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Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF)

Specification

Edexcel specialist qualification

First teaching September 2010

Issue 2

Pearson Education Ltd is one of the UK’s largest awarding organisations, offering academic and vocational qualifications and testing to schools, colleges, employers and other places of learning, both in the UK and internationally. Qualifications offered include GCSE, AS and A Level, NVQ and our BTEC suite of vocational qualifications, ranging from Entry Level to BTEC Higher National Diplomas. Pearson Education Ltd administers work-based qualifications.

Through initiatives such as onscreen marking and administration, Pearson is leading the way in using technology to modernise educational assessment, and to support teachers and learners.

This specification is Issue 2. We will inform centres of any changes to this issue. The latest issue can be found on the Edexcel website: www.edexcel.com

References to third party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.)

All information in this specification is correct at time of going to publication.

Authorised by Martin Stretton Prepared by Jane Boehm

Publications Code BA033613

All the material in this publication is copyright © Pearson Education Limited 2012

http://www.edexcel.com/�

Contents

1 Introducing Edexcel Specialist qualifications 1

What are Edexcel Specialist qualifications? 1

2 Qualification summary and key information 3

QCF qualification title and Qualification Number 5

Objective of the qualifications 5

Relationship with previous specifications 6

Related qualifications in the teaching, training and education suite 7

Inter-relationships between teaching, training and education qualifications 8

Progression opportunities through Edexcel qualifications 9

Industry Support and recognition 9

Relationship with National Occupational Standards 9

3 Centre resource requirements 10

General resource requirements 10

Specific resource requirements 10

4 Qualification structures 11

Edexcel Level 3 Award in Understanding the Principles and Practices of Assessment (QCF) 11

Edexcel Level 3 Award in Assessing Competence in the Work Environment (QCF) 11

Edexcel Level 3 Award in Assessing Vocationally Related Achievement (QCF) 12

Edexcel Level 3 Certificate in Assessing Vocational Achievement (QCF) 12

5 Assessment 13

Assessment strategy 14

Types of evidence (to be read in conjunction with the assessment strategy in Annexe B) 14

6 Recognising prior learning and achievement 16

Recognition of Prior Learning 16

Credit transfer 16

7 Centre recognition and approval 17

Centre recognition 17

Approvals agreement 17

8 Quality assurance of centres 18

9 Programme delivery 19

10 Access and recruitment 20

11 Access to qualifications for learners with disabilities or specific needs 21

12 Unit format 22

Unit title 22

Unit reference number 22

QCF level 22

Credit value 22

Guided learning hours 22

Unit aim 22

Assessment requirements 22

Learning outcomes 22

Assessment criteria 23

Unit amplification 23

Unit 1: Understanding the Principles and Practices of Assessment 24

Unit 2: Assess Occupational Competence in the Work Environment 32

Unit 3: Assess Vocational Skills, Knowledge and Understanding 38

13 Further information and useful publications 45

14 Professional development and training 46

Annexe A 47

Progression opportunities 47

Annexe B 49

LLUK Assessment Strategy 49

Annexe C 52

Unit Delivery and Assessment Guidance 52

Unit 1: Understanding the Principles and Practices of Assessment 52

Unit 2: Assess Occupational Competence in the Work Environment 56

Unit 3: Assess Vocational Skills, Knowledge and Understanding 59

Annexe D 62

Portfolio Evidence Record Sheets 62

Unit 1: Understanding the Principles and Practices of Assessment (Level 3) 62

Unit 2: Assess Occupational Competence in the Work Environment (Level 3) 66

Unit 3: Assess Vocational Skills, Knowledge and Understanding (Level 3) 69

Purpose of this specification

The purpose of this specification is to provide details of the rules of combination and mandatory units for use in the delivery of the Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF).

This specification sets out:

the qualification’s objective to meet the requirements for assessors, internal quality assurers (IQA) and external quality assurers (EQA) who are assessing and quality-assuring qualifications

any other qualification which a learner must have completed before taking the qualification

any prior knowledge, skills or understanding which the learner is required to have before taking the qualification

units which a learner must have completed before the qualification will be awarded and any optional routes

any other requirements which a learner must have satisfied before the learner will be assessed or before the qualification will be awarded

the knowledge, skills and understanding which will be assessed as part of the qualification (giving a clear indication of their coverage and depth)

the method of any assessment and any associated requirements relating to it

the criteria against which learners’ level of attainment will be measured (such as assessment criteria)

any specimen materials

any specified levels of attainment.

BA033613 – Specification – Edexcel Level 3 Awards and Certificate in Assessing the Quality of Assessment (QCF) – Issue 2 – November 2012 © Pearson Education Limited 2012

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1 Introducing Edexcel Specialist qualifications

What are Edexcel Specialist qualifications?

Edexcel Specialist qualifications are qualifications from Entry to level 3 on the Qualifications and Credit Framework (QCF). They are work-related qualifications and are available in a range of sectors. They give learners the knowledge, understanding and skills they need to prepare for employment. They also provide career development opportunities for those already in work. These qualifications may be full time or part time courses in schools or colleges. Training centres and employers may also offer these qualifications.

There are three sizes of specialist qualification in the QCF:

Award (1 to 12 credits)

Certificate (13 to 36 credits)

Diploma (37 credits and above).

Every unit and qualification in the QCF has a credit value.

The credit value of a unit is based on:

one credit for every 10 hours of learning time

learning time – defined as the time taken by learners at the level of the unit, on average, to complete the learning outcomes to the standard determined by the assessment criteria.

The following Edexcel Specialist qualification titles are covered by this specification:

Edexcel Level 3 Award in Understanding the Principles and Practices of Assessment

Edexcel Level 3 Award in Assessing Competence in the Work Environment

Edexcel Level 3 Award in Assessing Vocationally Related Achievement

Edexcel Level 3 Certificate in Assessing Vocational Achievement

These qualifications:

are accredited by Ofqual as being stand alone

are nationally recognised

were developed to meet the requirements of assessors, internal quality assurers (IQA) and external quality assurers (EQA) who are assessing and quality assuring qualifications

are based on the Learning and Development National Occupational Standards (NOS). The NOS, assessment strategy and qualification structures were devised by Lifelong Learning UK (LLUK) and are now owned by the Learning and Skills Improvement Service (LSIS), the Standards Setting Body for teaching and learning

offer learners an opportunity to develop their own personal growth and engagement in learning and assessment.


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Each qualification includes a unit that covers all the essential knowledge and understanding that assessors or quality assurance staff need, plus one or more units that describe competent practice.

Those new to assessing can take the knowledge unit and gain an understanding of assessment principles and practices before they begin a role. When they are ready to practise, they can undertake additional units.

Those who need to know about assessment, but never intend to practice, for example managers, are able to learn about essential principles and practices by achieving the knowledge unit only.

Those who are in a position to carry out real assessment can undertake knowledge and applied units at the same time and use evidence from one to meet requirements of others.


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2 Qualification summary and key information

Qualification title Edexcel Level 3 Award in Understanding the Principles and Practices of Assessment

QCF Qualification Number (QN) 501/0774/4

Qualification framework Qualifications and Credit Framework (QCF)

Date registrations can be made 01/09/2010

Age range that the qualification is approved for

19+

Credit value 3

Assessment Centre-devised assessment (internal assessment)


Grading information The qualification and units are at pass grade.

Entry requirements For details of entry requirements see below. Centres must also follow the Edexcel Access and Recruitment policy (see section 10 Access and Recruitment)

Qualification title Edexcel Level 3 Award in Assessing Competence in the Work Environment





19+

Credit value 9






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Qualification title Edexcel Level 3 Award in Assessing Vocationally Related Achievement





19+

Credit value 9





Qualification title Edexcel Level 3 Certificate in Assessing Vocational Achievement





19+

Credit value 15






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QCF qualification title and Qualification Number

Centres will need to use the QCF Qualification Number (QN) when they seek public funding for their learners. As well as a QN, each unit within a qualification has a QCF unit reference number (URN).

The qualification title, QN and URNs are on learners’ final certification documentation. Learners need to know this when they are recruited by the centre and registered with Edexcel. Further information about certification is in the Edexcel Information Manual on our website, www.btec.co.uk/keydocuments

Objective of the qualifications

These qualifications replace the A1 and A2 qualifications. They are part of the new suite of qualifications for assessors, internal quality assurers (IQA) and external quality assurers (EQA).

This specification includes the qualifications for assessors. They were needed to meet the emerging needs of the developing qualification frameworks and to reflect changes in the practice of assessment.

These qualifications will be required for:

Any assessors and verifiers involved in National Vocational Qualifications (NVQs) for the next three years. Those who deliver these qualifications will need to be qualified to meet the requirements of the NVQ Code of Practice and Sector Skills Councils assessment strategies.

Assessors and quality assurance staff who deliver QCF qualifications that use the term ‘NVQ’ in their title

Depending on the assessment strategies set by individual Sector Skills Councils, some staff, who are assessing and quality assuring qualifications within the QCF that do not use the term ‘NVQ’ in their titles, but whose purpose is to confirm occupational competence, will need to hold IQA or EQA qualifications.

These qualifications would be helpful for teachers in schools who deliver vocational qualifications with applied learning, such as BTEC Firsts and Nationals.

Ofqual has confirmed that practitioners who hold the A, V or D units will not have to prequalify, but must be aware of and operate in accordance with the relevant new qualification.

For further information, please refer to Annexe B where there is an extract from the Lifelong Learning UK (LLUK) guidance document giving the LLUK Assessment Strategy. LLUK has been replaced by The Learning and Skills Improvement Service (LSIS) which now oversees the Assessment Strategy. Please note, that requirements set out in the Assessment Strategy are LLUK/LSIS requirements, not the requirements of the Regulators, Sector Skills Councils or awarding bodies for other qualifications. These will be covered by the assessment strategies relevant to those qualifications.

The units in this specification can be approached as individual, stand-alone units but in different combinations they provide the appropriate qualification for:

assessors of competence in the work environment

assessors of vocationally related achievement

those wishing to gain an understanding of the principles and practices of assessment.

http://www.btec.co.uk/keydocuments�


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It is essential that the correct combinations are understood and that learners are guided by assessors and tutors to the appropriate combination.

These qualifications are for learners aged 19 and above who are capable of reaching the required standards in a learning and development delivery or assessment context.

Edexcel’s policy is that the qualifications should:

be free from any barriers that restrict access and progression

ensure equality of opportunity for all wishing to access the qualifications.

Individual qualifications in this specification document are particularly suitable for the following groups of learners:

The Edexcel Level 3 Award in Understanding the Principles and Practices of Assessment (QCF): for those who wish to gain an understanding of the principles and practices of assessment without any requirement to practice as assessors.

The Edexcel Level 3 Award in Assessing Competence in the Work Environment (QCF): for assessors who assess occupational competence in an individual’s work environment.

The Edexcel Level 3 Award in Assessing Vocationally Related Achievement (QCF): for those who assess vocational skills, knowledge and understanding in environments other than the work environment (eg a workshop, classroom or other training environment).

The Edexcel Level 3 Certificate in Assessing Vocational Achievement (QCF): for those who assess both occupational competence in the work environment and vocational skills, knowledge and understanding in environments other than the workplace (eg a workshop, classroom or other training environment).

Relationship with previous specifications

This specification is a direct specification replacement for specification BA025219 Edexcel Level 3 Awards in Assessing the Quality of Assessment (QCF) and Edexcel Level 3 Certificate in Assessing the Quality of Assessment (QCF) – For First Teaching September 2010. These changes have been made to reflect updates in our specification document layout. The structures, rules of combination, content and assessment of the qualifications in the earlier specification, BA025219, have not been altered.


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Related qualifications in the teaching, training and education suite

Which qualification is most appropriate for which role?

ROLE QUALIFICATION

Assessor or Internal Quality Assurer

Training, Assessment and Quality Assurance (TAQA)

Trainer Learning and Development (L&D)

New to teaching or training Preparing to Teach in the Lifelong Learning Sector (PTLLS)

Associate or part-time teacher Certificate in Teaching in the Lifelong Learning Sector (CTLLS)

Full-time teacher Diploma in Teaching in the Lifelong Learning Sector (DTLLS)


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Inter-relationships between teaching, training and education qualifications

All of the teaching and learning qualifications contain some common units increasing both the transferability between the qualifications, and the choice of units available to centres and learners.

Centres should select units that best reflect the needs of learner groups. These may include: training, assessing, quality assurance, part and full-time teaching.

We encourage centres to make the most of the wide range of units now available from Edexcel and recommend they use the qualification structure documents to design programmes that best suit learners.

Centres should ensure they have the right resources and level of approval to offer these units and qualifications, and be aware of the specific delivery sequence for the Diploma in Teaching in the Lifelong Learning Sector, (further details in Section 9, Programme Delivery).

Preparing to Teach in the Lifelong Learning Sector

Certificate in Teaching in the Lifelong Learning Sector

Diploma in Teaching in the Lifelong Learning Sector

Learning and Development

Training, Assessment and Quality Assurance


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Progression opportunities through Edexcel qualifications

Learners who achieve these qualifications have a wide range of qualification progression opportunities, for example the teaching in the lifelong learning sector suite of qualifications: Preparing to Teach in the Lifelong Learning Sector (PTLLS), the Certificate in Teaching in the Lifelong Learning Sector (CTLLS) and the Diploma in Teaching in the Lifelong Learning Sector (DTLLS).

See Annexe A for further information.

Industry Support and recognition

These qualifications are supported by the Learning and Skills Improvement Service (LSIS), the Standards Setting Body for teaching and learning.

Relationship with National Occupational Standards

These qualifications relate to the Professional Standards in Teaching in the Lifelong Learning Sector. The standards are available on the Learning and Skills Improvement Service Excellence Gateway, www.excellencegateway.org.uk. Further information is available, as well as advice on teaching in the further education sector, from the Information and Advice Service at [email protected] or telephone: 0300 303 1877.

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3 Centre resource requirements

As part of the approval process, centres must make sure that the resources requirements below are in place before offering the qualification.

General resource requirements

Centres must have appropriate physical resources (for example, equipment, IT, learning materials, teaching rooms) to support the delivery and assessment of the qualifications.

Staff involved in the assessment process must have relevant expertise and occupational experience.

There must be systems in place to make sure continuing professional development for staff delivering the qualifications.

Centres must have appropriate health and safety policies in place relating to the use of equipment by learners.

Centres must deliver the qualifications in accordance with current equality legislation.

Specific resource requirements

As well as the general requirements above, centres must meet any specific resource requirements outlined in Annexe B: LLUK Assessment Strategy. Staff assessing the learner must meet the requirements within the overarching assessment strategy for the sector.


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4 Qualification structures

Edexcel Level 3 Award in Understanding the Principles and Practices of Assessment (QCF)

The learner will need to meet the requirements outlined in the table below before Edexcel can award the qualification.

Minimum number of credits that must be achieved 3

Unit name Unit No Unit Ref No Level Credit GLH

Mandatory Unit: 3 credits must be achieved from this group

Understanding the Principles and Practices of Assessment

1 D/601/5313 3 3 24

Edexcel Level 3 Award in Assessing Competence in the Work Environment (QCF)



Unit name Unit no Unit Ref No Level Credit GLH

Mandatory Units: 9 credits must be achieved from this group


1 D/601/5313 3 3 24

Assess Occupational Competence in the Work Environment

2 H/601/5314 3 6 30


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Edexcel Level 3 Award in Assessing Vocationally Related Achievement (QCF)






1 D/601/5313 3 3 24

Assess Vocational Skills, Knowledge and Understanding

3 F/601/5319 3 6 30

Edexcel Level 3 Certificate in Assessing Vocational Achievement (QCF)






1 D/601/5313 3 3 24

Assess Occupational Competence in the Work Environment

2 H/601/5314 3 6 30

Assess Vocational Skills, Knowledge and Understanding

3 F/601/5319 3 6 30


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5 Assessment

The table below gives a summary of the assessment methods used in the qualifications

Units Assessment method

All units Centre-devised assessment

Centre-devised assessment (internal assessment)

Each unit has specified learning outcomes and assessment criteria. To pass an internally assessed unit, learners must meet all the learning outcomes. Centres may find it helpful if learners index and reference their evidence to the relevant learning outcomes and assessment criteria.

A number of the assessment criteria in this specification document require the learner to produce evidence whereby the learner’s competence can be assessed.

Where appropriate, centres need to write assignment briefs for the learners to show what evidence is required. Assignment briefs should indicate clearly which assessment criteria are being targeted and what evidence is required. There should be evidence in the course file that assignments have been internally reviewed and moderated.

Assignment briefs and evidence produced by learners must also meet any additional requirements in the Assessment Requirements section of the unit.

Unless otherwise indicated within the Assessment Requirements section of the unit, the centre can decide what form assessment evidence will take (eg performance observation, presentations, projects, tests, extended writing) as long as the methods chosen allow learners to produce valid, sufficient and reliable evidence of meeting the assessment criteria.

Centres are encouraged to provide learners with realistic scenarios and maximise the use of practical activities in delivery and assessment.

To avoid over-assessment, centres are encouraged to link delivery and assessment across units.

When writing assignments, centres should ensure that guidance is given for:

date of issue and date for submission

word count (where appropriate for depth or range required)

sources/types of appropriate evidence

any specific support for learners in generating appropriate evidence — including cross-referencing where a single piece of evidence relates to more than one unit, for example scheme of work/session plans/observation reports

the use of Harvard referencing for all research materials.

There is more guidance about internal assessment on our website. See also Section 13 Further information and useful publications.


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Assessment strategy

The overall grade for each qualification is a ‘pass’. The learner must achieve all the required units within the specified qualification structure.

The assessment strategy for these qualifications has been included in Annexe B. It has been developed by the Learning and Skills Improvement Service (LSIS) in partnership with employers, training providers, awarding organisations and the regulatory authorities.

Evidence of competence may come from:

current practice where evidence is generated from a current job role

a programme of development where evidence comes from assessment opportunities built into a learning/training programme whether at or away from the workplace

the Recognition of Prior Learning (RPL) where a learner can demonstrate that they can meet the assessment criteria within a unit through knowledge, understanding or skills they already possess without undertaking a course of learning. They must submit sufficient, reliable and valid evidence for internal and standards verification purposes. RPL is acceptable for accrediting a unit, several units or a whole qualification

a combination of these.

It is important that the evidence is:

Valid relevant to the standards for which competence is claimed

Authentic produced by the learner

Current sufficiently recent to create confidence that the same skill, understanding or knowledge persist at the time of the claim

Reliable indicates that the learner can consistently perform at this level

Sufficient fully meets the requirements of the standards.

Types of evidence (to be read in conjunction with the assessment strategy in Annexe B)

To successfully achieve a unit, the learner must

achieve all the specified learning outcomes

satisfy all the assessment criteria by providing sufficient and valid evidence for each criterion

show that the evidence is their own.

Evidence can take a variety of different forms, including the examples below. Centres should refer to the assessment strategy for information about which of the following are permissible:

direct observation of the learner’s performance by their assessor (O)

outcomes from oral or written questioning (Q and A)

products of the learner’s work (P)


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personal statements and/or reflective accounts (RA)

outcomes from simulation, where permitted by the assessment strategy (S)

professional discussion (PD)

assignment, project/case studies (A)

authentic statements/witness testimony (WT)

expert witness testimony (EPW)

evidence of Recognition of Prior Learning (RPL).

The abbreviations may be used for cross-referencing purposes.

Learners can use one piece of evidence to prove their knowledge, skills and understanding across different assessment criteria and/or across different units. It is, therefore, not necessary for learners to have each assessment criterion assessed separately. Learners should be encouraged to reference the assessment criteria to which the evidence relates.

Evidence must be made available to the assessor, internal verifier and Edexcel standards verifier. A range of recording documents is available on the Edexcel website www.edexcel.com. Alternatively, centres may develop their own.



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6 Recognising prior learning and achievement

Recognition of Prior Learning

Recognition of Prior Learning (RPL) is a method of assessment (leading to the award of credit) that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and so do not need to develop through a course of learning.

Edexcel encourages centres to recognise learners’ previous achievements and experiences in and outside the workplace, as well as in the classroom. RPL provides a route for the recognition of the achievements resulting from continuous learning.

RPL enables recognition of achievement from a range of activities using any valid assessment methodology. If the assessment requirements of a given unit or qualification have been met, the use of RPL is acceptable for accrediting a unit, units or a whole qualification. Evidence of learning must be sufficient, reliable and valid.

Further guidance is available in the policy document Recognition of Prior Learning Policy, which is on the Edexcel website.

Credit transfer

Credit transfer describes the process of using a credit or credits awarded in the context of a different qualification or awarded by a different awarding organisation towards the achievement requirements of another qualification. All awarding organisations recognise the credits awarded by all other awarding organisations that operate within the QCF.

If learners achieve credits with other awarding organisations, they do not need to retake any assessment for the same units. The centre must keep evidence of credit achievement.


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7 Centre recognition and approval

Centre recognition

Centres that have not previously offered Edexcel qualifications need to apply for, and be granted, centre recognition as part of the process for approval to offer individual qualifications. New centres must complete an Edexcel Vocational Centre & Qualification Approval Form (VCQA).

Existing centres will be given ‘automatic approval’ for a new qualification if they are already approved for a qualification that is being replaced by the new qualification and the conditions for automatic approval are met. Centres that already hold Edexcel Centre approval are able to apply for qualification approval for a different level or different sector via Edexcel Online, up to and including level 3 only.

In some circumstances, qualification approval using Edexcel Online may not be possible. In such cases, guidance is available as to how an approval application may be made.

Approvals agreement

All centres are required to enter into an approval agreement that is a formal commitment by the head or principal of a centre to meet all the requirements of the specification and any associated codes, conditions or regulations. Edexcel will act to protect the integrity of the awarding of qualifications. If centres do not comply with the agreement, this could result in the suspension of certification or withdrawal of approval.


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8 Quality assurance of centres

Quality assurance is at the heart of vocational qualifications. The Edexcel qualifications leading to Qualified Teacher Learning and Skills status are internally assessed by the centre. Centres must use internal quality assurance processes to make sure that their managers, internal verifiers and assessors are standardised and supported. Edexcel uses external quality assurance to check that all centres are working to national standards. It gives us the opportunity to identify and provide support, if needed, to safeguard certification. It also allows us to recognise and support good practice. For further information on quality assurance please refer to the BTEC Quality Assurance Handbook which can be found at www.btec.co.uk/keydocuments

Standards Verification quality assurance models

The Standards Verification quality assurance model is in place for all the Training Assessment and Quality Assurance qualifications.

What is Standards Verification?

Standards Verification is the way in which we check that centres are operating quality assurance and assessing to the right standards.

Standards Verifiers will provide advice and information and support you in demonstrating that you are working to the standards and addressing areas of weakness.

It ensures that you have accurate assessment records and are assessing candidates appropriately, consistently and fairly.

There will normally be two visits each year for programmes in a sector.

How do we do it?

We allocate a Standards Verifier:

to those centres that have registered learners and we notify your Quality Nominee, who acts as our point of contact

to those specific programmes that they are occupationally competent to verify.

Which qualifications does Standards Verification cover?

Edexcel Level 3 Award in Understanding the Principles and Practices

of Assessment

Edexcel Level 3 Award in Assessing Competence in the Work Environment

Edexcel Level 3 Award in Assessing Vocationally Related Achievement

Edexcel Level 3 Certificate in Assessing Vocational Achievement

For further information please refer to chapter 6b of the BTEC Quality Assurance Handbook which can be found at: www.btec.co.uk/keydocuments.




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9 Programme delivery

Centres are free to offer the qualifications using any mode of delivery (for example full time, part time, evening only, distance learning) that meets their learners’ needs. Whichever mode of delivery is used, centres must make sure that learners have access to the resources identified in the specification and to the subject specialists delivering the units.

Those planning the programme should aim to enhance the vocational nature of the qualification by:

liaising with employers to make sure a course is relevant to learners’ specific needs

accessing and using non-confidential data and documents from learners’ workplaces

developing up-to-date and relevant teaching materials that make use of scenarios that are relevant to the sector

giving learners the opportunity to apply their learning in practical activities

including sponsoring employers in the delivery of the programme and, where appropriate, in the assessment

making full use of the variety of experience of work and life that learners bring to the programme.

Where legislation is referred to in a unit, centres must ensure that current legislation is taught.


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10 Access and recruitment

Edexcel’s policy regarding access to our qualifications is that:

they should be available to everyone who is capable of reaching the required standards

they should be free from any barriers that restrict access and progression

there should be equal opportunities for all those wishing to access the qualifications.

Centres are required to recruit learners to Edexcel specialist qualifications with integrity.

Applicants will need relevant information and advice about the qualification to make sure it meets their needs.

Centres should review the applicant’s prior qualifications and/or experience, considering whether this profile shows that they have the potential to achieve the qualification.

For learners with disabilities and specific needs, this review will need to take account of the support available to the learner during teaching and assessment of the qualification. The review must take account of the information and guidance in Section 11 Access to qualifications for learners with disabilities or specific needs.


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11 Access to qualifications for learners with disabilities or specific needs

Equality and fairness are central to our work. Edexcel’s Equality Policy requires that all learners should have equal opportunity to access our qualifications and assessments and that our qualifications are awarded in a way that is fair to every learner.

We are committed to making sure that:

learners with a protected characteristic (as defined by the Equality Act 2010) are not, when they are undertaking one of our qualifications, disadvantaged in comparison to learners who do not share that characteristic

all learners achieve the recognition they deserve from undertaking a qualification and that this achievement can be compared fairly to the achievement of their peers.

Learners taking a qualification may be assessed in British sign language or Irish sign language where it is permitted for the purpose of reasonable adjustments.

Details on how to make adjustments for learners with protected characteristics are given in the policy documents Application of Reasonable Adjustment for BTEC and Edexcel NVQ Qualifications and Application for Special Consideration: BTEC and Edexcel NVQ Qualifications.

The documents are on our website at www.edexcel.com/policies


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12 Unit format

Units in this specification have the following sections:

Unit title

The unit title is on the QCF and this form of words will appear on the learner’s Notification of Performance (NOP).

Unit reference number

Each unit is assigned a unit reference number that appears with the unit title on the Register of Regulated Qualifications.

QCF level

All units and qualifications within the QCF have a level assigned to them. There are 9 levels of achievement, from Entry to level 8. The QCF Level Descriptors inform the allocation of the level.

Credit value

When a learner achieves a unit, they gain the specified number of credits.

Guided learning hours

Guided learning hours are the times when a tutor, trainer or facilitator is present to give specific guidance towards the learning aim for a programme. This definition covers lectures, tutorials and supervised study in for example open learning centres and learning workshops. It also includes assessment by staff where learners are present. It does not include time spent by staff marking assignments or homework where the learner is not present.

Unit aim

This gives a summary of what the unit aims to do.

Assessment requirements

This section lists any specialist assessment requirements, in line with SSB guidance and assessment strategies, needed to deliver the unit. The centre will be asked to make sure that these are in place when it seeks approval from Edexcel to offer the qualification.

Learning outcomes

The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning.


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Assessment criteria

The assessment criteria specify the standard required by the learner to achieve the learning outcome.

Unit amplification

This section gives further clarification on what a learner needs to know to achieve a learning outcome. Information in brackets gives exemplification for specific areas of knowledge.

For the purposes of this suite of qualifications, the following terms are used:

Tutor — the person carrying out the teacher education

Learner – the person taking the qualification

Student — the person being taught or assessed by the learners

Practitioner – anyone with a learning and development responsibility as the whole or a part of their role.

Note: Learning and Development units which are offered as optional units in the Certificate in Teaching in the Lifelong Learning Sector Qualifications and the Diploma in Teaching in the Lifelong Learning Sector qualifications have the following additional unit section:

Target Groups (a recommendation for whom the unit is best suited)


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Unit 1: Understanding the Principles and Practices of Assessment

Unit reference number: D/601/5313

QCF level: 3

Credit value: 3

Guided learning hours: 24

Unit aim

The aim of this unit is to assess a learning and development practitioner’s knowledge and understanding of the principles and practices of assessment.


There is no requirement to undertake practice for this unit. However, Edexcel recommends that this unit be assessed in the workplace.

The unit should be assessed using methods appropriate to the assessment of knowledge and understanding. There is no requirement for this unit to be assessed separately. Edexcel recommends that assessors adopt a holistic approach and, where possible, use one activity as evidence for learning outcomes and assessment criteria for two or more units.

There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.

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g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Exp

lain

the

funct

ion o

f as

sess

men

t in

lea

rnin

g a

nd

dev

elopm

ent

□

Funct

ions,

eg m

easu

rem

ent

and r

ecord

ing o

f ac

hie

vem

ent,

id

entifica

tion o

f in

div

idual

stu

den

t nee

ds,

form

ativ

e or

sum

mat

ive

asse

ssm

ent,

fit f

or

purp

ose

, as

sess

men

t ag

ainst

sta

ndar

ds

and

per

form

ance

/ass

essm

ent

criter

ia,

mon

itoring d

evel

opm

ent,

evi

den

ce

for

per

form

ance

rev

iew

/tar

get

s/ben

chm

arki

ng,

contr

ibuting t

o

qual

ity

assu

rance

, dev

elopm

ent

of

bes

t pra

ctic

e.

1.2

D

efin

e th

e ke

y co

nce

pts

and

princi

ple

s of

asse

ssm

ent

□

Purp

ose

, eg

who is

it f

or

– lea

rner

, tr

ainer

, as

sess

or,

org

anis

atio

n,

emplo

yer?

; as

sess

men

t as

par

t of

the

lear

nin

g o

r tr

ainin

g c

ycle

, eg

to

rec

ognis

e prior

lear

nin

g,

to iden

tify

spec

ific

ass

essm

ent

requirem

ents

; as

sess

men

t of

spec

ific

lea

rnin

g d

om

ains,

eg B

andle

r an

d G

rinder

’s p

sych

om

oto

r/co

gnitiv

e/af

fect

ive–

skill

s, k

now

ledge

or

under

stan

din

g.

1.3

Exp

lain

the

resp

onsi

bili

ties

of

the

asse

ssor

□

Ran

ge

of

resp

onsi

bili

ties

, eg

to t

he

studen

t, t

he

emplo

yer,

the

org

anis

atio

n,

occ

upat

ional

sta

ndar

ds,

aw

ardin

g o

rgan

isat

ion;

pra

ctic

al r

esponsi

bili

ties

, eg

pla

nnin

g,

man

agin

g a

nd d

eliv

erin

g

asse

ssm

ent;

mai

nta

inin

g t

he

inte

grity

of

the

qual

ific

atio

n;

studen

t-ce

ntr

ed a

sses

smen

t

1

Under

stan

d t

he

princi

ple

s an

d

requirem

ents

of

asse

ssm

ent

1.4

Id

entify

the

regula

tions

and

requirem

ents

rel

evan

t to

as

sess

men

t in

ow

n a

rea

of

pra

ctic

e

□

Reg

ula

tory

bodie

s of

stan

dar

ds,

eg O

fqual

, Sec

tor

Ski

lls C

ounci

ls,

awar

din

g o

rgan

isat

ions,

Inst

itute

for

Lear

nin

g;

oth

er r

egula

tions,

eg

hea

lth a

nd s

afet

y, e

qual

ity

and d

iver

sity

/dis

abili

ty a

ct,

dat

a pro

tect

ion,

safe

guar

din

g s

tuden

ts d

uring a

sses

smen

t;

reco

rdin

g/t

rack

ing a

nd loggin

g a

sses

smen

t dec

isio

ns,

com

munic

atin

g

dec

isio

ns

with s

tuden

ts,

stan

dar

dis

atio

n,

moder

atio

n a

nd q

ual

ity

assu

rance

of

asse

ssm

ent.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Iss

ue

2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

26

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2

Under

stan

d

diffe

rent

types

of

asse

ssm

ent

met

hod

2.1

Com

par

e th

e st

rength

s an

d

limitat

ions

of

a ra

nge

of

asse

ssm

ent

met

hods

with

refe

rence

to t

he

nee

ds

of

indiv

idual

lea

rner

s

□

Ran

ge

of

asse

ssm

ent

met

hods

for

per

form

ance

-bas

ed a

sses

smen

t of

skill

s or

know

ledge-

bas

ed a

sses

smen

t of

under

stan

din

g,

indiv

idual

or

gro

up a

sses

smen

t; f

it f

or

purp

ose

, eg

stu

den

t nee

ds,

conte

xt;

mea

sure

s of

achie

vem

ent,

eg p

erfo

rman

ce c

rite

ria,

ass

essm

ent

criter

ia,

leve

ls s

tandar

ds;

pra

ctic

al lim

itat

ions,

eg n

um

ber

s in

volv

ed,

range,

opport

unity,

rel

iabili

ty,

tim

e co

nst

rain

ts,

reso

urc

es,

staf

fing.

3.1

Sum

mar

ise

key

fact

ors

to

consi

der

when

pla

nnin

g

asse

ssm

ent

□

Form

al,

eg a

ddre

ssin

g r

egula

tions

or

stan

dar

ds,

stu

den

t, e

mplo

yer,

busi

nes

s nee

ds;

tim

ing o

f as

sess

men

t, e

g initia

l/pre

-cours

e,

form

ativ

e, s

um

mat

ive,

rec

ognis

ing p

rior

lear

nin

g;

range

of

met

hods/

activi

ties

to m

eet

studen

t nee

ds,

eg o

bse

rvat

ion,

per

form

ance

evi

den

ce,

dis

cuss

ion,

witnes

s/st

uden

t st

atem

ent,

tes

ts,

multip

le-c

hoic

e ques

tions,

writt

en a

ctiv

ity,

ref

lect

ive

journ

al,

verb

al

ques

tionin

g;

nat

ura

lly o

ccurr

ing e

viden

ce;

spec

ific

nee

ds.

3.2

Eva

luat

e th

e ben

efits

of

usi

ng a

holis

tic

appro

ach t

o a

sses

smen

t □

Ben

efits,

eg c

ost

and t

ime

effe

ctiv

enes

s, m

otiva

tional

for

studen

ts,

eg p

rom

oting s

tuden

t re

sponsi

bili

ty a

nd s

tuden

t in

volv

emen

t, u

se o

f nat

ura

lly o

ccurr

ing e

viden

ce,

exper

iential

lea

rnin

g,

linki

ng d

iffe

rent

aspec

ts o

f le

arnin

g t

hro

ugh a

sses

smen

t, t

ransf

eren

ce o

f sk

ills,

work

-bas

ed o

pport

unitie

s, r

atio

nal

isin

g c

olle

ctio

n o

f as

sess

men

t ev

iden

ce,

mee

ting n

um

ber

of

lear

nin

g o

utc

om

es/a

sses

smen

t cr

iter

ia,

linke

d

know

ledge-

bas

ed a

nd p

erfo

rman

ce-b

ased

ass

essm

ent

opport

unitie

s.

3

Under

stan

d h

ow

to

pla

n a

sses

smen

t

3.3

Exp

lain

how

to

pla

n a

holis

tic

appro

ach t

o a

sses

smen

t □

Ran

ge

of

asse

ssm

ent

requirem

ents

and o

pport

unitie

s, e

g

com

pre

hen

sive

appro

ach,

logic

al p

rogre

ssio

n a

nd s

equen

cing,

rela

ted t

o s

pec

ific

conte

xt,

studen

t nee

ds,

pre

fere

nce

s, w

ork

pla

ce–

opport

unitie

s to

use

lin

kages

par

ticu

larly

bet

wee

n k

now

ledge

and

under

stan

din

g t

o s

kills

req

uirem

ents

, nat

ura

lly o

ccurr

ing e

viden

ce,

appro

priat

e as

sess

men

t opport

unitie

s, e

viden

ce a

ppro

priat

e to

num

ber

of

lear

nin

g o

utc

om

es/a

sses

smen

t cr

iter

ia.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

27

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.4

Sum

mar

ise

the

types

of

risk

s th

at m

ay b

e in

volv

ed in

asse

ssm

ent

in o

wn a

rea

of

resp

onsi

bili

ty

□

Org

anis

atio

nal

ris

ks,

eg o

rgan

isat

ional

culture

, ap

pro

priat

e opport

unitie

s fo

r as

sess

men

t, s

taff

occ

upat

ional

or

asse

ssm

ent

exper

ience

; pra

ctic

al r

isks

, eg

hea

lth a

nd s

afet

y, e

qual

ity

and

div

ersi

ty,

dat

a pro

tect

ion,

spec

ific

occ

upat

ional

ris

ks,

studen

t-bas

ed

risk

s, e

g o

ccupat

ional

com

pet

ence

, re

sponsi

bili

ty,

motiva

tion;

asse

ssm

ent

risk

s, e

g t

imin

g,

range,

suff

icie

ncy

, bia

s, f

airn

ess.

3.5

Exp

lain

how

to m

inim

ise

risk

s th

rough t

he

pla

nnin

g p

roce

ss

□

Cle

ar c

rite

ria

for

asse

ssm

ent,

eg iden

tify

ing/a

ddre

ssin

g s

pec

ific

re

quirem

ents

, st

andar

dis

atio

n o

f pla

nnin

g,

neg

otiat

ing w

ith s

tuden

t;

sele

ctin

g a

ppro

priat

e ra

nge

of

asse

ssm

ent

met

hods

appro

priat

e to

co

nte

xt t

o g

ener

ate

the

required

evi

den

ce;

safe

guar

din

g s

tuden

ts,

eg p

lannin

g f

or

hea

lth a

nd s

afet

y, e

qual

ity

and d

iver

sity

, neg

otiat

ing

with s

tuden

ts,

appro

priat

e tim

ing o

f as

sess

men

t, c

lear

rec

ord

ing,

trac

king,

loggin

g o

f as

sess

men

t dec

isio

ns.

4.1

Exp

lain

the

import

ance

of

invo

lvin

g t

he

lear

ner

and o

ther

s in

the

asse

ssm

ent

pro

cess

□

Rec

ognis

ing n

eeds,

eg initia

l as

sess

men

t, lea

rnin

g/t

rain

ing n

eeds

anal

ysis

, re

cognis

ing c

urr

ent

leve

l of

know

ledge,

under

stan

din

g,

skill

s an

d e

xper

ience

s; n

egotiat

ing lea

rnin

g e

g t

arget

s, g

oal

s,

obje

ctiv

es f

or

asse

ssm

ent,

sel

f-as

sess

men

t, ‘bite-

size

chunks

’,

mea

nin

gfu

l, r

elev

ant,

motiva

tion,

engag

emen

t, invo

lvem

ent,

in

div

idual

res

ponsi

bili

ty;

invo

lvem

ent

with o

ther

s eg

org

anis

atio

n,

colle

agues

, em

plo

yers

, pee

rs,

witnes

ses.

4

Under

stan

d h

ow

to

invo

lve

lear

ner

s an

d o

ther

s in

as

sess

men

t

4.2

Sum

mar

ise

types

of

info

rmat

ion

that

should

be

mad

e av

aila

ble

to

lear

ner

s an

d o

ther

s in

volv

ed in

the

asse

ssm

ent

pro

cess

□

Sta

ndar

ds

and c

rite

ria

agai

nst

whic

h t

hey

will

be

asse

ssed

, eg

aw

ardin

g o

rgan

isat

ion r

equirem

ents

, occ

upat

ional

sta

ndar

ds,

oth

er

spec

ific

req

uirem

ents

; as

sess

men

t pla

n,

eg s

pec

ific

crite

ria

they

will

be

asse

ssed

agai

nst

, tim

ing,

venue,

met

hods,

exp

ecte

d o

utc

om

es,

opport

unitie

s fo

r fe

edbac

k, b

enef

its

of

asse

ssm

ent,

appea

ls

pro

cedure

; re

quirem

ents

of

the

studen

t, e

g p

repar

atio

n,

spec

ific

nee

ds,

act

ivity,

evi

den

ce r

equired

, as

sess

men

t dec

isio

ns.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Iss

ue

2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

28

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

Exp

lain

how

pee

r- a

nd s

elf-

asse

ssm

ent

can b

e use

d

effe

ctiv

ely

to p

rom

ote

lea

rner

in

volv

emen

t an

d p

erso

nal

re

sponsi

bili

ty in t

he

asse

ssm

ent

of

lear

nin

g

□

Peer

fee

dbac

k, e

g f

orm

al o

r in

form

al,

witnes

s st

atem

ents

, pee

r obse

rvat

ions,

fee

dbac

k, w

ork

ing c

olla

bora

tive

ly,

shar

ing g

oal

s,

targ

ets,

giv

ing a

nd r

ecei

ving fee

dbac

k, a

war

enes

s of

risk

s of

appea

ring c

hal

lengin

g o

r co

nfr

onta

tional

; fo

rmal

or

info

rmal

sel

f-as

sess

men

t, e

g S

AR (

Sel

f-Ass

essm

ent

Rev

iew

), initia

l as

sess

men

t,

curr

ent

know

ledge,

under

stan

din

g,

skill

s, o

ccupat

ional

com

pet

ence

, SW

OT (

stre

ngth

s, w

eakn

esse

s, o

pport

unitie

s an

d t

hre

ats)

, re

flec

tion,

iden

tify

ing t

arget

s, t

arget

set

ting,

action p

lannin

g.

4.4

Exp

lain

how

ass

essm

ent

arra

ngem

ents

can

be

adap

ted t

o

mee

t th

e nee

ds

of

indiv

idual

le

arner

s.

□

Neg

otiat

ing a

sses

smen

t nee

ds

with indiv

idual

stu

den

ts,

eg

iden

tify

ing s

pec

ific

lea

rnin

g/a

sses

smen

t nee

ds,

ran

ge

of

asse

ssm

ent

met

hods,

act

ivitie

s to

mee

t diffe

rent

studen

t/co

nte

xt/n

eeds,

al

tern

ativ

e as

sess

men

t ac

tivi

ties

wher

e ap

pro

priat

e, r

epea

ting

asse

ssm

ent

to p

rovi

de

opport

unity

for

exper

iential

lea

rnin

g,

use

of

alte

rnat

ive

asse

ssor,

lea

rnin

g s

upport

, dis

cuss

ion t

o s

upple

men

t prim

ary

evid

ence

; re

cord

ing e

viden

ce o

f as

sess

men

t to

suit s

tuden

t nee

ds,

eg d

igital

rec

ord

ing,

audio

/vis

ual

, sc

ribe.

5

Under

stan

d h

ow

to

mak

e as

sess

men

t dec

isio

ns

5.1

Exp

lain

how

to judge

whet

her

ev

iden

ce is:

su

ffic

ient

au

then

tic

cu

rren

t

□

Under

stan

din

g r

ule

s of

evid

ence

, eg

mee

ting o

utc

om

es a

nd

obje

ctiv

es iden

tified

in a

sses

smen

t pla

n,

evid

ence

is

coher

ent,

ac

cess

ible

, re

alis

tic,

rel

evan

t, a

ttributa

ble

, ac

hie

ved w

ithin

tim

e co

nst

rain

ts;

cred

ible

and c

om

pat

ible

with lea

rnin

g p

rogra

mm

e an

d

required

ass

essm

ent

outc

om

es,

conte

xt,

adher

ing t

o o

rgan

isat

ion,

indust

ry,

awar

din

g b

ody

and g

ove

rnm

ent

requirem

ents

and

stan

dar

ds.

https://ukstr.webmail.pearson.com/exchange/[email protected]/Inbox/Updated CTLLS Template.EML/CTLLS BTEC SpecialistTemplate 230112 JB.doc/PTLLS p1220/spec/PTTLS Latest Spec 181111.doc�






BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

29

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

5.2

Exp

lain

how

to e

nsu

re t

hat

as

sess

men

t dec

isio

ns

are:

m

ade

agai

nst

spec

ifie

d

criter

ia

va

lid

re

liable

fa

ir

□

Ran

ge

of

evid

ence

, eg

cle

arly

iden

tified

, cu

rren

t, a

ppro

priat

e cr

iter

ia,

valid

curr

ency

, le

vel, a

ttributa

ble

; re

liable

and c

an b

e re

pea

ted o

r le

arnin

g t

ransf

erre

d;

asse

ssm

ent

dec

isio

ns

are

fair,

eg w

ithout

bia

s an

d r

elat

e to

the

iden

tified

crite

ria,

com

ply

ing w

ith o

rgan

isat

ion

and/o

r in

dust

ry,

awar

din

g b

ody

and g

ove

rnm

ent

requirem

ents

, ad

dre

ssin

g s

pec

ific

stu

den

t nee

ds.

6.1

Eva

luat

e th

e im

port

ance

of

qual

ity

assu

rance

in t

he

asse

ssm

ent

pro

cess

□

Ensu

ring o

rgan

isat

ion,

occ

upat

ional

, aw

ardin

g o

rgan

isat

ion a

nd

gove

rnm

ent

requirem

ents

are

mee

ting s

tandar

dis

atio

n,

qual

ity

assu

rance

of

pra

ctic

e, c

onsi

sten

cy a

cross

lea

rner

s, a

sses

sors

, co

nte

xts,

units;

com

pre

hen

sive

appro

ach t

o a

sses

smen

t at

all

stag

es–pre

par

atio

n,

pla

nnin

g p

roce

ss,

asse

ssm

ent

outc

om

es ie

pro

duct

; ben

chm

arki

ng a

nd m

easu

res

of

achie

vem

ent;

iden

tify

ing

dev

elopm

ent

and c

ontinuin

g p

rofe

ssio

nal

dev

elopm

ent

nee

ds

for

qual

ity

impro

vem

ent.

6.2

Sum

mar

ise

qual

ity

assu

rance

an

d s

tandar

dis

atio

n p

roce

dure

s in

ow

n a

rea

of

pra

ctic

e

□

Org

anis

atio

n a

sses

smen

t polic

ies

and p

roce

dure

s, e

g c

om

ply

ing w

ith

Sec

tor

Ski

lls C

ounci

l, N

atio

nal

Occ

upat

ional

Sta

ndar

ds

requirem

ents

; te

am,

asse

ssor

stan

dar

dis

atio

n,

eg o

bse

rvat

ions

of

pra

ctic

e,

stan

dar

dis

atio

n m

eetings,

shar

ing g

ood p

ract

ice,

obse

rvat

ion o

f pee

rs,

work

shad

ow

ing,

feed

bac

k, c

om

par

isons

of

pro

cess

and

pro

duct

; in

tern

al/e

xter

nal

qual

ity

assu

rance

rev

iew

s, e

valu

atio

n

pro

cedure

s

6

Under

stan

d q

ual

ity

assu

rance

of

the

asse

ssm

ent

pro

cess

6.3

Sum

mar

ise

the

pro

cedure

s to

fo

llow

when

ther

e ar

e dis

pute

s co

nce

rnin

g a

sses

smen

t in

ow

n

area

of

pra

ctic

e

□

Org

anis

atio

n p

olic

ies

and p

roce

dure

s, e

g c

lear

ly w

ritt

en a

ppea

ls a

nd

griev

ance

pro

cedure

s, a

cces

sible

sys

tem

s fo

r ap

pea

ls,

eg d

ocu

men

ts

for

appea

ls,

appro

priat

e st

affing f

or

man

agem

ent

of

appea

ls,

confiden

tial

ity,

non-d

iscr

imin

atory

polic

y, a

pplic

atio

n in p

ract

ice,

re

cord

ing o

f outc

om

es,

clea

r pap

er t

rail

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Iss

ue

2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

30

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

7.1

Exp

lain

the

import

ance

of

follo

win

g p

roce

dure

s fo

r th

e m

anag

emen

t of

info

rmat

ion

rela

ting t

o a

sses

smen

t

□

Polic

ies

for

man

agem

ent

of

asse

ssm

ent

evid

ence

, eg

port

folio

s,

asse

ssm

ent

reco

rds,

obse

rvat

ion r

ecor

ds,

phys

ical

evi

den

ce,

studen

t an

d w

itnes

s st

atem

ents

; m

anag

emen

t of

asse

ssm

ent

reco

rds,

eg

stora

ge

and r

etriev

al,

confiden

tial

ity,

dat

a pro

tect

ion,

use

of

tech

nolo

gy;

shar

ing info

rmat

ion w

ith r

elev

ant

par

ties

eg s

tuden

ts,

oth

er a

sses

sors

, em

plo

yer,

colle

agues

, org

anis

atio

n,

regula

tions

cove

ring s

har

ing info

rmat

ion,

eg O

fqual

, aw

ardin

g o

rgan

isat

ion,

Sec

tor

Ski

lls C

ounci

l, d

ata

pro

tect

ion

7

Under

stan

d h

ow

to

man

age

info

rmat

ion

rela

ting t

o

asse

ssm

ent

7.2

Exp

lain

how

fee

dbac

k an

d

ques

tionin

g c

ontr

ibute

to t

he

asse

ssm

ent

pro

cess

□

Support

ing r

ange

of

evid

ence

; co

nfirm

ing lea

rnin

g,

eg k

now

ledge,

under

stan

din

g,

skill

s, r

ewar

d,

motiva

tion,

linki

ng lea

rnin

g o

f pro

duct

an

d p

roce

ss,

tran

sfer

abili

ty o

f le

arnin

g,

iden

tify

ing f

urt

her

lea

rnin

g

requirem

ents

, ta

rget

set

ting a

nd a

ctio

n p

lannin

g,

reco

rdin

g d

ista

nce

tr

avel

led,

valu

e-ad

ded

, pro

gre

ssio

n;

corr

obora

tion o

f as

sess

or

dec

isio

n-m

akin

g p

roce

ss,

judgem

ent;

iden

tify

ing s

pec

ific

nee

ds

or

nee

d f

or

support

8.1

Exp

lain

leg

al iss

ues

, polic

ies

and

pro

cedure

s re

leva

nt

to

asse

ssm

ent,

incl

udin

g t

hose

for

confiden

tial

ity,

hea

lth,

safe

ty

and w

elfa

re

□

Org

anis

atio

n p

olic

ies

and p

roce

dure

s, e

g a

ssoci

ated

with O

fqual

, aw

ardin

g o

rgan

isat

ion r

equirem

ents

, Sec

tor

Ski

lls C

ounci

l/N

atio

nal

O

ccupat

ional

Sta

ndar

ds,

spec

ific

req

uirem

ents

, eg

confiden

tial

ity,

hea

lth,

safe

ty a

nd w

elfa

re,

incl

usi

on,

equal

ity

and d

iver

sity

; st

aff

dev

elopm

ent

nee

ds

eg s

tandar

dis

atio

n,

shar

ing g

ood p

ract

ice,

work

-sh

adow

ing,

pee

r obse

rvat

ion,

in-s

ervi

ce t

rain

ing,

casc

adin

g t

rain

ing,

continuin

g p

rofe

ssio

nal

dev

elopm

ent.

8

Under

stan

d t

he

legal

and g

ood

pra

ctic

e re

quirem

ents

in

rela

tion t

o

asse

ssm

ent

8.2

Exp

lain

the

contr

ibution t

hat

te

chnolo

gy

can m

ake

to t

he

asse

ssm

ent

pro

cess

□

Appro

priat

e te

chnolo

gy,

eg initia

l as

sess

men

ts,

onlin

e te

stin

g,

reco

rdin

g o

f ev

iden

ce incl

udin

g a

udio

or

visu

al,

subm

issi

on o

f as

signm

ents

ele

ctro

nic

ally

, el

ectr

onic

fee

dbac

k to

lea

rner

s, e

mai

ling

feed

bac

k, d

iscu

ssio

n f

oru

ms,

web

-bas

ed lea

rnin

g,

incl

udin

g d

ista

nce

or

ble

nded

lea

rnin

g,

issu

es o

f au

then

tici

ty;

tech

nolo

gy

for

reco

rdin

g

and s

toring a

sses

smen

t ev

iden

ce,

eg s

oft

war

e, a

war

din

g

org

anis

atio

n o

nlin

e pro

visi

on,

studen

ts m

anag

ing o

wn e

lect

ronic

re

cord

s; s

ecurity

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

31

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

8.3

Eva

luat

e re

quirem

ents

for

equal

ity

and d

iver

sity

and,

wher

e ap

pro

priat

e, b

ilingual

ism

in

rel

atio

n t

o a

sses

smen

t

□

Form

s of

ineq

ual

ity

and d

iscr

imin

atio

n a

nd t

hei

r im

pac

t on

indiv

idual

s, t

he

rele

vant

legis

lation,

emplo

ymen

t re

gula

tions

and

polic

ies

and c

odes

of

pra

ctic

e re

leva

nt

to t

he

pro

motion o

f eq

ual

ity

and v

aluin

g o

f div

ersi

ty,

eg v

isual

/auditory

im

pai

rmen

t, p

hys

ical

dis

abili

ty,

bili

ngual

ism

; flex

ibili

ty in a

ppro

ach t

o p

lannin

g o

f as

sess

men

t an

d q

ual

ity

assu

rance

, eg

neg

otiat

ing t

imin

g,

conte

xt,

pro

vidin

g a

dditio

nal

res

ourc

es w

her

e ap

pro

priat

e, r

ecognis

ing

additio

nal

support

nee

ds,

alter

nat

ive

appro

aches

, ev

iden

ce

8.4

Exp

lain

the

valu

e of

reflec

tive

pra

ctic

e an

d c

ontinuin

g

pro

fess

ional

dev

elopm

ent

in t

he

asse

ssm

ent

pro

cess

□

Ref

lect

ive

pra

ctic

e, e

g s

elf-

asse

ssm

ent,

SW

OT a

nal

ysis

(st

rength

s,

wea

knes

ses,

opport

unitie

s, t

hre

ats

or

bar

rier

s),

real

istic

targ

ets

for

ow

n d

evel

opm

ent,

usi

ng f

eedbac

k fr

om

stu

den

ts,

colle

agues

, m

anag

ers,

ext

ernal

eva

luat

ors

, oth

er indiv

idual

s an

d p

rofe

ssio

nal

s,

self a

nd t

eam

rev

iew

s, o

bse

rvat

ion r

eport

s, o

utc

om

e fr

om

appra

isal

, m

onitoring a

nd m

odific

atio

ns,

updat

ing k

now

ledge,

occ

upat

ional

ex

per

tise

, sk

ills

and s

elf-

confiden

ce,

modific

atio

ns

to a

sses

smen

t pla

ns,

dev

elopin

g t

echnolo

gie

s to

ext

end a

nd e

nhan

ce a

sses

smen

t pro

cess

, co

ntr

ibuting t

o cu

rric

ulu

m d

evel

opm

ent.


32

Unit 2: Assess Occupational Competence in the Work Environment

Unit reference number: H/601/5314

QCF level: 3

Credit value: 6


Unit aim

The aim of this unit is to assess a learning and development practitioner’s performance in carrying out assessments of occupational competence in a work environment.

Target groups

This is a valuable unit for all trainers and teachers of vocational subjects that involve assessment of occupational competence in a work environment.


Evidence for all learning outcomes must come from carrying out assessments in a work environment. Simulations are not allowed.

As a minimum, there must be performance evidence for the following assessment methods: observation of performance in the work environment, examining products of work and questioning the learner.

Other forms of evidence will be acceptable for the remaining assessment methods: discussing with the learner, use of others (witness testimony, looking at learner statements, recognising prior learning.

There must be evidence of the learner carrying out a minimum of two assessments of occupational competence with at least two of their own students (ie four assessments in total). This occupational competence must not be in assessment itself, ie evidence from this unit must not come from assessing another candidate assessor who is in turn assessing someone else. There must be valid, authentic and sufficient evidence for all the assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.

Centres need to have Learning and Development approval to offer this unit.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

33

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Pl

an a

sses

smen

t of

occ

upat

ional

co

mpet

ence

bas

ed o

n t

he

follo

win

g m

ethods:

obse

rvat

ion o

f per

form

ance

in

the

work

envi

ronm

ent

ex

amin

ing p

roduct

s of

work

ques

tionin

g t

he

lear

ner

dis

cuss

ing w

ith t

he

lear

ner

use

of

oth

ers

(witnes

s te

stim

ony)

lo

oki

ng a

t le

arner

sta

tem

ents

re

cognis

ing p

rior

lear

nin

g

□

Ass

essm

ent

stan

dar

ds,

eg a

war

din

g o

rgan

isat

ion,

Sec

tor

Ski

lls

Counci

l re

quirem

ents

, em

plo

yer

nee

ds,

per

form

ance

req

uirem

ents

, tr

ansf

erab

ility

of

skill

s; r

ange

of

met

hods

to incl

ude

obse

rvat

ion o

f per

form

ance

in t

he

work

envi

ronm

ent,

exa

min

ing p

roduct

s of

work

, ques

tionin

g t

he

lear

ner

, dis

cuss

ing w

ith t

he

lear

ner

, use

of

oth

ers

ie

witnes

s te

stim

ony,

looki

ng a

t le

arner

sta

tem

ents

, re

cognis

ing p

rior

lear

nin

g.

1

Be

able

to p

lan t

he

asse

ssm

ent

of

occ

upat

ional

co

mpet

ence

1.2

Com

munic

ate

the

purp

ose

, re

quirem

ents

and p

roce

sses

of

asse

ssin

g o

ccupat

ional

co

mpet

ence

to t

he

lear

ner

□

Req

uirem

ents

, eg

sta

ndar

ds/

criter

ia a

gai

nst

whic

h t

hey

will

be

asse

ssed

, aw

ardin

g o

rgan

isat

ion r

equirem

ents

, occ

upat

ional

st

andar

ds,

oth

er s

pec

ific

req

uirem

ents

.

□

Ass

essm

ent

pla

n,

eg s

pec

ific

crite

ria

they

will

be

asse

ssed

agai

nst

, tim

ing,

venue,

met

hods,

exp

ecte

d o

utc

om

es,

opport

unitie

s fo

r fe

edbac

k, b

enef

its

of as

sess

men

t, a

ppea

ls p

roce

dure

; re

quirem

ents

of

the

studen

t, e

g p

repar

atio

n,

spec

ific

nee

ds,

act

ivity,

evi

den

ce

required

.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Iss

ue

2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

34

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.3

Pl

an t

he

asse

ssm

ent

of

occ

upat

ional

com

pet

ence

to

addre

ss lea

rner

nee

ds

and

curr

ent

achie

vem

ents

□

Initia

l as

sess

men

t of

studen

ts’ nee

ds,

eg initia

l as

sess

men

t, lea

rnin

g,

trai

nin

g n

eeds

anal

ysis

, re

cognis

ing c

urr

ent

leve

l of

know

ledge,

under

stan

din

g,

skill

s an

d e

xper

ience

s, p

erfo

rman

ce indic

ators

, sk

ills

test

s, e

mplo

yer

revi

ew.

□

Neg

otiat

ing lea

rnin

g,

eg t

arget

s, g

oal

s, o

bje

ctiv

es f

or

asse

ssm

ent,

se

lf-a

sses

smen

t, b

ite-

size

chunks

, as

sess

men

t th

at is

mea

nin

gfu

l an

d r

elev

ant;

motiva

tion,

engag

emen

t, invo

lvem

ent,

indiv

idual

re

sponsi

bili

ty;

invo

lvem

ent

with o

ther

s, e

g o

rgan

isat

ion,

colle

agues

, em

plo

yers

, pee

rs,

witnes

ses.

1.4

Id

entify

opport

unitie

s fo

r holis

tic

asse

ssm

ent

□

Opport

unitie

s, e

g logic

al p

rogre

ssio

n a

nd s

equen

cing a

s re

late

d t

o

spec

ific

conte

xt,

studen

t nee

ds;

opport

unitie

s to

use

lin

kages

par

ticu

larly

bet

wee

n k

now

ledge

and u

nder

stan

din

g t

o s

kills

re

quirem

ents

; opport

unitie

s to

inco

rpora

te n

atura

lly o

ccurr

ing

evid

ence

and a

ppro

priat

e as

sess

men

t opport

unitie

s.

2

Be

able

to m

ake

asse

ssm

ent

dec

isio

ns

about

occ

upat

ional

co

mpet

ence

2.1

U

se v

alid

, fa

ir a

nd r

elia

ble

as

sess

men

t m

ethods

incl

udin

g:

Use

val

id,

fair a

nd r

elia

ble

as

sess

men

t m

ethods

incl

udin

g:

obse

rvat

ion o

f per

form

ance

ex

amin

ing p

roduct

s of

work

ques

tionin

g t

he

lear

ner

dis

cuss

ing w

ith t

he

lear

ner

use

of

oth

ers

(witnes

s te

stim

ony)

lo

oki

ng a

t le

arner

sta

tem

ents

re

cognis

ing p

rior

lear

nin

g

□

Ass

essm

ent

met

hods,

eg o

bse

rvat

ion,

per

form

ance

evi

den

ce,

dis

cuss

ion,

witnes

s or

studen

t st

atem

ent;

fit f

or

purp

ose

, eg

stu

den

t nee

ds,

conte

xt,

mea

sure

s of

achie

vem

ent

ie p

erfo

rman

ce c

rite

ria,

as

sess

men

t cr

iter

ia;

pra

ctic

al lim

itat

ions,

eg n

um

ber

s in

volv

ed,

range,

opport

unity,

tim

e co

nst

rain

ts,

reso

urc

es,

staf

fing.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

35

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.2

M

ake

asse

ssm

ent

dec

isio

ns

of

occ

upat

ional

com

pet

ence

agai

nst

sp

ecifie

d c

rite

ria

□

Ass

essm

ent

dec

isio

ns,

eg c

redib

ility

and c

om

pat

ibili

ty w

ith lea

rnin

g

pro

gra

mm

e an

d r

equired

ass

essm

ent

outc

om

es,

conte

xt,

adher

ing t

o

org

anis

atio

n,

indust

ry,

awar

din

g b

ody

and g

ove

rnm

ent

requirem

ents

an

d s

tandar

ds.

□

Appro

priat

e st

andar

ds,

eg u

nder

stan

din

g r

ule

s of

evid

ence

, m

eeting

outc

om

es a

nd o

bje

ctiv

es iden

tified

in a

sses

smen

t pla

n;

evid

ence

is

coher

ent,

acc

essi

ble

, re

alis

tic,

rel

evan

t, c

an b

e id

entified

as

attr

ibute

d t

o t

he

studen

t, a

chie

ved w

ithin

tim

e co

nst

rain

ts.

2.3

Fo

llow

sta

ndar

dis

atio

n

pro

cedure

s □

Po

licie

s an

d p

roce

dure

s, e

g c

om

ply

ing w

ith a

war

din

g b

ody,

occ

upat

ional

sta

ndar

ds

requirem

ents

.

□

Sta

ndar

dis

atio

n,

eg o

bse

rvat

ions

of

pra

ctic

e, p

erfo

rman

ce e

viden

ce,

dis

cuss

ion,

witnes

s or

studen

t st

atem

ent,

sta

ndar

dis

atio

n m

eetings,

sh

arin

g g

ood p

ract

ice,

obse

rvat

ion o

f pee

rs,

work

shad

ow

ing,

feed

bac

k, c

om

par

isons

of

pro

cess

and p

roduct

; ev

aluat

ion

pro

cedure

s.

2.4

Pr

ovi

de

feed

bac

k to

lea

rner

s th

at

affirm

s ac

hie

vem

ent

and

iden

tifies

any

furt

her

im

plic

atio

ns

for

lear

nin

g,

asse

ssm

ent

and p

rogre

ssio

n.

□

Feed

bac

k, e

g t

imin

g a

nd loca

tion f

or

feed

bac

k neg

otiat

ed w

ith

studen

t, lin

ked t

o a

sses

smen

t opport

unitie

s, u

sing t

he

range

of

avai

lable

evi

den

ce,

pro

vidin

g o

pport

unity

for

studen

ts t

o g

ive

feed

bac

k, f

ocu

sing o

n iden

tified

crite

ria

and s

tandar

ds,

invo

lvin

g t

he

studen

t ac

tive

ly in t

he

feed

bac

k, a

void

ing p

erso

nal

iss

ues

or

bia

s,

use

of

feed

bac

k, P

CP (

pra

ise,

critici

sm,

pra

ise)

.

3

Be

able

to p

rovi

de

required

in

form

atio

n

follo

win

g t

he

asse

ssm

ent

of

occ

upat

ional

co

mpet

ence

3.1

M

ainta

in r

ecord

s of

the

asse

ssm

ent

of

occ

upat

ional

co

mpet

ence

, its

outc

om

es a

nd

lear

ner

pro

gre

ss

□

Rec

ord

s, e

g n

atura

lly o

ccurr

ing e

viden

ce,

obse

rvat

ion,

inte

rvie

w,

dis

cuss

ion r

ecord

s eg

writt

en r

ecord

s, v

ideo

, au

dio

, st

uden

t an

d

witnes

s st

atem

ent.

□

Rec

ord

of

pro

duct

, eg

tra

ckin

g a

nd loggin

g d

ocu

men

ts,

action p

lans,

as

sess

men

t pro

form

a, e

xam

ple

s, s

ample

s; r

ecord

of

ques

tionin

g,

regula

r pro

gre

ss c

hec

ks,

goal

s, c

hec

king t

arget

s at

appro

priat

e in

terv

als.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Iss

ue

2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

36

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

3.2

M

ake

asse

ssm

ent

info

rmat

ion

avai

lable

to a

uth

orise

d

colle

agues

□

Iden

tify

ing a

ppro

priat

e co

lleag

ues

, eg

rec

ord

ing e

viden

ce in a

way

th

at c

an b

e sh

ared

with a

ppro

priat

e ac

cess

, use

of

tech

nolo

gy,

el

ectr

onic

form

ats,

tea

m m

eetings,

ass

essm

ent

or

stan

dar

dis

atio

n

mee

tings,

cro

ss-p

rogra

mm

es,

assi

gnm

ents

, org

anis

atio

n,

emplo

yers

, holis

tic

appro

aches

.

3.3

Fo

llow

pro

cedure

s to

mai

nta

in

the

confiden

tial

ity

of

asse

ssm

ent

info

rmat

ion.

□

Sec

ure

envi

ronm

ent

for

pro

vidin

g f

eedbac

k an

d s

afeg

uar

din

g

reco

rdin

g a

nd s

tora

ge

of

info

rmat

ion,

eg o

rgan

isat

ional

pro

cedure

s,

dat

a pro

tect

ion,

secu

rity

and s

afet

y of

pap

er-b

ased

rec

ord

s,

elec

tronic

form

ats

for

reco

rdin

g a

nd s

tora

ge

and e

lect

ronic

sa

feguar

ds;

iden

tify

ing t

hose

with leg

itim

ate

acce

ss a

nd lim

itin

g

acce

ss.

4.1

Fo

llow

rel

evan

t polic

ies,

pro

cedure

s an

d leg

isla

tion f

or

the

asse

ssm

ent

of

occ

upat

ional

co

mpet

ence

, in

cludin

g t

hose

for

hea

lth,

safe

ty a

nd w

elfa

re

□

Curr

ent

regula

tory

bodie

s of

stan

dar

ds,

eg O

fqual

, Sec

tor

Ski

lls

Counci

ls,

awar

din

g o

rgan

isat

ions,

Inst

itute

for

Lear

nin

g;

oth

er

regula

tions,

eg h

ealth a

nd s

afet

y, e

qual

ity

and d

iver

sity

incl

udin

g

bili

ngual

ism

wher

e ap

pro

priat

e, d

ata

pro

tect

ion.

□

Org

anis

atio

nal

polic

ies

and p

roce

dure

s, e

g s

afeg

uar

din

g s

tuden

ts

during a

sses

smen

t, s

tandar

dis

atio

n/m

oder

atio

n o

f as

sess

men

t;

qual

ific

atio

ns

and o

ccupat

ional

com

pet

ence

of

asse

ssors

, pro

fess

ional

updat

ing,

CPD

req

uirem

ents

.

4

Be

able

to m

ainta

in

legal

and g

ood

pra

ctic

e re

quirem

ents

when

as

sess

ing

occ

upat

ional

co

mpet

ence

4.2

Apply

req

uirem

ents

for

equal

ity

and d

iver

sity

and,

wher

e ap

pro

priat

e, b

ilingual

ism

, w

hen

as

sess

ing o

ccupat

ional

co

mpet

ence

□

Req

uirem

ents

, eg

equal

ity

and d

iver

sity

, in

equal

ity

and

dis

crim

inat

ion a

nd t

hei

r im

pac

t on indiv

idual

s, leg

isla

tion,

emplo

ymen

t re

gula

tions

and p

olic

ies

and c

odes

of

pra

ctic

e re

leva

nt

to t

he

pro

motion o

f eq

ual

ity

and v

aluin

g o

f div

ersi

ty,

eg v

isual

au

ditory

im

pai

rmen

t, p

hys

ical

dis

abili

ty,

bili

ngual

ism

.

□

Flex

ibili

ty in a

ppro

ach t

o p

lannin

g o

f as

sess

men

t an

d q

ual

ity

assu

rance

, eg

neg

otiat

ing t

imin

g,

conte

xt,

pro

vidin

g a

dditio

nal

re

sourc

es w

her

e ap

pro

priat

e, r

ecognis

ing a

dditio

nal

support

nee

ds,

al

tern

ativ

e ap

pro

aches

.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

37

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.3

Eva

luat

e ow

n w

ork

in c

arry

ing

out

asse

ssm

ents

of

occ

upat

ional

co

mpet

ence

□

Ow

n w

ork

, eg

sel

f-as

sess

men

t, e

valu

atio

n o

f pla

nnin

g a

nd c

arry

ing

out

of

asse

ssm

ent,

SAR (

Sel

f Ass

essm

ent

Rev

iew

), u

nder

stan

din

g o

f cu

rren

t occ

upat

ional

and a

war

din

g o

rgan

isat

ion s

tandar

ds,

stu

den

ts’

achie

vem

ents

, ev

aluat

ion/f

eedbac

k fr

om

stu

den

ts,

teac

her

s,

man

ager

s, e

xter

nal

qual

ity

asse

ssors

, oth

er indiv

idual

s an

d

pro

fess

ional

s, o

bse

rvat

ion r

epor

ts,

outc

om

e fr

om

appra

isal

, m

ilest

ones

, m

onitoring a

nd m

odific

atio

ns,

updat

ing k

now

ledge

and

occ

upat

ional

exp

ertise

, sk

ills

and s

elf-

confiden

ce,

dev

elopin

g

tech

nolo

gie

s.

4.4

M

ainta

in t

he

curr

ency

of

ow

n

exper

tise

and c

om

pet

ence

as

rele

vant

to o

wn r

ole

in a

sses

sing

occ

upat

ional

com

pet

ence

.

□

Mai

nta

inin

g c

urr

ency

, eg

usi

ng r

evie

w o

f co

mpet

ence

, eg

iden

tify

ing

const

rain

ts a

nd o

pport

unitie

s, a

ctio

n p

lannin

g,

esta

blis

hin

g r

ealis

tic

goal

s an

d t

arget

s fo

r ow

n o

ccupat

ional

com

pet

ence

, updat

ing

occ

upat

ional

exp

ertise

, sk

ills

and s

elf-

confiden

ce,

modific

atio

ns

to

asse

ssm

ent

pla

ns,

exp

loring a

lter

nat

ive

appro

aches

to a

sses

smen

t,

chan

ges

in p

olic

ies,

pro

cedure

s or

regula

tions

rela

ting t

o

asse

ssm

ent,

tec

hnolo

gie

s to

dev

elop a

nd im

pro

ve o

wn a

sses

sing,

CPD

, aw

ardin

g o

rgan

isat

ion p

rovi

sion f

or

pro

fess

ional

updat

ing,

monitoring S

ecto

r Ski

lls C

ounci

l w

ebsi

tes.


38

Unit 3: Assess Vocational Skills, Knowledge and Understanding

Unit reference number: F/601/5319

QCF level: 3

Credit value: 6


Unit aim

The aim of this unit is to assess a learning and development practitioner’s performance in carrying out the assessment of vocational skills, knowledge and understanding outside of the work environment. Assessment methods include: assessments of the learner in simulated environments, skills tests, oral and written questions, assignments, projects, case studies, recognising prior learning.

The unit does not require the design of assessments.


Evidence for all learning outcomes must come from performance in the work environment. Practice should be in the appropriate context — either with groups or with individuals. Simulation is not permitted.

There must be evidence of the learner carrying out at least two assessments of two students' skills, knowledge and understanding (ie four assessments in total).

There must be evidence to cover all of the assessment methods listed in the unit. There must be performance evidence for at least three of the following assessment methods: assessments of the student in simulated environments skills tests, oral and written questions, assignments, projects, case studies and recognising prior learning. Other forms of evidence will be acceptable for the remaining assessment methods.

There is no requirement for each unit to be assessed separately. Assessors are advised to adopt a holistic approach and, where possible, to use one activity as evidence for learning outcomes and assessment criteria for two or more units.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

39

Learn

ing

ou

tco

mes,

ass

ess

men

t cr

iteri

a a

nd

un

it a

mp

lifi

cati

on

To p

ass

this

unit,

the

lear

ner

nee

ds

to d

emonst

rate

that

they

can

mee

t al

l th

e le

arnin

g o

utc

om

es f

or

the

unit.

The

asse

ssm

ent

criter

ia

det

erm

ine

the

stan

dar

d r

equired

to a

chie

ve t

he

unit.

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.1

Sel

ect

met

hods

to a

sses

s vo

cational

ski

lls,

know

ledge

and

under

stan

din

g w

hic

h a

ddre

ss

lear

ner

nee

ds

and m

eet

asse

ssm

ent

requirem

ents

, in

cludin

g:

as

sess

men

ts o

f th

e le

arner

in

sim

ula

ted e

nvi

ronm

ents

sk

ills

test

s

ora

l an

d w

ritt

en q

ues

tions

as

signm

ents

pro

ject

s

ca

se s

tudie

s

re

cognis

ing p

rior

lear

nin

g

□

Addre

ssin

g y

our

studen

ts’ nee

ds,

eg r

ecognis

ing p

rior

lear

nin

g,

curr

ent

leve

l of

skill

s, k

now

ledge,

under

stan

din

g,

spec

ific

le

arnin

g,

asse

ssm

ent

nee

ds.

□

Mee

ting a

sses

smen

t re

quirem

ents

, eg

org

anis

atio

n,

awar

din

g

org

anis

atio

n,

emplo

yers

, vo

cational

sta

ndar

ds,

fit f

or

purp

ose

, in

div

idual

or

gro

up a

sses

smen

t, s

imula

ted e

nvi

ronm

ents

, sk

ills

test

s, o

ral an

d w

ritt

en q

ues

tions

or

dis

cuss

ions,

ass

ignm

ents

, pro

ject

s, c

ase

studie

s.

1

Be

able

to p

repar

e as

sess

men

ts o

f vo

cational

ski

lls,

know

ledge

and

under

stan

din

g

1.2

Pr

epar

e re

sourc

es a

nd c

onditio

ns

for

the

asse

ssm

ent

of

voca

tional

sk

ills,

know

ledge

and

under

stan

din

g

□

Envi

ronm

ent,

eg w

ork

pla

ce,

room

ing,

labora

tory

, si

mula

ted

envi

ronm

ent,

virtu

al lea

rnin

g e

nvi

ronm

ent.

□

Mat

eria

ls,

eg m

ater

ials

nec

essa

ry f

or

skill

s te

st,

pap

er-b

ased

or

onlin

e te

sts,

ass

ignm

ent

brief

, pra

ctic

al o

utlin

e, m

ater

ials

re

quired

for

pro

ject

s, c

ase

studie

s.

□

Conditio

ns,

eg t

imin

g,

staf

fing,

acce

ss t

o I

CT;

lear

ner

pre

par

atio

n,

eg s

upport

for

spec

ific

stu

den

ts a

s re

quired

.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Iss

ue

2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

40

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

1.3

Com

munic

ate

the

purp

ose

, re

quirem

ents

and p

roce

sses

of

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g t

o

lear

ner

s.

□

Sta

ndar

ds,

crite

ria

agai

nst

whic

h t

hey

will

be

asse

ssed

, eg

aw

ardin

g o

rgan

isat

ion r

equirem

ents

, vo

cational

ski

lls,

know

ledge,

under

stan

din

g s

tandar

ds.

□

Oth

er s

pec

ific

req

uirem

ents

, eg

dea

dlin

es,

venue,

met

hods,

te

stin

g p

roce

dure

s, f

orm

at f

or

evid

ence

, ex

pec

ted o

utc

om

es,

opport

unitie

s fo

r fe

edbac

k, b

enef

its

of

asse

ssm

ent,

appea

ls

pro

cedure

.

□

Req

uirem

ents

of

the

studen

t, e

g p

repar

atio

n,

spec

ific

nee

ds,

ac

tivi

ty,

evid

ence

req

uired

.

2.1

M

anag

e as

sess

men

ts o

f vo

cational

sk

ills,

know

ledge

and

under

stan

din

g t

o m

eet

asse

ssm

ent

requirem

ents

□

Org

anis

atio

n p

olic

ies

and p

roce

dure

s, e

g initia

l as

sess

men

t,

asse

ssm

ent

met

hods,

ran

ge

of

appro

priat

e ev

iden

ce t

o m

eet

spec

ifie

d a

nd iden

tified

crite

ria,

req

uirem

ents

of

awar

din

g

org

anis

atio

n,

regula

tory

bodie

s, N

atio

nal

Occ

upat

ional

Sta

ndar

ds,

Sec

tor

Ski

lls C

ounci

l, s

tandar

dis

atio

n p

roce

dure

s,

role

s an

d r

esponsi

bili

ties

.

□

Appro

priat

e as

sess

men

t opport

unitie

s, e

g t

imin

g a

nd c

onduct

ing

of

asse

ssm

ents

, nat

ura

lly o

ccurr

ing e

viden

ce,

indiv

idual

s or

gro

ups.

2

Be

able

to c

arry

out

asse

ssm

ents

of

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g

2.2

Pro

vide

support

to lea

rner

s w

ithin

ag

reed

lim

itat

ions

□

Appro

priat

e le

vels

of

support

, eg

initia

l as

sess

men

t, c

larifica

tion

of

asse

ssm

ent

activi

ties

, neg

otiat

ing d

eadlin

es,

adopting

alte

rnat

ive

appro

aches

/tim

ing.

□

Iden

tify

ing s

pec

ific

support

nee

ds,

eg lan

guag

e, liter

acy,

vis

ual

, au

ditory

, phys

ical

.

□

Ava

ilabili

ty o

f su

pport

, eg

spec

ialis

t su

pport

for

visu

al,

auditory

im

pai

rmen

ts,

tran

slat

or

for

seco

nd,

alte

rnat

ive

languag

e,

pra

ctic

al o

r el

ectr

onic

equip

men

t.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

41

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.3

Anal

yse

evid

ence

of

lear

ner

ac

hie

vem

ent

□

Suffic

iency

, eg

em

plo

y ra

nge

of

evid

ence

, st

uden

t w

ork

, per

form

ance

evi

den

ce,

test

res

ults,

res

ponse

s to

ques

tionin

g,

resu

lts,

ach

ieve

men

t re

cord

s, a

uth

entici

ty,

reco

rdin

g

obse

rvat

ion e

viden

ce.

□

Com

par

ing e

viden

ce a

gai

nst

ass

essm

ent

criter

ia,

stan

dar

ds,

in

div

idual

or

gro

up c

ontr

ibutions,

eg v

alid

, co

her

ent,

rel

iable

, fa

ir,

real

istic,

rel

evan

t.

□

Com

pat

ibili

ty w

ith a

sses

smen

t, lea

rnin

g p

rogra

mm

e, e

g

voca

tional

and a

war

din

g o

rgan

isat

ion s

tandar

ds

and r

equired

le

arnin

g o

utc

om

es,

adher

e to

col

lege

and/o

r in

dust

ry,

awar

din

g

body

and g

ove

rnm

ent

requirem

ents

.

2.4

M

ake

asse

ssm

ent

dec

isio

ns

rela

ting

to v

oca

tional

ski

lls,

know

ledge

and

under

stan

din

g a

gai

nst

spec

ifie

d

criter

ia

□

Evi

den

ce t

hat

is

appro

priat

e, e

g r

ange

of

evid

ence

cle

arly

id

entified

agai

nst

ass

essm

ent

criter

ia,

dec

isio

ns

bas

ed o

n

evid

ence

that

is

valid

, su

ffic

ient

and a

uth

entic,

rel

iable

and c

an

be

repea

ted o

r le

arnin

g t

ransf

erre

d;

dec

isio

ns

are

fair,

without

bia

s an

d r

elat

e to

the

iden

tified

crite

ria,

com

ply

ing w

ith

org

anis

atio

n a

nd/o

r in

dust

ry,

awar

din

g b

ody

and g

ove

rnm

ent

requirem

ents

.

2.5

Fo

llow

sta

ndar

dis

atio

n p

roce

dure

s □

O

rgan

isat

ion a

sses

smen

t polic

ies

and p

roce

dure

s, e

g c

om

ply

ing

with a

war

din

g b

ody,

nat

ional

occ

upat

ional

sta

ndar

ds

requirem

ents

.

□

Tea

m,

asse

ssor

stan

dar

dis

atio

n,

eg a

cross

qual

ific

atio

ns,

units,

m

odule

s, a

sses

smen

t cr

iter

ia,

lear

ner

s, a

sses

sors

, obse

rvat

ions

of

pra

ctic

e, s

tandar

dis

atio

n m

eetings,

shar

ing g

ood p

ract

ice,

obse

rvat

ion o

f pee

rs,

work

shad

ow

ing,

feed

bac

k, c

om

par

isons

of

pro

cess

and p

roduct

; ev

aluat

ion p

roce

dure

s.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Iss

ue

2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

42

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

2.6

Pr

ovi

de

feed

bac

k to

the

lear

ner

th

at a

ffirm

s ac

hie

vem

ent

and

iden

tifies

any

furt

her

im

plic

atio

ns

for

lear

nin

g,

asse

ssm

ent

and

pro

gre

ssio

n.

□

Appro

priat

e ap

pro

aches

to f

eedbac

k, e

g t

imin

g a

nd loca

tion f

or

feed

bac

k neg

otiat

ed w

ith s

tuden

t, lin

ked t

o a

sses

smen

t opport

unitie

s, u

sing t

he

range

of

avai

lable

evi

den

ce,

pro

vidin

g

opport

unity

for

studen

ts t

o g

ive

feed

bac

k, f

ocu

sing o

n iden

tified

cr

iter

ia a

nd s

tandar

ds,

invo

lvin

g t

he

studen

t ac

tive

ly in t

he

feed

bac

k, a

void

ing p

erso

nal

iss

ues

or

bia

s, u

se o

f fe

edbac

k sa

ndw

ich;

iden

tify

ing o

pport

unitie

s fo

r pro

gre

ssio

n,

sett

ing

real

istic

goal

s.

3.1

M

ainta

in r

ecord

s of

the

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g,

its

outc

om

es a

nd

lear

ner

pro

gre

ss

□

Ref

lect

s ap

pro

priat

e ra

nge

of

activi

ties

, re

cord

of

appro

priat

e nat

ura

lly o

ccurr

ing e

viden

ce,

obse

rvat

ion,

inte

rvie

w,

dis

cuss

ion

reco

rds,

eg w

ritt

en r

ecord

s, v

ideo

, au

dio

; le

arner

and w

itnes

s st

atem

ent;

rec

ord

of

pro

duct

, eg

tra

ckin

g a

nd loggin

g

docu

men

ts,

action p

lans,

ass

essm

ent

pro

form

a, e

xam

ple

s;

reco

rd o

f ques

tionin

g,

regula

r pro

gre

ss c

hec

ks,

targ

ets

chec

ked

at a

ppro

priat

e in

terv

als.

3.2

M

ake

asse

ssm

ent

info

rmat

ion

avai

lable

to a

uth

orise

d c

olle

agues

as

req

uired

□

Iden

tify

ing a

ppro

priat

e co

lleag

ues

, eg

rec

ord

ing e

viden

ce in a

w

ay t

hat

can

be

shar

ed w

ith a

ppro

priat

e ac

cess

, use

of

tech

nolo

gy,

ele

ctro

nic

form

ats,

tea

m m

eetings,

ass

essm

ent

or

stan

dar

dis

atio

n m

eetings,

cro

ss-p

rogra

mm

es,

assi

gnm

ents

, org

anis

atio

n,

emplo

yers

, holis

tic

appro

aches

, dis

tance

tra

velle

d,

valu

e ad

ded

.

3

Be

able

to p

rovi

de

required

info

rmat

ion

follo

win

g t

he

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g

3.3

Fo

llow

pro

cedure

s to

mai

nta

in t

he

confiden

tial

ity

of

asse

ssm

ent

info

rmat

ion

□

Sec

ure

envi

ronm

ent

for

pro

vidin

g f

eedbac

k, s

afeg

uar

din

g

reco

rdin

g a

nd s

tora

ge

of

info

rmat

ion,

eg o

rgan

isat

ional

pro

cedure

s, d

ata

pro

tect

ion,

secu

rity

and s

afet

y of

pap

er-b

ased

re

cord

s, e

lect

ronic

form

ats

for

reco

rdin

g a

nd s

tora

ge

and

elec

tronic

saf

eguar

ds;

iden

tify

ing t

hose

with leg

itim

ate

acce

ss

and lim

itin

g a

cces

s

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

43

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.1

Fo

llow

rel

evan

t polic

ies,

pro

cedure

s an

d leg

isla

tion r

elat

ing t

o t

he

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g,

incl

udin

g t

hose

for

hea

lth,

safe

ty

and w

elfa

re

□

Reg

ula

tory

bodie

s of

stan

dar

ds,

eg O

fqual

, Sec

tor

Ski

lls

Counci

ls,

awar

din

g o

rgan

isat

ions,

Inst

itute

for

Lear

nin

g.

□

Oth

er r

egula

tions,

eg h

ealth a

nd s

afet

y, e

qual

ity

and d

iver

sity

, dat

a pro

tect

ion.

□

Org

anis

atio

nal

polic

ies

and p

roce

dure

s, e

g s

afeg

uar

din

g lea

rner

s during a

sses

smen

t, s

tandar

dis

atio

n,

moder

atio

n o

f as

sess

men

t;

qual

ific

atio

ns

and o

ccupat

ional

com

pet

ence

of

asse

ssors

, pro

fess

ional

updat

ing,

continuin

g p

rofe

ssio

nal

dev

elopm

ent

requirem

ents

.

4.2

Apply

req

uirem

ents

for

equal

ity

and d

iver

sity

and,

wher

e ap

pro

priat

e, b

ilingual

ism

□

Legis

lation,

emplo

ymen

t re

gula

tions

and p

olic

ies

and c

odes

of

pra

ctic

e re

leva

nt

to t

he

pro

motion o

f eq

ual

ity

and v

aluin

g o

f div

ersi

ty,

eg v

isual

auditory

im

pai

rmen

t, p

hys

ical

dis

abili

ty,

bili

ngual

ism

; flex

ibili

ty in a

ppro

ach t

o p

lannin

g o

f as

sess

men

t an

d q

ual

ity

assu

rance

, eg

neg

otiat

ing t

imin

g,

conte

xt,

pro

vidin

g

additio

nal

res

ourc

es w

her

e ap

pro

priat

e, r

ecognis

ing a

dditio

nal

su

pport

nee

ds,

alter

nat

ive

appro

aches

.

4

Be

able

to m

ainta

in

legal

and g

ood

pra

ctic

e re

quirem

ents

when

as

sess

ing v

oca

tional

sk

ills,

know

ledge

and

under

stan

din

g

4.3

Eva

luat

e ow

n w

ork

in c

arry

ing o

ut

asse

ssm

ents

of

voca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g

□

Rev

iew

of

ow

n c

om

pet

ence

, eg

sel

f-as

sess

men

t, e

valu

atio

n o

f pla

nnin

g a

nd c

arry

ing o

ut

of as

sess

men

t, S

elf

Ass

essm

ent

Rev

iew

(SAR),

under

stan

din

g o

f cu

rren

t occ

upat

ional

and

awar

din

g o

rgan

isat

ion e

xpec

tations,

stu

den

t’s

achie

vem

ents

, ev

aluat

ion/f

eedbac

k fr

om

stu

den

ts,

teac

her

s, m

anag

ers,

ex

tern

al q

ual

ity

asse

ssors

, oth

er indiv

idual

s an

d p

rofe

ssio

nal

s,

obse

rvat

ion r

eport

s, o

utc

om

e fr

om

appra

isal

, m

ilest

ones

, m

onitoring a

nd m

odific

atio

ns,

updat

ing k

now

ledge

and

occ

upat

ional

exp

ertise

, sk

ills

and s

elf-

confiden

ce,

dev

elopin

g

tech

nolo

gie

s to

ext

end a

nd e

nhan

ce a

sses

smen

t pro

cess

.

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Iss

ue

2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

44

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Un

it a

mp

lifi

cati

on

4.4

Tak

e par

t in

continuin

g p

rofe

ssio

nal

dev

elopm

ent

to e

nsu

re c

urr

ent

exper

tise

and c

om

pet

ence

in

asse

ssin

g v

oca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g

□

Usi

ng r

evie

w o

f co

mpet

ence

, eg

iden

tify

ing c

onst

rain

ts a

nd

opport

unitie

s, a

ctio

n p

lannin

g,

esta

blis

hin

g r

ealis

tic

goal

s an

d

targ

ets

for

ow

n o

ccupat

ional

com

pet

ence

, updat

ing o

ccupat

ional

ex

per

tise

, sk

ills

and s

elf-

confiden

ce,

modific

atio

ns

to a

sses

smen

t pla

ns,

exp

lore

alter

nat

ive

appro

aches

to a

sses

smen

t, c

han

ges

in

polic

ies,

pro

cedure

s or

regula

tions

rela

ting t

o a

sses

smen

t,

tech

nolo

gie

s to

dev

elop a

nd im

pro

vem

ent

of

ow

n a

sses

sing,

CPD

, aw

ardin

g o

rgan

isat

ion p

rovi

sion f

or

pro

fess

ional

updat

ing.


45

13 Further information and useful publications

To get in touch with us visit our ‘Contact us’ pages:

Edexcel: www.edexcel.com/contactus

BTEC: www.btec.co.uk/contactus

Work-based learning: www.pearsonwbl.com/contactus

Books, software and online resources for UK schools and colleges: www.pearsonschools.co.uk/contactus

Other sources of information and publications available include:

Edexcel Equality Policy

Edexcel Information Manual (updated annually)

Reasonable Adjustment and Special Considerations for BTEC and Edexcel NVQ Qualifications

Recognition of Prior Learning Policy

Quality Assurance Handbook (updated annually)

Publications on the quality assurance of BTEC qualifications are on our website at www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx

Our publications catalogue lists all the material available to support our qualifications. To access the catalogue and order publications, please go to www.edexcel.com/resources/Pages/home.aspx

Additional resources

If you need further learning and teaching materials to support planning and delivery for your learners, there is a wide range of BTEC resources available.

Any publisher can seek endorsement for their resources, and, if they are successful, we will list their BTEC resources on our website at: www.edexcel.com/resources

http://www.edexcel.com/contactus�

http://www.edexcel.com/quals/BTEC/Pages/Contactus.aspx�

http://www.pearsonwbl.com/contactus�

http://www.pearsonschools.co.uk/contactus�

http://www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx�

http://www.edexcel.com/resources/Pages/home.aspx�

http://www.edexcel.com/resources�


46

14 Professional development and training

Edexcel supports UK and international customers with training related to BTEC qualifications. This support is available through a choice of training options offered in our published training directory, or through customised training at your centre.

The support we offer focuses on a range of issues, including:

planning for the delivery of a new programme

planning for assessment and grading

developing effective assignments

building your team and teamwork skills

developing learner-centred learning and teaching approaches

building functional skills into your programme

building in effective and efficient quality assurance systems.

The national programme of training we offer is on our website at: www.edexcel.com/training. You can request customised training through the website or you can contact one of our advisors in the Training from Edexcel team via Customer Services to discuss your training needs.

BTEC training and support for the lifetime of the qualifications

Training and networks: our training programme ranges from free introductory events through sector-specific opportunities to detailed training on all aspects of delivery, assignments and assessment. We have designed our new network events programme to allow you to share your experiences, ideas and best practice with other BTEC colleagues in your region. Sign up to the training you need at: www.btec.co.uk/training

Regional support: our team of Curriculum Development Managers and Curriculum Support Consultants, based around the country, are responsible for providing advice and support in centres. They can help you with planning and curriculum developments. If you would like your Curriculum Development Manager to contact you, please get in touch with your regional office on: 0844 463 2535.

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Annexe B

LLUK Assessment Strategy

The following assessment strategy sets out the requirements of Lifelong Learning UK (now Learning and Skills Improvement Service, LSIS) for the qualifications in this specification. They are not the requirements of the Regulators, Sector Skills Councils or awarding organisations for other qualifications and should not be applied to them. This is taken from LLUK Assessing and Assuring the quality of Assessment Guidance for awarding organisations, March 2010.

Quality assurance

Centres offering these qualifications must provide internal quality assurance to ensure assessment meets all Awarding Organisation requirements and is standardised across individual assessors, assessment locations and learners. In addition, the Awarding Organisation must ensure there is a robust system of external quality assurance to ensure quality and standardisation across centres. Awarding organisations should apply appropriate risk rating measures to individual assessment centres and ensure that robust quality assurance systems are in place to manage these risks on an individual basis.

Lifelong Learning UK will also expect the awarding organisations offering these qualifications to meet on a regular basis through an Awarding Organisation Forum to compare practice and identify issues of concern.

Requirements for Assessors

All those who assess these qualifications must:

already hold the qualification (or previous equivalent qualification) they are assessing and

have successfully assessed learners for other qualifications; if assessing quality assurance roles, they must have experience as a qualified quality assurance practitioner of carrying out internal or external quality assurance of qualifications for a minimum of two assessors

have up-to-date working knowledge and experience of best practice in assessment and quality assurance

hold one of the following qualifications or their recognised equivalent:

- the Level 3 Award in Assessing Competence in the Work Environment, or

- the Level 3 Certificate in Assessing Vocational Achievement, or

- A1 Assess candidate performance using a range of methods, or

- D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence

and

show current evidence of continuing professional development in assessment and quality assurance.


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Requirements for Internal Quality Assurance

All those who quality assure these qualifications internally must:

have up-to-date working knowledge and experience of best practice in assessment and quality assurance

hold one of the following assessor qualifications or their recognised equivalent:

- the Level 3 Award in Assessing Competence in the Work Environment,

or



- D32 Assess candidate performance and D33 Assess candidate using differing sources of evidence

hold or be working towards, one of the following internal quality assurance qualifications or their recognised equivalent:

- the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or

- the Level 4 Certificate in Leading the Internal Quality Assurance of

- Assessment Processes and Practice, or

- V1 Conduct internal quality assurance of the assessment process, or

- D34 Internally verify the assessment process

and

show current evidence of continuing professional development in assessment and quality assurance

Requirements for external quality assurance

All those who provide external quality assurance for these qualifications must:

have up-to-date working knowledge and experience of best practice in Learning and Development

hold one of the following qualifications or their recognised equivalent:

- the Level 3 Award in Assessing Competence in the Work Environment

or



- D32 Assess candidate performance and D33 Assess candidates using differing sources of evidence

hold, or be working towards, one of the following external quality assurance qualifications or their recognised equivalent:

- the Level 4 Award in Externally Assuring the Quality of Assessment Processes and Practice, or

- the Level 4 Certificate in Leading the External Quality Assurance of Assessment Processes and Practice, or


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- V2 Conduct external quality assurance of the assessment process,

or

- D35 Externally verify the assessment process.

and

show current evidence of continuing professional development in learning and development, assessment and quality assurance.

In terms of best practice, external quality assurance staff might also be expected to hold an appropriate internal quality assurance qualification, either:

- the Level 4 Award in the Internal Quality Assurance of Assessment Processes and Practice, or

- the Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice, or

- V1 Conduct internal quality assurance of the assessment process or

- D34 Internally verify the assessment process.


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Annexe C

Unit Delivery and Assessment Guidance

Unit 1: Understanding the Principles and Practices of Assessment

Delivery

A holistic approach to learning and assessment is helpful to learners, showing them how to relate their own achievements to the underpinning theory, Professional Standards (PS) and National Occupational Standards (NOS). This unit provides the underpinning theory for the practical units Unit 2: Assess Occupational Competence in the Work Environment and Unit 3: Assess Vocational Skills, Knowledge and Understanding. Learners should be aware of the importance of their own professional practice and the opportunities for using naturally occurring evidence whenever available or appropriate. Learners should be encouraged to evaluate their own experiences and assess relevant past and present practice.

This knowledge-based unit emphasises the importance of the shared knowledge and experience of peers and colleagues for good practice and reflection on assessment approaches. When dealing with peers and colleagues, any applicable policies and procedures regarding confidentiality should be followed.

The delivery of this unit should take into account the different contexts in which learners may be undertaking assessments. Naturally occurring evidence will enable learners to relate to evidence from their own practice. This will contextualise the underpinning knowledge and help to build effective assessment processes used in the practical units Unit 2: Assess Occupational Competence in the Work Environment and Unit 3: Assess Vocational Skills, Knowledge and Understanding.

The unit should focus on the knowledge required to improve understanding of the assessment process. It should also focus on the different methods that can be used to engage learners more actively in their own learning through assessment. Learners will need to examine a wide range of assessment methods in order to develop an understanding of the different purposes of assessment and the wide range of assessment tools, including those used for diagnostic, formative or summative purposes.

Learners should explore, with others, how data is used in the planning, management and quality assurance of the delivery of the assessment of learning – whether it is of knowledge, skills or understanding. It is important to recognise the role of assessment in enabling individual learners to feel greater ownership of their own learning, whilst providing appropriate support and guidance in accordance with the requirements of the assessment process.

Delivery should emphasise links with the current professional standards and National Occupational Standards and should allow for formal and informal discussion of the issues raised by the unit content. Learners should be given opportunities to demonstrate their understanding of both organisational and


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external requirements. Tutors should refer to the need to maintain standards of quality that will meet the requirements of external moderation, examination and quality assurance. Learners should also consider ways to address the needs of those learners unable to access usual assessment strategies.

Learners should be encouraged to evaluate the requirements of their own assessment process and assess relevant past and present practice, identifying areas of strength and need. They should also evaluate the qualities and transferable skills required to meet the needs of those being assessed. It is important for learners to recognise the need to be adaptable to changing circumstances; they should also develop both the confidence and flexibility to adapt and develop assessment methods. Learners should be encouraged to follow best assessment practice, contributing effectively to the quality assurance process and understanding the need to share information with others.

A mentoring system can provide informal support and guidance for learners, giving them the opportunity to record their own professional development and possible routes for progression, with the aid of a personal learning log.

Assessment

For assessment purposes, links should be made between this unit and the practical units Unit 2: Assess Occupational Competence in the Work Environment and Unit 3: Assess Vocational Skills, Knowledge and Understanding. These will provide opportunities to generate a range of evidence that can effectively cover assessment criteria across units. Assessment criteria requiring knowledge- or understanding-based evidence require the use of reflective journals and other forms of evaluation that can draw on research which supports the evidence of practical experience.

Supporting evidence for this unit could potentially include any of the following:

summaries of key documentation, eg awarding organisation documentation, quality assurance policy, documents, procedures and legal requirements

assessment plan indicating when/how learners are involved, eg through providing feedback/action planning/recordkeeping

written report including examples of assessment methods and procedures devised, developed and used with learners relevant to a specific programme. At least two different methods should be included to show how they can be fairly and reliably used to produce valid results

justification and evaluation of selected assessment tools to suit specific learners and/or contexts

identification of approaches to make assessment accessible for learners with specific needs within a specific subject area

records of formal/informal assessment according to organisational and/or awarding body requirements to demonstrate how they can be used to inform changes and/or modifications to a selected curriculum/training area

evidence of the use of assessment records to inform/manage/develop assessment practice individually and through negotiation within a teaching team.

It is important, however, for the assessor to interview the learner so they can demonstrate the knowledge underpinning their presentation of any documentary evidence.


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Sample holistic assessment activity

The assessment for this unit is in three parts. All parts have to be completed in order to achieve the unit.

Before beginning this assignment, learners need to be familiar with:

policies and procedures relating to assessment and quality assurance processes (standardisation, moderation, internal and external quality assurance) of their organisation, appeals procedures and equality of opportunity (in relation to assessment).The range will depend on availability within different organisations.

awarding organisation regulations about assessment

Part one — the principles and requirements of assessment

Describe how, within your own organisation, the functions of assessment in learning and development relate to the key concepts and principles of assessment.

Use your organisation documentation to review the ways in which assessment is affected by the regulations, legal issues, policies, procedures and requirements relevant to assessment and the responsibilities of the assessor in the management of the process. (This could be done through discussion or in writing.)

(Assessment criteria 1.1; 1.2; 1.3; 1.4; 8.1)

Part two – the assessment process

Use the principles from part one to identify assessment opportunities for two specific learners with different levels of occupational competence or individual needs.

You need to include:

types of information that need to be made available to learners and others involved in assessment

the use of a holistic approach to assessment that makes use of different methods

how self-assessment can be used to involve the individual learner and promote personal responsibility

how peer assessment can be used to promote involvement

ways in which others can be involved in the assessment process

how risks for individual learners as well as the procedures can be minimised

procedures to follow when there are disputes concerning assessment in your own area of practice. (This could be done through discussion or in writing.)

(Assessment criteria 3.1; 3.3; 3.5; 4.1; 4.2; 4.3; 6.3)

Identify a range of assessment methods you could use to enable you to make a judgement as to whether the evidence was sufficient, authentic and current. The methods identified must also provide appropriate evidence to show the assessment decisions are made against specified criteria that is valid, reliable and fair. (This may be done through discussion or in writing.)

(Assessment criteria 5.1; 5.2; 7.1)


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Produce a written report to explain the benefits of using a holistic approach to assessment, as well as the strengths and limitations of your selected assessment methods. Explain the risks involved in assessment and how you would plan assessment arrangements to meet the needs of selected learners, equality and diversity needs and minimise possible risks in the assessment process.

(Assessment criteria 2.1; 3.2: 3.4; 4.4; 8.2):

Part three — Quality assurance of the assessment process

Explain what happens to the results of the assessment process once you have completed it with learners. Include in the explanation:

procedures for the management of information

importance of quality assurance in the assessment process

quality assurance and standardisation procedures

ways to use technology in assessment.

Explain how you can now use this reflective practice in your own continuing professional development to improve your assessment practice. (This could be done through discussion or in writing.)

(Assessment criteria 6.1; 6.2; 6.3; 7.1; 8.3; 8.4)


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Unit 2: Assess Occupational Competence in the Work Environment

Delivery

A holistic approach to learning and assessment is helpful to learners, showing them how to relate their own achievements to the underpinning theory, Professional Standards (PS) and National Occupational Standards (NOS). Learners should be aware of the importance of their own professional practice and the opportunities for using naturally occurring evidence whenever available or appropriate. Learners should be encouraged to evaluate their own experiences and assess relevant past and present practice.

This is a practical unit, with links to Unit 1: Understanding the Principles and Practices of Assessment. Evidence must be generated from practice in the work environment. Evidence for this unit cannot be from simulation. Learners must be able to apply their learning to the planning, delivery and evaluation of assessment of specific learners. They may choose to combine this unit with Unit 3: Assess Vocational Skills, Knowledge and Understanding.

The delivery of this unit needs to be associated with an appropriate work environment. Learners will be working in a practical context that gives them the opportunity to assess the occupational competence of their students, using the range of assessment methods identified, and justified, through the knowledge unit, Unit 1: Understanding the Principles and Practices of Assessment. Delivery methods should support learners in planning and making assessment decisions in order to share good practice and identify opportunities for developing and improving their practice.

Delivery should also provide support in identifying the relevant policies, procedures and legislation so that assessment addresses the required occupational and awarding organisation standards and assessment or performance criteria. Identifying and using naturally occurring evidence will enable learners to relate to evidence from their own practice. This will contextualise the underpinning knowledge and help to build effective assessment processes in this unit.

Learners should be encouraged to focus on the use of assessment methods that stimulate and encourage further learning and to use the assessment tools to help evaluate their own performance as an assessor, identifying opportunities for improvement. It is important to recognise the role of assessment in enabling individual learners to feel greater ownership of their own learning in a way that provides appropriate support and guidance in accordance with the requirements of the assessment process.

Throughout the delivery of the unit, tutors should emphasise the links in practice with current professional standards and National Occupational Standards. Learners must be able to evaluate the requirements of their own assessment process to meet the needs of the learners involved in the assessment process. The learning gained from the unit should encourage individuals to develop their own assessment approaches in order to contribute effectively to the sharing of best assessment practice.



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Assessment

Practical assessment activities and opportunities for practical assessment are necessary to generate a range of evidence that can be used to cover the assessment criteria effectively. This evidence may also be used in conjunction with other appropriate units, such as Unit 1: Understanding the Principles and Practices of Assessment and Unit 3: Assess Vocational Skills, Knowledge and Understanding, as an opportunity for a holistic assessment strategy.

Learners should be given the opportunity to be involved in negotiating delivery and assessment methods and approaches for a minimum of two assessments with a minimum of two of their own students (a minimum of at least four in total). The unit must be delivered in a way that relates to learners’ own assessment situations, students and experiences. Learners should be encouraged to evaluate their own assessment and assess their past and current practice, identifying areas of strength and needs so that they can apply their learning to their own students.

Evidence for this unit must not come from assessing another candidate assessor who in turn is assessing someone else.

Evidence to support this unit could include any of the following:

summaries of key documentation eg awarding organisation documentation, quality assurance policy, documents, procedures and legal requirements

individual ILP (Individual Learning Plan)/TNA (Training Needs Analysis)/RPL (Recognising Prior Learning)

assessment plans for a minimum of TWO students – on at least TWO occasions

samples of assessment evidence

observation report

learner/witness statements

assessment records from the above-mentioned plans to cover the range of assessment methods in accordance with organisational and/or awarding body requirements

evidence of the use of assessment records to inform/manage/develop assessment practice individually and through negotiation within teaching team.

Where actual documents are included, names should be blanked out to maintain confidentiality.


Produce one plan for each of two specific students for an assessment of the occupational competence in each of their work environments. The selected students need to be of different levels of occupational competence, or experience, with contrasting identified needs.

Plan to use at least one of the methods below – to identify appropriate evidence opportunities from the work environment:

observation

product evidence

questioning


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The plan needs to identify the opportunity where the student can explain their current level of occupational competence, recognising prior learning and any specific assessment needs. The plan should begin with an opportunity to discuss with each student what their assessment with involve – including the purpose of the assessment, the assessment methods to be used and the intended outcomes. This needs to be linked to specific assessment criteria. Negotiate with each of the students how and when you will provide feedback, linked as closely as possible to the assessment activity.

(Assessment criteria 1.1; 1.2; 1.3; 1.4; 4.1; 4.2; 4.3)

Carry out each of the assessment plans in each of the students’ workplaces. You should use at least one of the methods identified as appropriate to the work environment: observation, product evidence, questioning.

During feedback with each student, identify areas for improvement in their occupational competence, set appropriate targets to be achieved by the next assessment and record the decisions.

Produce and carry out a second assessment plan with each student using methods not used previously from the primary range:

observation

product evidence

questioning.

In order to supplement the primary evidence, use any additional methods with each student, such as: discussion, witness statement, personal statement.

Where one of the selected students does not have the opportunity to cover the full range, ensure that this is covered by the second student.

Use an appropriate range of methods to record the outcomes of your assessment plans, following policies and procedures for confidentiality and standardisation, sharing the information with appropriate others.

(Assessment criteria: 2.1; 2.2; 2.4; 3.1; 4.1; 4.2; 4.3)

Following the assessments, review and evaluate your competence in the occupational context in order to identify ways in which you need to maintain the currency of your practice.

(Assessment criteria: 2.3; 2.4; 3.1; 3.2; 4.1; 4.2; 4.3; 4.4)


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Unit 3: Assess Vocational Skills, Knowledge and Understanding

Delivery

A holistic approach to learning and assessment is helpful to learners, showing them how to relate their own achievements to the underpinning theory, Professional Standards (PS) and National Occupational Standards (NOS). Learners should be aware of the importance of their own professional practice and the opportunities for using naturally occurring evidence whenever available or appropriate. Learners should be encouraged to evaluate their own experiences and assess relevant past and present practice.

This is a practical unit, with links to Unit 1: Understanding the Principles and Practices of Assessment. Evidence must be generated from practice in the work environment. Evidence for this unit cannot be from simulation. Learners must be able to apply their learning to the planning, delivery and evaluation of assessment of specific learners.

The delivery of this unit needs to be contextualised in an appropriate work environment. Learners will be working in a practical context that gives them the opportunity to assess the occupational competence of their own students using the range of assessment methods identified, and justified, through the knowledge unit Unit 1: Understanding the Principles and Practices of Assessment. Delivery methods should support learners in planning and making assessment decisions in order to share good practice and identify opportunities for developing and improving their practice.

Delivery should also provide support in identifying the relevant policies, procedures and legislation so that assessment addresses the required occupational and awarding organisation standards and assessment or performance criteria. Identifying and using naturally occurring evidence will enable learners to relate to evidence from their own practice. This will contextualise the underpinning knowledge and help to build effective assessment processes in this unit.

Learners should be encouraged to focus on the use of assessment methods that stimulate and encourage further learning and to use the assessment tools to help evaluate their own performance as an assessor, identifying opportunities for improvement. It is important to recognise the role of assessment in enabling individual learners to feel greater ownership of their own learning in a way that provides appropriate support and guidance in accordance with the requirements of the assessment process.

Throughout the delivery of the unit, tutors should emphasise the links in practice with current professional standards and National Occupational Standards. Learners must be able to evaluate the requirements of their own assessment process to meet the needs of the learners involved in the assessment process. The learning gained from the unit should encourage individuals to develop their own assessment approaches in order to contribute effectively to the sharing of best assessment practice.



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Assessment

Practical assessment activities and opportunities for practical assessment are necessary to generate a range of evidence that can be used to cover the assessment criteria effectively. This evidence may also be used in conjunction with other appropriate units, such as Unit 1: Understanding the Principles and Practices of Assessment and Unit 2: Assess Occupational Competence in the Work Environment, as an opportunity for a holistic assessment strategy.

Learners should be given the opportunity to be involved in negotiating delivery and assessment methods and approaches for a minimum of two assessments with a minimum of two of their own students (a minimum of at least four in total). The unit must be delivered in a way that relates to learners’ own assessment situations, learners and experiences. Learners should be encouraged to evaluate their own assessment and assess their past and current practice, identifying areas of strength and needs so that they can apply their learning to their own learners. (Evidence for this unit must not come from assessing another candidate assessor who in turn is assessing someone else.)

The learner’s/candidate assessor’s performance evidence must be assessed by observation of practice, examining the products of work and questioning/discussions.

One piece of evidence may be used to meet the requirements of more than one learning outcome or assessment criterion.

Evidence to support this unit can potentially include any of the following:

summaries of key documentation, eg awarding organisation documentation, quality assurance policy, documents, procedures and legal requirements

Individual ILP (Individual Learning Plan)/TNA (Training Needs Analysis)/RPL (Recognising Prior Learning)

Assessment plans for a minimum of TWO learners – each on at least TWO occasions

Samples of assessment evidence

Observation report

Learner/witness statements

Assessment records from the above-mentioned plans to cover the range of assessment methods in accordance with organisational and/or awarding body requirements

Evidence of the use of assessment records to inform/manage/develop

assessment practice individually and through negotiation within teaching team.

Where actual documents are included names should be blanked out to maintain confidentiality.


Carry out an initial assessment and LNA (Learning Needs Analysis)/TNA (Training Needs Analysis) with two potential students – with contrasting assessment needs – in order to identify the level of existing skills, knowledge and understanding of each student in their specific vocational area.

(Assessment criteria 1.1; 1.3; 4.1; 4.2)


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With each student, plan an assessment activity using two of the methods in Group A (see below) to identify the criteria to be assessed, opportunities for assessment and any specific learning or assessment needs. This will make each student aware of the purpose, objectives, requirements and processes of the assessment of vocational skills, knowledge and understanding required of them.

(Note: Methods of assessment for vocational skills/knowledge/understanding can include group assessment, eg tests, written questions, assignments)

Use two different assessment methods from Group A for each student (eg skills test and project for one student, questions and assignments for the other student).

Group A

skills tests

oral and written questions

assignments

projects.

Prepare the resources and conditions necessary and carry out the planned assessment with each student (whether individually or as part of a group), providing an appropriate level of support.

Analyse the evidence of each student’s achievement, make assessment decisions based on standardisation procedures and discuss the outcome of the assessments with each student. Provide feedback that recognises each student’s achievements and identifies further needs for learning, assessment and progression.

Plan and carry out a second assessment activity using at least one method from Group B (see below) using a different assessment method for each selected student.

Group B

assessments of the student in simulated environments

case studies

(Assessment criteria: 1.1; 1.2; 2.1; 2.2; 2.3; 2.4; 2.5; 2.6)

Use the range of evidence available to you to complete the records of the two students’ achievements and progress. Make the assessment information available to authorised colleagues in an appropriate way. Use the evidence of the assessment activities to review and evaluate your competence in relation to the assessment of vocational skills, knowledge and understanding in order to identify ways in which you need to maintain the currency of your practice.

(Assessment criteria: 3.1; 3.2; 3.3; 4.3; 4.4)

BA033613 –

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the

regula

tions

and

requirem

ents

rel

evan

t to

ass

essm

ent

in o

wn a

rea

of

pra

ctic

e

2

Under

stan

d

diffe

rent

types

of

asse

ssm

ent

met

hod

2.1

Com

par

e th

e st

rength

s an

d lim

itat

ions

of

a ra

nge

of

asse

ssm

ent

met

hods

with r

efer

ence

to t

he

nee

ds

of

indiv

idual

lea

rner

s

3.1

Sum

mar

ise

key

fact

ors

to c

onsi

der

w

hen

pla

nnin

g a

sses

smen

t

3.2

Eva

luat

e th

e ben

efits

of

usi

ng a

holis

tic

appro

ach t

o a

sses

smen

t

3

Under

stan

d h

ow

to

pla

n a

sses

smen

t

3.3

Exp

lain

how

to

pla

n a

holis

tic

appro

ach t

o a

sses

smen

t

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

63

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

3.4

Sum

mar

ise

the

types

of

risk

s th

at m

ay

be

invo

lved

in a

sses

smen

t in

ow

n a

rea

of

resp

onsi

bili

ty

3.5

Exp

lain

how

to m

inim

ise

risk

s th

rough

the

pla

nnin

g p

roce

ss

4.1

Exp

lain

the

import

ance

of

invo

lvin

g

the

lear

ner

and o

ther

s in

the

asse

ssm

ent

pro

cess

4.2

Sum

mar

ise

types

of

info

rmat

ion t

hat

sh

ould

be

mad

e av

aila

ble

to lea

rner

s an

d o

ther

s in

volv

ed in t

he

asse

ssm

ent

pro

cess

4.3

Exp

lain

how

pee

r an

d s

elf-

asse

ssm

ent

can b

e use

d e

ffec

tive

ly t

o p

rom

ote

le

arner

invo

lvem

ent

and p

erso

nal

re

sponsi

bili

ty in t

he

asse

ssm

ent

of

lear

nin

g

4

Under

stan

d h

ow

to

invo

lve

lear

ner

s an

d o

ther

s in

as

sess

men

t

4.4

Exp

lain

how

ass

essm

ent

arra

ngem

ents

ca

n b

e ad

apte

d t

o m

eet

the

nee

ds

of

indiv

idual

lea

rner

s

5

Under

stan

d h

ow

to

mak

e as

sess

men

t dec

isio

ns

5.1

Exp

lain

how

to judge

whet

her

ev

iden

ce is:

su

ffic

ient

au

then

tic

cu

rren

t

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Iss

ue

2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

64

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

5.2

Exp

lain

how

to e

nsu

re t

hat

as

sess

men

t dec

isio

ns

are:

m

ade

agai

nst

spec

ifie

d c

rite

ria

va

lid

re

liable

fa

ir

6

Under

stan

d q

ual

ity

assu

rance

of

the

asse

ssm

ent

pro

cess

6.1

Eva

luat

e th

e im

port

ance

of

qual

ity

assu

rance

in t

he

asse

ssm

ent

pro

cess

6.2

Sum

mar

ise

qual

ity

assu

rance

and

stan

dar

dis

atio

n p

roce

dure

s in

ow

n

area

of

pra

ctic

e

6.3

Sum

mar

ise

the

pro

cedure

s to

follo

w

when

ther

e ar

e dis

pute

s co

nce

rnin

g

asse

ssm

ent

in o

wn a

rea

of

pra

ctic

e

7.1

Exp

lain

the

import

ance

of

follo

win

g

pro

cedure

s fo

r th

e m

anag

emen

t of

info

rmat

ion r

elat

ing t

o a

sses

smen

t

7

Under

stan

d h

ow

to

man

age

info

rmat

ion

rela

ting t

o

asse

ssm

ent

7.2

Exp

lain

how

fee

dbac

k an

d q

ues

tionin

g

contr

ibute

to t

he

asse

ssm

ent

pro

cess

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

65

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

8.1

Exp

lain

leg

al iss

ues

, polic

ies

and

pro

cedure

s re

leva

nt

to a

sses

smen

t,

incl

udin

g t

hose

for

confiden

tial

ity,

hea

lth,

safe

ty a

nd w

elfa

re.

8.2

Exp

lain

the

contr

ibution t

hat

te

chnolo

gy

can m

ake

to t

he

asse

ssm

ent

pro

cess

8.3

Eva

luat

e re

quirem

ents

for

equal

ity

and

div

ersi

ty a

nd,

wher

e ap

pro

priat

e,

bili

ngual

ism

in r

elat

ion t

o a

sses

smen

t

8

Under

stan

d t

he

legal

and g

ood

pra

ctic

e re

quirem

ents

in

rela

tion t

o

asse

ssm

ent

8.4

Exp

lain

the

valu

e of

reflec

tive

pra

ctic

e an

d c

ontinuin

g p

rofe

ssio

nal

dev

elopm

ent

in t

he

asse

ssm

ent

pro

cess

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(i

f ve

rified

)

Dat

e:

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Iss

ue

2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

66

Un

it 2

: A

ssess

Occ

up

ati

on

al C

om

pete

nce

in

th

e W

ork

En

vir

on

men

t (L

evel 3

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Pl

an a

sses

smen

t of

occ

upat

ional

co

mpet

ence

bas

ed o

n t

he

follo

win

g

met

hods:

obse

rvat

ion o

f per

form

ance

in t

he

work

envi

ronm

ent

ex

amin

ing p

roduct

s of

work

ques

tionin

g t

he

lear

ner

dis

cuss

ing w

ith t

he

lear

ner

use

of

oth

ers

(witnes

s te

stim

ony)

lo

oki

ng a

t le

arner

sta

tem

ents

re

cognis

ing p

rior

lear

nin

g

1.2

Com

munic

ate

the

purp

ose

, re

quirem

ents

and p

roce

sses

of

asse

ssin

g o

ccupat

ional

com

pet

ence

to

the

lear

ner

1.3

Pl

an t

he

asse

ssm

ent

of

occ

upat

ional

co

mpet

ence

to a

ddre

ss lea

rner

nee

ds

and c

urr

ent

achie

vem

ents

1

Be

able

to p

lan t

he

asse

ssm

ent

of

occ

upat

ional

co

mpet

ence

1.4

Id

entify

opport

unitie

s fo

r holis

tic

asse

ssm

ent

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

67

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

2.1

U

se v

alid

, fa

ir a

nd r

elia

ble

ass

essm

ent

met

hods

incl

udin

g:

obse

rvat

ion o

f per

form

ance

ex

amin

ing p

roduct

s of

work

ques

tionin

g t

he

lear

ner

dis

cuss

ing w

ith t

he

lear

ner

use

of

oth

ers

(witnes

s te

stim

ony)

lo

oki

ng a

t le

arner

sta

tem

ents

re

cognis

ing p

rior

lear

nin

g

2.2

M

ake

asse

ssm

ent

dec

isio

ns

of

occ

upat

ional

com

pet

ence

agai

nst

sp

ecifie

d c

rite

ria

2.3

Fo

llow

sta

ndar

dis

atio

n p

roce

dure

s

2

Be

able

to m

ake

asse

ssm

ent

dec

isio

ns

about

occ

upat

ional

co

mpet

ence

2.4

Pr

ovi

de

feed

bac

k to

lea

rner

s th

at

affirm

s ac

hie

vem

ent

and iden

tifies

any

furt

her

im

plic

atio

ns

for

lear

nin

g,

asse

ssm

ent

and p

rogre

ssio

n

3.1

M

ainta

in r

ecord

s of

the

asse

ssm

ent

of

occ

upat

ional

com

pet

ence

, th

e outc

om

es a

nd lea

rner

pro

gre

ss

3.2

M

ake

asse

ssm

ent

info

rmat

ion

avai

lable

to a

uth

orise

d c

olle

agues

3

Be

able

to p

rovi

de

required

in

form

atio

n

follo

win

g t

he

asse

ssm

ent

of

occ

upat

ional

co

mpet

ence

3.3

Fo

llow

pro

cedure

s to

mai

nta

in t

he

confiden

tial

ity

of

asse

ssm

ent

info

rmat

ion

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Iss

ue

2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

68

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

4.1

Fo

llow

rel

evan

t polic

ies,

pro

cedure

s an

d leg

isla

tion f

or

the

asse

ssm

ent

of

occ

upat

ional

com

pet

ence

, in

cludin

g

those

for

hea

lth,

safe

ty a

nd w

elfa

re

4.2

Apply

req

uirem

ents

for

equal

ity

and

div

ersi

ty a

nd,

wher

e ap

pro

priat

e,

bili

ngual

ism

when

ass

essi

ng

occ

upat

ional

com

pet

ence

4.3

Eva

luat

e ow

n w

ork

in c

arry

ing o

ut

asse

ssm

ents

of

occ

upat

ional

co

mpet

ence

4

Be

able

to

mai

nta

in leg

al a

nd

good p

ract

ice

requirem

ents

w

hen

ass

essi

ng

occ

upat

ional

co

mpet

ence

4.4

M

ainta

in t

he

curr

ency

of

ow

n

exper

tise

and c

om

pet

ence

as

rele

vant

to o

wn r

ole

in a

sses

sing o

ccupat

ional

co

mpet

ence

Lear

ner

nam

e:

D

ate:

Lear

ner

sig

nat

ure

:

Dat

e:

Ass

esso

r si

gnat

ure

:

Dat

e:

Inte

rnal

ver

ifie

r si

gnat

ure

(i

f ve

rified

)

Dat

e:

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

69

Un

it 3

: A

ssess

Vo

cati

on

al S

kills

, K

no

wle

dg

e a

nd

Un

ders

tan

din

g (

Level 3

)

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

1.1

Sel

ect

met

hods

to a

sses

s vo

cational

sk

ills,

know

ledge

and u

nder

stan

din

g

whic

h a

ddre

ss lea

rner

nee

ds

and m

eet

asse

ssm

ent

requirem

ents

, in

cludin

g:

as

sess

men

ts o

f th

e le

arner

in

sim

ula

ted e

nvi

ronm

ents

sk

ills

test

s

ora

l an

d w

ritt

en q

ues

tions

as

signm

ents

pro

ject

s

ca

se s

tudie

s

re

cognis

ing p

rior

lear

nin

g

1.2

Pr

epar

e re

sourc

es a

nd c

onditio

ns

for

the

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g

1

Be

able

to p

repar

e as

sess

men

ts o

f vo

cational

ski

lls,

know

ledge

and

under

stan

din

g

1.3

Com

munic

ate

the

purp

ose

, re

quirem

ents

and p

roce

sses

of

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g t

o

lear

ner

s

2.1

M

anag

e as

sess

men

ts o

f vo

cational

sk

ills,

know

ledge

and u

nder

stan

din

g t

o

mee

t as

sess

men

t re

quirem

ents

2

Be

able

to c

arry

out

asse

ssm

ents

of

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g

2.2

Pro

vide

support

to lea

rner

s w

ithin

ag

reed

lim

itat

ions

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Iss

ue

2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

70

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

2.3

Anal

yse

evid

ence

of

lear

ner

ac

hie

vem

ent

2.4

M

ake

asse

ssm

ent

dec

isio

ns

rela

ting t

o

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g a

gai

nst

spec

ifie

d

criter

ia

2.5

Fo

llow

sta

ndar

dis

atio

n p

roce

dure

s

2.6

Pr

ovi

de

feed

bac

k to

the

lear

ner

that

af

firm

s ac

hie

vem

ent

and iden

tifies

any

furt

her

im

plic

atio

ns

for

lear

nin

g,

asse

ssm

ent

and p

rogre

ssio

n

3.1

M

ainta

in r

ecord

s of

the

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g,

its

outc

om

es a

nd

lear

ner

pro

gre

ss

3.2

M

ake

asse

ssm

ent

info

rmat

ion

avai

lable

to a

uth

orise

d c

olle

agues

as

required

3

Be

able

to p

rovi

de

required

in

form

atio

n

follo

win

g t

he

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g

3.3

Fo

llow

pro

cedure

s to

mai

nta

in t

he

confiden

tial

ity

of

asse

ssm

ent

info

rmat

ion

BA033613 –

Spec

ific

atio

n –

Edex

cel Le

vel 3 A

war

ds

and C

ertifica

te in A

sses

sing t

he

Qual

ity

of Ass

essm

ent

(QCF)

–

Issu

e 2 –

Nove

mber

2012 ©

Pea

rson E

duca

tion L

imited

2012

71

Learn

ing

ou

tco

mes

Ass

ess

men

t cr

iteri

a

Po

rtfo

lio

refe

ren

ce

Date

4.1

Fo

llow

rel

evan

t polic

ies,

pro

cedure

s an

d leg

isla

tion r

elat

ing t

o t

he

asse

ssm

ent

of

voca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g,

incl

udin

g t

hose

for

hea

lth,

safe

ty a

nd

wel

fare

4.2

Apply

req

uirem

ents

for

equal

ity

and

div

ersi

ty a

nd,

wher

e ap

pro

priat

e,

bili

ngual

ism

4.3

Eva

luat

e ow

n w

ork

in c

arry

ing o

ut

asse

ssm

ents

of

voca

tional

ski

lls,

know

ledge

and u

nder

stan

din

g

4

Be

able

to

mai

nta

in leg

al a

nd

good p

ract

ice

requirem

ents

w

hen

ass

essi

ng

voca

tional

ski

lls,

know

ledge

and

under

stan

din

g

4.4

Tak

e par

t in

continuin

g p

rofe

ssio

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Publications Code BA033613 November 2012 For more information on Edexcel and BTEC qualifications please visit our website: www.edexcel.com Pearson Education Limited. Registered in England and Wales No. 872828 Registered Office: Edinburgh Gate, Harlow, Essex CM20 2JE. VAT Reg No GB 278 537121


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