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Within sessions I encourage students to upload their formative practice to a padlet. This encourages peer assesment, and students find this helpful to evaulate their work in order to improve for their summative assessment.

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Assessment descriptors can be found in the log book from the awarding body. These are helpful the recognise whether a students is working at a particular level. E.g. Pass, merit or distinction. It helps to define the clear points in which the student has either gained or not done. This helps to inform any assessment decisions.

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Diagnostics are from the tests students sat when they first enrolled on to the college course. These diagnostics inform the staff and students about the students weakest areas within maths and english. This helps to inform the staff when they create their schemes of work, to include anything that could be picked up on, and worked on by that particular student, who may be resitting their maths and english exams.

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Students are required to carry out a certain amount of paper based assessments as well as practical. A good way of assessing understanding is with an assignment or practice exam questions. These are then submitted through turn it in for marking. Turn it in is able to identify whether some of the writing is copied from another site, this deters plagiarism.

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During the academic year, there a planned IV and EV visits to the course. This is so that the centre who is providing the qualification is standardising the quality of assessment. The EV is invited in to the centre, so that the awarding body is able to look at the quality of assessment. This insures that the assessments taken are fair and unbiased.

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During practical assessment there are certain objectives that need to be met. These are set by the awarding body, and marry up quite well with the assessment criteria set by staff. These assessment objectives are a way of finding out what level a student is working at in formatives and summatives. These numbers when circled and totaled indicate what level the student is working at. Using the assessment descriptors on the page next it in the log book. These numbers are mainly for summatives, but I feel it is good practice to introduce this method to the students in formatives to provide a clearer understanding of the assessment criteria, and what is expected. However, the assessment objectives can be quite vague. As they are set by the awarding body, they are sometimes focused on the paperwork and set up, rather than the work that is actually produced. I think there should be an objective that states whether the tutor is satisfied instead of/as well as the client.

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These were the old assessment sheet trackers for tutors to use and make notes on. I found that there was no manadtory things listed, like washing hands,having a mood board in place on there. These are things the students need to start their assessment, if they do not have them, they cannot complete their assessment.

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The assessment tracker is used by the lecturers and assessors only. This is to record any live notes from the assessment process. Anything that was done well, and also things to note for improvement. These notes are used to inform the feedback and feed forward process. I feel asthough these sheets could be improved and tailored to Media Makeup assessment. As they are originally used by hairdressing, there are some slight variations and detail missing. Such as, hygiene check lists for the assessor to make sure the student has hygiene in place. Whether or not feed back has been given, and also whether the assessment has been recorded on promontior. I will be adapting these to suit the assessment needs. Here is my adaptation.

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There is a tracker placed at the front of each log book. This is so that the students can record their assessments and the tutor can also record them too. The students can use this as a type of planner too. They can write in dates in pencil of when they plan on doing their practical assessment. As the students must do a formative before any summative, this is a good way of checking what point the students are at. This is filled in during feed back.

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Assessment sheets are used when the student is undergoing a practical assessment. The students use these to inform their consultations. Recording any data they find and also to tick which assessment they are doing. This is then kept at the back on their log book, and the dates are recorded at the front of the log book.

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Log books are used to inform the students of what assessments need to be carried out throughout the year. These can also be used for revision and to check the learning outcomes for each assessment. This log book is also used as a tracker for any assessments that have taken place, and those that are still left to do.

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As a college we use promonitor to record any absences, or tutorials/ meetings. But it is also used for recording assessments that have taken place. Once assessments are input, the lecturer can then see what the learner still has left to finish, and what level of achievement they are at. Some may be at a pass, merit or a distinction. These grades and assessment trackers are available for students as well, so that they can see their percentage of completion of the course. They can access their school reports on here too.

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When the students are at the start of their course, they set themselves smart targets to help them focus on particular things they wish to learn. Once they are a couple of months in to the course, these targets are then reviewed by lecturers and learning mentors. Once reviewed we can determine whether the student has reached their target, or if they need a more realistic target setting to help them achieve it. Lecturers also set the students targets from their sessions, in order to assess how far the learner has come from their starting point.

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We use photographs to help us make assessment decisions. We often use our record from the assessment to mark the student. However, details of the makeup and hair can be picked up and zoomed in on with the camera. These photographs are used in the students portfolios too, which creates continuity for the assessor and the external verifier. The external verifier marks the assessment decisions made by tutors feedback, and also the photograph its self. The photographs need to be good quality.