Assessment is the process

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1 Assessment Practice

2 Assessment is the process through which a learner s skills and knowledge are reviewed in order to evaluate what they have learned. It is a way of finding out if and how much learning has taken place. For Assessors, assessment Provides objective information which enables them to give learners constructive feedback on their progress. Provides information which allows them to respond to individual learners needs. Helps evaluate the strengths and weaknesses of a course. Enables a course to have clear learning goals which are being met effectively. For learners, assessment Acknowledges achievement, thereby increasing motivation and a sense of achievement. Helps learners develop skills of self-assessment. Provides a profile of what they have learned. Principles of Assessment All assessment should follow the principles below, denoted as VACSR: Validity: Is the central concept in evaluating the quality of assessment outcomes. Assessment should measure what it claims to measure and there must be a close fit between the assessment activity and the learning outcome(s). This would involve the interpretation and supporting evidence collected from all stages of the assessment process. Authenticity: All assessment activity which provides evidence of achievement for the award of credit must have processes in place to ensure that the achievement is authentic, i.e. the learner s own work. Internal and external quality assurance should be capable of scrutinising the circumstances in which evidence is produced. Centres must provide clear guidelines on plagiarism and malpractice. Currency: This principle is about being up to date. While some skills have changed little, many are subject to social and technology changes. Three years is generally accepted as a minimum time when assessments can be termed current and included for use against qualification accumulation. Sufficiency: Assessment must be fit for the learner, the learning and the level. The assessment strategy and methods must be clearly appropriate for the target group(s) of learners in the context in which the learning takes place. Assessment must fit the learning outcomes and be appropriate for the form of assessment (e.g. an initial assessment should build confidence and not deter a learner from appropriate progression). It must also be appropriate to the credit value (e.g. a 5,000 word essay is not appropriate for a 1 credit unit). Assessment methods should not raise barriers to demonstration of achievement. Reliability: The assessment result should be replicable and consistent either under different circumstances, with a different Assessor or over time. Policies and practices in quality assurance and standardisation should all be devised to ensure reliability and consistency. Good practice would be to retain samples of assessed work to monitor standards over time. Reliability can be seen to be a direct consequence of validity in practice. Reliability will reflect the quality assurance and guidance process in order to minimise human inconsistencies. Assessment should be based on learners needs. It should take into account equality and diversity issues. Assessment methods should not exclude individuals and support can be offered to ensure that learners are not unfairly disadvantaged. Guidance provided in the Gateway Qualifications Reasonable Adjustment and Special Considerations Policy, should be followed. In the event of a centre having any doubt about the amount of support to provide, they should contact Gateway Qualifications. Assessment methods must not exclude individuals from demonstrating the learning outcomes and should be free from bias. Centres should also have a policy on Fair Assessment. Unit of Assessment A unit is the smallest part of learning that can be accredited in its own right and will set out the learning outcomes and assessment criteria. A learning outcome should express the knowledge, skills and understanding learners are expected to acquire, while assessment criteria should set out the requirements that learners need to meet in order to achieve success for a unit or part of a unit. Methods of Assessment Each unit of assessment and qualification specification will set out the method of assessment to be used. For the majority of Gateway Qualifications units and qualifications this will be by the learner producing a portfolio of evidence. Where different methods of assessment are to be used these will be set out within the unit or qualification specification. A portfolio of evidence is a formal record of evidence (manual or electronic) produced by learners, towards a unit or qualification. Assessors are encouraged to use a variety of types of assessment/activities within the learning process, further guidance on types of assessment is contained within the Gateway Qualifications assessment definitions document. Assessment Strategy The assessment strategy for a course will specify: The principles, purposes, characteristics, arrangements and choices of types of assessment. The person specification(s) and expertise of Assessors and Internal Quality Assurers. The arrangements for recording and tracking assessment evidence. The timing of assessment tasks The assessment strategy must operate within the principles of assessment and comply with any activities specified for the unit with the qualification guide. The assessment strategy must be appropriate to the aims of the course; the needs of the target group; the level of the course (e.g. at entry level assessment is often non paper based and supported).

3 The assessment strategy should empower learners by: Using open and transparent types of assessment. Including feedback on the process and results of assessment. Allowing all learners opportunities to demonstrate learning. Being relevant and integrated into the learning process. Offering the right to appeal against assessment decisions. The assessment strategy must be devised to take account of the difficulty of different types of assessment in terms of time, learner ownership and involvement and the level of the award across the curriculum areas. While different types may be used, there should always be a comparability in the level of difficulty at the same level. For example, Level One Cake Making and Level One Community Leadership will be assessed by different types of assessment but there must be comparability in terms of demand. Any assessment strategy should include a variety of types of assessment, adapted as necessary to the needs of the target group and the curriculum. As part of the process of determining and planning which types of assessment are appropriate an assessment planning form should be used. Forms of Assessment The skills, knowledge and understanding to be assessed in any Gateway Qualifications qualification or course are defined in the unit of assessment. Units contain explicit learning outcomes, which define what the learner will know, understand or do, and assessment criteria, which define the achievement of the learners at nationally agreed levels from Entry to Level Eight. Level descriptors setting out the knowledge, application and autonomy of the level within the Qualifications and Credit Framework, is published by Ofqual. This is criterion referenced assessment, which is both formative and summative. Criterion referenced assessment allows for openness and equity for all learners. For a learner to achieve the award of credit in a unit, the learning outcomes must be observed, achieved and assessed using the stated assessment criteria. The type of assessment chosen will relate to the target group, curriculum and timing within the process. Initial/Diagnostic assessment usually takes place at the start of a learning programme and is used to identify current learning style and strengths in order to determine potential needs and areas for development of individuals and/or the group. This may be a skill scan or academic screening, sometimes alongside a personal interview. Formative assessment is ongoing, developmental and continuous throughout the learning programme and is used to give feedback and support to the learner on progress towards outcomes and to inform the Tutor of action to take. It empowers learners to take action in their own learning and assessment. It should be a supportive and encouraging process even if the learner is not completely successful in meeting all of the criteria. It can contribute to the final overall achievement of learning outcomes in a unit, but is not always required to do so. Summative assessment may take place during or towards the end of a learning programme and counts towards final assessment and is used to measure the extent of planned learning that has taken place at the end of a learning experience. It is the act of making a judgement on whether the learner has achieved all or some of the learning outcomes within a unit. Formal assessment is structured and usually takes place in clearly stated conditions, e.g. a set time to make a presentation or a practical task or test undertaken by the whole group. This is usually summative in nature. Informal assessment is ongoing, integrated and flexible. It is varied in nature and can be recorded by the Assessor and the learner. It can include self-assessment, peer group assessment or conversational feedback from the Assessor. It can be either formative or summative (or both). If it contributes to the summative assessment process it must be recorded. External assessment is used for some qualifications and will be set and marked by the awarding organisation. Details of the external assessment will be included within the appropriate qualification specification. Assessment Activities Any assessment strategy should include a variety of assessment activities, formal and informal, adapted as necessary to the needs of the target group and the level of study. Examples of assessment activity related to levels are set out within the assessment definitions document, from entry to level 3. Additional assessment requirements will be set out within the qualification specification or the unit. Role and Responsibility for Assessment Judgements must be made on the achievement or nonachievement of the learning outcomes to the standards described by the assessment criteria as specified in the unit(s). The learning outcomes of a unit must be achieved to the prescribed standard. The assessment strategy should identify who will be responsible for making and recording judgements. Assessor: Is responsible for planning and managing the assessment strategy and ensuring that it complies with any additional assessment requirements set out within the qualification specification or the unit. The Assessor is responsible for: Sharing the learning outcomes and assessment criteria with learners. Using the criteria explicitly and equitably. Recording assessment. Giving and recording ongoing and positive feedback. Ensuring that all learners have equal opportunities for their achievement to be assessed. Giving guidance to the learner when there are choices regarding assessment. Contributing to internal quality assurance. Identifying and dealing with any barriers to fair assessment. Maintaining occupational competence. Standardising practice with other Assessors. Dealing with appeals in the first instance.

4 Assessment Practice Learners: The self-assessment process involves the learner in identifying their own learning in relation to the learning outcomes and assessment criteria. It encourages the development of learners own judgement and evaluation skills, allows reflection on learning and involves learners in the whole learning process. Peers: Peer assessment involves other learners on the course in formal or informal situations either as a group or individuals giving feedback and support in assessment of their learning. Assessment by other learners in the group can encourage evaluative skills and increase group cohesion. Peer and self-assessment should always be augmented by Tutor assessment and evidence and should not normally constitute a major part of the assessment methods leading to the award of credit. Others within the learning environment: The Assessor will also liaise with others who may be involved in the assessment process. This may include support workers, care assistants and others who contribute to the assessment process. It is essential that these additional sources also have full access to the unit specifications and assessment strategy. They will work in liaison with the learner and Assessor. Others external to the learning environment: This may involve supervisors, workplace mentors, witnesses and others who contribute to the assessment. It is essential that these additional sources also have full access to the unit specifications and assessment strategy. The Assessor is normally responsible for communication and liaison with these outside sources. Design of Assessments When designing assessments, centres must ensure that they cover all the learning outcomes contained in the unit and use the assessment methods prescribed by awarding organisations. Assessments must be verified before use to ensure that they are appropriate for the target group of learners, the level and the credit value of the unit. Assessment Evidence Credit can only be awarded for a unit when there is sufficient evidence that all the learning outcomes have been achieved to the standard described by the assessment criteria as specified in the unit. This assessment evidence is made available to the Internal Quality Assurer. Evidence of learning will be generated by the learner throughout the learning process, and may include a large variety of products. Paper-based products may include notes, reports, learning journals, gapped handouts, essays, examinations etc. Non paper-based evidence may include role plays, videos, tapes, artefacts, performance, oral questions and answers, on line recording. Evidence of these activities must always be recorded. Evidence of achievement comprises the appropriate selection of evidence of learning which has been assessed against a specific outcome or outcomes using the stated criteria. There must be a transparent process of recording this evidence which clearly records the assessment judgement made. Gateway Qualifications encourages the recognition of diversity in learning and evidence can be tailored to the needs of individuals or groups of learners. Evidence should always be flexible, varied and appropriate. Reasonable Adjustments and Special Consideration Assessment should be a fair test of learners knowledge and what they are able to do, however, for some learners the usual format of assessment may not be suitable. Gateway Qualifications ensures that its qualifications and assessments do not bar learners from taking the qualifications. It is recognised that reasonable adjustments or special consideration may be required at the time of assessment where learners: Have a permanent disability or specific learning needs. Have a temporary disability, medical condition or learning needs. Are indisposed at the time of the assessment. The provision for reasonable adjustments and special consideration arrangements is made to ensure that learners receive recognition of their achievement so long as the equity, validity and reliability of the assessments can be assured. Such arrangements are not concessions to make assessment easier for learners, nor advantages to give learners a head start. There are two ways in which access to fair assessment can be maintained: Through reasonable adjustments and Through special consideration.

5 Assessment Practice Assessors should refer to the Gateway Qualifications Reasonable Adjustments and Special Consideration policy and procedures, when determining the appropriate approach to take. Malpractice and Maladministration Assessors need to be aware that both malpractice and maladministration could occur within the assessment process. Centres, as part of centre recognition, are required to have in place policies and procedures to address and investigate allegations Malpractice and Maladministration. In the context of assessment malpractice could include: Forgery of evidence. Plagiarism of any nature by learners. Contravention of specified assessment arrangements. Loss, theft or breach of confidentiality in any assessment materials. In appropriate assistance to learners by centre staff. As part of a learner s induction onto the programme centre staff need to make learners aware of the centres procedures and requirements for dealing with alleged cases malpractice or maladministration. Centre staff should familiarise themselves with the Gateway Qualifications Malpractice and Maladministration Policy, which sets out the approach taken when dealing and investigation allegation of malpractice and maladministration. Assessment Records A collection of assessed materials to demonstrate a learner s achievement is generally termed a portfolio. It may take different forms but must always be a collection of the learner s proof of achievement which the Assessor has assessed as matching specific units at a stated level. Learners can be encouraged to see assessment as important to their own sense of achievement. Assessment records form a vital component of evidence for the following purposes: Evaluating learner progress (for the learner and the Assessor). Presentation to Internal Quality Assurer as evidence of achievement of the learning which has taken place. Evidence of achievement must be mapped against specific, recognised learning outcomes with a stated level and a credit value. Learners cannot be awarded credit for partial achievement of a unit. It is the Assessor s responsibility to record assessed achievement and to track this against the learning outcomes. Learners must: Have access to of the unit specification(s). Be advised of any assessment regulations. Be advised of opportunities to resubmit (if applicable). Be advised of the centres, and awarding organisation s appeals procedures. The evidence can be recorded in a number of ways but must be: Tracked against the individual learner and the achievement of the relevant unit specifications. In a clearly structured format. Available for the Internal and External Quality Assurers, or Quality Reviewer. Related Documents Reasonable Adjustments and Special Consideration Policy and Procedures, Gateway Qualifications. QCF Level descriptors, Ofqual. Assessment Definitions, Gateway Qualifications.

6 Gateway Qualifications John Tabor Building University of Essex Colchester CO4 3SQ April 2014 Open College Network Eastern Region trading as Gateway Qualifications Charity Registration No Registered in England Company No

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