TQUK Level 3 Certificate in Assessing Vocational Achievement (RQF)

1. TQUK Level 3 Certificate in Assessing Vocational Achievement (RQF)

2. Introduction • This qualification is designed for those who assess both occupational competence in the work environment and vocational skills, knowledge and understanding in a workshop, classroom or other training environment other than assessing competence in a work environment.

3. MODULE 1

4. Course modules • Module 1: Introduction to the course • Module 2: Roles and responsibilities of an assessor • Module 3: Steps to achieve your qualification and coursework guidance • Module 4: Assessment materials

5. Learning objectives • Understanding the principles and practices of assessment • Understand the 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 practice requirements in relation to assessment • Be able to plan the assessment of occupational competence • Be able to make assessment decisions about occupational competence

6. Learning objectives • Be able to provide required information following the assessment of occupational competence • Be able to maintain legal good practice requirements when assessing occupational competence • 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 • 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

7. Introduction to THE COURSE • This course is aimed at helping learners to understand assessment strategies. It is ideal for students who would like to become fully qualified assessors for learners in either the classroom and/or the work environment. It is also aimed at understanding quality assurance procedures for RQF qualifications. • This course has been designed for learners to assess vocational competencies in a variety of qualifications such as: • Apprenticeships • Functional Skills • Technical Certificates • NVQ’s • Awards • Certificates • Diplomas

8. Introduction to THE COURSE • Upon successfully completing this course, this qualification will provide sufficient evidence that you have gained the skills and knowledge to assess within vocational and training abilities using a range of assessment methods.  • Learners have two to 10 weeks from enrolment to complete the course. There is a possibility of an extension subject to application. Any extensions will be processed by o99 Training Academy administration staff with our extensions, reasonable adjustments and extenuating circumstances procedures. The course is delivered by Blended Learning. Each assessment criteria is attached to learning outcomes.  • The learners can contact the tutor/assessor via: • E-mail (24 hours) • Telephone – during the o99 Training Academy working hours • In person – during the o99 Training Academy working hours (with a minimum 2 hours’ notice)

9. Writing skills – Why is it useful? • the reader has no doubts about the writer’s meaning and purpose; • the reader doesn’t have to waste time re-reading to try and understand; • How to develop better writing skills: -have a clear purpose -use appropriate sentence structure and grammar -use appropriate diction and style -always proofread

10. Why assess? • One of the questions you should ask your self to better understand the purpose of this qualification is why assess? Imagine, if assessment did not take place? Would you ever trust your GP if you knew they were never trained or assessed? Would you ever get in a coach to travel on a holiday if you knew the driver was never assessed for a driving license? How would the world function if anyone could have a go at whatever trade they fancy? • Assessment applies in a number of settings and for a number of reasons. It might be to determine a learner’s competency to ensure they fully understand a job role? It could be to check if someone holds adequate skills or can perform certain tasks. It might be to compare performance across departments, locally, nationally or internationally? Assessing when it comes to learning is all about testing learner’s skills, knowledge, and understanding. • Assessment when also applied to organisations play a big part such as installing confidence, integrity of qualifications and safeguarding learning. A number of people make informed decisions based on assessment reports from regulators such as Ofsted and Care Quality Commission (CQC).

11. Why assess? • Assessors are tasked with having the skill base, which will help them to embrace assessment theories, and characteristics, which are grouped as stages, forms and methods. Assessors should be able to use both formal and informal methods. They should also be flexible and adapt assessment in order to meet the need of learners, assessment requirements, course specification, guided learning and level descriptors. • No discussion about assessment would be complete without discussing its principles. Assessment principles are the written and unwritten rules, which have to be followed as a guide or reference point. For example, you are expected to carry out an initial assessment and check for eligibility and if the candidate is on the right course? Otherwise, you might have set your candidate to fail if it later turned out that they do not have sufficient learning opportunities to be able to fully meet the assessment criteria. For example, a care worker completing a care managers course might never be able to demonstrate how they devise policies, manage and lead a team as these tasks might fall outside their job remit. • Other principles might be based on an understanding of theories and evidence-based practice. For example, an understanding of VAK might inspire or encourage on assessor to use different assessment methods which aim to tap into a learners ideal learning style. Other principles are based on regulation, legislation, and ethics. For example, assessment has to be fair, safe and adequate.

12. Module 2

13. Role of an assessor Your main role will be to: • Carry out assessments according to the qualification requirements, or those of the programme or job specification being assessed • Follow all internal and external organisational requirements and regulations Your role as an assessor will also be to inspire and motivate your learners. If you are enthusiastic and passionate about your subject, this will help to encourage and challenge your learners. Your learners may already be motivated for personal reasons and be enthusiastic and want to perform well. This is known as intrinsic motivation. They may be motivated by a need to learn, for example to gain a qualification, promotion or pay rise at work, known as extrinsic motivation. If you can recognise the difference between your learners’ wants and needs, you can appreciate why they are motivated and ensure you make their experience meaningful and relevant. Whatever type of motivation your learners have will be transformed, for better or worse, by what happens during their assessment experience

14. Regulations and legislation relating to assessment You will need to follow certain regulations e.g.: • regulatory bodies such as Ofqual and Ofsted • awarding organisations who accredit the qualifications • legal aspects such as Data Protection, Health and Safety, Safeguarding, Equality, Counter-Terrorism and Security (Prevent Duty)

15. Teaching in life long sector • There are some roles and responsibilities expected from teachers. As a teacher in the lifelong sector, you will be expected to abide by the Society for education and training code of practice or any other relevant regulations in place. There is a lot of emphasis regarding the roles and responsibilities of a teacher which is covered throughout lifelong teacher training courses. As a teacher, you are by no means free to do what you like. You are bound in your work by all sorts of rules, regulations, practises and procedures. • Secondly, you are bound not only by them but also expected to be professional to your learners, colleagues, management and any other stakeholders such as members of the public.Thirdly, these rules, procedures and expectations, in a way, define you as a good teacher and are the basis of your teaching and professional behaviour. In other words, you should not follow regulations and procedures because you are required to, but because they are in tune with your professionalism and own advocacy of good practice. • As a teacher, you will be expected to inspire your learners and ensure you meet needs. You will be expected to observe and respect any internal and external procedures in place. For example, keeping the attendance register and carrying out assessments. You might also be expected to represent your organisation at special functions and actively participate in research and evaluation of services. • You will also need to respect boundaries with other professionals and your learners. You should not provide support or advice beyond your role as a teacher. You should also avoid crossing professional lines and being too friendly with your learners.

16. Responsibilities • Make Initial contact of being allocated to a candidate • Arrange a face to face induction meeting with the candidate as soon as possible after initial contact (ensure that head teacher and class teacher is advised and you are punctual). Please be aware of schools security arrangements and protocols and respect these. • Remain in contact with candidate on a regular basis following the initial induction meeting (fortnightly) • Provide assessor/mentor support to enable the candidate to plan, prepare for assessment and agree assessment activities, dates etc. • Mentor and action plan with the candidate to identify areas of development required by the candidate in order to achieve the award effectively and efficiently • Liaise with other course personnel and school mentors/head teachers to support the development needs of the candidate. Ensure that assessment procedures are clearly explained to those supporting the candidate.

17. Responsibilities • Carry out assessment in the workplace and used observed candidate performance in line with the awarding body criteria and agreed centre procedure to provide candidate evidence. Be mindful of confidentiality and respect the routines of the school/class teachers/pupils and minimise disruption. • Support the candidate to compile their portfolio evidencing the main methods of assessment for these qualifications (observation) • Keep full records of candidate meeting, action planning, assessment activity and feedback. Ensure records are dated and signed by the assessor and candidate • Ensure the records and portfolios are available to the specialist and co-ordinating verifier on request • Maintain regular contact with internal verifier; attend internal verification and standardisation meetings as required. • Ensure that centre policies are followed with particular regard to Health and Safety and Equal Opportunities.

18. Knowing your learners • As already been established during previous topics, it is essential we know our learners and their needs. We have to build rapport and ensure we are supportive and inspire learning and motivation. An understanding of theories will help you as the teacher to have a better understanding of the learning process and factors that might be affecting our learners. • Research also suggests that most learners should be encouraged to use the learning style they do not usually favour, so that they broaden their approach and their ability to learn in most situations. Matching delivery of instruction to the style of learning with which the learner is most comfortable is important, but we should try to broaden the way in which a learner learns.

19. Knowing your learners Research suggests that learning material should include: • focus on factual information. • the opportunity for the problem solving. • information presented in a logical and orderly sequence and in a variety of forms such as visuals, movement, colour, sound, static and practical exercises. • experimentation and activities rather than listening and or readingprojects and assignments that encourage creative and reflective thinking, brainstorming, and the development of options

20. Knowing your learners The success of your training sessions will in part depend upon how well you have analysed the characteristics and differences of your trainees. Information about trainees can be viewed in terms of: • Content • Context • Characteristics

21. Content • The particular skills and knowledge they require

22. Context • where they are located city, country, workplace. • what training environments they require and are able to access. • the purpose of their training. • time constraints. • is the need for training urgent or not urgent? • must the training be intensive or long term.

23. Characteristics Details about the trainees themselves that can influence their approach to training and their ability to take advantage of particular training situations. Such details may include their: • age. • family situation. • educational background. • preferred learning style. • cultural background. • employment situation. • life experience. • financial situation. • motivation. • experience with technology.

24. Knowing your learners In any one group that you are likely to encounter, the content they are seeking is probably identical, or at the minimum, similar. But their backgrounds will vary considerably. For instance, consider these three cases: • a woman from a well educated and financially secure family, where education is highly regarded. • a young man of the same age with different cultural values and who lacks experience with any of the educational technologies. • a man from a lower socio economic background. • These differences alone can pose significant problems for the teacher, but when the constraints of context are superimposed on this, the challenge of accommodating a class full of disparate individuals becomes a reality. It becomes essential for a teacher to use every tool available to satisfy the learning requirements of such a group.

25. Specialist area • One of the main themes in education and training is the need to identify your specialist area. You are expected to relate to your specialist area to your assignments and coursework. • It is important you justify the pedagogy that makes your specialist area tick. What might be acceptable in one specialist area might not be for another. For example in Health and Social care you might be expected to pay attention to some ethical concerns which might not be important when it comes to customer services. It might not be appropriate to go around a nursing home with a click board assessing a care worker in a nursing home while there might be nothing wrong doing the same thing assessing a shop worker in a Supermarket.

26. Specialist area • Pedagogy focuses on the theory and practice that defines your specialist area. Some common pedagogy principles could include supporting learners in small groups, working with others and a commitment to reflection and continuously professional development. • Besides your specialist area, you will be expected to know the changes in education and training. There could include the current government agenda on free schools, academies, advanced loans and grammar schools. You might also highlight the changes with apprenticeships and introduction of trailblazers.

27. Assessment cycle

29. Identifying needs • Did l carry out an adequate initial assessment to find out about different learning styles, special needs.

30. Planning and designing • Did l prepare a suitable session plan based on the needs of the learners? • Did l state the aims clearly to the group? • Did l adhere to my session plan? • How will l change the session plan for next time? • Did l have suitable teaching methods, resources and interesting handouts and were these effective? • What will l do differently next time?

31. delivering • Did l take into account the learners different learning styles? • Did l have a clear introduction and recap the subject regularly? • Was my pace too fast or too slow? • Was my voice projection ok? • Did l give too many facts or use too much jargon? • Did l encourage the learners to ask questions? • Did l dress suitably for the session? • Did l give a clear conclusion? • What will l change next time?

32. assessing • Did l assess the learners during and at the end of the session to ensure they had learnt the necessary skills and knowledge? • Do l need to do this differently next time?

33. evaluating • Were there unforeseen circumstances l had to deal with? • Did l carry out the relevant administrative and organisational requirements? • Did l obtain feedback from the learners? • What will l do with this feedback?

34. What is an assessment plan? A document that outlines: • The learning outcomes for departments or programs • The assessment methods used to demonstrate the achievement of each outcome • The timeframe for collecting and reviewing the data (Complete program assessment should occur over a 5-7 year period) • The individual(s) responsible for the collection/review of data

35. Why do we need an assessment plan? Purpose • Provides a picture of what has been accomplished and what needs to be done • Enhances the effectiveness of programs • Facilitates process/documentation of outcomes assessment activities • Breaks down assessment cycle into simpler tasks • Helps to guide decision-making • Helps to identify where support is needed

36. Assessment plan Typical Plans Include: • Which outcomes are to be assessed each year • When each outcome is to be assessed • What evidence/samples of student work will be collected • How you will collect evidence • When and where student work will be collected • Who will collect student work, analyze data, and summarize results/do reporting

37. What is quality assurance? • Quality assurance can be defined as a system to monitor and evaluate a product and/or a service.  • It should identify and recommend measures to make improvements to standards and performance, or at least maintain the status quo if everything is working well. • Internal quality assurance (IQA) relates to the monitoring of all the teaching, learning and assessment activities which learners will undertake. The activities should form part of an organisation’s overall quality assurance system.   • Quality assurance is different to quality control which seeks to find problems. Quality assurance seeks to avoid problems, stabilise, and improve products and services.

38. Quality assurance • Quality assurance should take place in education and training establishments to ensure the products and services are the best they can be. The product is the programme or qualification that the learner is working towards. The service is everything which underpins the product and supports the learner. • If quality assurance does not take place, there are risks to the accuracy, consistency and fairness of training and assessment practice which might disadvantage learners. Quality assurance should be a continual process with the aim of maintaining and improving the products and services offered.

39. The key concepts of assessment Concepts are the aspects involved throughout the assessment process: • accountability • achievement • assessment strategies • benchmarking

40. The key concepts of assessment • You need to be accountable to your learners and your organisation to ensure you are carrying out your role as an assessor correctly. Your learners should know why they are being assessed and what they have to do to meet the assessment criteria. You will also be accountable to the awarding organisation if you assess their accredited qualifications. You might be accountable to employers if you are assessing their staff in the work environment. • You may be required to analyse achievement data and compare this to national or organisational targets. The funding your organisation receives might also be related to your learners’ achievements. It’s always a useful evaluation method to keep a record of how many learners you have, how many successfully complete their programme and in what timescale. • Following the assessment strategy for your subject will ensure you are carrying out your role correctly and holding or working towards the required assessor qualifications. • Benchmarking involves comparing what is the accepted standard for a particular subject area against the current position of your own learners’ performance. Using benchmarking data can help inform target setting for individuals or groups. If learners don’t achieve the benchmark, an evaluation will need to take place and improvements be implemented. Benchmarking can also be used to compare organisations which provide a similar service, or used within the same organisation to compare performance in different locations.