreed: Explained?

Assessment Methods, Evidences and Criteria

Assessment Date and Any other
Assessment Location of Assessment
Description of what is being assessed Criteria Time of person
Method Assessment evidence
Covered Assessment involved

2.1 Identify the risk factors involved with the use of physical
intervention
Oral 17/02/2022 Voice
2.3 State the specific risks associated with positional asphyxia 2.1, 2.3 & 2.4 Campus No
Questioning 2:00 pm Recording
2.4 State the specific risks associated with prolonged physical
interventions

4.3 Demonstrate methods of disengagement from grabs and holds

Simulated
 Single cross wrist grab, 17/02/2022 Team Video
Environment 4.3 Campus
 Single parallel wrist grab & 2:20 pm member Recording
& Skills test
 Double parallel wrist grab
 46

Any other information relevant to this assessment:

Demonstration of disengagement tactics requires understanding of the associated risks of physical intervention. Therefore, Learner 1 was
given oral questions to specifically respond to part of the assessment criteria and to demonstrate his understanding through self-expression
in a question and answer (Q&A) style. Furthermore, simulation was also used to offer the learner an opportunity to experience how certain
physical intervention actions are supposed to be done in real life. This enabled Learner 1 to role play and demonstrate his competence under
a dummy scenario.

Therefore,Learner 1is competently assessed under criteria 2.1, 2.3, 2.4 and 4.3 holistically, using oral questions and simulated environment.
Moreover, because he is a comfortable communicator in front of people due to his previous customer service activities, it makes this
assessment method choice appropriate, which gave him the best opportunity to demonstrate his understanding comfortably.

Disengagement methods, on the other hand, is best demonstrated in a role play style which simultaneously exhibit skills for observation and
assessment which, therefore, makes it valid and fit for purpose hence meeting the authenticity and reliability test.

Learner’s Signature: Learner 1 Assessor’s Signature: XXX Date: 24/01/2022

 47

Assessor Observation Form 2

Course Name: SIA Door Supervisor – Physical Intervention Skills

Unit Name: Unit 4: Application of physical intervention skills in the private security industry
LO(s) being assessed: LO 2 and LO 4
AC(s) being assessed: 2.1, 2.3, 2.4 and 4.3
Learner’s Name: Learner 1
Assessor’s Name: XXX
Feedback related to: Assessment Plan 2 agreed on 24 January 2022 at 10:30 am

Assessment Decision
Grade awarded (Pass/Refer/Fail): Pass Date: 17 February 2022

Assessor’s I am pleased to confirm to you that you have passed ACs 2.1, 2.3, 2.4 and
Comments: 4.3. Well done for your determination.
IQA’s
Comments:
IQA’s Name:

IQA’s Signature: Date:

Feedback for the learner

Assessor’s Feedback:

Oral Questions:

Well done for clearly expressing your understanding of risks associated with physical
intervention. You demonstrated good communication skills with sufficient information to
meet the required standard for criteria 2.1, 2.3 and 2.4.

Simulated Environment:

Your demonstration under simulated environment in the classroom captured your

understanding of how it must be done and the appropriate way of executing them. You
showed care not to harm which is highly commendable. Congratulation.

Skills Test

Cross referencing your demonstration of disengagement methods, you simultaneously

exhibited your skills of how to manage wrist grabs to escape from harm. Well done for
exhibiting good multitask skills.

Next Steps for the Learner:

I recommend that you consistently practice the various disengagement tactics so that you
become more efficient in its execution in a real situation. Also, even if it is under a simulated
circumstance, you should still endeavour to portray your skills as if it is a real situation to
show full commitment and professionalism.
 48

Assessment Plan 3
Details of Assessment Meeting
Learner’s Name: Learner 2 Assessor’s Name: XXX Unit Name: Interview Skills
Date and Time
24/01/2022 Location Assessment Appeal Procedure
Assessment Plan Campus Yes
2:00 pm Plan Agreed: Explained?
Agreed:

Assessment Methods, Evidences and Criteria

Assessment Date and Any other
Assessment Location of Assessment
Description of what is being assessed Criteria Time of person
Method Assessment evidence
Covered Assessment involved
Work on the provided case study and written questions based on the
following ACs:
09/02/2022 Written Case
1.1 Recognise what type of information would be useful to have Case Study Campus No
11:00 am Study
before the interview, including how to
ensure they arrive at a suitable time
1.1 & 1.2
1.2 Describe what the interviewers will be expecting with regard to:
• punctuality
• dress sense Written
09/02/2022 Word
• behaviour Questions Campus No
11:30 am Document
• language use

Any other information relevant to this assessment:

 49

Assessment plan 3 also benefited from a holistic approach due to the simultaneous use of written
questions and case study strategies. These methods helped Learner 2 to demonstrate his writing skills
and independent work as well as his teamwork skills by being part of a team to work together through a
case study to produce the project work later in the next plan.

He had always expressed his teamwork roles in his previous workplace. Therefore, it is my opinion that
written questions and case study, through group work, are the best and appropriate methods for
assessing him on criteria 1.1, 1.2 and 1.3
Learner’s Signature: Learner 2 Assessor’s Signature: XXX Date: 24/01/2022
 50

Assessor Observation Form 3

Course Name: NCFE Level 1 Certificate in Employability Skills
Unit Name: Unit 32 Interview skills
LO(s) being assessed: LO1
AC(s) being assessed: 1.1 and 1.2
Learner’s Name: Learner 2
Assessor’s Name: XXX
Feedback related to: Assessment Plan 3 agreed on 24 January 2022 at 2:00 pm

Assessment Decision
Grade awarded (Pass/Refer/Fail): Pass Date: 12 February 2022

Assessor’s I am pleased to confirm to you that you have passed ACs 1.2 and 1.3.
Comments: Well done.
IQA’s
Comments:
IQA’s Name:

IQA’s Signature: Date:

Feedback for the learner

Assessor’s Feedback:

Case Study
Your project, through the case study is well presented and with adequate information to
support interviewees. You were able to carefully identify all the pertinent issues within the
case study and therefore produced appropriate leaflet as a response through your teamwork
effort. Well done.

Written Questions:
Well done for responding to these written questions sufficiently within the time given to
covered specific assessment criteria. Some points raised were not appropriately placed.
Nonetheless, your responses demonstrated your understanding as satisfactory.

Next Steps for the Learner:

Think about how to make your leaflet pocket size to make it easy to be carried along and
referred to by interviewees wherever they are.
 51

Assessment Plan 4
Details of Assessment Meeting
Learner’s Name: Learner 2 Assessor’s Name: XXX Unit Name: Interview Skills
Date and Time
24/01/2022 Location Assessment Appeal Procedure
Assessment Plan Campus Yes
2:30 pm Plan Agreed: Explained?
Agreed:

Assessment Methods, Evidences and Criteria

Assessment Date and Any other
Assessment Location of Assessment
Description of what is being assessed Criteria Time of person
Method Assessment evidence
Covered Assessment involved
Project work
 Produce a pack of useful and relevant information that will help 11/02/2022 at
Project 1.3 Campus Teamwork (Interview
them prepare 11:00 am
pack)

Any other information relevant to this assessment:

Assessment plan 4 is to assess the skills of Learner 2 in using project strategies. One activity was planned to concurrently achieve two aims,
that is case study and project work. Therefore, reference is made because holistic assessment through case study and project were
concomitantly achieved and the method assisted learner to appropriately respond to the task.

Learner’s Signature: Learner 2 Assessor’s Signature: XXX Date: 24/01/2022

 52

Assessor Observation Form 4

Course Name: NCFE Level 1 Certificate in Employability Skills

Unit Name: Unit 32 Interview Skills
LO(s) being assessed: LO1
AC(s) being assessed: 1.3
Learner’s Name: Learner 2
Assessor’s Name: XXX
Feedback related to: Assessment Plan 4 agreed on 24 January 2022 at 2:30 pm

Assessment Decision
Grade awarded (Pass/Refer/Fail): Pass Date: 12 February 2022

Assessor’s I am pleased to confirm to you that you have passed AC 1.3.

Comments: Well done.
IQA’s
Comments:
IQA’s Name:

IQA’s Signature: Date:

Feedback for the learner

Assessor’s Feedback:

Project work:

Your ability to carefully analyse the case study and move on to complete this project is
commendable. The project itself has confirmed your ability to also work as a team to
accomplish a task and thereby sign off certain AC. Well done

Next Steps for the Learner:

The presentation of your project to the class was a bit disorganised hence wasted time. Next
time, please endeavour to apportion parts of the presentation to individual team members
for all to take part and also to master their area for a better output.
 53

Reflective Account:

How would I use RPL in future?

When ensuring that your learners fulfil the learning goals for each unit, using RPL as an
assessment method may be quite beneficial. Transferring skills, qualifications, or expertise is
an example of RPL.

I could not use this method comprehensively because of the reasons given below. If learners
had been able to proof with written evidence such as certificates or confirmed prior assessor
or shown any actual evidence of haven been on such a course, it could have corroborated
their prior learning assertion. Moreover, such evidence could then be deemed to meet the
validity, reliability, authentic, sufficient, current and fair criteria of the awarding body.
However, if I get to use RPL in this course, there are a few things I would surely consider, and
they will be in accordance with the current requirement and meet the stated criteria. As I
need to ensure that the evidence provided is current, valid, authentic, and sufficient. This
implies that I will be checking to see if the existing assignment criteria are being followed
and if they have been passed.
To assure that the piece of evidence submitted to me by the learner and claimed as RPL is
acceptable. I would review the information they provided and compare it to the course's
learning outcomes and assessment criteria. This would be acceptable if they provided
adequate proof of meeting the learning outcomes.
Finally, if the learner has completed a course in the past that contains a specific learning
outcome with in course they are currently studying, they are eligible to have it as long as the
application for RPL has been submitted and it meets all the requirements of the learning
outcome. This helps to reduce the amount of time spent on each unit/course.

My reflection on unit 3:

To ensure inclusion during this assessment process, my learners needs were highly
considered before the planning and creation of the four assessment plans to accommodate
any necessary conditions. Various assessment methods were carefully considered and
appropriately used to enable a holistic assessment approach that takes care of every
possible need of learners and offered a fairer assessment method commensurable to
identified learner needs. For instance, because of lack of IT proficiency one of my learners
was assessed through handwritten assignment and test activities which made it more
comfortable and convenient to the learner. Moreover, learner has a clear and legible hand
writing and therefore was pleased to write the assessment responses in a comfortable way
familiar. I myself tried to cover as much ACs as I can with one assessment methods, so that
would save me time and energy wituh several visits and that I would not have to burden my
learners with assessing them outside of their working hours.

Individual meetings were held to discuss methods that will be most appropriate to their
ability and agreed on those that they were comfortable with. With regards to the
recognition of prior learning (RPL), discussions and questioning confirmed that learners had
some knowledge of some aspects of the assessment criteria as well as other unrelated
achievements but are unable to provide concrete proof of achievement. Certificates or
lesson notes, among others, could not be produced although their level of information
provided, coupled with practical evidence listened to or witnessed confirm their accession of
 54

prior learning. During the assessment, using holistic approace, I have aided everyone in
gathering the majority of the evidence in the quickest period possible. I used the evidence in
providing the feedback to the learners and make sure that they valid and relevant to the
assessment criteria. I made sure the all the evidence adheres the awarding organisation
evidences. I also made sure that the learners signed their work and everything they did was
according to the requirements of the awarding organisation.

During my sessions with both the learners, I asked about any specific needs they might have
or any disabilities or medical conditions that I should know that may affect their assessment.
This is done to give every learner an equal opportunity to perform their best. Both my
learners are completely healthy and had no specific needs. Having this discussion before
making the assessment plans helps me to ensure inclusion and inclusivity as this practice
makes me aware of the needs of my learners.as bilingualism and other conditions that has
the potential to negatively affect the performance and, therefore, the assessment of my
learners. For example, due to linguistic difficulty, I decided to use demonstration and course
work and to assess one of the learners in order to offer a fairer opportunity to him due to
the fact that English is his fourth language and his level of articulation could not fully support
his explanations.Further I have make sure that all the assessments are according to the
organisation standards. I have looked for any naturally occurring evidences during
assessment and manage time and conduction of the assessment.

The necessity of confidentiality of the assessment process and information was

acknowledged and adhered to in various ways. Meetings with learners and other
stakeholders were done in private and all information collected saved under password on
my computer. Assessment documents were also kept under lock and key. Assessments were
undertaken in private with only learner and assessor present or learner and team member in
the case of a simulated environment. With regards to health and safety, learners were
informed of the appropriate health and safety procedures in the event of any emergency
situation such as fire and terror threat before the commencement of assessment. I asked for
their consent to record anything and explained the appeal procedure to them vividly. My
organization’s policy and procedure on assessment include ensuring that the appeal
procedure is fully read to learners and a copy is also provided to learners. That, learners
have signed to acknowledge receipt of a copy as well as has had a meeting to agree on the
date of assessment to avoid any lateness nor nonattendance on the day. All these, I ensured
that it has been applied.

Also, learners’ needs were recorded based on their diverse nature which gave us the
opportunity to consider the appropriate methods of assessment that will suit the learner
and agreed to be used. I treated both learners equally and fairly and all given good amount
of time to gather their evidence. It is worth noting that the assessment procedure and
methods discussed with learners has to be made known to my organisation’s
standardisation lead for approval before assessment could be done. This enables the lead to
go through all the preparations to ensure that the right things and procedures are done and
followed for the benefit and progress of the learner.

My overall performance of this assessment, reflectively, was very good. The planning of this
assessment and the dedication to ensure that learners are given the best support to enable
them excel is commendable. The collaboration I had with other parties, the inclusiveness of
my approach and the holistic assessment approach made learners highly comfortable and
were able to perform their best. Nonetheless, my inability to complete all activities within
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the original time frame, due to Covid-19 difficulties, made it difficult for learners especially
as they did not obtain information on this in good time. Furthermore, I could have done
better with feedback orally.

Moving on, I will endeavour to keep my expertise up to date by undertaking further

short-term courses online or in person and also through Continuing Professional
Development (CPD) activities within the education sector as well as what pertains in my
organisation to maintain my professionalism. I will also benefit from reading recommended
books and articles to expand my knowledge and understanding. These approaches, if
assiduously applied, will undoubtedly assist me to keep my own expertise up to date and in
good standing.