Presenting: Units A1 and A2

2. Presenting:Units A1 and A2

3. Who is this presentation for? • Assessor-candidates working towards the Unit ‘Assess candidates using a range of methods’ (A1) or Unit ‘Assess candidates’ performance through observation’ (A2) OR • Those assessors already holding D32 and/or D33 (as part of their CPD)

4. Terminology • The slides in this presentation refer to the assessor and at other times they refer to the assessor-candidate. They should be taken to mean one of the same. • There are a small number of slides towards the end of the presentation that refer to assessors and verifiers of the assessor or internal verifier-candidate. Where this is the case these text names have been written in bold.

5. Aims The information contained in the following slides should enable you to: • Recognise where the assessors’ role naturally matches the evidence requirements of A1 and A2 • Identify the elements that make up A1 and A2 and their evidence requirements • Identify the Learning and Development Assessment Strategy requirements for assessing and verifying Units A1 and A2

6. Assessor and Verifier awards • The A & V Units were developed by ENTO in consultation with employers, awarding bodies in the UK and practitioners • They are the national standards for Assessment & Verification and form an integral part of the Learning & Development qualifications structure • These qualifications are aimed at those responsible for work-based learning, assessment & verification

7. Selection of the appropriate A Unit (1) A1 — Assess candidates using a range of methods A2 — Assess candidates’ performance through observation • The Unit selected by the assessor-candidate should reflect their existing or expected assessment practice, ie they will either assess using only observation and questioning or will tend to use a variety of methods

8. Selection of the appropriate A Unit (2) • If a candidate holds A1, it incorporates Unit A2, so there is no need to work towards A2 • Assessor-candidates should either do A1 OR A2

9. Assessment environment for Unit A1 & Unit A2 • A1 and A2 are now single Unit awards in their own right • They are work-based Units (meaning all evidence of assessor-candidate performance must be taken from their natural place of work (the ENTO have stipulated that simulation is not allowed) • The candidates assessed by assessor-candidates must also be in their place of work

10. Assess candidates using a range of methods A1.1 Develops plans for assessment with the candidates A1.2 Judges evidence against standards & makes decisions A1.3 Gives feedback and support on assessment decisions and identifies and agrees the next steps in assessment A1.4 Contributes to the quality assurance process

11. Assess candidates’ performance through observation A2.1 Agree and review plans for assessing candidates’ performance A2.2 Assess candidates’ performance against the agreed standards A2.3 Assess candidates’ knowledge evidence against the agreed standards A2.4 Make an assessment decision and provide feedback

12. The Assessors’ Role (1) The assessor undertakes a number of key activities as part of their role such as: • Candidate induction and explanation of their award • Identification of any support needed • Setting realistic goals and targets • Planning assessments • Assessing using a range of methods (A1) or only observation and a small amount of questioning (A2)

13. The Assessors’ Role (2) • Providing constructive and timely feedback plus support and identification of further training • Accurate recording of assessments and assessment decisions • Reviewing progress with candidates • Making final decisions on candidates’ competence

14. The Assessors’ Role (3) • Contributing to their centre’s quality assurance procedures • Maintaining their own occupational competencies Many of the activities just described have always been included in assessor qualifications. Some of these activities have been given a higher status in the A Units. We are now going to take a closer look at the assessor’s role in relation to each of the elements

15. Evidence requirements and the Assessors’ role (1) • Developing plans for assessment with the candidate (A1.1 and A1.2) • Judging evidence against standards & making decisions (Covering A1.2 and is split into two element for A2,observation A2.2, and questioning A2.3)

16. Evidence requirements and the Assessors’ role (2) • Giving feedback and support on assessment decisions, identifying and agreeing the next steps in assessment (A1.3 and A2.4)

17. Evidence requirements and the Assessors’ role (3) Contributing to the quality assurance process (Covering all of A1.4 and is included in A2.4 criteria) • Assessor meetings provide very good evidence of standardising assessment practice • Keeping accurate and up to date assessment and verification records provide an essential audit trail of evidence

18. Requirements and the Assessors’ role — motivating An Assessor requirement that doesn’t appear in the standards, but is very important!

19. The Assessors’ role • The effective Assessor plays many parts, which fit together to provide an all round support and assessment mechanism to promote non-discriminatory and effective assessment within the workplace

20. Structure of A Units • Each Unit is broken down into 4 elements • Each element contains Performance Criteria, Scope (previously Range) and Knowledge requirements (37 in all) are based on the complete Unit and not individual elements. • Each Unit also has a set of Evidence Requirements We are about to look at each of these areas in more depth

21. Performance Criteria (1) Has been written using clear instructional language. Example criteria element A1.3: • Give feedback at an appropriate time and place • Give candidates feedback in a constructive way, which meets their needs and is appropriate to their level of confidence • Clearly explain your assessment decision on whether candidates’ evidence of competence is good enough

22. Scope (previously Range) (1) The scope covers methods of assessment: Unit A1 all of following; A2 shown with * • *Observation of candidate performance in the workplace • *Asking candidates questions • Taking account of past experiences/achievements (APL) • Projects, tasks, assignments

23. Scope (previously Range)(2) • Professional discussion between assessors and assessor-candidates • Assessing the candidates’ report of their work (personal statement, reflective account) • Using evidence from others, eg supervisors, peers (Witness Testimony)

24. Knowledge requirements • Knowledge requirements for A1 encompass 37 points (35 for A2) • Points cover the essential knowledge required by an assessor in order to perform effectively. Therefore, to achieve A1/2, knowledge should be recognised wherever possible in the performance of the assessor-candidate, through their work activities.

25. A1.1 Evidence Requirements (1) • Three assessment plans; two different candidates • Each plan must cover one full Unit and four different assessment methods (plan must include observation and an example where others will make a contribution to the assessment process) • An explanation from the assessor-candidate regarding the methods they have selected • Two written progress reviews for two candidates

26. Three assessment decision records for two different candidates (in A1.1) One record of explanation covering: how chosen methods were used/implemented/evaluated (min of four methods including observation) how assessor-candidate demonstrated competence for criteria c, d and g A1.2 Evidence Requirements (3)

27. A1.3 Evidence Requirements • One observation by the assessor of the assessor-candidate providing feedback to one candidate planned for in A1.1 • Two records of feedback from the assessor-candidate provided for the candidates planned for in A1.1 • One record of explanation indicating how criteria a, d and f were addressed

28. A1.4 Evidence Requirements • The assessment records for the different candidates planned for in A1.1 which have been used as part of the quality assurance process • Written evidence of having contributed to internal standardisation (meetings) involving the review of at least two pieces of evidence for each of two different candidates • A written statement from the person responsible for internal quality assurance confirming the assessor-candidates’ contribution to agreed quality assurance procedures

29. A2.1 Evidence Requirements (2) Three assessment plans covering two Units; two different candidates • Each plan must indicate which aspects of competence will be assessed by observation and when and how observation will be conducted • Plan should also show how safety, minimum disruption to work activities and unobtrusive assessment have been planned for • Two written progress reviews for two candidates

30. One record of explanation indicating: how observation of performance was used to demonstrate achievement of the standards how effectiveness of observation was evaluated in light of assessing candidates A2.2 Evidence Requirements The observation records showing assessor-candidate decisions for three assessment plans (in A2.1)

31. A2.3 Evidence Requirements • The knowledge evidence records showing assessor candidate’s decisions for 3 assessment plans (in A2.1) • One record of explanation where the assessor-candidate: • explains how questioning was used to assess the knowledge requirements of the standards • evaluates the effectiveness of questioning in light of having assessed his/her candidates

32. A2.4 Evidence Requirements • A min of one observation by the assessor of the assessor-candidate providing feedback to one candidate planned for in A2.1 • Two records of feedback from the assessor-candidate provided for the candidates planned for in A2.1 • Assessment records (covering candidates planned for in A2.1) which have been passed to the internal verifier • A written statement from the person responsible for internal quality assurance

33. In summary (1) • The assessor role has not changed dramatically with the introduction of A1/A2; activities such as planning, judging evidence, providing constructive feedback and support are still crucial to fulfilling the role. • Good practice has been captured and incorporated into the standards

34. In summary (2) • The language used to describe Performance Criteria and knowledge has been simplified and made more relevant to work based learning • The evidence requirements are structured differently from the previous D Units and focus more on the duties/tasks that an assessor performs in the course of their work

35. The Assessment Strategy All centres offering delivery of the A & V Units must sign up and abide by the Learning and Development Assessment Strategy, which includes: • Occupational Competence of Assessors and Internal Verifiers • Independent assessment (quality control) • Ongoing updating of knowledge and skills (CPD)

36. Occupational competence (1) The Assessment Strategy for Learning and Development states: • Assessors of the A and V Units must have a sound, up-to date, working knowledge and experience of the principles and practices specified in the standards they are assessing and must hold the relevant D or A and/or V Units

37. Occupational competence (2) • Assessors assessing in all other subject areas, ie Hospitality, Care, Construction who currently have the D Units or equivalent do not have to attain the A1 or A2 Units, but they should aim to update their knowledge and working practices in line with A1 Unit standards • The following slides relate to assessors and internal verifiers of the A and V Units

38. Assessor for A1/A2 candidates: • I have been a qualified and practising assessor for at least one year within the last two years OR I could have beena qualified experienced trainer of assessorsfor at least one year • I have a sound working knowledge of A1/2 and the Assessment Strategy • I have undertaken at least two updating activitiesin the past year

39. Internal Verifier of A1/A2 Candidates: • I am already a qualified practising assessor and internal verifier • I have been an assessor for D32/A2 and/or D33/A1 (similar standards would also be acceptable) for at least one year within the last two years • I have a sound working knowledge of A1/2 and the Assessment Strategy • I have undertaken at least twoupdating activitiesin the past year

40. Independent Assessment (1) Introduced by ENTO to strengthen quality assurance (Guidance on independent assessment can be found in the Learning and Development Assessment Strategy) • Requires the assessor-candidate to present a balance of evidence which must include a substantive component which has been assessed by someone who is independent of the assessor-candidate, ie not his/her primary assessor or internal verifier for the A1 or A2 Unit

41. Independent Assessment (2) ENTO have given the following as an example of a substantive piece of outcome evidence for the Independent Assessor to assess: • For A1 or A2, an Assessment Plan

42. The Independent Assessor • Should be occupationally competent and qualified (a competent job-holder) • Must not be the candidate- assessor’s primary assessor or internal verifier • May be employed by the same centre or by another approved centre • Should feature in Assessment Plans

43. Updating of knowledge & skills (CPD) Assessors should demonstrate Continuing Professional Development within the last year involving at least two of the following activities: • Work Placement • Job Sharing • Technical skill update training • Attending courses • Studying for learning and development Units • Study related to job role • Collaborative working with Awarding Bodies • Examining • Qualification development work • Other appropriate occupational activity as agreed with the Internal Verifier

44. Who is responsible for the CPD process? • The centre is responsible for including arrangements for CPD in their Internal Verification Strategy. CPD should at least partially be planned in advance. • All assessors are responsible for managing, maintaining and recording their own CPD • External Moderators are responsible for monitoring CPD activity within centres.

45. Any questions?