Assessor Course Manual

NCFE Level 3
Certificate in Assessing Vocational

Achievement
(CAVA)

www.sltraininganddevelopment.co.uk

Level 3 Certificate in Assessing Vocational Achievement (CAVA)
Qualification Summary Sheet

Learner: Qualification: L3 Certificate in
Assessing Vocational
Registration Achievement (CAVA)
Number:
Assessor: Start Date:

Simon Linard End Date: Vic Grayson
IQA:

Level 3 Certificate in Assessing Vocational Achievement (CAVA)

Unit Title Completion Date IQA Date

Unit 1
Understanding the principles and
practices of assessment

Unit 2
Assess occupational competence in
the work environment

Unit 3
Assess vocational skills, knowledge
and understanding

Comments

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Learner Declaration

Learner Name:
Centre: SL Training and Development
Qualification: Level 3 Certificate in Assessing Vocational Achievement

Notice for Learners:

All work submitted in your portfolio must be your own.

Work provided within your portfolio must come from an appropriate source.

If you use work from somebody else or allow another learner to copy from
your work then you may be disqualified from the programme.

Learner Statement:

I have read and understood the Notice for Learners (please delete either a or
b)

a) My portfolio is my own work without any help except acceptable support from
my Assessor(s)

b) My portfolio is my own work but I have had some help as explained on the
reverse of this sheet.

I am aware of and have access to my centre’s Equal Opportunities policy.

I am aware of (and know how to exercise) my right to appeal against a decision
made regarding my portfolio.

Learner Signature: Date:

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Unit 1 – Introduction

Understanding the principles and practices of assessment

Level 3

3 credits

This unit is based on the principles of assessment within learning and
development. It also helps you identify the whole assessment process and how it
is linked to the assessment cycle.

Within this unit you will learn about: -

ü The assessment cycle
ü Roles and responsibilities of an assessor
ü Concepts and principles of assessment
ü Types of assessment
ü Methods of assessment
ü Record keeping
ü Regulations within your own area of assessment

You will also learn about some of the theory behind assessment

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Unit 2 – Introduction

Assessing occupational competence in the work environment

Level 3

6 credits

This unit is based on carrying out assessment of occupational competence in the
work environment / workplace. It also helps you implement the assessment
process, linked to the assessment cycle, within the workplace.

Within this unit you will learn about: -

ü Assessment planning
ü Communicating the assessment process
ü Methods for assessment for workplace assessing
ü Providing feedback to learners
ü Record keeping

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Unit 3 – Introduction

Assess vocational skills, knowledge and understanding.

Level 3

6 credits

This unit is based on carrying out assessment of knowledge, skills and
understanding in a learning and development environment, such as a training
centre or classroom. It also helps you implement the assessment process, linked
to the assessment cycle, within a vocational context.

Within this unit you will learn about: -

ü Assessment planning for vocational contexts
ü Communicating the assessment process
ü Methods for assessing skills, knowledge and understanding
ü Providing feedback to learners
ü Record keeping

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Principles of assessment

Introducing assessment

Depending upon the subject you are assessing, and whether it is knowledge or
performance based, you will usually follow the assessment cycle.

The cycle will continue until all aspects of the qualification have been
successfully achieved by your learner, or they decide to leave the programme.

Records must be maintained throughout to satisfy your organisation, the
regulatory authorities and Awarding Organisations (AO).

Initial
assessment

Review of Assessment
progress planning

Assessment Assessment
decision and activity

feedback

The assessment cycle

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Stages of the assessment cycle

• Initial assessment: ascertaining if your learner has any previous
knowledge or experience of the subject or topic to be assessed. Relevant
initial assessment activities will also give you information regarding your
learners, for example, any special assessment requirements they may
have, their learning style, or any training they may need.

• Assessment planning: agreeing suitable types and methods of assessment
with each learner, setting appropriate target dates, involving others as
necessary, for example, colleagues or workplace supervisors, and
following relevant guidelines.

• Assessment activity: this could be assessor led, for example, observation
or questioning, or learner led, for example, completing assignments or
gathering appropriate evidence of competence. Records of what was
assessed should always be maintained.

• Assessment decision and feedback: making a judgement of success or
otherwise. Giving constructive feedback and agreeing any further action
that may be necessary. An overall tracking sheet should be completed to
enable you to clearly see what progress each learner has made, towards
each aspect of the qualification.

• Review of progress: the assessment plan can be reviewed and updated at
any time until your learner completes their programme or qualification.
Reviewing progress with your learners will give you an opportunity to
discuss any other issues that may be relevant to their progress. Reviewing
the assessment activities used will give you the opportunity to amend
them if necessary.

The cycle will then begin again with an initial assessment regarding the next
topic to be assessed. Throughout the cycle, standardisation of assessment
practice between assessors should take place; this will help ensure the
consistency and fairness of decisions.

Internal quality assurance (IQA) will also take place as part of the quality
assurance process.

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Principles of assessment are the theories that underpin assessment practice.

• Communication: liaising with others who are involved with the assessment
process and the learner

• Equality and diversity: ensuring all assessment activities embrace equality
and diversity and represent all aspects of society

• Ethics: ensuring the assessment process is
honest, objective and moral, and takes into
account confidentiality and integrity

• Fairness: activities should be fit for purpose,
relevant adaptations should take place, planning,
decisions and feedback should be justifiable and
documented

• Health and safety: carrying out risk assessments, following regulations and
ensuring it is safe for assessment to take place

• SMART: ensuring all assessment activities are specific, measurable,
achievable, realistic and time bound

• Standardisation: ensuring the assessment requirements are interpreted
accurately and that all assessors make comparable and consistent decisions

• Policies and procedures: following internal and external regulations and
guidelines, e.g. appeals and complaints procedures

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Assessors must make decisions and judgements about learners, using a range of
assessment methods and in line with best practice in assessment.

A definition of assessment
The act of judging or deciding the amount, value, quality, or importance

of something, or the judgement or decision that is made.

• Judgements: remaining objective, looking for plagiarism or inauthentic
evidence

• Types: initial, diagnostic, formative, summative, holistic, (formal, informal)
• Methods: observation, questioning, professional discussion, etc.
• Transparency: ensuring the learner is aware of the full assessment process,

what is being assessed, how decisions are made, how feedback will be given
and what will be done with the records

• Quality assurance: ensuring that learning delivery and assessment decisions
meet requirements, and that assessors are carrying out their role correctly

• Record keeping: ensuring accurate, detailed and complete records are
maintained

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All assessment decisions follow one core principle to ensure correct and accurate
judgements are made, ensuring assessed work is valid, authentic, current,
sufficient and reliable

V
A
C
S
R

Valid refers to how well an assessment matches what is being assessed. A good
example of valid assessment is a driving test. During the assessment the learner
will drive a car in natural road conditions that he/she is able to handle the car,
follow the highway code, perform safe maneuvers and otherwise meet the
performance standards set for safe driving. The assessment must match the
performance being assessed; the theory test alone would not be a valid way of
assessing a person’s ability to drive.

Authentic refers to the ownership of the evidence. Did the learner produce it
independently? All evidence submitted by a learner should be generated by the
learner and may need to be authenticated. This is particularly true of computer-
generated evidence. If the evidence was produced as part of a team effort, can
the individual’s contribution be clearly identified?

Current does the learner still possess a skill assessed in the past? Currency is
usually thought to last 2-3 years; however, this depends on the particular skill.
In each case the assessor will need to confirm the learner’s competence at the
time of the assessment.

Sufficient relates to the amount of evidence needed to make the judgement. Is
the evidence enough to give confidence that the learner can perform
competently at all times and under all conditions stated in the range both now
and in the future? This is a difficult concept to describe because learners will
produce evidence of varying quality and amounts. Using standards as a guide,
the assessor will need to make judgements about whether the learner is
competent and has met the evidence requirements.

Reliable are the assessment decisions that are being made now consistent with
those made in the past and across all learners? The best way to ensure reliability
is to ensure that learners are assessed over time, and the assessor should
constantly refer back to the National Standards, qualification requirements or in-
house standards.

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Role and responsibilities

The role and responsibilities of an assessor will vary depending where the
assessor is employed, for example, in a college, training provider or in the
workplace. They will also vary due to the type of learner being assessed, and
whether or not they are taking an accredited qualification, non-accredited course
or working against company standards.

Assessments of occupational competence in the work environment (workplace)
may need to take place (Unit 2). Learners may be working towards a
qualification, competency framework or in house company standards.

If the assessment of vocational skills, knowledge and understanding (Unit 3) is
being carried out this may be in other environments such as a class room,
training centre or simulated environment.

The responsibilities of an assessor include:

• understanding and applying the standards and requirements that learners
are working towards

• planning assessments to meet learner needs

• communicating assessment requirements to learners

• carrying out assessments

• comparing evidence with set standards/criteria

• making assessment decisions

• documenting the assessment process and decisions

• providing feedback to learners

• taking part in standardisation processes

• completing continuing professional development (CPD) activities

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In addition, an assessor may also be required to:
• attend meetings
• check the authenticity of any witnesses used within the assessment

process
• countersign other assessors’ judgements
• identify and deal with any barriers to fair assessment
• implement internal and external quality assurance action points
• justify assessment decisions i.e. if an appeal is made against a decision
• liaise with others involved in the assessment process
• review learner progress
• produce reports for supervisors or employers

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Planning for assessment

When assessing in the learner’s work environment there are several aspects that
must be taken into consideration. For example, where does your learner work,
how easy is it to get there, does s/he work shifts, do you need to communicate
with his/her supervisor, what will be assessed? Knowing these details in advance
will help the assessor prepare and agree a suitable assessment plan with the
learner.

Before assessment can take place an assessment plan needs to be agreed, the
assessor needs to know what will be assessed, for example, a national
qualification or in-house standards. If it is a national qualification, there will be a
qualification specification/handbook available from the awarding organisation.
The assessor should be familiar with the requirements, assessment strategy and
assessment criteria within the specification/handbook.

It could be that the learner is already performing to the requirements expected,
therefore assessment can be planned to assess their current achievements on an
appropriate date. However, there might need to be some training with the
learner beforehand to ensure they are ready to be assessed.

The assessor must inform and communicate with the learner and any others
involved in the assessment process before the assessment takes place.

An assessment plan should show:
• who is being assessed
• what is being assessed i.e. the standards/criteria
• where and when i.e. the place, time and duration of the assessment
• the types and sufficiency of the evidence required
• the location and resources required for the assessment
• any specific learner needs and support required
• how assessment will take place i.e. the methods
• when feedback will be given

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Methods of assessment
Assessors should be familiar with the following assessment methods and how
they can be used with learners. Understanding the range of assessment methods
available allows the assessor to choose the most suitable method for a particular
assessment.

• observation of performance in the work environment

• examining products of work

• questioning the learner

• discussing with the learner

• use of others (witness testimony)

• looking at learner statements

• simulation

• recognising prior learning (RPL)

Assessors should also be aware of how technology can be used to enhance the
assessment process, for example, by using video or digital
evidence of skills/performance; recording of oral evidence, using
a paperless portfolio and computer-based/online testing.

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Depending upon whether a national qualification or in-house standards are being
assessed, assessors will need to develop and/or use a variety of assessment
activities with learners. Some may be provided by an awarding organisation, in
which case they must be followed as part of the assessment strategy. Assessors
need to ensure that they maintain full records of all activities carried out, along
with the assessment decisions for each learner.

Activities could be initial (at the beginning), formative (part way through a
programme), or summative (at the end of a unit or qualification). They can be
used informally or formally depending upon the situation, and can include:

• assignments (to assess various aspects of a subject)
• case studies (based on real or hypothetical situations)
• diagnostic or skill scan (to match current skills towards a specific area and

determine gaps e.g. literacy or numeracy)
• examinations (formal procedure to test knowledge and/or skills)
• looking at work products (reviewing a learner’s products of work)
• observations (seeing the learner in action)
• oral and written questions (checking knowledge and understanding)
• peer assessments (other learners giving feedback)
• professional discussions (a conversation to ascertain knowledge)
• projects (to assess various aspects of a subject over time)
• puzzles and quizzes (a fun way of assessing learning)
• questions: written and oral (to test knowledge and understanding)
• recognition of prior learning (RPL): a way of attributing current knowledge of

skills
• reflective learning journals (develops self-assessment skills)
• self-assessments (learners making their own judgements of their progress)
• simulations (used when a real situation is not possible or dangerous)
• skills tests (where a practical activity is carried out under test conditions eg a

keyboard test where 85% accuracy is required in inputting data and the
exercise has to be completed in under 10 minutes)
• tests (formal way of checking knowledge and/or skills)
• witness testimonies (from the learner’s supervisors or colleagues)
• written statements (the learner writing how they have achieved various
aspects)

Assessment activities can be assessor led, i.e. observation or questioning, or
learner led, i.e. completing assignments or gathering appropriate evidence of
competence.

When developing assessment activities, methods used must be valid and
reliable, and the evidence produced by the learner will be authentic, current and
sufficient.

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Conducting the assessment

When assessing a learner in their work environment, the assessor should to be
as unobtrusive as possible and not get in the way. The assessment criteria to
hand along with the assessment plan and feedback record. The assessor must
brief the learner beforehand to ensure they are aware of what is being assessed
and why.

During the assessment the assessor may see the learner performing other
aspects which had not been planned for, this is fine, and should be taken into
account as these are naturally occurring opportunities to assess the learner’s
competence and document what has been seen. The assessment plan can easily
be updated and taking into account these other opportunities enables the
assessor to assess more holistically.

The assessor may also need to examine the work products from the learner
(checklist, documents, etc.) and ask the learner questions to enable them to
confirm their knowledge. An assessor should make a note of any questions
asked and the learner’s responses. The assessment might also involve the
learner’s supervisor or a colleague who could write a witness
testimony/statement regarding their achievements towards the assessment
criteria.

Assessors should also be aware of how technology can be used to enhance the
assessment process, for example, by using video or digital evidence of
skills/performance; recording of oral evidence, using a paperless portfolio and
computer-based/online testing.

When assessing learners’ vocational skills, knowledge and understanding this
might be in a classroom or workshop and may be through methods such as:
• assessments in simulated environment
• skills tests
• oral and written questions
• assignments
• projects
• case studies
• recognising prior learning (RPL)

These methods might be pre-determined by an awarding organisation or

standard setting body if assessing towards national standards, or in-house by
the learners’ own organisation.

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The resources might already be available for use, such as an assignment or
multiple-choice test, along with a marking scheme. If not, they might have been
designed by the assessors own organisation or even
the assessor.

Making a decision

As soon as the assessment has been completed,
the assessor should make a valid, fair and reliable
decision towards the standards/criteria. This should
be conveyed to the learner, along with any further
learning and assessment requirements.

Remember VACSR

Giving feedback

When giving feedback, this should be clear, accurate and
constructive when talking to the learner. Feedback
should be given in a way as to retain the motivation of
the learner and not demoralise them in any way.

Providing feedback to learners will help them understand
how they are progressing and what they have achieved
so far. Feedback can also encourage, reassure, motivate
and boos the confidence of a learner.

Keeping records

Once the assessment process has been completed
records of the plan, decision and feedback need to be
kept. Records will also include questions and
answers, observation checklists, professional
discussions and witness testimonies. Assessor should
always follow confidentiality and Data Protection Act /
General Data Protection Regulation (GDPR)
requirements.

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Quality Assurance

Quality assurance can be defined as a system to monitor and evaluate a product
or a service (a qualification or an Apprenticeship can be defined as a product or

service). It should identify and recommend measures to make
improvements to standards and performance, or maintain consistency if
everything is working well.

Internal Quality Assurance (IQA) is a process to avoid problems, stabilise,
and improve products and services (qualifications).

Quality assurance should take place in education and training
establishments to ensure the products and services are the best they can
be. The product is the programme or qualification that the learner is
working towards. The service is everything which underpins the product
and supports the learner.

If quality assurance does not take place, there are risks to the accuracy,
consistency and fairness of training and assessment practice which might
disadvantage learners. Quality assurance should be a continual process
with the aim of maintaining and improving the products and services
offered.

This relates to the monitoring of the full learning journey. This is in
addition to quality assurance which should take place to monitor other
aspects besides the learning process. IQA monitors the whole process
from when a learner commences to when they finish i.e. the full
learning journey. It can also take place prior to the learner commencing
i.e. monitoring the application and interview process, to after they have
left i.e. following up on progression.

Reference: The Education and Training Foundation, NCFE, Ann Gravells, Page 18 Assessor Course

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Course Notes

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Course Notes

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Course Notes

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