Assessing Retail Skills

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1 The Further Education and Training Awards Council (FETAC) was set up as a statutory body on 11 June 2001 by the Minister for Education and Science. Under the Qualifications (Education & Training) Act, 1999, FETAC now has responsibility for making awards previously made by NCVA. Module Descriptor Assessing Retail Skills Level 6 L

2 Level 6 Module Descriptor Summary of Contents Introduction Module Title Module Code Level Credit Value Purpose Preferred Entry Level Special Requirements General Aims Units Specific Learning Outcomes Portfolio of Assessment Grading Individual Candidate Marking Sheets Module Results Summary Sheet Appendices Glossary of Assessment Techniques Assessment Principles Describes how the module functions as part of the national vocational certificate framework. Indicates the module content. This title appears on the learner s certificate. It can be used to download the module from the website An individual code is assigned to each module; a letter at the beginning denotes a vocational or general studies area under which the module is grouped and the first digit denotes its level within the national vocational certificate framework. Indicates where the module is placed in the national vocational certificate framework, from Level 3 to Level 6. Denotes the amount of credit that a learner accumulates on achievement of the module. Describes in summary what the learner will achieve on successfully completing the module and in what learning and vocational contexts the module has been developed. Where relevant, it lists what certification will be awarded by other certification agencies. Recommends the level of previous achievement or experience of the learner. Usually none but in some cases detail is provided here of specific learner or course provider requirements. There may also be reference to the minimum safety or skill requirements that learners must achieve prior to assessment. Describe in 3-5 statements the broad skills and knowledge learners will have achieved on successful completion of the module. Structure the learning outcomes; there may be no units. Describe in specific terms the knowledge and skills that learners will have achieved on successful completion of the module. Provides details on how the learning outcomes are to be assessed. Provides details of the grading system used. List the assessment criteria for each assessment technique and the marking system. Records the marks for each candidate in each assessment technique and in total. It is an important record for centres of their candidate s achievements. Can include approval forms for national governing bodies. Explains the types of assessment techniques used to assess standards. Describes the assessment principles that underpin FETAC approach to assessment.

3 Introduction A module is a statement of the standards to be achieved to gain a FETAC award. Candidates are assessed to establish whether they have achieved the required standards. Credit is awarded for each module successfully completed. The standards in a module are expressed principally in terms of specific learning outcomes, i.e. what the learner will be able to do on successful completion of the module. The other elements of the module - the purpose, general aims, assessment details and assessment criteria - combine with the learning outcomes to state the standards in a holistic way. While FETAC is responsible for setting the standards for certification in partnership with course providers and industry, it is the course providers who are responsible for the design of the learning programmes. The duration, content and delivery of learning programmes should be appropriate to the learners needs and interests, and should enable the learners to reach the standard as described in the modules. Modules may be delivered alone or integrated with other modules. The development of learners core skills is a key objective of vocational education and training. The opportunity to develop these skills may arise through a single module or a range of modules. The core skills include: taking initiative taking responsibility for one s own learning and progress problem solving applying theoretical knowledge in practical contexts being numerate and literate having information and communication technology skills sourcing and organising information effectively listening effectively communicating orally and in writing working effectively in group situations understanding health and safety issues reflecting on and evaluating quality of own learning and achievement. Course providers are encouraged to design programmes which enable learners to develop core skills.

4 1 Module Title: Assessing Retail Skills 2 Module Code: L Level: 6 4 Credit Value: 1 credit 5 Purpose: This module is a statement of the standards to be achieved to gain a FETAC credit in Retail Assessment at Level 6. It is a specialist module developed for those learners responsible for providing assessment in all of the modules included on the Certificate in Retail Operations. 6 Preferred Entry Level 7 Special Requirements 8 General Aims The module is designed for learners to deliver quality assessment in the Retail sector. It will assist learners to develop appropriate knowledge, skills and attitudes to work as an assessor in a Retail organisation. Level 5 Certificate in, Leaving Certificate or equivalent qualifications and/or relevant life and work experiences. Candidates should have at least 3 years experience of working in a Retail environment as a line manager or supervisor. Learners who successfully complete this module will: 8.1 appreciate the importance of the assessment process in a Retail operation. 8.2 understand the concept of criterion referenced assessment 8.3 understand the roles and responsibilities of an assessor in a Retail organisation. 8.4 work effectively as part of a team. 8.5 acquire the necessary communication skills in order to meet assessor requirements. 8.6 acquire the necessary administration skills in order to meet assessor requirements. 8.7 be familiar with a range of methods of assessment. 8.8 ensure equality in the treatment and assessment of all candidates 8.9 develop good assessor practice in a Retail environment. 1

5 9 Units The specific learning outcomes are grouped into 4 units. Unit 1 Unit 2 Unit 3 Unit 4 Planning For Assessment Collecting Performance Evidence Judging Candidate Performance Assessment Decision and Feedback 10 Specific Learning Outcomes Unit 1 Planning For Assessment Learners should be able to: explain criterion referenced assessment outline a range of assessment methods identify the performance criteria required for the candidate to complete each unit successfully identify appropriate opportunities to conduct assessment explain to the candidate the purpose of planning the assessment agree with the candidate the unit to be addressed agree with the candidate the time, place and context in which the assessment will take place demonstrate effective listening skills explain to the candidate what is involved in the assessment process identify and agree elements of the assessment plan with candidates: Type of evidence to be collected Methods to be used Timing of the assessment Arrangements for reviewing progress organise with the candidate to review and update plans as necessary to reflect candidates progress within the qualification discuss plan with other individuals who may be affected by the proposed assessment identify the evidence to be collected recognise the various methods of collecting evidence 2

6 distinguish between naturally occurring evidence and relating questioning recognise and eliminate unfairness from the assessment process ensure access to fair and reliable assessment Unit 2 Collecting Performance Evidence Learners should be able to: ensure that access to assessment is appropriate to candidate s needs advise and encourage candidate to collect performance evidence efficiently identify the specific performance criteria against which they will be judged evaluate the evidence against all of the relevant performance criteria ensure that the evidence collected is attributable to the candidate identify any difficulties in collecting evidence and refer these to an appropriate authority perform all preset simulations, tests and questions according to appropriate guidelines perform the assessment task as unobtrusively as possible at all times Unit 3 Judging Candidate Performance Learners should be able to: identify appropriate methods of judging performance evidence ensure evidence knowledge is collected when performance evidence does not fully cover the requirements for the unit or module use appropriate questioning when required identify occasions where performance evidence may be insufficient and advise candidate accordingly record observations and other relevant data in appropriate format ensure that all the evidence required in appropriate format ensure evidence is judged fairly and reliably 3

7 Unit 4 Assessment Decision and Feedback Learners should be able to: use the relevant performance and knowledge evidence as the basis for decision making advise the candidate as to the sufficiency of evidence for completion of a unit or module ensure that feedback following the decision is clear, constructive and meets the candidates needs recognise the candidate s needs and/or level of confidence assemble all the appropriate evidence and record all information necessary to meet FETAC requirements encourage the candidate to seek clarification and advice as necessary ensure records are legible, accurate, up to date and stored securely ensure records are forwarded according to FETAC guidelines for certification 11 Portfolio of Assessment Please refer to the glossary of assessment techniques and the note on assessment principles at the end of this module descriptor. Summary Collection of Work 100% 11. Collection of Work The assessor will devise guidelines for candidates on gathering a collection of work that demonstrates evidence of a range of specific learning outcomes. The assessors may provide evidence of dealing with diverse learners. The collection will include a portfolio of work. This portfolio is a collection of various pieces of work produced by the candidate over a period of time that demonstrates the mastery of assessor skills. 4

8 The portfolio may include the following 1. Portfolio identification and contents form 2. Curriculum Vitae 3. Company Job Description 4. Personal Statement 5. Samples of completed Assessment Plans 6. Internal Verifier Observation report and Module summary sheet 7. Candidate assessment records 8. Assessor Candidate devised questions 9. Evidence of achievement 10. Assessor training record 11. Questionnaire 12. External Verifier report 13. Witness testimony (Candidate) 14. Additional Information (e.g.: Outcome summary sheets) 12 Grading Pass 50-64% Merit 65-79% Distinction % 5

9 Individual Candidate Marking Sheet 1 Assessing Retail Skills L31855 Collection of Work 100% Candidate Name: PPSN: Centre: Centre No.: Assessment Criteria Maximum Mark Candidate Mark TOTAL MARKS This mark should be transferred to the Module Results Summary Sheet Internal Assessor s Signature: Date: External Authenticator s Signature: Date: 6