8.3 Evaluate Requirements for Equality and Diversity and, Where Appropriate, Bilingualism in Relation to Assessment
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- Date Submitted: 03/14/2014 08:52 AM
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The Equality Act (2010) consolidates all anti-discriminatory legislation neatly and provides a clear guideline for assessors and assessments. Learners know that they and their peers cannot be discriminated against if they have, or even are associated with someone due to their age, disability, gender, gender identity, race, religion and belief, sexual preference, marriage and civil partnership, and/ or maternity or pregnancy.
The relevant legislation should always be abided by and employment regulations, policies and codes of practice relevant to the promotion of equality and valuing of diversity should be implemented in any resources or assessment.
All learners are entitled to a fair assessment and are entitled to be given the best opportunity to demonstrate their ability. Assessments need to be chosen with the students individual needs supported through out the full assessment process/outcome.
The needs of students can vary from physical disabilities to language barriers. When English is a second or other language, additional support may need to be given in the form of an interpreter or course assignment may need to be translated into the learners first language. Small things like speaking slightly slower and clearer will also help. ICT is also very usefully as it easy to be able to translate documents at a click of a button.
If assessments need to be adapted the awarding organisation must be consulted so any changes can be authorised.
Other policies that need to be considered are: Human Rights Act 1998 (Amendment) Order 2004, Code of Practice on the duty to promote race equality 2002, Disability Equality Scheme.
The relevant legislation should always be abided by and employment regulations, policies and codes of practice relevant to the promotion of equality and valuing of diversity should be implemented in any resources or assessment.
All learners are entitled to a fair assessment and are entitled to be given the best opportunity to demonstrate their ability. Assessments need to be chosen with the students individual needs supported through out the full assessment process/outcome.
The needs of students can vary from physical disabilities to language barriers. When English is a second or other language, additional support may need to be given in the form of an interpreter or course assignment may need to be translated into the learners first language. Small things like speaking slightly slower and clearer will also help. ICT is also very usefully as it easy to be able to translate documents at a click of a button.
If assessments need to be adapted the awarding organisation must be consulted so any changes can be authorised.
Other policies that need to be considered are: Human Rights Act 1998 (Amendment) Order 2004, Code of Practice on the duty to promote race equality 2002, Disability Equality Scheme.