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2.1 Explain why it is important to involve learners and others in the assessment process.

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2.1 Explain why it is important to involve learners and others in the assessment process.

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Benjamin Franklin once stated 'Tell me and I will forget. Teach me and I will remember. Involve me and I will learn'.

It is absolutely essential for learners to be involved in the assessment process from
beginning to end. the initial assessment allows you to gather information about each learner thus being more likely of creating an effective individual plan for learning.
It highlights : -
*   Whether they need extra assistance - English, Maths and ICT
*   Which is best way to assess them, playing to their strengths.
*    Will they need external specialist for support.
*    Find out type of learning and assessment works best for them
*    get them to complete a SWOT (strengths,weaknesses, opportunities and threats) form.
The more accurate that initial baseline assessment is the easier it is to create objectives and goals and be clear of the planning ahead.
During that first assessment you may have already realised that you need to involve others  to support the learner during the process, whether it be internally within the organisation or externally. Involving others in the assessment process gives a holistic view of the learners  abilities and achievements as well as different personal opinions to plan the  best way forward for maximum achievement. Different views of opinions  creates a more comprehensive assessment.

2.2 Explain the role and use of peer and self - assessment in the assessment process.

Peer assessment  is when a learner assesses another learner and self assessment is when learners asses themselves. Both of these methods helps learners develop their understanding of the learning outcomes and the assessment criteria. these two types of assessment will: -
*    Actively engage learners in their studies.
*    Peer feedback needs explanation and justification therefore increases knowledge of subject.
*    Better understanding of what is required of them to achieve.

1. *    Always ensure feedback is constructive and how it's connected to assessment criteria.

Developing reflective skills ensures learners can identify strengths, weaknesses and areas that require improvement.
Assessment criteria is set by the tutor but the importance of the criteria is intensified if the learners, in a controlled environment, are allowed to be involved in that process too.
The use of peer and self assessment should not be underestimated when developed as they are important as employabillity skills in themselves.
An Awarding Body is looking for good assessment as a balance between development and learning to enable the learner to build and improve knowledge. It also gives a clear indication of of the level of current achievement.
As a tutor you must be able to provide evidence of how the learners have developed their assessment skills over the length of the course.
(Please see attached document).

2.3 Identify sources of information that should be made available to learners and others involved in the assessment process.

Learners

Date,time and location.
Emergency information.
Duration.
Assessment criteria.
Instruction (brief/"public").
Special Arrangements.
Extreme circumstances.
Sources of information: -
- text books
- websites
Training equipment.
Feedback from previous assessment.

Others

Records of assessments.
Feedback given.
Grades.
Sample for external verification as evidence.
Registers for those attending assessment.
Feedback to awarding body.

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3.1 Describe key features of constructive feedback.

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3.1 Describe key features of constructive feedback.

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Constructive feedback increases self awareness,offers guidance and encourages development.
It creates an environment for discussion between yourself and the learner and creates an opportunity to plan for further goals to be achieved.  Progress should be highlighted to give confidence and enable the learner to know which criteria have been achieved. When done well it can be very motivational and can inspire further learning ,increase knowledge and enable them to reach their goals and aspirations.

3.2  Explain how constructive feedback contributes to the assessment process.

All learners want to know how their getting along, feedback is the process in which they learn this information. You need to be constructive in your feedback to allow your learners to develop their self assessment skills and complete the circle of achievement and learning.
You need to be informative and specific about criteria goals achieved and how they, along with your assistance and guidance, can improve and fill knowledge gaps.
Geoffrey Petty describes constructive feedback as 'Medals and Missions', he feels that learners need three things to achieve and make progress.
1. Goals - need examples of what good work looks like.
2. Medal - need praise for what they've achieved so far.
3. Mission - need plan of how to improve.

You need to give feedback at beginning of the session to allow time for discussion and explanation and to plan the way forward. this reassures learners, boosts confidence and motivates them to strive to achieve more. Always begin with positives i.e.what they've achieved and then add however.......    be precise about where and how they can improve so they know what you'll be assessing in the next feedback.
You need to make the criteria understandable to each individual learner, you might even need to focus on one area at a time.
Feedback can be formal(written), informal(oral),direct i.e.one to one, indirect i.e. to a group. Either way it needs to be constructive, motivational and linked specifically to the assessment criteria so that the learners are equipped to succeed.

3.3 Explain ways to give constructive feedback to learners.

Here are three examples of key principles of constructive feedback:-

1.  Criterion referenced

Point out what and how they've done well in relation to criteria. Praise them aloud as well as written. Encourage them to continue on the same path by observing what is required and answering what is asked for.

2. Informative and specific

Praise when they've produced good work, be specific about what they've done well. Inform them specifically where they can improve and ensure they understand fully what your expecting of them.

3. Focus on one area

Try to concentrate on one area of improvement at a time so as not to confuse or dishearten the learner.  This approach makes the improvement more manageable and if it's related to a specific   incident it becomes more  relevant and memorable.

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4.1 Explain the need to keep records of assessment of learning.

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4.1 Explain the need to keep records of assessment of learning.

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Assessment record of the learning process must be kept safely and in an organised way so as to be able to refer to them quickly efficiently and accurately. They are an essential element of a record in time for you to be able to look back and see what your learners have achieved and what areas need to be addressed next.
The information included in these records not only measure learning and effectiveness of the program but allows the data to be use to collate other  information too e.g. quality assurance, equality and diversity etc.
Accurate, factual  and up to dat records are a very important part of a teachers role. I enables the teacher to plan their lessons on the knowledge gaps of the individual learner. it helps underpin the course structure telling us the progress history of both learner and teacher.

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4.2 Summarise the requirementsfor keeping records of assessment in an organisation.

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4.2 Summarise the requirementsfor keeping records of assessment in an organisation.

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it is a requirement of law, The Data Protection Act (1998), for all organisations to hold or process personal data.
Records should be kept confidential and securely in a locked cabinet or a password protected electronic file.
The Data act contains eight principles :-
*  processed fairly and lawfully
*  obtained and used only for specified and lawful purposes
*  adequate, relevant and not excessive
*  accurate and where necessary kept up to date
*  kept for no longer than necessary
*  processed in accordance with the individual's rights
*  kept secure
*  transferred only to countries that offer adequate protection

Data is also useful for organisations in relation to accidents, appeals, equal opportunities and funding purposes.
It is essentially evidence of your learners progress from beginning to end of the course and if kept accurately and up to date then anybody can step in and take over easily to maintain continuity.