EAL Level 3 NVQ Award in Understanding the Principles and Practices of Assessment (QCF) 501/1844/4

Transcription

1 Qualification Manual EAL Level 3 NVQ Award in Understanding the Principles and Practices of Assessment (QCF) 501/1844/4 EAL Level 3 NVQ Award in Assessing Competence in the Work Environment (QCF) 501/1843/2 EAL Level 3 NVQ Award in Assessing Vocationally Related Achievement (QCF) 501/1841/9 EAL Level 3 NVQ Certificate in Assessing Vocational Achievement (QCF) 501/1842/0

2 Contents 1.0 About EAL Introduction to the Qualification Accreditation & Industry Support for these Qualifications Achievement of the Qualification/s & Stand Alone Units Relation to Other Qualifications Qualification Support Materials Funding for this Qualification Rule of Combinations (Qualifications Structure)... 8 EAL Level 3 NVQ Award in Understanding the Principles and Practices of Assessment (QCF)... 8 EAL Level 3 NVQ Award in Assessing Competence in the Work Environment (QCF)... 8 EAL Level 3 NVQ Award in Assessing Vocationally Related Achievement (QCF)... 8 EAL Level 3 NVQ Certificate in Assessing Vocational Achievement (QCF) Centre & Qualification Approval Profiles & Requirements Assessors Internal Verifiers Learners Assessment Evidence requirements and assessment guidance Quality Control of Assessment About the Qualification Units Learner s Portfolio Building and Referencing Appendix 1: Qualification & Credit Framework (QCF) Appendix 2: Functional Skills & Essential Skills Wales Appendix 3: Learner Registration & Certification Page 2 of 19

3 1.0 About EAL Since 1964, EAL (EMTA Awards Limited) has been awarding superior vocational qualifications and apprenticeship components for engineering, building services and related sectors. Developed to the highest technical standard, our qualifications are regularly updated to reflect regulatory and technical changes. We support the providers of our qualifications with an unparalleled level of service to ensure that learners are well prepared for the roles they plan to take on. EAL recognise the value of skills in the work environment as one of the 5 key drivers of productivity; essential for economic growth and bringing a number of wider social benefits. Through its programme of continuous improvement EAL strives to meet the demand from employers for high performing, high quality products. For further information please contact EAL Customer Services +44(0) or visit Page 3 of 19

4 2.0 Introduction to the Qualification What are these qualifications? There are four nationally recognised qualifications in assessment, on the QCF: EAL Level 3 NVQ Award in Understanding the Principles and Practices of Assessment: This qualification is intended for those who wish to gain an understanding of the principles and practices of assessment without any requirement to practice as assessors. EAL Level 3 NVQ Award in Assessing Competence in the Work Environment: This qualification is intended for assessors who assess occupational competence in an individual s work environment. It includes the following assessment methods (although not all of these require performance evidence): observation of performance in the work environment, examining products of work, questioning the learner, discussing with the learner, use of others (witness testimony), looking at learner statements, recognising prior learning. EAL Level 3 NVQ Award in Assessing Vocationally Related Achievement: This qualification is intended for those who assess vocational skills, knowledge and understanding in environments other than the work environment (for example a workshop, classroom or other training environment). It includes the following assessment methods (although not all of these require performance evidence): assessments of the learner in simulated environments, skills tests oral and written questions, assignments projects, case studies, recognising prior learning. EAL Level 3 NVQ Certificate in Assessing Vocational Achievement: This qualification is intended for those who assess both occupational competence in the work environment and vocational skills, knowledge and understanding in environments other than the workplace (for example a workshop, classroom or other training environment). Who are these qualifications for? As a whole the qualifications are for: Those who wish to become assessors of a candidate s occupational competence or of their vocational skills knowledge and understanding, Those who wish to learn about the principles and practices of assessment, Those who need a nationally recognised qualification in assessment and need to meet the requirements of the NVQ Code of Practice and Sector Skills Councils assessment strategies. Page 4 of 19

5 What do the qualifications cover? These qualifications cover all the essential knowledge and understanding that assessors or quality assurance staff need, plus one or more assessment routes that describe competent practice. Those new to assessment and hoping to become assessors can take the first assessment route and gain an understanding of assessment principles and practices even before they are in a position to practice assessment. When they are ready to practice they can attempt the additional assessment routes. Those who need to know about assessment, but never intend to practice for example managers are able to learn about essential principles and practices. Others who are in a position to carry out real assessments can undertake units at the same time and, in the spirit of holistic assessment, use evidence from one to meet some of the requirements of the other. The assessment routes are listed in Section 3 of this manual. 2.1 Accreditation & Industry Support for these Qualifications These qualifications: Are accredited by Ofqual at level three, Are supported by Lifelong Learning UK. 2.2 Achievement of the Qualification/s & Stand Alone Units The qualification/s will be gained when all the necessary units have been achieved. The centre will then be able to apply for the learner s Award/Certificate. The learner will also receive a Certificate of Unit Credit, listing all the units they have achieved. However if they don t manage to complete the full qualification learners can still claim a Certificate of Unit Credit for the units achieved therefore, they still have proof of their ability and could complete the qualification at a later date. Units can also be taken individually (stand alone). This manual must be used in conjunction with the delivery and assessment of any individual units to ensure that assessment requirements and methodologies are consistently applied. Page 5 of 19

6 2.3 Relation to Other Qualifications This qualification relates to the following: EAL Qualifications in Key Skills, Functional Skills and Essential Skills Wales, EAL Level 4 NVQ Award in Understanding the Internal Quality Assurance of Assessment Processes and Practice, EAL Level 4 NVQ Award in the Internal Quality Assurance of Assessment Processes and Practice, EAL Level 4 NVQ Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice, EAL Level 4 NVQ Award in Understanding the External Quality Assurance of Assessment Processes and Practice. Details on these can be obtained from the EAL Website or alternatively contact: EAL Customer Services Tel: +44 (0) customercare@eal.org.uk 2.4 Qualification Support Materials The following materials are available for this qualification: Assessment Routes: These are nationally recognised units. These documents allow both the learner and the assessor to record the progress through the qualification. The assessment routes contain the performance to be assessed, the knowledge to be assessed and the evidence required from the learner to demonstrate their competence. Completed exemplars are provided in the EAL Guide to Assessment (ABG/101). Performance Assessment Plan and Evidence Record (X200): This allows effective assessment planning and cross tracking. Completed exemplars are provided in the EAL Guide to Assessment (ABG/101) (see below). EAL have also provided for centres: EAL Guide to Assessment (ABG/101) (new issue to be released soon), EAL Guide to Internal Verification (ABG/102) (new issue to be released soon), EAL Centre Operations Manuals - This sets out the requirements for EAL Centres, contains all necessary documentation and also contains helpful teaching and delivery advice. All these materials can be accessed from the EAL Website Page 6 of 19

7 2.5 Funding for this Qualification The following bodies will be able to assist you with your funding queries. For England: Skills Funding Agency. Also, search the Learning Aims Database (LAD) for the qualification code given on the front page of this Manual; this will give an indication of the funding status. For Wales: Contact the Welsh Assembly Government For Northern Ireland: Contact the Department for Employment and Learning For all Nations and further guidance: Lifelong Learning UK 8th Floor, Centurion House, 24 Monument Street London EC3R 8AQ Page 7 of 19

8 3.0 Rule of Combinations (Qualifications Structure) The learner is required to complete the assessment routes (units) applicable to the qualification/s they intend to undertake. EAL Level 3 NVQ Award in Understanding the Principles and Practices of Assessment (QCF) Mandatory Assessment Route: Must be completed: EAL Code Assessment Route Title Level Credit Guided Learning Hours Ofqual Code QLDR3/001 Understanding the Principles and Practices of Assessment D/601/5313 EAL Level 3 NVQ Award in Assessing Competence in the Work Environment (QCF) Mandatory Assessment Routes: Both assessment routes must be completed: EAL Code Assessment Route Title Level Credit Guided Learning Hours Ofqual Code QLDR3/001 Understanding the Principles and Practices of Assessment QLDR3/002 Assess Occupational Competence in the Work Environment D/601/ H/601/5314 EAL Level 3 NVQ Award in Assessing Vocationally Related Achievement (QCF) Mandatory Assessment Routes: Both assessment routes must be completed: EAL Code Assessment Route Title Level Credit Guided Learning Hours Ofqual Code QLDR3/001 Understanding the Principles and Practices of Assessment QLDR3/003 Assess Vocational Skills, Knowledge and Understanding D/601/ F/601/5319 Page 8 of 19

9 EAL Level 3 NVQ Certificate in Assessing Vocational Achievement (QCF) Mandatory Assessment Routes: All assessment routes must be completed: EAL Code Assessment Route Title Level Credit Guided Learning Hours Ofqual Code QLDR3/001 Understanding the Principles and Practices of Assessment QLDR3/002 Assess Occupational Competence in the Work Environment QLDR3/003 Assess Vocational Skills, Knowledge and Understanding D/601/ H/601/ F/601/5319 Page 9 of 19

10 4.0 Centre & Qualification Approval Centres wishing to run the qualification will need to comply with this Qualification Manual and EAL s centre approval criteria for this qualification. Centres must also put in place the appropriate physical and human resources and administration systems to effectively run the qualification. Note: For centres that already have the NQF equivalent qualification on their centre remit, they will automatically have approval to deliver the QCF qualification. For existing EAL Centres to put the qualification on your centre remit: The approval form can be downloaded from the centre area of the EAL Website or alternatively obtained from the EAL Centre Operations Manual. Please contact you EV, or EAL Customer Services (see below) if you need any assistance. For non EAL Centres to gain centre approval to run the qualification: Please contact the EAL Customer Services Department who will be delighted to hear from you: Tel: +44 (0) Fax: +44 (0) customercare@eal.org.uk Page 10 of 19

11 5.0 Profiles & Requirements The centre personnel involved in this qualification must meet the requirements in this section. 5.1 Assessors All those who assess these qualifications must: Already hold the qualification (or previous equivalent qualification) they are assessing and have successfully assessed learners for other qualifications; if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors. Have up-to-date working knowledge and experience of best practice in assessment and quality assurance Hold one of the following qualifications or their recognised equivalent: o the Level 3 Award in Assessing Competence in the Work Environment or o the Level 3 Certificate in Assessing Vocational Achievement, or o A1 Assess candidate performance using a range of methods, or o D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence. Show current evidence of continuing professional development in assessment and quality assurance. Assessors must also be: Fully conversant with EAL s assessment recording documentation used for the QCF NVQ assessment routes against which the assessments and verification are to be carried out and other relevant documentation and systems and procedures to support the QA process. 5.2 Internal Verifiers All those who quality assure these qualifications internally must: Have up-to-date working knowledge and experience of best practice in assessment and quality assurance. Hold one of the following assessor qualifications or their recognised equivalent: o the Level 3 Award in Assessing Competence in the Work Environment, or o the Level 3 Certificate in Assessing Vocational Achievement, or o A1 Assess candidate performance using a range of methods, or o D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence. Hold one of the following internal quality assurance qualifications or their recognised equivalent: o the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or o the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice, or o V1 Conduct internal quality assurance of the assessment process, or o D34 Internally verify the assessment process. Show current evidence of continuing professional development in assessment and quality assurance. Page 11 of 19

12 5.3 Learners There are no entry qualifications or age limits required by learners to undertake the NVQ assessment routes unless this is a legal requirement of the process or the environment. Assessment is open to any learner who has the potential to achieve the assessment criteria set out in the assessment routes. Aids or appliances, which are designed to alleviate disability, may be used during assessment, providing they do not compromise the standard required. Page 12 of 19

13 6.0 Assessment For general guidance on assessment refer to the EAL Guide to Assessment (ABG/101) and for internal verification refer to the EAL Guide to Internal Verification (ABG/102). (New issues to be released soon) There is no requirement for each assessment route to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for both assessment routes. For example, a discussion for Internally assure the quality of assessment might provide some evidence for Understanding the principles and practices of internally assuring the quality of assessment. However, it is essential that evidence for the assessment criteria in each unit is also identified individually. 6.1 Evidence Requirements and Assessment Guidance Assessment Route 1: Understanding the Principles and Practices of Assessment The aim of this unit is to assess the candidate assessor s knowledge and understanding of the principles and practices that underpin assessment. All learning outcomes in this unit must be assessed using methods appropriate to the assessment of knowledge and understanding. There must be valid, authentic and sufficient evidence for all the assessment criteria. However, one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. Assessment Route 2: Assess Occupational Competence in the Work Environment The aim of this unit is to assess the candidate assessor s performance in assessing occupational competence in an individual s work environment. There must be evidence to cover all of the assessment methods listed in the unit. As a minimum, there must be performance evidence for the following assessment methods: observation of performance in the work environment, examining products of work, questioning the learner. Simulations are not allowed. Other forms of evidence will be acceptable for the remaining assessment methods: discussing with the learner, use of others (witness testimony), looking at learner statements, recognising prior learning. Page 13 of 19 Continued

14 The candidate assessor s performance evidence must be assessed by observation, examining the products of work and questioning / discussions. There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. There must be evidence of the candidate assessor carrying out at least two assessments of two learners occupational competence (four assessments in total). This occupational competence must not be in assessment itself. In other words, evidence for this unit must not come from assessing another candidate assessor who in turn is assessing someone else. Assessment Route 3: Assess Vocational Skills, Knowledge and Understanding The aim of this unit is to assess the candidate assessor s performance in assessing vocational skills, knowledge and understanding in environments other than the workplace for example, workshops, classrooms or other training environments. There must be evidence to cover all of the assessment methods listed in the unit. As a minimum, there must be performance evidence for at least three of the following assessment methods: assessments of the learner in simulated environments, skills tests, oral and written questions, assignments projects, case studies, recognising prior learning. Simulations are not allowed. Other forms of evidence will be acceptable for the remaining assessment methods. The candidate assessor s performance evidence must be assessed by observation, examining the products of work and questioning / discussions. There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion. There must be evidence of the candidate assessor carrying out at least two assessments of two learners skills, knowledge and understanding (four assessments in total). Page 14 of 19

15 6.2 Quality Control of Assessment General There are two major points where EAL interacts with the Centre in relation to the External Quality Control of Assessment for a qualification and these are: Approval: When a Centre take on new qualifications, the EAL External Verifier (EV) ensures that the Centre is suitably equipped and prepared to deliver the new qualification, Monitoring: Throughout the ongoing delivery of the qualification EAL, through EV monitoring and other mechanisms will maintain the quality and consistency of the assessment of the qualification. Approval In granting approval, EAL, normally through its External Verifiers (EVs) will ensure that the prospective Centre: meets any procedural requirements, has sufficient and appropriate physical and staff resources, meets relevant health and safety and/or equality and access requirements, has a robust plan for the delivery, assessment and QA for the qualifications. EAL may decide to visit the Centre to view the evidence provided. Monitoring EAL, through EV monitoring and other mechanisms will ensure: that a strategy is developed and deployed for the ongoing monitoring of the Centre. This strategy is based on an active risk assessment of the Centre. In particular the strategy will identify the learner, assessor and IV sampling strategy to be deployed and the rationale behind this, that the Centre s internal quality assurance processes are effective in learner assessment, that sanctions are applied to a Centre where necessary and that corrective actions are taken by the Centre and monitored by the EV, that reviews of EAL s external auditing arrangements are undertaken. Page 15 of 19

16 7.0 About the Qualification Units This qualification is made up of a number of nationally recognised units which EAL term assessment routes. These documents allow both the learner and the assessor to record the progress through the qualification. The assessment routes contain the performance to be assessed, the knowledge to be assessed and the evidence required from the learner to demonstrate their competence. All assessment routes in this qualification contain the following information: Qualification & assessment route title, Assessment route level on the QCF, Credit value, Guided learning hours (GLH), Assessment route summary, Performance to be assessed and evidenced (assessment criteria), Knowledge to be assessed and evidenced (knowledge requirements). 7.1 Learner s Portfolio Building and Referencing For guidance to assessment and exemplars on completing documentation including completed assessment routes, and assessment planning documentation refer to Appendices of the EAL Guide to Assessment (ABG/101) (New issue to be released soon). Page 16 of 19

17 Appendix 1: Qualification & Credit Framework (QCF) This is the framework for creating and accrediting qualifications in England, Wales and Northern Ireland. Assessment routes within this qualification have a level and credit. The level is indicative of the challenge. The credit value specifies the number of credits that will be awarded to a learner who successfully achieves the assessment route. One credit is equal to 10 hours of learning time. Learning time is defined as the total time taken by the average learner at this level to fully complete the learning outcomes and assessment requirements of a unit. This includes the guided learning hours (GLH) in the classroom/workshop as well as any direct study, homework, practice, preparation and assessment. QCF Requirements for Centres The QCF has requirements for centres in relation to the information provided to the relevant funding bodies. Centres will need to: Register the centre with the UK Register of Learning Providers (UKRLP) to obtain a UK Provider Reference Number (UKPRN), Become a Learner Registering Body (LRB). This will ensure that every individual centre reference number or UKPRN will be identifiable on one system which is the UKRLP, Obtain or confirm Unique Learner Numbers (ULNs) for Learners through the Learner Registration Service (LRS). The ULN will be issued from and held on the Learner Registration Service (LRS). This number will enable credit accumulation and transfer of learner achievement, and will create a Learner Record. The use of the ULN is mandated by government funding bodies. The ULN may not be applicable for all learners, for example if the learner is not a UK national. The ULN relates to England, Wales and Northern Ireland only. Scotland has a similar number, the Scottish Candidate Number (SCN). Further details of the ULN and LRS can be obtained from the Learner Records Service. If you have any further queries or concerns please visit the EAL Website or contact our Customer Services department who can assist you. Page 17 of 19

18 Appendix 2: Functional Skills & Essential Skills Wales Essential Skills Wales (ESW) Essential skills Wales are a suite of qualifications to replace Key Skills in Wales. There are currently three ESW qualifications: Application of number (Aon), Communication, Information communication technology (ICT). EAL offer these qualifications at levels one to three. These qualifications are stand alone and are portfolio based; however these can be embedded into other qualifications but must remain a transferable skill. DCELLS are currently reviewing Working with Others; Improving Ones own Learning and Problem Solving which will become part of a suite of six qualifications along with Application of Number, Communication and Information Communication Technology. These qualifications will available from September Currently the wider Key Skills are available until September For further information essential skills Wales please visit the EAL website Functional skills If individuals don't achieve a level two functionality while at school; they will have other opportunities to do so at college, within an apprenticeship, or in an adult course on day release from work, whatever their age. Functional Skills qualifications will replace existing Key Skills qualifications. Functional Skills qualifications will be: a constituent of new Diplomas at every level, a replacement for Communication, AoN and ICT Key Skills qualifications part of Apprenticeship Frameworks, part of Foundation Learning. Each qualification is separate and assessed independently. The qualifications have been designed so that, at level two, learners are able to apply their skills confidently in a range of different contexts. Functional Skills are already part of the Qualifications and Credit Framework (QCF) and have been allocated a credit value of five at the two Levels. They will be accredited onto the National Qualifications Framework (NQF) for full rollout from September For further information on functional skills and essential skills Wales and please vast the EAL website at Page 18 of 19

19 Appendix 3: Learner Registration & Certification Learners must be registered with EAL on a code which relates to the qualification -this must be completed prior to assessment. Both learner registration and certification can be completed on line at the EAL Website For paper based registration and certification use forms CRF1, and CRF1A. These are located in the centre operations manual. To Register the Learner on the Chosen Qualification/Pathway: Qualification/Pathway Title EAL Level 3 NVQ Award in Understanding the Principles and Practices of Assessment (QCF) EAL Level 3 NVQ Award in Assessing Competence in the Work Environment (QCF) EAL Level 3 NVQ Award in Assessing Vocationally Related Achievement (QCF) EAL Level 3 NVQ Certificate in Assessing Vocational Achievement (QCF) Code 501/1844/4 501/1843/2 501/1841/9 501/1842/ EMTA Awards Limited All rights reserved. No part of this publication may be reproduced, stored in retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of EAL (EMTA Awards Limited) Page 19 of 19

20 Assessment QLDR3/001 Credit Value: 3 QCF Level: 3 GLH: 24 Understanding the principles and practices of assessment Learner Name: Assessment Route Summary This EAL assessment route is intended for those who wish to gain an understanding of the principles and practices of assessment without any requirement to practice as assessors. This assessment route encompasses the following learning outcomes; understand the principles and requirements of assessment understand different types of assessment method understand how to plan assessment understand how to involve learners and others in assessment understand how to make assessment decisions understand quality assurance of the assessment process understand how to manage information relating to assessment understand the legal and good practice requirements in relation to assessment. There are no performance requirements in this assessment route EMTA Awards Limited

21 Understanding the principles and practices of assessment Knowledge to be assessed and evidenced: Understand the principles and requirements of assessment. 1. Explain the functions of assessment in learning and development. 2. Define the key concepts and principles of assessment. 3. Explain the responsibilities of the assessor. 4. Identify the regulations and requirements. Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. 5. Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. Understand how to plan assessment. 6. Summarise key factors to consider when planning assessment. 7. Evaluate the benefits of using a holistic approach to assessment. 8. Explain how to plan a holistic approach to assessment. 9. Summarise the types of risks that may be involved in assessment in own area of responsibility. 10. Explain how to minimise risks through the planning process. Understand how to involve learners and others in assessment. 11. Explain the importance of involving the learner and others in the assessment process. 12. Summarise types of information that should be made available to learners and others involved in the assessment process. 13. Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. 14. Explain how assessment arrangements can be adapted to meet the needs of individual learners. Understand how to make assessment decisions. 15. Explain how to judge whether evidence is: a) sufficient b) current c) authentic. 16. Explain how to ensure that assessment decisions are: a) made against specified criteria b) valid c) reliable d) fair Understand quality assurance of the assessment process. 17. Evaluate the importance of quality assurance in the assessment process. 18. Summarise quality assurance and standardisation procedures in own area of practice. 19. Summarise the procedures to follow when there are disputes concerning assessment in own area of practice. QLDR3-001 Issue 1 Page 2 of 3 Continued

22 Understanding the principles and practices of assessment Knowledge to be assessed and evidenced: Understand how to manage information relating to assessment. 20. Explain the importance of following procedures for the management of information relating to assessment. 21. Explain how feedback and questioning contribute to the assessment process. Understand the legal and good practice requirements in relation to assessment. 22. Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare. 23. Explain the contribution that technology can make to the assessment process. 24. Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment. 25. Explain the value of reflective practice and continuing professional development in the assessment process. QLDR3-001 Issue 1 Page 3 of 3

23 Assessment QLDR3/002 Credit Value: 6 QCF Level: 3 GLH: 30 Assess occupational competence in the work environment Learner Name: Assessment Route Summary This EAL assessment route is intended for assessors who assess occupational competence in an individual s work environment. This assessment route encompasses the following learning outcomes; be able to plan the assessment of occupational competence be able to make assessment decisions about occupational competence be able to provide required information following the assessment of occupational competence be able to maintain legal and good practice requirements when assessing occupational competence. This assessment route requires evidence of using the following assessment methods: (although not all of these require performance evidence): observation of performance in the work environment examining products of work questioning the learner discussing with the learner use of others (witness testimony) looking at learner statements recognising prior learning. There are no knowledge requirements in this assessment route EMTA Awards Limited

24 Assess occupational competence in the work environment Performance to be assessed and evidenced: Be able to plan the assessment of occupational competence. 1. Plan assessment of occupational competence based on the following methods: a) observation of performance in the work environment b) examining products of work c) questioning the learner d) discussing with the learner e) use of others (witness testimony) f) looking at learner statements g) recognising prior learning 2. Communicate the purpose, requirements and processes of assessing occupational competence to the learner. 3. Plan the assessment of occupational competence to address learner needs and current achievements. 4. Identify opportunities for holistic assessment. Be able to make assessment decisions about occupational competence. 5. Use valid, fair and reliable assessment methods including: a) observation of performance b) examining products of work c) questioning the learner d) discussing with the learner e) use of others (witness testimony) f) looking at learner statements g) recognising prior learning 6. Make assessment decisions of occupational competence against specified criteria. 7. Follow standardisation procedures. 8. Provide feedback to learners that affirms achievement and identifies any further implications for learning, assessment and progression. QLDR3-002 Issue 1 Page 2 of 3

25 Assess occupational competence in the work environment Performance to be assessed and evidenced: Be able to provide required information following the assessment of occupational competence. 9. Maintain records of the assessment of occupational competence, its outcomes and learner progress. 10. Make assessment information available to authorised colleagues. 11. Follow procedures to maintain the confidentiality of assessment information. Be able to maintain legal and good practice requirements when assessing occupational competence. 12. Follow relevant policies, procedures and legislation for the assessment of occupational competence, including those for health, safety and welfare. 13. Apply requirements for equality and diversity and, where appropriate, bilingualism, when assessing occupational competence. 14. Evaluate own work in carrying out assessments of occupational competence. 15. Maintain the currency of own expertise and competence as relevant to own role in assessing occupational competence. NOTE Evidence for all learning outcomes must come from carrying out assessments in a work environment. As a minimum, there must be performance evidence for the following assessment methods: a) observation of performance in the work environment b) examining products of work c) questioning the learner. Simulations are not allowed. Other forms of evidence will be acceptable for the remaining assessment methods: a) discussing with the learner b) use of others (witness testimony) c) looking at learner statements d) recognising prior learning. QLDR3-002 Issue 1 Page 3 of 3

26 Assessment QLDR3/003 Credit Value: 6 QCF Level: 3 GLH: 30 Assess vocational skills, knowledge and understanding Learner Name: Assessment Route Summary This EAL assessment route is intended for those who assess vocational skills, knowledge and understanding in environments other than the work environment (for example a workshop, classroom or other training environment). This assessment route encompasses the following learning outcomes; be able to prepare assessments of vocational skills, knowledge and understanding be able to carry out assessments of vocational skills, knowledge and understanding be able to provide required information following the assessment of vocational skills, knowledge and understanding be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding. This assessment route requires evidence of using the following assessment methods: (although not all of these require performance evidence): assessments of the learner in simulated environments skills tests oral and written questions assignments projects case studies recognising prior learning. There are no learning requirements in this assessment route EMTA Awards Limited

27 Assess vocational skills, knowledge and understanding Performance to be assessed and evidenced: Be able to prepare assessments of vocational skills, knowledge and understanding. 1. Select methods to assess vocational skills, knowledge and understanding which address learner needs and meet assessment requirements, including: a) assessments of the learner in simulated environments b) skills tests c) oral and written questions d) assignments e) projects f) case studies g) recognising prior learning. The unit does not require the design of assessments. 2. Prepare resources and conditions for the assessment of vocational skills, knowledge and understanding. 3. Communicate the purpose, requirements and processes of assessment of vocational skills, knowledge and understanding to learners. Be able to carry out assessments of vocational skills, knowledge and understanding. 4. Manage assessments of vocational skills, knowledge and understanding to meet assessment requirements. 5. Provide support to learners within agreed limitations. 6. Analyse evidence of learner achievement. 7. Make assessment decisions relating to vocational skills, knowledge and understanding against specified criteria. 8. Follow standardisation procedures. 9. Provide feedback to the learner that affirms achievement and identifies any further implications for learning, assessment and progression. Continued QLDR3-003 Issue 1 Page 2 of 3

28 Assess vocational skills, knowledge and understanding Performance to be assessed and evidenced: Be able to provide required information following the assessment of vocational skills, knowledge and understanding. 10. Maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner progress. 11. Make assessment information available to authorised colleagues as required. 12. Follow procedures to maintain the confidentiality of assessment information. Be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding. 13. Follow relevant policies, procedures and legislation relating to the assessment of vocational skills, knowledge and understanding, including those for health, safety and welfare. 14. Apply requirements for equality and diversity and, where appropriate, bilingualism. 15. Evaluate own work in carrying out assessments of vocational skills, knowledge and understanding. 16. Take part in continuing professional development to ensure current expertise and competence in assessing vocational skills, knowledge and understanding. NOTE Evidence for all learning outcomes must come from performance in the work environment. There must be evidence to cover all of the assessment methods listed in the unit. As a minimum, there must be performance evidence for at least three of the following assessment methods: a) assessments of the learner in simulated environments b) skills tests c) oral and written questions d) assignments e) projects f) case studies g) recognising prior learning Other forms of evidence will be acceptable for the remaining assessment methods. QLDR3-003 Issue 1 Page 3 of 3