Learner name:

Learner number:

Y/503/1239

VRQ

UV30757

Principles of assessment in lifelong learning

VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy and Sport and Active Leisure sectors, with over 45 years of experience.

VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DCELLS and CCEA.

VTCT is a registered charity investing in education and skills but also giving to good causes in the area of facial disfigurement.

By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature Assessor initials

IV signature (if sampled)

Assessor name Assessor signature Assessors initials

Assessor number (optional)

Assessor tracking table

Statement of unit achievement

All assessors using this Record of Assessment book must complete this table. This is required for verification purposes.

UV30757Principles of assessment in lifelong learning

The aim of this unit is to develop your understanding in accordance with regulations permitting the qualification of teachers at Level 3, including the different types and methods of assessment used in lifelong learning, ways to involve learners in the assessment process, and the requirement to keep assessment records.

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GLH

Credit value

Level

Observation(s)

External paper(s)

12

3

3

0

0

On completion of this unit you will:

Learning outcomes Evidence requirements

Principles of assessment in lifelong learning

1. Understand types and methods of assessment used in lifelong learning

2. Understand ways to involve learners in the assessment process

3. Understand requirements for keeping records of assessment in lifelong learning

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1. Working environment There is no requirement for you to be observed/assessed in a work environment.

2. Teaching practice There is no requirement for you to undertake teaching practice.

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

4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.

5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

6. External paper There is no external paper requirement for this unit.

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

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Knowledge

Outcome 1

Understand types and methods of assessment used in lifelong learning

You can: Portfolio reference / Assessor initials*

a. Explain the types of assessment used in lifelong learning

b. Explain the use of methods of assessment in lifelong learning

c. Compare the strengths and limitations of assessment methods to meet individual learner needs

*Assessor initials to be inserted if orally questioned.

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Outcome 2

Understand ways to involve learners in the assessment process

You can: Portfolio reference / Assessor initials*

a. Explain ways to involve the learner in the assessment process

b. Explain the role of peer and self-assessment in the assessment process

*Assessor initials to be inserted if orally questioned.

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Outcome 3

Understand requirements for keeping records of assessment in lifelong learning

You can: Portfolio reference / Assessor initials*

a. Explain the need for keeping records of assessment of learning

b. Summarise the requirements for keeping records of assessment in an organisation

*Assessor initials to be inserted if orally questioned.

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Outcome 1: Understand types and methods of assessment used in lifelong learning

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

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Types of assessment used in lifelong learning: Learning journey, screening, initial, diagnostic, formative, summative assessment, methods of assessment (oral questioning, practical observation, written questioning, project based, assignments, multiple choice questions) self, peer, ipsative (present against prior), criterion referenced, normative referenced learning, assessment as learning, assessment for learning, cultural and linguistic bias in assessment instruments, improve and sustain performance, benchmark performance, use as a measure of success, performance tables, accountability, socio-economic and cultural functions, learning issues, recognition of prior learning (RPL).

The use of methods of assessment in lifelong learning: Assignments, observations, case studies, discussions, computerised assessment, group work, practical observations, presentations, Q and A, tests, role play, witness testimony, formal and informal, improvement score, recognition of improvement, motivation, self-assessment, realistic target setting, action planning, tutorial systems and development of key/basic skills, identifying support needs, guidance, individual study skills, learner ownership when monitoring, reviewing own progress, equality of opportunity and access.

Strengths and limitations of assessment methods to meet individual learners needs: Valid, reliable, fair, sufficient, current, authentic, differentiation (i.e.

adaptations of assessment arrangements to meet the needs of individual learners) manageability, costs and effectiveness, fit for purpose, robustness, timing, credibility and compatibility with learning programme and required learning outcomes, coherence, adhere to centre and/or industry, awarding body and government requirements, meeting national standards, access, addressing individual or group needs, flexibility, opportunities to support learners, use in motivating learners, encouraging learners in self assessment, learner ownership of assessment, effectiveness in design, realistic and relevant to encourage learning.

Outcome 2: Understand ways to involve learners in the assessment process

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Planning assessment: Equality of opportunity and access, coherent process, correct conditions/environment, sufficient and appropriate resources, awarding body requirements, assessment or performance criteria, mark scheme, time, date, location, negotiate/agree assessment plan with learner, target setting.

Peer assessment: Group guidelines, group dynamics, diversity, inclusion, access to assessment, collaborative activities, formal and informal opportunities for peer assessment, creating supportive environments in which peer assessment is encouraged, peer teaching opportunities, pairing learners to encourage safe peer assessment, creating appropriate conditions/environment and resources for peer assessment.

Self assessment: Creating a safe environment, encourage learners to self assess informally, creating opportunities for formalising self assessment, providing learners with skills, building individual self confidence, learner ownership of their own achievement records when monitoring and reviewing own progress, individual learning and assessment programmes based on outcomes of self assessment.

Outcome 3: Understand requirements for keeping records in lifelong learning

Reasons for keeping records of assessment of learning: Maintain records of exam results, academic and/or vocational achievements, recognition of prior learning (RPL), progress, assessment outcomes to modify individual learning/assessment, programmes as appropriate, performance table, external verifiers/moderators, awarding body and/or organisational procedures to record assessment results that are valid/reliable/compatible with the learning programme, conform to organisational and national requirements, e.g. awarding bodies, resources, rigour in recording and tracking learners’ achievements, data protection legislation, freedom of information

legislation, attendance records, quality assurance, sampling, internal and external verification systems, learner centred assessment, individual learning plan.

Requirements for keeping records of assessment in an organisation: Accuracy, legibility, learner details, assessor details, schemes of work, lesson plans, internal and external verification, reports, organisational self assessment reports (SAR), awarding body requirements, regulatory and funding body requirements, evaluation reports, appeals and complaints, quantitative information.

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Notes Use this area for making notes and drawing diagrams