Assessment
records
This presentation will cover:
• Record keeping
• Examples of assessment records
• Reasons for keeping assessment records
• Data Protection
• Confidentiality
• RARPA
• Summary quiz
• Reading list
• Website list
Record keeping
• Records must be maintained to satisfy
internal and external requirements
• For example, if a learner lost their work,
what records would you have to prove
they actually did it?
• Full and factual records will help maintain
an audit trail of progress
• Quality assurance procedures will require
assessment records to be sampled
Activity
What assessment records do you use and
why?
Examples of assessment
records• Initial and diagnostic results
• Assessment plans
• Individual learning plans/action plans
• Assessment tracking
• Observation checklists
• Feedback records
• Review records
• Formative and summative grades and results
Reasons for keeping
assessment records
Internal
• to keep track of learner achievements
• for standardisation and quality assurance
purposes
• to review learner progress
• to document planning and feedback
• in case of complaints or appeals
Reasons for keeping
assessment records
External
• learner information and statistics for
auditors, inspectors and regulators
• external quality assurer’s reports for
comments and action points
Records, data, information and statistics can help
inform organisational polices such as:
• Assessment
• Equality and Diversity
• Health & Safety
• Quality Assurance
• Teaching and Learning
Information can help measure and track
attendance, achievement, learning, progress,
retention, destinations, accidents, appeals and
audits
• Records should always be accurate and
legible
• They should be kept safe, secure and
confidential
• Most records can be kept manually or
electronically, usually for three years
• To satisfy everyone involved in the
assessment process you must be able to
show a valid audit trail for all your
decisions, from learner commencement to
completion
Data Protection• Data should always be maintained in a
way which adheres to relevant legislation
• Legislation is mandatory for all
organisations that hold or process
personal data
• The Data Protection Act (2018) gives
certain rights to individuals with regards to
the processing and storage of their
personal data. It incorporates the General
Data Protection Regulation (GDPR)
Data should always be:
1. processed fairly and lawfully
2. obtained and used only for specified and lawful
purposes
3. adequate, relevant and not excessive
4. accurate and, where necessary, kept up to date
5. kept for no longer than necessary
6. processed in accordance with the individual’s rights
7. kept secure
8. transferred only to countries that offer adequate
protection
Confidentiality
• Confidentiality should be maintained
regarding all assessment information and
data kept in an organisation
• However, it can be shared with others
where it will help support a learner, for
example, if a learner has a specific need
and will require support from others
Confidentiality
How can you maintain the confidentially of
data?
Confidentiality
• don’t leave documents in view of others
• save/file records in a secure place
• ensure others don’t have access to
records unless they are authorised
• don’t discuss confidential issues with
others (unless it is appropriate)
• follow your organisations procedure for the
confidentiality of information
RARPA
• If you are assessing a programme which is
not accredited by an awarding
organisation, you should follow the
requirements for recognising and
recording progress and achievement in
non-accredited learning (RARPA)
• There are five processes to RARPA …
1. Aims – these should be appropriate to the
individual or group of learners
2. Initial assessment – this should be used
to establish each learner’s starting point
3. Identification of appropriately challenging
learning objectives – these should be
agreed, renegotiated and revised as
necessary after formative assessment,
and should be appropriate to each
learner
4. Recognition and recording of progress
and achievement during the programme -
this should include assessor feedback,
learner reflection and reviews of progress
5. End of programme – this includes
summative assessment, learner self-
assessment and a review of overall
progress and achievement. This should
be in relation to the learning objectives
and any other outcomes achieved during
the programme
Summary quiz
• Give two reasons for keeping assessment
records (one internal and one external)
• Name two assessment records
• Information can help measure and track….
(give one example)
• What does RARPA stand for?
• Give an example of when confidential
information regarding a learner can be
shared
Reading list
• Gravells A (2016) Principles and Practices of
Assessment London Learning Matters SAGE
• Ollin R & Tucker J (2016) The Vocational
Assessor Handbook (6th Edn) London Kogan
Page
• Read H (2016) The Best Assessor’s Guide
Bideford Read On Publications Ltd
• Wilson (2012) Practical Teaching: A Guide to
Assessment and Quality Assurance Hampshire
Cengage Learning
Website list• Data Protection Act 2018 -
http://www.legislation.gov.uk/ukpga/2018/12/con
tents/enacted
• General Data Protection Regulation -
https://www.itgovernance.co.uk/data-protection-
dpa-and-eu-data-protection-regulation
• Plagiarism – www.plagiarism.org
• RARPA -
http://www.learningandwork.org.uk/wp-
content/uploads/2017/04/RARPA-Guidance-
2017.pdf
This presentation has covered:
• Record keeping
• Examples of assessment records
• Reasons for keeping assessment records
• Data Protection
• Confidentiality
• RARPA
• Summary quiz
• Reading list
• Website list