Taqa
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- Date Submitted: 10/24/2013 11:42 AM
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Criteria Number Assessment Criteria
1.1 Explain the functions of assessment:
• Why is assessment carried out?
• What is the purpose of assessment?
• What does assessment measure?
• What are the anticipated outcomes of assessment?
If a training session has taken place, and you don’t assess, how can you be sure that any learning has taken place? Or if you are trying to work out a person’s level of skill in a particular area, how would you know whether their skill level is poor, moderate or exceptional without assessment? There are loads of reasons to assess, such as determining the level of knowledge and understanding of the learner and the qualifications already achieved, ensuring that learning is taking place, checking the learner’s progress, and ensuring that they are adhering to course criteria as well as guiding the learner to achieve their qualification.
An assessor needs to be confident that the learner achieves the required level of knowledge on a particular topic, and to demonstrate their capability and competence to go out into the workplace that they are being assessed in. To achieve this there are three assessment processes to go through.
Initial assessment takes place first to commence introductions between assessor and learner. It ensures the learner is on the correct course for their job role and also it ensures a correct judgement on the current competence of the learner and it enables the planning of a teaching and learning programme appropriate to their needs.
Formative assessment commences based upon the basis of the finding of the initial assessment. It is through this process that the learner absorbs knowledge through a range of techniques, such as exams and practical work. It is here that the assessor aids the learning process by administering feedback and by giving them advice on how to improve the quality of their work and by involving the learner in the discussions too. This permits the learner to ask questions...
1.1 Explain the functions of assessment:
• Why is assessment carried out?
• What is the purpose of assessment?
• What does assessment measure?
• What are the anticipated outcomes of assessment?
If a training session has taken place, and you don’t assess, how can you be sure that any learning has taken place? Or if you are trying to work out a person’s level of skill in a particular area, how would you know whether their skill level is poor, moderate or exceptional without assessment? There are loads of reasons to assess, such as determining the level of knowledge and understanding of the learner and the qualifications already achieved, ensuring that learning is taking place, checking the learner’s progress, and ensuring that they are adhering to course criteria as well as guiding the learner to achieve their qualification.
An assessor needs to be confident that the learner achieves the required level of knowledge on a particular topic, and to demonstrate their capability and competence to go out into the workplace that they are being assessed in. To achieve this there are three assessment processes to go through.
Initial assessment takes place first to commence introductions between assessor and learner. It ensures the learner is on the correct course for their job role and also it ensures a correct judgement on the current competence of the learner and it enables the planning of a teaching and learning programme appropriate to their needs.
Formative assessment commences based upon the basis of the finding of the initial assessment. It is through this process that the learner absorbs knowledge through a range of techniques, such as exams and practical work. It is here that the assessor aids the learning process by administering feedback and by giving them advice on how to improve the quality of their work and by involving the learner in the discussions too. This permits the learner to ask questions...