How would you collect and use evidence from candidates’ prior experience and achievements within the current assessment process. Interview the candidates APL. Identifying previously gained skills and abilities should be instigated at the initial assessment phase of the recording process. I would require proof of prior experience, this could be proven by candidates producing certificates. This could then create an opportunity in some cases to reduce the time it takes to achieve a qualification or to be exempt from units.
Define the key concepts and principles of assessment When making an assessment we need to pull on a number of skills to ensuring that the correct level of learning has been conducted by the trainer and that the learner has under stood the information given. The assessor has to be confident that the learner is also able to recall the information therefore giving them the skill set to conduct the role they are undertaking. The trained person should then leave the course with the new understanding and have thoughts on how they can apply the skills and improve in some cases the tasks that they will now undertake with their new knowledge. One key principle is known as VACSR – as an assessor you need to ensure that all work is; Valid – check that the work submitted actually relates to the assessment criteria Authentic – as an assessor it is important to ensure that all work submitted has been produced only by the delegate / learner. Check to ensure that different delegates are not simply repeating the same answers by rote.
L.O 1- 1.2 The key concepts and principles of assessment are to give the candidate the opportunities they are entitled to in which to prove their knowledge and competence in their subject. To do that the assessment must be: * Fair to the candidate. The decision should be made solely on whether the candidate has met the assessment criteria or not. Decisions must not be based on opinion, personal feelings or sympathy for the candidate. * Reliable.
In this step, the decision maker is determining what’s relevant in making the decision. This step brings the decision maker’s interests, values, and personal preferences into the process. Identifying criteria is important because what one person thinks is relevant, another may not. Also keep in mind that any factors not identified in this step are considered as irrelevant to the decision maker. Weight the criteria The decision-maker weights the previously identified criteria in order to give them correct priority in the decision.
Reid (1993) defined reflection as a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. Read (1993), adds that reflective practice is potentially both a way of learning and a mode of survival and development once formal education ceases. Page and Meerabeau, (2000) described two fundamental forms of reflection: reflection-in-action, and reflection- on- action. Understanding the differences between these forms of reflection is important. It will assist practitioners in discovering a range of techniques they can use to develop their personal and professional competences.
A clear understanding and explanation to the specialist help is essential. It will help you to achieve what you really need. Will the specialist help be good enough to solve my particular problem? There are some key things to consider. ■■ Do they have evidence of relevant training/knowledge, such as formal qualifications?
Why or why not? In order for a company to obtain the very first item, which is the product itself, the company or business must have some form of evidence that there is a want and or need for the product. If there is not a current want or need the company then needs to research the idea of the “creation” of a want or need for the item. If there is an opportunity for this “creation,” how will it actually be created, promoted and advertised in a way that creates this want or need for this product. Once the product is designed it should be properly tested before mass production in order to try to work out kinks or other issues that may arise in the testing phase.
3.1 There are a wide variety of techniques used for sampling the evidence of assessment which are all valuable for different reasons. Site or Direct observation is the best way to evaluate the assessor’s ability to carry out a fair and valid assessment. The observation should ideally take place in the work environment and involve the learner carrying out specific tasks as required for inclusion in the learner’s portfolio of evidence. The IV can quickly establish the effect of the assessment on the learner and can get a good impression of the rapport that the assessor has with the learner. It will also show the IV the ability of the assessor to extract the necessary information required for suitable assessment which can be evaluated against the national standards.
How well a test reflects some criterion that occurs in either present or future is criterion validity. Criterion validity is separated into two types; concurrent (present) and predictive (future). The test and tools used to collect data must be reliable and valid, if not then the test results will be considered
The main idea was to set an adequate context for them to discover how to make comparisons between two different things, so they could practice and extend the use of adjectives that was taught in previous chapter. While presenting the context of the lesson there were some aspects that limited the flow of the lesson, like trying to follow the lesson plan by memory or selecting a context that was