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Assessor Professional Assessor Professional DevelopmentDevelopment
ACVOAssessment Centre for Voluntary
Organisations
ICEYEInternet College for Early Years Education
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Purpose of APDPurpose of APDTo provide a structured
development programme to explore how assessment practice can improve the
quality of the learning experience for the candidate
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Outcomes of APDOutcomes of APD
Improved assessment practice Individual learning plans meet the
needs of the learners and their organisations
Confident and knowledgeable assessors Contribute to the level of skills,
knowledge and competence of the voluntary and community sector workforce
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The APD JourneyThe APD Journey
6 one day inter active workshopsCommon ACVO approach to
assessmentRecognise associated roles and
responsibilities Opportunity for personal developmentRecognition of current practiceSupport an ACVO team approach
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ExpectationsExpectations
That we will have a good time learning from each other
That we will work collectively and support each others learning and development
That as ‘ACVO Associates’ we can provide a sustainable income
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NVQ RecapNVQ Recap
Characteristics of a competence based learning
and assessment model
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CharacteristicsCharacteristics
Provision of a general educational experience of intrinsic worth in its own right
Assessed in the workplace against nationally recognised industry-led standard
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Characteristics - continuedCharacteristics - continued
Preparation for entry in to specific job roles or further professional development
Assessment of existing competence, formally interrogated
The two approach dilemma of development or/and recognition
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Advantages to the CandidatesAdvantages to the Candidates
Self paced Can do, have done, will do work related Identify personal development needs
linked to organisational needs Ownership of the process Proof of competence
– In a range of skills, in a variety of circumstances, with different groups in the workplace
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Advantages - continuedAdvantages - continued
Accreditation of prior learning and experience
Process is empowering and transparent
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Competence BasedCompetence Based
Responsibility of the candidate to identify , gather, collate and present evidence
Assessment is a formal examination of the evidence supplied– Across a range, with underpinning
knowledge and understanding
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Competence BasedCompetence Based
Not a pass/fail system but a credit towards further development
Links to the training and development cycle
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Disadvantages to the Disadvantages to the CandidateCandidate
Not a traditional courseLess opportunity for group
interaction (other than through planned activity)
Can take longer than a traditional course
Candidates see more work than in a traditional course
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DisadvantagesDisadvantages
Candidate needs lots of support throughout, particularly– Understanding the language– Retaining a holistic view of the Award– Design and administration of the
portfolio
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Demands of AssessorsDemands of Assessors
New skills have to be learned New demands from candidates
experience Increase in individual tracking More knowledge of individual work roles APL expertise Interpretation of standards Assessment skills
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ENTOENTO
Guardians of the standards
ALI Inspection reports – of all organisations offering adult learning 46% inadequate
‘uniformally getting a raw deal’ –BBC 2004
Success rates for all WB Learning 36%
For FMA’s 29%
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Work Based AssessmentWork Based Assessment
‘Work-based assessors present the best option for both employers and candidates. Peripatetic assessors can do an excellent job but it can be difficult to arrange assessment opportunities particularly when dealing with unpredictable situations in the workplace’.
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Work Based AssessmentWork Based Assessment
‘Although I agree with this in theory - in practice we have found that employers do not always recognise the need to give work-based assessors the TIME and resources to do the job effectively. This is when external providers offer the best solution, as they are there solely for the benefit of the candidates involved’.
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Work Based AssessmentWork Based Assessment‘As an External Verifier I can safely say that work based assessors only work if the company is the training provider. If students are learning via a college or private training provider, work based assessors are not the best option. Employers in the main do not support the candidates or work based assessors as it is not normally a priority and consider the college responsible for everything. Also there is a danger of a conflict of interest with the workplace pressurising the assessor to get the candidates through’.
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Work Based AssessmentWork Based Assessment
‘Work based assessors are often pushed into the role of the assessor by their employers, who are often of the opinion that "there’s nothing to it".
Full time assessors are able to support candidates in a far more focused way, which can only be good for the candidates and the NVQ process generally’.
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Work Based AssessmentWork Based AssessmentI find the work based assessors are not as prudent as they could be, they miss opportunities for observation and they are not always committed as they might be in helping the candidate. Peripatetic assessor however seem to have a better understanding of what is required with the NOS, documentation is clearer and shows a better audit trail. They also help the candidate more readily and show commitment to them gaining their award.
On the whole work based assessors sound great in theory but in practice I certainly feel they are not always the best option.
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‘Arguments can be forwarded to support both types of assessor, but I personally feel that both are vital, especially for larger organisations where they could be used together. What does need to be addressed is the level of support and understanding from senior management within organisations to ensure their assessors get the recognition and assistance they deserve and allow the assessment process to work to the benefit of all’.
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Supportive information Supportive information and resources can be and resources can be
found onfound onwww.acvo.co.uk/resources/www.acvo.co.uk/resources/
apd.phpapd.php
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EDICT – EDICT – a Process for a Process for
Managing ChangeManaging Change
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EEntryntryDDiagnosisiagnosisIInterventionnterventionCContractingontractingTTransitionransition
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Personal StylesPersonal Styles
Tough battlerTough battlerFriendly helperFriendly helperLogical thinkerLogical thinker
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Organisational CultureOrganisational Culture
Performance drivenPerformance drivenValues drivenValues driven
Systems drivenSystems driven
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The 7P ModelThe 7P ModelPurpose: Aims Goals,Mission and Vision
Positioning: Context, environment, niche, image, advertising
Plans: Structure, blueprint, policies, strategy
Power: Resources, energy, drive, commitment
Processes: Systems,procedures, communication
People: Human resource issues
Product: Services, Outputs, Deliverables
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3LT –3LT – The 3 Level Technique The 3 Level Technique Model for Questioning Model for Questioning
and Listeningand Listening
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