Assessment Pack HABC Level 3 Award in Education and Training (QCF)

www.highfieldabc.com Assessment Pack HABC Level 3 Award in Education and Training (QCF) Version 1: December 2013

Contents Introduction 3 Learner Details 5 Centre Details 5 Achievement Summary Sheet 6 Declaration 6 Specimen Signature Sheet 7 Evidence Tracking Sheet - Example Evidence Tracking Sheet Section 1: Understanding Roles, Responsibilities and Relationships in Education and Training Section 2: Understanding and using inclusive teaching and learning approaches in education and training Section 3: Facilitate learning and development for individuals Section 4: Facilitate learning and development in groups Section 5: Understanding assessment in education and training Section 6: Understanding the principles and practices of assessment 8 9 10 22 37 49 61 74 2

Introduction Welcome to the HABC Level 3 Award in Education and Training (QCF) Assessment Pack. This assessment pack provides knowledge-based tasks and practical assessment templates to cover all of the Learning Outcomes and Assessment Criteria included in the mandatory and optional units of the Level 3 Award in Education and Training. These units are detailed below: Mandatory Group A Learners must achieve 3 credits from this group. Unit number Unit reference 1 (H/505/0053) Unit title Understanding roles, responsibilities and relationships in education and training Level Credit 3 3 Optional Group B Learners must achieve a minimum of 6 credits from this group. Unit number Unit reference 2 (D/505/0052) 3 (J/502/9549) 4 (F/502/9548) Unit title Understanding and using inclusive teaching and learning approaches in education and training Facilitate learning and development for individuals (Learning and Development unit) Facilitate learning and development in groups (Learning and Development unit) Level Credit 3 6 3 6 3 6 Optional Group C Learners must achieve a minimum of 3 credits from this group. Unit number Unit reference 5 (R/505/0050) 6 (D/601/5313) Unit title Understanding assessment in education and training Understanding the principles and practices of assessment (Learning and Development unit) Level Credit 3 3 3 3 3

The assessment pack has been divided into six key sections. These are: 1. Understanding roles, responsibilities and relationships in education and training This section includes a series of knowledge-based tasks which require learners to show coverage of the assessment criteria in the mandatory unit. 2. Understanding and using inclusive teaching and learning approaches in education and training This section includes a series of knowledge-based tasks which require learners to show coverage of some of the assessment criteria in this optional unit. This unit also requires learners to complete a 60-minute microteach. At least 15 minutes of this microteach should be delivery and the remaining 45 minutes can be spent observing and critiquing their peers microteaching sessions. Templates are provided to support learners and assessors to evidence coverage of the practical microteach assessment criteria. 3. Facilitate learning and development for individuals This section includes a series of knowledge-based tasks which require learners to show coverage of some of the assessment criteria in this optional unit. This is a learning and development unit; therefore, evidence for learning outcomes 2, 3 & 4 must come from performance in the work environment. As such, simulations, projects or assignments are not acceptable for these learning outcomes. Templates are provided to support learners and assessors to evidence coverage of the practical assessment criteria. 4. Facilitate learning and development in groups This section includes a series of knowledge-based tasks which require learners to show coverage of some of the assessment criteria in this optional unit. This is a learning and development unit; therefore, evidence for learning outcomes 2, 3 & 4 must come from performance in the work environment. As such, simulations, projects or assignments are not acceptable for these learning outcomes. Templates are provided to support learners and assessors to evidence coverage of the practical assessment criteria. 5. Understanding assessment in education and training This section includes a series of knowledge-based tasks which require learners to show coverage of the assessment criteria in this optional unit. 6. Understanding the principles and practices of assessment This section includes a series of knowledge-based tasks which require learners to show coverage of the assessment criteria in this optional unit. It is important to note that when completing this assessment pack, learners should include as much supporting evidence as necessary and should be encouraged to provide detailed written responses (which may exceed the text box or template space provided). It is then the responsibility of the tutor/assessor to ensure that all the evidence that is produced by learners, provides full coverage of each assessment criteria. 4

Learner Details Learner Name: Learner Address: Telephone Number: Centre Details Centre Name: Centre Number: Venue Address: Telephone Number: Tutor Name: Assessor Name: Internal Quality Assurance Name: *External Quality Assurance Name: HABC Use Only *Sample Date: HABC Use Only *Outcome: HABC Use Only * please do not complete these sections which are for HABC external quality assurance use only 5

Achievement Summary Sheet In order to achieve the HABC Level 3 Award in Education and Training (QCF) learners must achieve a minimum of 12 credits overall. Mandatory Group A Learners must achieve 3 credits from this group. Tick box Unit title Assessment tasks Date of completion Understanding roles, responsibilities and relationships in education and training 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11. Optional Group B Learners must achieve a minimum of 6 credits from this group. Tick box Unit title Understanding and using inclusive teaching and learning approaches in education and training Facilitate learning and development for individuals (Learning and Development unit) Facilitate learning and development in groups (Learning and Development unit) Assessment tasks 12, 13, 14, 15, 16, 17, 18, Observation record, session plan, Self-evaluation and reflection. 19, 20, 21, 22, 23, 24, 25, Observation record, session plan, additional evidence. 26, 27, 28, 29, 30, 31, 32, Observation record, session plan, additional evidence. Date of completion Optional Group C Learners must achieve a minimum of 3 credits from this group. Tick box Unit title Assessment tasks Date of completion Understanding assessment in education and training 33, 34, 35, 36, 37, 38, 39, 40, 41, 42, 43, 44 Understanding the principles and practices of assessment (Learning and Development unit) 45, 46, 47, 48, 49, 50, 51, 52, 53, 54, 55, 56, 57, 58, 59, 60, 61, 62, 63, 64, 65, 66, 67, 68, 69 Declaration I confirm that the evidence provided by the learner has been produced and authenticated in accordance with the assessment specification for this qualification and that the assessment was carried out under the specific conditions for the qualification. Assessor Signature IQA Signature EQS Signature Date: Date: Date: 6

Specimen Signature Sheet One copy of this must appear with the portfolio and a separate copy must be retained by the assessor Learner Assessor Date Location Name Designation e.g. Assessor, EQS Specimen Signature Specimen Initials Contact Number 7

Evidence Tracking Sheet - Example Candidate Name Centre Name Unit 1: Example Unit in a Qualification (A/123/4567) Assessment Criteria (tick where completed) Fill in each portfolio reference and the assessment method used Portfolio Reference 1 2 3 4 5 Assessment Method/s Obs Q D Wt Sim 1.1 1.2 1.3 1.4 1.5 2.1 2.2 2.3 2.4 Once all assessment 3.1 criteria have been 3.2 met, the learner 3.3 and tutor/ assessor must sign and date this tracking sheet Assessment method key: Obs Observation Wt Witness testimony Pe Product evidence R RPL Q Questioning O Other Sim Simulation/assignment D Discussion Tick off each assessment criteria covered by each item of evidence in the portfolio Suggested assessment method abbreviations are listed here Learner Signature Date: Tutor/ Assessor Signature IQA Signature (if sampled) EQS Signature (if sampled) If sampled, the IQA/EQS must also sign and date this tracking sheet Date: Date: Date: 8

Evidence Tracking Sheet Learner Name Centre Name Unit Title: Knowledge Assessment Criteria (tick where completed) Portfolio Reference Assessment Method/s 1.1 Assessment method key: Obs Observation Wt Witness testimony Pe Product evidence R RPL Q Questioning O Other Sim Simulation/assignment D Discussion Learner Signature Tutor/ Assessor Signature IQA Signature (if sampled) EQS Signature (if sampled) Date: Date: Date: Date: 9

Section 1: Understanding roles, responsibilities and relationships in education and training Guidance: This section provides coverage of the mandatory unit which requires learners to display their knowledge and understanding of roles, responsibilities and relationships within education and training. It is advised that learners complete this unit first, as this will allow learners to develop important underpinning knowledge, which will prove useful when completing the additional mandatory and optional units. This section provides learners with a series of tasks which will test the learners knowledge and understanding of all of the Assessment Criteria included within this unit. 10

Learning Outcome 1: Understand the teaching role and responsibilities in education and training Task 1 Unit 1 (U1) Assessment Criteria 1.1 (AC 1.1) - Complete the following table and question to identify your roles and responsibilities as a teacher. (Please attach additional pages and/or evidence as required.) Tick the box of those responsibilities that relate to your role: Tick Teach/train learners large groups Teach/train learners small groups Mark assignments and give feedback Work with learners on a 1:1 basis Register the learner with the awarding body Assess the learner s work product Observe the learner in situ Mark their work against national standards Make regular appointments to support the learner to achievement Give positive feedback Submit assessed work for formative/summative internal quality assurance and standardisation Carry out internal quality assurance Attend training meetings to gain feedback Be a positive role model for your learners Task 2 U1 AC 1.1 - Now we have identified some of your roles and responsibilities, explain the teaching role and responsibilities in education and training. (Please attach any additional sheets and supporting evidence.) 11

Task 3 U1 AC 1.2 - Carry out research into current examples of legislation, codes of practice and regulatory requirements that have an impact on the education sector and the learners that you teach. You could also discuss these examples of legislation, regulatory requirements and codes of practice with your tutor/assessor and current employer if you currently work within an educational setting. Useful research websites include: Department of Education; Ofsted; Education and Training Foundation; and HSE. U1 AC 1.2 - Summarise key aspects of legislation, regulatory requirements and codes of practice relating to own role and responsibilities. (Please attach any additional sheets and evidence of research.) 12

Task 4 U1 AC 1.3 - Provide a definition for the following key terms: Key term Definition Equality Diversity U1 AC 1.3 - How can you promote equality and diversity to your learners? (Please attach any additional sheets and supporting evidence.) 13

Task 5 U1 AC 1.4 - Complete the sentences in the box below to develop full paragraphs. (Please attach any additional sheets and supporting evidence.) Individual learning needs can include It is important to identify and meet these needs because... 14

Learning Outcome 2: Understand ways to maintain a safe and supportive learning environment. A safe environment A supportive environment A positive and productve learning environment Task 6 U1 AC 2.1 - Explain ways to maintain a safe and supportive learning environment. (Please attach any additional sheets and supporting evidence.) Safe learning environment Supportive learning environment 15

Task 7 (continued on next page) U1 AC 2.2 - What is acceptable behaviour? From learners From yourself These should be the core standards you expect each time you meet with your learner(s). 16

What is unacceptable behaviour? From learners From yourself 17

Task 8 U1 AC 2.2 - Why is it important to promote acceptable behaviour and respect for others? (Please attach any additional sheets and supporting evidence.) 18

Learning Outcome 3: Understand the relationships between teachers and other professionals in education and training. Task 9 U1 AC 3.1 - Explain the relationship that exists between the teaching role and other professionals, as listed below, then think of other professionals that you come into contact with and explain the relationships. (Please attach any additional sheets and supporting evidence.) Professional Relationship Your line manager Your senior manager Your colleagues Your internal quality assurer Your external quality assurer Ofsted inspectors Employers Social workers Learning assistants 19

Task 10 U1 AC 3.2 - Explain the boundaries that could exist between the teaching role and other professionals, as listed in 3.1, then think of other professionals that you may have listed above and explain those boundaries too. (Please attach any additional sheets and supporting evidence.) Professional Perceived Boundaries Your line manager Your senior manager Your colleagues Your internal quality assurer The external quality assurer Ofsted inspectors Employers Social workers Learning assistants 20

Task 11 U1 AC 3.3 - As identified earlier, learners can display individual needs that have to be met by their teacher. However, some of these needs can be met by other professionals and points of referral. Complete the table below to identify a specific learner need and how another professional or point of referral can help to meet this need. Individual learner need Professional/ Point of referral Support offered 21

Section 2: Understanding and using inclusive teaching and learning approaches in education and training Guidance: This section includes a series of knowledge-based tasks which require learners to show coverage of some of the assessment criteria in this optional unit. This unit also requires learners to complete a 60-minute microteach. At least 15 minutes of this microteach should be delivery and the remaining 45 minutes can be spent observing and critiquing their peers microteaching sessions. Templates are provided to support learners and assessors to evidence coverage of the practical microteach assessment criteria. 22

Task 12 U2 AC 1.1 - Describe features of inclusive teaching and learning. (Please attach any additional sheets and supporting evidence.) 23

Task 13 U2 AC 1.2 - Compare the strengths and limitations of teaching and learning approaches used in own area of specialism in relation to meeting individual learner needs. (Please attach any additional sheets and supporting evidence.) 24

Task 14 U2 AC 1.3 - Explain why it is important to provide opportunities for learners to develop their English, mathematics, ICT and wider skills. (Please attach any additional sheets and supporting evidence.) 25

Task 15 U2 AC 2.1 - Explain why it is important to create an inclusive teaching and learning environment. (Please attach any additional sheets and supporting evidence.) 26

Task 16 U2 AC 2.2 - Explain why it is important to select teaching and learning approaches, resources and assessment methods to meet individual learner needs. (Please attach any additional sheets and supporting evidence.) 27

Task 17 U2 AC 2.3 - Explain ways to engage and motivate learners. (Please attach any additional sheets and supporting evidence.) 28

Task 18 U2 AC 2.4 - Summarise ways to establish ground rules with learners. (Please attach any additional sheets and supporting evidence.) 29

Practical Assessment templates: The following templates are designed to assist learners to show coverage of some of the practical assessment criteria in this unit. Therefore, most of these templates will prove useful to learners and assessors for the microteaching element of this unit. Observation Record/ Observation Record Feedback: These observation records will provide tutors and assessors with a template which they can complete to confirm the learner s achievement of AC 4.1, 4.2 & 4.3. Session Plan: This simple lesson/session plan will provide learners with a template which they can complete to support the achievement of AC 3.1. Self-Evaluation and Reflection of Microteach Delivery: This will provide learners with a template to document their evaluation of the microteach session that they delivered. If completed correctly with relevant detail and supporting evidence, this template can help learners to document their achievement of AC 3.2, 5.1 & 5.2. Peer Observation and Feedback: This template can be used by the learner to observe their peers as part of the 60-minute microteaching element. This form should be completed by the learners and then photocopied to include in their portfolio and the portfolio of the learners that they have observed. 30

Observation Record Guidance It is recommended that assessors complete an observation record in line with the units chosen by the learners during agreed live or simulated mircoteaching sessions. An example is provided below: Key: Unit No. - Please indicate which unit number. Assessment Criteria - Please indicate the individual assessment criteria and, if helpful, the content of that criteria, although the minimum required is the criteria number to ensure an audit trail is present. Assessor Notes - Detailed assessor notes on how the learner has met the required standard. Assessors can also link any supporting evidence that the learner may have produced e.g. PowerPoint slides along with tutor notes and handouts. Outcome - Assessors are to indicate the outcome of the assessment indicating a for competent or for not yet competent. Observation Record Unit No. Assessment Criteria Assessor Notes Outcome or X 2 4.1. Use teaching and learning approaches, resources and assessment methods to meet individual learner needs. 4.2 Communicate Joe Blogs during his micro teaching used an interactive PowerPoint presentation (see appendix 1) to deliver mainly knowledge content to learners. This PowerPoint included some interesting visual stimulants which really engaged all learners. He used a range of resources which were adapted to the differing levels of the learners in the cohort, these included game cards and differentiated hand outs. The use of these resources was effective and allowed Joe to formally assess the learners understanding of the topics covered. Joe also Joe showed excellent communication by Learner Signature: J.Blogs Date: 01/09/2013 Assessor Signature: A. Ssessor Date: 01/09/2013 Observation Record Feedback Overall Summary: Joe s micro-teach session was an overall success. His 30 minute lesson allowed me to gain an insight into his capabilities as a new teacher. His ability to recognise and support individual learner needs through well thought out differentiation allowed him to meet all of the relevant assessment criteria (3.1, 3.2, 4.1, 4.2, 4.3). His lesson plan was detailed and. Action Plan: Although Joe provided some excellent feedback to individual learners this could have been more constructive by Learner Signature: J. Blogs Date: 01/09/2013 Assessor Signature: A. Ssessor Date: 01/09/2013 31

Observation Record Unit No. Assessment Criteria 2 4.1 -Use teaching and learning approaches, resources and assessment methods to meet individual learner needs. Assessor Notes Outcome or X 2 4.2 - Communicate with learners in ways that meet their individual needs. 2 4.3 - Provide constructive feedback to learners to meet their individual needs. Outcome: Learner s Signature: Assessor s Signature: Date: Date: 32

Observation Record Feedback Overall Summary: Action Plan: Learner s Signature: Assessor s Signature: Date: Date: 33

Session Plan Teacher: Date: Duration: Aim of Session: Learning Outcome(s): Timing Trainer activities Learner activities Resources required How is inclusion catered for? Assessment methods What opportunities do learners have to practise their literacy, language, numeracy and ICT skills? 34

Self-Evaluation and Reflection of Microteach Delivery (Please attach any additional sheets and supporting evidence.) Session Title AC 3.2 - Justify own selection of teaching and learning approaches, resources and assessment methods in relation to meeting individual learner needs. AC 5.1 - Review the effectiveness of own delivery of inclusive teaching and learning. AC 5.2 - Identify areas for improvement in own delivery of inclusive teaching and learning. Learner s Signature: Date:

Peer Observation and Feedback Title of Session Name of Observer: Name of Learner: Date: Did the learner: Yes/No Describe and give examples Introduce themself and create a rapport with the learners? State the learning outcomes? Prepare materials which met the individual needs of the learners? Include the entire group during the session? Give positive and constructive feedback to the group when opportunity was presented to do so? Use a range of teaching and learning approaches to meet the individual needs of learners? Carry out a suitable assessment to meet the individual needs of learners? Summarise own session and refer back to the learning outcomes? Strengths Areas for development This form will be used for evidence for the observer and the learner and copies need to be within each portfolio. 36

Section 3: Facilitate learning and development for individuals Guidance: This section includes a series of knowledge-based tasks which require learners to show coverage of some of the assessment criteria in this optional unit. This is a learning and development unit; therefore, evidence for learning outcomes 2, 3 & 4 must come from performance in the work environment. As such, simulations, projects or assignments are not acceptable for these learning outcomes. Templates are provided to support learners and assessors to evidence coverage of the practical assessment criteria. 37

Task 19 U3 AC 1.1 - Explain purposes of one-to-one learning and development. (Please attach any additional sheets and supporting evidence.) 38

Task 20 U3 AC 1.2 - Explain factors to be considered when facilitating learning and development to meet individual needs. (Please attach any additional sheets and supporting evidence.) 39

Task 21 U3 AC 1.3 - Evaluate methods for facilitating learning and development to meet the needs of individuals. (Please attach any additional sheets and supporting evidence.) 40

Task 22 U3 AC 1.4 - Explain how to manage risks and safeguard individuals when facilitating one-toone learning and development. (Please attach any additional sheets and supporting evidence.) 41

Task 23 U3 AC 1.5 - Explain how to overcome individual barriers to learning. (Please attach any additional sheets and supporting evidence.) 42

Task 24 U3 AC 1.6 - Explain how to monitor individual learner progress. (Please attach any additional sheets and supporting evidence.) 43

Task 25 U3 AC 1.7 - Explain how to adapt delivery to meet individual learner needs. (Please attach any additional sheets and supporting evidence.) 44

Practical Assessment templates: The following templates are designed to assist learners to show coverage of some of the practical assessment criteria in this unit. Therefore, most of these templates will prove useful to learners and assessors to show evidence of the practice/ work-based learning elements of this unit. Observation Record/ Observation Record Feedback: These observation records will provide tutors and assessors with a template which they can complete to confirm the learner s achievement of AC 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 4.3. Session Plan: This simple lesson plan will provide learners with a template which they can complete to support the achievement of some of these assessment criteria. Additional evidence: Learners should also be encouraged to include copies of any resources, additional observations, self-evaluations, learner evaluations, etc. that can assist learners to show coverage of AC 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 4.3. 45

Observation Record Unit Assessment Criteria No. 3 2.1 - Clarify facilitation methods with individuals to meet their learning and/or development objectives. Assessor Notes Outcome or X 3 2.2 - Implement activities to meet learning and/or development objectives. 3 2.3 - Manage risks and safeguard learners participating in one-to-one learning and/or development. 3 3.1 - Develop opportunities for individuals to apply their new knowledge and learning in practical contexts. 3 3.2 - Explain benefits to individuals of applying new knowledge and skills. 3 4.1 - Explain benefits of selfevaluation to individuals. 3 4.2 - Review individual responses to one-to-one learning and/or development. 3 4.3 - Assist individual learners to identify their future learning and/or development needs Outcome: Learner s Signature: Assessor s Signature: Date: Date: 46

Observation Record Feedback Overall Summary: Action Plan: Learner s Signature: Assessor s Signature: Date: Date: 47

Session Plan Teacher: Date: Duration: Aim of Session: Learning Outcome(s): Timing Trainer activities Learner activities Resources required How is inclusion catered for? Assessment methods What opportunities do learners have to practise their literacy, language, numeracy and ICT skills? 48

Section 4: Facilitate learning and development in groups Guidance: This section includes a series of knowledge-based tasks which require learners to show coverage of some of the assessment criteria in this optional unit. This is a learning and development unit; therefore, evidence for learning outcomes 2, 3 & 4 must come from performance in the work environment. As such, simulations, projects or assignments are not acceptable for these learning outcomes. Templates are provided to support learners and assessors to evidence coverage of the practical assessment criteria. 49

Task 26 U4 AC 1.1 - Explain purposes of group learning and development. (Please attach any additional sheets and supporting evidence.) 50

Task 27 U4 AC 1.2 - Explain why delivery of learning and development must reflect group dynamics. (Please attach any additional sheets and supporting evidence.) 51

Task 28 U4 AC 1.3 - Evaluate methods for facilitating learning and development to meet the needs of groups. (Please attach any additional sheets and supporting evidence.) 52

Task 29 U4 AC 1.4 - Explain how to manage risks and safeguard individuals when facilitating learning and development in groups. (Please attach any additional sheets and supporting evidence.) 53

Task 30 U4 AC 1.5 - Explain how to overcome barriers to learning in groups. (Please attach any additional sheets and supporting evidence.) 54

Task 31 U4 AC 1.6 - Explain how to monitor individual learner progress within group learning and development activities. (Please attach any additional sheets and supporting evidence.) 55

Task 32 U4 AC 1.7 - Explain how to adapt delivery based on feedback from learners in groups. (Please attach any additional sheets and supporting evidence.) 56

Practical Assessment templates: The following templates are designed to assist learners to show coverage of some of the practical assessment criteria in this unit. Therefore, most of these templates will prove useful to learners and assessors to show evidence of the practice/ work-based learning elements of this unit. Observation Record/ Observation Record Feedback: These observation records will provide tutors and assessors with a template which they can complete to confirm the learner s achievement of AC 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 4.3. Session Plan: This simple lesson plan will provide learners with a template which they can complete to support the achievement of some of these assessment criteria. Additional evidence: Learners should also be encouraged to include copies of any resources, additional observations, self-evaluations, learner evaluations, etc. that can assist learners to show coverage of AC 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 4.3. 57

Observation Record Unit Assessment Criteria No. 4 2.1 - Clarify facilitation methods with group members to meet group and individual learning objectives. Assessor Notes Outcome or X 2.2 - Implement learning and development activities to meet learning objectives. 2.3 - Manage risks to group and individual learning and development. 3.1 - Develop opportunities for individuals to apply new knowledge and skills in practical contexts. 3.2 Provide group feedback to improve the application of learning. 4.1 - Support self-evaluation by learners. 4.2 - Review individual responses to learning and development in groups. 4.3 - Assist learners to identify their future learning and development needs Outcome: Learner s Signature: Assessor s Signature: Date: Date: 58

Observation Record Feedback Overall Summary: Action Plan: Learner s Signature: Assessor s Signature: Date: Date: 59

Session Plan Teacher: Date: Duration: Aim of Session: Learning Outcome(s): Timing Trainer activities Learner activities Resources required How is inclusion catered for? Assessment methods What opportunities do learners have to practise their literacy, language, numeracy and ICT skills? 60

Section 5: Understanding assessment in education and training Guidance: This section includes a series of knowledge-based tasks which require learners to show coverage of the assessment criteria in this optional unit. Learners should show that they understand how different types and methods of assessment are used in education and training. 61

Task 33 U5 AC1.1 - Explain the purposes of types of assessment used in education and training. (Please attach any additional sheets and supporting evidence.) 62

Task 34 U5 AC1.2 - Describe characteristics of different methods of assessment in education and training. (Please attach any additional sheets and supporting evidence.) 63

Task 35 U5 AC1.3 - Compare the strengths and limitations of different assessment methods in relation to meeting individual learner needs. (Please attach any additional sheets and supporting evidence.) 64

Task 36 U5 AC1.4 - Explain how different assessment methods can be adapted to meet individual learner needs. (Please attach any additional sheets and supporting evidence.) 65

Task 37 U5 AC2.1 - Explain why it is important to involve learners and others in the assessment process. (Please attach any additional sheets and supporting evidence.) 66

Task 38 U5 AC2.2 - Explain the role and use of peer- and self-assessment in the assessment process. (Please attach any additional sheets and supporting evidence.) 67

Task 39 U5 AC2.3 - Identify sources of information that should be made available to learners and others involved in the assessment process. (Please attach any additional sheets and supporting evidence.) 68

Task 40 U5 AC3.1 - Describe key features of constructive feedback. (Please attach any additional sheets and supporting evidence.) 69

Task 41 U5 AC3.2 - Explain how constructive feedback contributes to the assessment process. (Please attach any additional sheets and supporting evidence.) 70

Task 42 U5 AC3.3 - Explain ways to give constructive feedback to learners. (Please attach any additional sheets and supporting evidence.) 71

Task 43 U5 AC4.1 - Explain the need to keep records of assessment of learning. (Please attach any additional sheets and supporting evidence.) 72

Task 44 U5 AC4.2 - Summarise the requirements for keeping records of assessment in an organisation. (Please attach any additional sheets and supporting evidence.) 73

Section 6: Understanding the principles and practices of assessment Guidance: This section includes a series of knowledge-based tasks which require learners to show coverage of the assessment criteria in this optional unit. Learners should show that they understand the principles and practices of assessment. 74

Task 45 U6 AC1.1 - Explain the functions of assessment in learning and development. (Please attach any additional sheets and supporting evidence.) 75

Task 46 U6 AC1.2 - Define the key concepts and principles of assessment. (Please attach any additional sheets and supporting evidence.) 76

Task 47 U6 AC1.3 - Explain the responsibilities of the assessor. (Please attach any additional sheets and supporting evidence.) 77

Task 48 U6 AC1.4 - Identify the regulations and requirements relevant to assessment in own area of practice. (Please attach any additional sheets and supporting evidence.) 78

Task 49 U6 AC2.1 - Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. (Please attach any additional sheets and supporting evidence.) 79

Task 50 U6 AC3.1 - Summarise key factors to consider when planning assessment. (Please attach any additional sheets and supporting evidence.) 80

Task 51 U6 AC3.2 - Evaluate the benefits of using a holistic approach to assessment. (Please attach any additional sheets and supporting evidence.) 81

Task 52 U6 AC3.3 - Explain how to plan a holistic approach to assessment. (Please attach any additional sheets and supporting evidence.) 82

Task 53 U6 AC3.4 - Summarise the types of risks that may be involved in assessment in own area of responsibility. (Please attach any additional sheets and supporting evidence.) 83

Task 54 U6 AC3.5 - Explain how to minimise risks through the planning process. (Please attach any additional sheets and supporting evidence.) 84

Task 55 U6 AC4.1 - Explain why it is important to involve the learner and others in the assessment process. (Please attach any additional sheets and supporting evidence.) 85

Task 56 U6 AC4.2 - Summarise types of information that should be made available to learners and others involved in the assessment process. (Please attach any additional sheets and supporting evidence.) 86

Task 57 U6 AC4.3 - Explain how peer- and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. (Please attach any additional sheets and supporting evidence.) 87

Task 58 U6 AC4.4 - Explain how assessment arrangements can be adapted to meet the needs of individual learners. (Please attach any additional sheets and supporting evidence.) 88

Task 59 U6 AC5.1 - Explain how to judge whether evidence is: sufficient; authentic; and current. (Please attach any additional sheets and supporting evidence.) 89

Task 60 U6 AC5.2 - Explain how to ensure that assessment decisions are: made against specified criteria; valid; reliable; and fair. (Please attach any additional sheets and supporting evidence.) 90

Task 61 U6 AC6.1 - Evaluate the importance of quality assurance in the assessment process. (Please attach any additional sheets and supporting evidence.) 91

Task 62 U6 AC6.2 - Summarise quality assurance and standardisation procedures in own area of practice. (Please attach any additional sheets and supporting evidence.) 92

Task 63 U6 AC6.3 - Summarise the procedures to follow when there are disputes concerning assessment in own area of practice. (Please attach any additional sheets and supporting evidence.) 93

Task 64 U6 AC7.1 - Explain the importance of following procedures for the management of information relating to assessment. (Please attach any additional sheets and supporting evidence.) 94

Task 65 U6 AC7.2 - Explain how feedback and questioning contribute to the assessment process. (Please attach any additional sheets and supporting evidence.) 95

Task 66 U6 AC8.1 - Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare. (Please attach any additional sheets and supporting evidence.) 96

Task 67 U6 AC8.2 - Explain the contribution that technology can make to the assessment process. (Please attach any additional sheets and supporting evidence.) 97

Task 68 U6 AC8.3 - Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment. (Please attach any additional sheets and supporting evidence.) 98

Task 69 U6 AC8.4 - Explain the value of reflective practice and continuing professional development in the assessment process. (Please attach any additional sheets and supporting evidence.) 99