CPD activities for Assessors

ASSESSOR ACTIVITIES

Fourteen practical activities for assessors linked to the assessor qualifications

Guidance on using the assessor activities
1. Self-assessment
2. Assessment planning
3. Comparing assessment methods
4. Peer and self-assessment
5. Arriving at an assessment decision
6. Giving feedback
7. Meeting individual needs
8. Your role in quality assurance of assessment
9. The benefits of a holistic approach
10. Using technology
11. Keeping it legal
12. Equality, diversity and bilingualism
13. Reflection and CPD
14. End-point assessment of apprentices

© Read On Publications Ltd.

Guidance on using the assessor activities

Activity titles and links to assessor qualifications

Together, the assessor activities contribute to the knowledge needed for the Award in Understanding the Principles and Practices of Assessment. Activities also
contribute towards the applied units if you carry them out with real learners over a period of time, as follows:

Title Links to the units and assessment criteria
Activity 1: Self-assessment
Activity 2: Assessment planning Understand the principles and practices of assessment: 4.3

Activity 3: Comparing assessment methods Understand principles and practices of assessment: 3.1, 3.4 – 3.5
Assess occupational competence in the work environment: 1.1 &1.3
Activity 4: Peer and self-assessment Assess vocational skills, knowledge and understanding: 1.1
Activity 5: Arriving at an assessment decision
Understand the principles and practices of assessment: 2.1
Activity 6: Giving feedback Assess occupational competence in the work environment: 1.1 & 2.1
Assess vocational skills, knowledge and understanding: 1.1 & 2.1
Activity 7: Meeting individual needs
Understand the principles and practices of assessment: 4.1 & 4.3

Understand the principles and practices of assessment: 5.1 - 5.2
Assess occupational competence in the work environment: 2.1 - 2.2
Assess vocational skills, knowledge and understanding: 2.1, 2.3, 2.4

Understand the principles and practices of assessment: 4.2, 7.1 – 7.2
Assess occupational competence in the work environment: 2.4
Assess vocational skills, knowledge and understanding: 2.6

Understand the principles and practices of assessment: 1.1 – 1.3, 4.4
Assess occupational competence in the work environment: 1.3
Assess vocational skills, knowledge and understanding: 1.1

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Guidance on using the assessor activities

Title Links to the units and assessment criteria
Activity 8: Your role in quality assurance of
assessment Understand the principles and practices of assessment: 6.1 – 6.3
Assess occupational competence in the work environment: 2.3
Activity 9: The benefits of a holistic approach Assess vocational skills, knowledge and understanding: 2.5
Activity 10: Using technology
Activity 11: Keeping it legal Understand the principles and practices of assessment: 3.2 – 3.3

Activity 12: Equality, diversity and bilingualism Understand the principles and practices of assessment: 8.1

Activity 13: Reflection and CPD Understand principles and practices of assessment: 1.4 & 8.1
Assess occupational competence in the work environment: 4.1 – 4.2
Activity 14: End-point assessment of apprentices Assess vocational skills, knowledge and understanding: 4.1 – 4.2

Understand principles and practices of assessment: 1.4 & 8.3
Assess occupational competence in the work environment: 4.2
Assess vocational skills, knowledge and understanding: 4.2

Understand principles and practices of assessment: 8.4
Assess occupational competence in the work environment: 4.3 – 4.4
Assess vocational skills, knowledge and understanding: 4.3 – 4.4

Understand principles and practices of assessment: 8.4
Assess occupational competence in the work environment: 4.3 – 4.4
Assess vocational skills, knowledge and understanding: 4.3 – 4.4

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Guidance on using the assessor activities

Getting the most out of the activities

• You don’t have to do all the activities – only those that you have identified as being relevant to your development needs or for evidence purposes.

• Apart from Activity 1, all the other activities are based in real practice and will take time to complete (some may take you several days).

• You can combine activities if you wish. There is space for you to make notes and write answers within each activity, however, don’t let this restrict you: if you
have lots to say, use several sheets of paper or keep keying-in.

• You need access to real candidates, not just one or two that have been supplied for the purposes of gaining a qualification, or you risk missing out on gaining
assessment experience as you learn.

• If you are new to assessing, you can’t ‘pass’ your qualification by doing these activities. Instead, they are designed to help you to develop the skills you need
and to generate evidence if you are performing to the required standard as part of a planned programme of learning that is tailored to meet your needs.

Title Notes

Activity 1: Self-assessment Start here and identify which activities you need in relation to the learning outcomes and assessment criteria within
your chosen qualification and your individual learning needs.
Activity 2: Assessment planning
Do activities 2 and 5 together as they ask you to observe an experienced assessor. This one concentrates on the
Activity 3: Comparing assessment assessment planning process.
methods
This activity contains three scenarios designed to cover all the assessment methods. If you prefer, you can show how
Activity 4: Peer and self-assessment you have chosen and used appropriate assessment methods and adapted them to the individual’s needs and
circumstances.
Activity 5: Arriving at an assessment
decision This activity involves carrying out peer assessment and being peer-assessed. It is an ideal developmental activity, as it
Activity 6: Giving feedback requires you to experience what it is like to give, receive and compare feedback on your performance as an assessor.
Alternatively, you can use the table at the end to demonstrate existing knowledge of peer and self-assessment.

This activity asks you to observe an experienced assessor and the ways in which they arrive at their assessment
decisions.

This activity asks you to analyse the feedback you give to learners and describe how assessment contributes to
learning and development. It also asks you to explain the importance of managing information related to assessment
and why you need to follow laid down procedures.

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Guidance on using the assessor activities

Title Notes

Activity 7: Meeting individual needs This activity asks you to choose a learner and explain how you have adapted your assessment practice to meet
their needs and circumstances. It then asks you to explain the function of different types of assessment and the
Activity 8: Your role in quality assurance assessor’s main responsibilities.
of assessment
Activity 9: The benefits of a holistic This activity asks you to summarise the procedures involved in quality assurance of assessment within your
approach organisation. To achieve the applied criteria, you will need to supply real examples of your practice.
Activity 10: Using technology
If you are unfamiliar with holistic assessment, you might consider doing this activity at the same time as
Activity 11: Keeping it legal activities 2, 4 and 5 so that you can ask a more experienced colleague about what’s involved.

Activity 12: Equality, diversity and For this activity, you will need to identify a relevant area where technology is being used, or where you might
bilingualism introduce it.
Activity 13: Reflection and CPD
You will need access to your organisation’s policies and procedures for this activity. You will also need to
Activity 14: End-point assessment carry out some research into the main points of the laws and give examples of how these affect your
assessment practice.

This activity asks you to consider your assessment practice in relation to equality, diversity and bilingualism (if
applicable) in more depth.

This activity asks you to reflect on examples of your learning and CPD and to explain the impact of these on
your assessment practice.

This activity is for you if you need to find out more about end-point assessment and to update your practice in
your chosen occupational area. It asks you to carry out research into end-point assessment within your
vocational area and to reflect on the implications for assessment. You can use it as the basis for reflection as an
alternative to activity 13 if you prefer.

Companion guides

You will find references to The best assessor’s guide (Read, H., 2016) throughout the activities. This is a useful companion guide for assessors available from
http://www.readonpublications.co.uk/. Subscribers to these resources can purchase Hilary’s guides at a discount.

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Assessor activity 1: Self-assessment

Understand the principles and practices of assessment

Learning outcome Assessment criteria

4. Understand how to 4.3 explain how peer and self-assessment can be used effectively to
involve learners and promote learner involvement and personal responsibility in the
others in assessment assessment of learning

This activity asks you to assess yourself against the learning outcomes and assessment criteria in
the units for assessors and will help you to choose the right activities in line with your
development needs. You may find it helpful to talk through the outcomes of this activity with
your IQA or the person responsible for your CPD.

Activity stages

1 Assess yourself

Assess where you are in relation to the individual assessment criteria within the qualifications for
assessors. In the right-hand columns, say whether you are confident or not concerning your
knowledge and/or practice in each case (be honest!).

Title: Understanding the principles and practices of assessment

Learning outcomes Assessment criteria I know I need
this help
1.Understand the Can you … ?
principles and
requirements of explain the functions of assessment in learning and
assessment development

2.Understand define the key concepts and principles of
different types of assessment
assessment method
3. Understand how to explain the responsibilities of the assessor
plan assessment
identify the regulations and requirements relevant
to assessment in own area of practice

compare the strengths and limitations of a range of
assessment methods with reference to the needs of
individual learners

summarise key factors to consider when planning
assessment

evaluate the benefits of using a holistic approach
to assessment

explain how to plan a holistic approach to
assessment

summarise the types of risks that may be involved
in assessment in own area of responsibility

explain how to minimise risks through the
planning process

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Learning outcomes Assessment criteria I know I need
this help
4. Understand how to Can you … ?:
involve learners and
others in assessment explain the importance of involving the learner and
others in the assessment process
5. Understand how to
make assessment summarise types of information that should be
decisions made available to learners and others involved in
the assessment process
6. Understand quality
assurance of the explain how peer and self-assessment can be used
assessment process effectively to promote learner involvement and
personal responsibility in the assessment of
7. Understand how to learning
manage information
relating to assessment explain how assessment arrangements can be
adapted to meet the needs of individual learners
8. Understand the
legal and good explain how to judge whether evidence is:
practice requirements
in relation to - sufficient
assessment
- authentic

- current

explain how to ensure that assessment decisions
made against specified criteria are:

- valid

- reliable

- fair

evaluate the importance of quality assurance in the
assessment process

summarise quality assurance and standardisation
procedures in own area of practice

summarise the procedures to follow when there are
disputes concerning assessment in own area of
practice

explain the importance of following procedures for
the management of information relating to
assessment

explain how feedback and questioning contribute
to the assessment process

explain legal issues, policies and procedures
relevant to assessment, including those for
confidentiality, health, safety and welfare

explain the contribution that technology can make
to the assessment process

evaluate requirements for equality and diversity
and, where appropriate, bilingualism in relation to
assessment

explain the value of reflective practice and
continuing professional development in the
assessment process

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Title: Assess occupational competence in the work environment

Learning outcomes Assessment criteria I can I need
1. Be able to plan the do this help
assessment of Can you … ?:
occupational
competence plan assessment of occupational competence based
on the following methods:
2. Be able to make
assessment decisions - observation of performance in the work
about occupational environment
competence
- examining products of work
3. Be able to provide
required information - questioning the learner
following the
assessment of - discussing with the learner
occupational
competence - use of others (witness testimony)

- looking at learner statements

- recognising prior learning

communicate the purpose, requirements and
processes of assessing occupational competence to
the learner

plan the assessment of occupational competence to
address learner needs and current achievements

identify opportunities for holistic assessment

use valid, fair and reliable assessment methods
including:

- 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

- recognising prior learning

make assessment decisions of occupational
competence against specified criteria

follow standardisation procedures

provide feedback to learners that affirms
achievement and identifies any further implications
for learning, assessment and progression

maintain records of the assessment of occupational
competence, its outcomes and learner progress

make assessment information available to
authorised colleagues

follow procedures to maintain the confidentiality of
assessment information

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Learning outcomes Assessment criteria I can I need
do this help
4. Be able to maintain Can you … ?:
legal and good
practice requirements follow relevant policies, procedures and legislation
when assessing for the assessment of occupational competence,
occupational including those for health, safety and welfare
competence
apply requirements for equality and diversity and,
where appropriate, bilingualism, when assessing
occupational competence

evaluate own work in carrying out assessments of
occupational competence

maintain the currency of own expertise and
competence as relevant to own role in assessing
occupational competence

Title: Assess vocational skills, knowledge and understanding

Learning outcomes Assessment criteria I can I need
1. Be able to prepare do this help
assessments of Can you … ?:
vocational skills,
knowledge and select methods to assess vocational skills,
understanding knowledge and understanding which address
learner needs and meet assessment requirements,
2. Be able to carry out including:
assessments of
vocational skills, - assessments of the learner in simulated
knowledge and environments
understanding
- skills tests

- oral and written questions

- assignments

- projects

- case studies

- recognising prior learning

prepare resources and conditions for the
assessment of vocational skills, knowledge and
understanding

communicate the purpose, requirements and
processes of assessment of vocational skills,
knowledge and understanding to learners

manage assessments of vocational skills,
knowledge and understanding to meet assessment
requirements

provide support to learners within agreed
limitations

analyse evidence of learner achievement

make assessment decisions relating to vocational
skills, knowledge and understanding against
specified criteria

follow standardisation procedures

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Learning outcomes Assessment criteria I can I need
do this help
2. Be able to carry out Can you … ?:
assessments of
vocational skills, provide feedback to the learner that affirms
knowledge and achievement and identifies any further implications
understanding (contd.) for learning, assessment and progression

3. Be able to provide maintain records of the assessment of vocational
required information skills, knowledge and understanding, its outcomes
following the and learner progress
assessment of make assessment information available to
vocational skills, authorised colleagues as required
knowledge and follow procedures to maintain the confidentiality of
understanding assessment information

4. Be able to maintain follow relevant policies, procedures and legislation
legal and good relating to the assessment of vocational skills,
practice requirements knowledge and understanding, including those for
when assessing health, safety and welfare
vocational skills, apply requirements for equality and diversity and,
knowledge and where appropriate, bilingualism
understanding evaluate own work in carrying out assessments of
vocational skills, knowledge and understanding
take part in continuing professional development to
ensure current expertise and competence in
assessing vocational skills, knowledge and
understanding

2. Identify areas for development and activities to help you

Use the table below to make a note of any of the areas where you need to develop further and/or
produce evidence of your competence, then choose the activities linked to these areas that will
help you:

Area for development/where evidence of competence is needed Activity no

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Activity 2: Assessment planning

Understand the principles and practices of assessment

Learning outcome Assessment criteria
3. Understand how to
plan assessment 3.1 summarise key factors to consider when planning assessment

4. Understand how to 3.4 summarise the types of risks that may be involved in assessment
involve learners and in own area of responsibility
others in assessment 3.5 explain how to minimise risks through the planning process
4.4 explain how assessment arrangements can be adapted to meet
the needs of individual learners

Assess occupational competence in the work environment

1. Be able to plan the 1.1 plan occupational competence based on the following methods:
assessment of observation of performance in the work environment; examining
occupational work products; questioning the learner; discussing with the learner;
use of others; looking at learner statements; recognising prior
competence learning

1.3 plan the assessment of occupational competence to address
learner needs and current achievements

Assess vocational skills, knowledge and understanding

1. Be able to prepare 1.1 select methods to assess vocational skills, knowledge and
assessments of understanding which address learner needs and meet assessment
vocational skills, requirements including: assessments of the learner in simulated

knowledge and environments; skills tests; oral and written questions; assignments;
understanding projects; case studies; recognising prior learning

This activity asks you to identify and explain the areas you need to take into consideration when
planning assessment by talking through the process with an experienced assessor. If you cannot
arrange to see an assessor, you can do this activity based on existing knowledge and practice
providing you have evidence of these.

1 Discuss an assessment plan

Arrange to for an experienced assessor to assist you in agreeing an assessment plan with a learner
you know who has particular needs or circumstances when it comes to being assessed. If
possible, involve the learner in the planning process too. Make sure you have access to relevant
planning documentation in advance.

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2 Include a learner with particular needs

Talk through the assessment planning process in relation to the learner’s particular needs. These
could be:

• physical needs, such as those concerned with a disability

• literacy, numeracy and/or language needs

• practical circumstances such as shift working which mean adjustments have to be made

• a combination of the above, or other needs that may affect the assessment process.

Ask the assessor to help you with the following:

• how you can adapt your plan to meet the learner’s needs. Make sure you involve the learner

in this process

• identifying who else might need to be involved, such as specialists, points of referral,

employers, customers or service users.

3 What happens in practice?
Comment on how the assessment planning process works in practice by answering the following
questions:

Question Answer

1. How does the assessment
planning process reflect the
learner’s individual needs?

How is this
evidenced/documented?

2. How might the actual
assessment work out when
compared to the assessment

plan? (Explain why there
may be differences between

the plan and the actual ‘live’
assessment, what these might

be and how you would deal
with them.)

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Question Answer

3. How can the assessor
involve the learner in the
assessment process?

Who else could be involved
and why?

4. What does the assessor do
to ensure they don’t give a

learner any unfair advantage
(or disadvantage) compared

with other learners?

4 Identify implications
Use the following prompts to consider the implications for assessment planning generally:
1. What are the key factors you need to consider when planning assessment?

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Activity 3: Comparing assessment
methods

Understand the principles and practices of assessment

Learning outcome Assessment criteria

2. Understand the 2.1 compare the strengths and limitations of a range of assessment
different types of methods with reference to the needs of individual learners
assessment method

Assess occupational competence in the work environment

1. Be able to plan the 1.1 plan occupational competence based on the following methods:
assessment of observation of performance in the work environment; examining
work products; questioning the learner; discussing with the learner;
occupational use of others; looking at learner statements; recognising prior
competence learning

1.3 plan the assessment of occupational competence to address
learner needs and current achievements

2.1 use valid, fair and reliable assessment methods including those
under 1.1 above

Assess Vocational Skills, Knowledge and Understanding

1. Be able to prepare 1.1 select methods to assess vocational skills, knowledge and
assessments of understanding which address learner needs and meet assessment
vocational skills, requirements including: assessments of the learner in simulated
environments; skills tests; oral and written questions; assignments;
knowledge and projects; case studies; recognising prior learning
understanding
2.1 manage assessments of vocational skills, knowledge and
understanding to meet assessment requirements

This activity asks you to identify and compare use of appropriate assessment methods and justify
their use in relation to learners with different assessment needs. For each learner, choose the main
assessment methods you would use and justify your choice in relation to the learner’s needs and
circumstances. You must complete all three examples to meet criterion 2.1. Alternatively, you can
describe your own learners’ assessment needs and justify your chosen methods in each case using the
table on pages 3 - 5.

Learner 1

Learner 1 is a care worker for a domiciliary care agency working with elderly and frail clients. The
assessment strategy calls for assessment of performance in real-time, under working conditions.

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2. What are the risks to the assessment process that you might face when assessing in your area?
Give three examples and in each case explain what you would do as the assessor to minimise the
risks you have identified at the planning stage. For example, if you plan to use another person to
give an account of your learner’s performance there may be a risk of bias, so you might arrange
to question the person to minimise the risk.

• Example 1

• Example 2

• Example 3

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Questions
What are the main methods you would use with this learner and why?

What other assessment methods could you use to assess their performance if you weren’t able to
use the main methods you have chosen?

Learner 2
Learner 2 works in a rural setting and you are due to assess him during a prolonged spell of bad
weather. There is no reliable broadband connection where he lives and works. He has low literacy
levels.

Questions
Which method(s) would you use and why?

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Learner 3
Learner 3 has just completed a teaching qualification and wants to achieve the Award in
Understanding the Principles and Practices of Assessment.
Questions

What is the main process/assessment method will you use with this learner and why?

What additional assessment methods could you use and why?

Use the table below if you prefer to use examples of assessment methods you use with your learners:

Assessment method Give an example of when you use it with one of your
Observation of performance learners and how it meets their particular needs

Questioning the learner orally

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Assessment method A3
Examining products of work
Give an example of when you use it with one of your
learners and how it meets their particular needs

Discussion with the learner

Using others (witness testimony)

Looking at learner statements

Recognising prior learning

Simulated environments

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Assessment method A3
Skills test
Give an example of when you use it with one of your
learners and how it meets their particular needs

Written questions

Assignments

Projects

Case studies

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Assessor activity 4: Peer and self-
assessment

Understand the principles and practices of assessment

Learning outcome Assessment criteria

4. Understand how to involve 4.3 Explain how peer and self-assessment can be used effectively to
learners and others in assessment promote learner involvement and personal responsibility in the

assessment of learning

Assess occupational competence in the work environment

4. Be able to maintain legal and 4.4 Maintain currency of own expertise and competence as relevant
good practice requirements when to own role in assessing occupational competence
assessing vocational competence

Assess vocational skills, knowledge and understanding

4. Be able to maintain legal and 4.4 Take part in continuing professional development to ensure
good practice requirements when current expertise and competence in assessing vocational skills,
assessing vocational skills, knowledge and understanding

knowledge and understanding

Peer and self-assessment are two ways in which you can use the assessment process itself as a
basis for reflecting on your performance and learning. They are methods of assessment in
themselves and provide helpful ways of involving learners in assessing and evaluating their own
performance.

This activity asks you to carry out peer assessment with a colleague, give one another feedback,
then reflect on the implications for your performance generally so that you can experience for
yourself how these methods might be used to promote learner involvement and personal
responsibility. It also asks you to explain how these methods of assessment can be used to
encourage learners to take responsibility for their part in the assessment process.

If you are using this activity for evidence purposes, go straight to Stage 5 on page 5.

Activity stages

1 Arrange for a colleague to come and observe you

Pair up with another assessor and agree a suitable time and occasion for them to observe you
carrying out assessment with your learner(s), and for you to carry out a similar exercise observing
them. If you assess within the vocational context, you could arrange to observe one another
setting an assignment or test, then marking or grading it. If you are a work-based assessor, this
could be observing each other in the work place.

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2 Agree ground rules

Agree the areas you want each other to concentrate on and how you will give feedback to one
another. (You could use development areas you have identified as a result of your self-assessment
from Activity 1 for this.) Here are some areas you might want to concentrate on:

• A particular assessment method, or how you combine methods

• How you arrive at assessment decisions

• How you communicate with your learners

• The recording process.

Remember

In this context, peer observation is not about inspecting or making judgements on the other
person’s performance. Instead, it’s about gaining an insight into how one of your peers performs
and feedback on how he or she sees your performance as an assessor.

3 Observe one another and give feedback

Carry out your observations and give one another feedback. Here are some suggested headings
to help you organise your feedback:

• What did you see the other assessor do under the following headings (taken from the

National Occupational Standards for Learning and Development, Standard 9: Assess learner
achievement (LLUK, March 2010))?

- Ensuring that learners understand the purpose, requirements and processes of assessment

- Planning assessment to meet requirements and learner needs

- Using valid, fair, reliable and safe assessment methods

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- Identifying and collecting evidence that is valid, authentic and sufficient:
- Making assessment decisions against specified criteria

- Providing feedback to the learner that affirms achievement and identifies any additional
requirements

- Maintaining required records of the assessment process, its outcomes and learner progress.

• What did they do particularly well, in your view? (Be specific.)

• What could they have done differently?
• How does their approach compare with yours?

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4 Reflect on the implications for your practice

Reflect on the impact of observing and being observed on your assessment practice using the
following prompts:

Impact of the other assessor’s observation and feedback

What impact did their feedback have on you?

What (if anything) did you learn about your practice?

What (if anything) are you going to change as a result of observing/being observed?
Impact of your observation and feedback
What was it like observing another assessor? Did anything strike you about their practice?

What was it like giving feedback to the other person?

How did they react? (What did they say? How will it affect their practice?)

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5 What are the benefits?

To meet criterion 4.3, use the table below to make a note of the ways in which self-assessment
and peer assessment can be used to encourage learners to take responsibility for their part in the
learning and assessment processes. Also, make a note of any potential risks each method might
pose to the final assessment process.

Ways in which these methods can be used Risks to the assessment process
to encourage learners …

1. Self assessment

2. Peer assessment

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Activity 5: Arriving at an assessment
decision

Understand the principles and practices of assessment

Learning outcome Assessment criteria

5. Understand how to make 5.1 explain how to judge whether evidence is:
assessment decisions - sufficient
- authentic
- current

5.2 explain how to ensure that assessment decisions are:
- made against specific criteria
- valid
- reliable
- fair

Assess occupational competence in the work environment

2. Be able to make assessment 2.1 use valid, fair and reliable assessment methods including:
decisions about occupational observation of performance; examining products of work;
questioning the learner; discussing with the learner; use of
competence others (witness testimony); looking at learner statements;
recognising prior learning

2.2 make assessment decisions of occupational competence
against specified criteria

Assess vocational skills, knowledge and understanding

2. Be able to carry out assessments of 2.1 manage assessments of vocational skills, knowledge and
vocational skills, knowledge and understanding to meet assessment requirements

understanding 2.3 analyse evidence of learner achievement

2.4 make assessment decisions relating to vocational skills,
knowledge and understanding against specified criteria

This activity asks you to observe an experienced assessor in action, explain how they arrive at their
assessment decisions, then to reflect on the implications for assessment performance generally. If
you cannot arrange to see ‘live’ assessment, you can go straight to stage 4 and complete the activity
with evidence of your existing knowledge. You can combine this with Activity 2.

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1 Arrange to observe an assessor and plan what you want to see

Arrange to shadow an experienced assessor and observe them assessing learners(s). The assessor
could be one of the following:

• A vocational assessor from your own or a partner organisation such as an FE college or private

training provider

• An assessor from another organisation
• Someone else within your organisation that assesses performance using work standards or

operating procedures in the work place on a regular basis.

If you are combining this with other activities, make sure you are clear about what you want to
observe them doing and the examples you would like to see, for example:

• Examples of assessment documentation
• How assessment is planned
• How you combine assessment methods to meet the needs of learners and those of the relevant

assessment strategy

• How you arrive at valid, reliable and fair assessment decisions
• How you give feedback to learners on assessment decisions and any further action needed
• The recording process and documentation used.

2 Carry out your observation

Keep a record of what you see as you observe. Don’t be afraid to ask questions if there are areas of
practice or documentation that you don’t understand. Keep a note of any criteria the assessor uses
when arriving at their decisions and use these to explain how the assessor reaches a valid, reliable and
fair decision in your reflections below so that your evidence meets criteria 5.1 and 5.2.

3 Reflect on the implications for your practice

Reflect on the impact of your observations and discussion for your assessment practice using the
following prompts:

What assessment incidents or examples of how assessors reach decisions have made an impact on
you and why? Describe them here:

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What did you see that worked well and why?

What did you see that you would do differently and why?

Overall, what (if anything) have you learned and what will the impact be for your own assessment
practice?

4 Summarise how the assessor arrives at a decision

Based on what you have seen, or your existing knowledge, explain here how the assessor arrives at a
valid, reliable and fair assessment decision:

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A6

Assessor activity 6: Giving feedback

Understand the principles and practices of assessment

Learning outcome Assessment criteria

4. Understand how to involve 4.2 summarise the types of information that should be made
learners and others in assessment available to learners and others involved in the assessment
process
7. Understand how to manage
information relating to assessment 7.1 explain the importance of following procedures for the
management of information relating to assessment
7.2 explain how feedback and questioning contribute to the
assessment process

Assess occupational competence in the work environment

2. Be able to make assessment 2.4 provide feedback to learners that affirms achievement and
decisions about occupational identifies any further implications for learning, assessment and
competence progression

3. Be able to provide required 3.1 maintain records of the assessment of occupational
information following the assessment competence, its outcomes and learner progress
of occupational competence
3.2 make assessment information available to authorised
colleagues

3.3 follow procedures to maintain confidentiality of assessment
information

Assess vocational skills, knowledge and understanding

3. Be able to provide required 3.1 maintain records of the assessment of vocational skills,
information following the assessment knowledge and understanding, its outcomes and learner
of vocational skills, knowledge and progress

understanding 3.2 make assessment information available to authorised
colleagues as required

3.3 follow procedures to maintain confidentiality of assessment
information

As an assessor, you need to be able to explain your assessment decisions to learners, and guide them
with anything they need to do next. For example, if you decide that a learner has not met the
assessment criteria in question, they may need to undergo further learning such as skills training. You
also need to record your decisions and the feedback you give following each assessment.

This activity asks you to analyse the feedback you have previously given to a learner and to make the
links with their learning and progress. In addition, you will need to explain the ways in which you
manage and record, including the reasons why it’s important for the assessor to follow laid down
procedures.

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Activity stages

1 Identify a learner

Identify a learner you know well, and for whom you are responsible as the assessor. Get hold of the
relevant assessment documentation concerning your assessment decisions and their progress through
the learning programme.

2 What feedback did you give?

On the table below, make a note of your assessment decisions, the feedback you gave to the learner,
and any recommendations for further action. Make a note of the information you record as a result
of your feedback, the methods of capture you use, and any procedures you follow.

Assessment decision Feedback given Further action
1.

2.

3.

4.

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Information recorded Method of capture used A6

Procedure(s) followed

3 Explain the implications of your assessment decisions on learning and progress

Use the prompts below to explain the implications for what happened next in terms of their learning
and development, and/or anything specific that needed to happen next.

• What was the impact of your feedback:

- on the learner’s progress through their qualification?

- on their learning and development (if ‘none’, why not?) 3
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A6

• What is the function of assessment in learning and development? Explain the wider implications

of assessors’ feedback for teaching and learning here.

4 Explain the importance of following procedures
Use the prompts below to explain the procedures you use and to explain why it is important for
assessors to follow procedures when managing assessment information:

• What happens if a learner disagrees with your feedback and/or assessment decision? Outline the

procedures you would follow and explain why it is important for assessors to adhere to them:

• What procedures do you follow to gauge how well learners are progressing in their learning and

achievement? Give an example of how you use them:

• Who is authorised to see your assessment decisions and the feedback you give to learners? What

procedures do you use to ensure confidentiality of information and why?

• Summarise the types of information you should make available to learners and to any others

involved in the assessment process such as colleagues, employers or those supplying you with a
witness testimony:

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A7

Assessor activity 7: Meeting individual
needs

Understand the principles and practices of assessment

Learning outcome Assessment criteria
1. Understand the principles and
requirements of assessment 1.1 explain the functions of assessment in learning and
development
4. Understand how to involve 1.2 define the key concepts and principles of assessment
learners and others in assessment 1.3 explain the responsibilities of the assessor

4.4 explain how assessment arrangements can be adapted to
meet the needs of individual learners

Assess occupational competence in the work environment

1. Be able to plan the assessment of 1.3 plan the assessment of occupational competence to address
occupational competence learner needs and current achievements

Assess vocational skills, knowledge and understanding

1. Be able to prepare assessments of 1.1 select methods to assess vocational skills, knowledge and
vocational skills, knowledge and understanding which address learner needs and meet
understanding assessment requirements

As an assessor, it’s not enough to use the same assessment methods in the same way with each
learner. You need to know how to adapt these to meet the particular needs of your learners whilst
maintaining the integrity of the assessment process (for example, not giving them an unfair advantage
compared to other learners). This activity asks you to plan for a learner with particular needs, then
assess and evaluate the effectiveness of your plan over a period of time, including how you linked the
outcomes of assessment to further learning needs. If you do not have any learners yet, you might like
to talk through this activity with an experienced assessor and carry out the first two stages.

Activity stages

1 Identify a learner
Identify a learner with particular assessment needs. These could be:

• physical needs, such as those concerned with a disability
• practical circumstances, such as homelessness or shift working which mean you have to make

adjustments

• or a combination.

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2 Plan for, and carry out assessment

With your learner’s help, draw up an assessment plan based on their needs using your organisation’s
documentation and carry it out. When you do so, make sure:

• you involve your learner in the planning process and ensure they know what to expect

• you include anyone else such as specialists or points of referral in your plan and involve them

during its implementation.

3 Ask your learner to review the plan

Ask your learner to comment on how the assessment process is working for them by writing their
answers to the following questions:

Question Answer

1. How did your
assessor plan for your

particular needs with
you?

2. What happened when
you were assessed?

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A7

Question Answer

3. What did the assessor

do after you were
assessed? (For example,

did s/he arrange for you
to complete further

learning before your next
assessment?)

3. Did you feel involved?
If yes, how did your
assessor involve you?

If not, why not?

4. Is there anything else
you want to say to your

assessor? If so, write it in
the space provided

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4 Identify implications
Use the following prompts to evaluate the effectiveness of your assessments and explain your role as
an assessor:
1. What did you do to ensure you didn’t give this learner any unfair advantage (or disadvantage)
compared to your other learners?

2. What did your learner’s comments tell you about your assessment practice?

3. Is there anything you could change and/or improve upon? If so what, and how might you
implement any changes?

4. Explain the functions of different types of assessment (initial, formative and summative) and how
you used them with your particular learner here:

5. What is the role of the assessor? Explain the assessor’s responsibilities here:

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A8

Assessor activity 8: Your role in quality
assurance of assessment

Understand the principles and practices of assessment

Learning outcome Assessment criteria

6. Understand quality 6.1 evaluate the importance of quality assurance in the
assurance of the assessment assessment process

process 6.2 summarise quality assurance and standardisation procedures
in own area of practice

6.3 summarise the procedures to follow when there are disputes
concerning assessment in own area of practice

Assess occupational competence in the work environment

2. Be able to make 2.3 follow standardisation procedures
assessment decisions about

occupational competence

Assess vocational skills, knowledge and understanding

2. Be able to carry out 2.5 follow standardisation procedures
assessments of vocational

skills, knowledge and
understanding

All assessors have a role to play in ensuring that assessment is carried out consistently within their
centre. This means taking an active part in quality assurance (QA) of assessment, including being
critical of your own performance, and being willing to take part in continuing professional
development activities. This activity asks you to summarise the quality assurance and standardisation
processes in your own area of practice, to give examples from your own practice, and to evaluate the
overall worth of quality assurance of the assessment process.

1 Summarise the QA and standardisation processes and documentation used in
relation to assessment within your area of practice here:

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2 Summarise the procedure you must follow when there is a dispute concerning
assessment

For example: What happens if a learner appeals against an assessment decision you have made?

Give an example of when you have followed standardisation procedures in the event of a dispute
here:

3 Evaluate the importance of quality assurance of the assessment process overall:
What would happen if there were no quality assurance processes and activities? Give an example here:

What’s the difference between quality assurance of outcomes (for example, standardising portfolios)
compared to assuring the quality of assessors’ performance?

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What QA and standardisation issues do you encounter when assessing within your area of activity?
Give an example here:

What do you think constitutes good practice in QA of assessment? Give an example of good practice
here:

Overall, what’s the value of QA of the assessment process? (What’s the point in doing it and what
does it contribute?)

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A9

Activity 9: The benefits of a holistic
approach

Understand the principles and practices of assessment

Learning outcome Assessment criteria
3.2 evaluate the benefits of using a holistic approach to assessment
3. Understand how to
plan assessment 3.3 explain how to plan a holistic approach to assessment

This activity asks you to identify the features of a holistic approach to assessment and to weigh
up the benefits and disadvantages when adopting such an approach. You can combine this
activity with Activity 3 and your observations of an assessor who uses these approaches if
appropriate. See The best assessor’s guide, Read, H (2016) for examples of holistic practice.

1 Identify the features

Below are some of the features of a holistic approach to assessment from both the work and
vocational contexts. Using the table below, give a specific example of from what you have
observed or from the standards or qualification(s) you will be assessing to illustrate each feature.

Your examples may be used as evidence towards criterion 3.3.

Feature of holistic assessment For example …

Assessment planning is based on the work
activities of the candidate, not the units or
standards

The assessment episode covers learning
outcomes and assessment criteria across more

than one unit

When using observation, the assessor writes a
narrative of what they see, then links this to
the standards or assessment criteria achieved

afterwards

Assessment instruments such as projects, case
studies and assignments are designed to cover

several units of a qualification or across key
knowledge, skills and behaviours of the

apprenticeship standard

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2 Identify the benefits and drawbacks

Reflect on the benefits of using a holistic approach to assessment and write these down using the
table below. Next, think about the practicalities of implementing such an approach – are there
any drawbacks to doing so within your organisation? If so, explain them. The first has been done
to give you some ideas.

Benefits Drawbacks

The approach is efficient: it requires Assessors may need up-skilling to reflect the
assessors to assess across several units or approach
standards rather than assessing them
individually

3 Evaluate the benefits

Do the benefits outweigh the disadvantages? Imagine you were presenting your findings to
colleagues or to senior management. Justify how a holistic approach to assessing is more
effective for the learner, employer and delivery team. Your evaluation may be used as evidence
towards criterion 3.2.

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A10
Activity 10: Using technology

Understand the principles and practices of assessment

Learning outcome Assessment criteria

8. Understand the legal and 8.2 explain the contribution that technology can make to the
good practice requirements assessment process

in relation to assessment

The principle behind use of technology within assessment is that it should facilitate the
assessment process from the learner’s point of view. It isn’t just there to make your job quicker
and easier, nor is it a substitute for the most appropriate (but more expensive) assessment
method! You need to be able to explain the occasions when technology can be used, including
when it poses a threat to the integrity of assessment (such as use of video or Skype when the
assessment strategy calls for all-round observation of live performance). This activity asks you to
consider different ways in which technology can be used to enhance the assessment process –
and where it is inappropriate using your own organisation as the basis for your research.

Activity stages

1 Identify areas where you could use technology

Identify occasions where you have seen technology being used within assessment or where you
might consider introducing it. This could be something simple, such as using digital recording
equipment for discussions, or it could be using online learning and assessment. If possible, find
examples of how other teams or departments use technology within the assessment process.
Make a note of them here, and describe what they are used for:

Example of technology Used for …

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2 Look at what the assessment strategy says and compare practice

Pick one or two examples and have a look at what the assessment plan or assessment strategy
says for the occupational areas or qualifications you assess. Identify the assessment methods you
must use and compare these with where technology could be used. In each case, answer the
following prompts:

Example Prompts: In this example, could technology … ?
1. Support the assessment methods that must be used? If yes, how? If not, why not?

Facilitate the learner’s experience? If yes, how? If not, why not?

Embody good practice in assessment? (Holistic, non-bureaucratic approaches based
around the learner’s needs and their job activities?) If yes, how? If not, why not?

2. Support the assessment methods that must be used? If yes, how? If not, why not?

Facilitate the learner’s experience? If yes, how? If not, why not?

Embody good practice in assessment? (Holistic, non-bureaucratic approaches based
around the learner’s needs and their job activities?) If yes, how? If not, why not?

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3 Identify the implications for you and your organisation
Now reflect on the overall implications for use of technology within your team or organisation
by answering the following questions:

• Are there any areas where you could introduce technology? If so, where and how?

• Are there any challenges to introducing technology? For example, where technology could be

used inappropriately (to cut corners or where it might invalidate the assessment). If so, what
could you do to meet these challenges?

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A11
Activity 11: Keeping it legal

Understand the principles and practices of assessment

Learning outcome Assessment criteria

1. Understand the principles 1.4 identify the regulations and requirements relevant to
and requirements of assessment in own area of practice
assessment
8.1 Explain legal issues, policies and procedures relevant to
8. Understand the legal and assessment, including those for confidentiality, health, safety
good practice requirements and welfare
in relation to assessment

Assess occupational competence in the work environment

4. Be able to maintain legal 4.1 follow relevant policies, procedures and legislation for the
and good practice assessment of occupational competence, including those for

requirements when assessing health, safety and welfare
occupational competence

Assess vocational skills, knowledge and understanding

4. Be able to maintain legal 4.1 follow relevant policies, procedures and legislation
and good practice relating to the assessment of vocational skills, knowledge and

requirements when assessing understanding, including those for health, safety and welfare
vocational skills, knowledge

and understanding

One of the most important aspects of your job is to know the legal implications of your practice
as an assessor when you are assessing. This activity asks you to consider the legal implications of
the following areas of legislation:

• The Equality Act 2010

• The Safeguarding Vulnerable Groups Act 2006

• The Prevent Duty: The Counter-Terrorism and Security Act 2015

• The Data Protection Act 1998

• The Health and Safety at Work Act 1974.

1 Identify policies and procedures

Find your organisation’s written policies and procedures for equality and diversity; safeguarding;
the prevent duty; confidentiality and Health and Safety and read through them.

Turn to The best assessor’s guide, Read, H (2016) and read pages 52 – 58 if you need to find out
more about the legislation behind your policies and procedures.

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2 Explain the implications for assessment practice

What are the possible implications of legislation for assessment practice within your vocational
area? Answer the following prompts.

Area of legislation Prompts
Who do you assess and what groups do they represent?
Equality and
diversity

How would you demonstrate that everyone has been given the same

opportunity irrespective of gender, ethnic origin, ability, sexuality,
religion etc.? (Imagine a learner complained that they had been turned

away from a course or ‘failed’ by an assessor. How would you justify
this?)

Safeguarding Give examples of any children or vulnerable adults in the environment
within which you assess:

What do you do in assessment practice to safeguard children or
vulnerable adults?

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Area of legislation Prompts
The Prevent Duty How does the Prevent Duty apply to you?

What are the implications for your assessment practice?

Confidentiality Give examples of any areas you assess (such as activities you observe)
where privacy and confidentiality are involved?

What do you do to ensure privacy and confidentiality when you are
assessing?

Health and safety Which areas do you assess where health and safety of learners is
applicable?

What steps do you take to ensure learners’ health and safety when
assessing?

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A12

Activity 12 Equality, diversity and
bilingualism

Understanding the Principles and Practices of Assessment

Learning outcome Assessment criteria

1. Understand the principles and 1.4 identify the regulations and requirements relevant to
requirements of assessment assessment in own area of practice

8. Understand the legal and good 8.3 evaluate requirements for equality and diversity and,
practice requirements in relation to where appropriate, bilingualism in relation to assessment
assessment

Assessors need show how they treat everyone equally when it comes to assessment. This is more
than sticking to the letter of the law: it’s being able to evaluate the effectiveness of your
procedures and to change anything that may be preventing potential candidates accessing
assessment or being treated fairly as a result. This activity asks you to evaluate your existing
procedures and identify areas where improvements could be made.

1 Identify the main points of the law and list your policies and procedures

Carry out some research into the main points of the Equality Act, 2010 (see ‘The best assessor’s
guide’, Read, H. (2016) for more information). On the table below, list the main points of the law
and give an illustration of each using your organisation’s E&D policy. Include your policy for
bilingualism where applicable.

The law says … Our policy and/or procedure says …

1.

2.

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The law says … A12
3.
Our policy and/or procedure says …

4.

2. Make the links to assessment practice
Below are examples of how assessment practice might impact upon the organisation’s E&D
policy. What procedures would you need to justify each in terms of promoting equality, diversity
and equality of opportunity?
Example
1. Using minimum entry requirements?

2. Assessment of literacy, numeracy and language?

3. Using methods such as observation of practice or testing?

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3. Evaluate the effectiveness of your policies and procedures
Evaluate how effective your policies and procedures are likely to be with regard to assessment by
answering the following prompt questions:
1. Do you do enough to justify and promote equality and diversity within assessment? If so,
explain how. If not, what improvements could be made (for example, areas where clear
objectives are needed, or where minimum entry requirements need to be explained)?

2. Overall, would you say your policies and procedures are working effectively when it comes to
assessment? If so, in what ways are they working well? If not, why not and what needs to happen
next?

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Activity 13: Reflection and CPD

Understand the principles and practices of assessment

Learning outcome Assessment criteria

8. Understand the legal and good 8.4 explain the value of reflective practice and
practice requirements in relation to continuing professional development in the assessment
assessment process

Assess occupational competence in the work environment

4. Be able to maintain legal and good 4.3 evaluate own work in carrying out assessments of
practice requirements when assessing occupational competence
occupational competence
4.4 maintain the currency of own expertise and
competence as relevant to own role in assessing
occupational competence

Assess vocational skills, knowledge and understanding

4. Be able to maintain legal and good 4.3 evaluate own work in carrying out assessments of
practice requirements when assessing vocational skills, knowledge and understanding
vocational skills, knowledge and
4.4 take part in continuing professional development to
understanding ensure current expertise and competence in assessing
vocational skills, knowledge and understanding

Continuing professional development (CPD) involves more than attending courses or reading up
on a subject that is relevant to your professional practice: it’s what you do about it as a result that
makes a difference to the quality of your performance. The ability to reflect on what you do,
identify the reasons why and being able to link these to your performance are important skills
now required by all professionals responsible for learning and assessment. This activity asks you
to reflect on two significant incidents from your learning and to reflect on the implications for
assessment practice.

1 Choose activities

Go over the activities you have completed and any reflections you have made. Choose two
examples that have had the biggest impact on you. These can be big or small incidents such as:

• completing one or more of the assessor activities

• a course or meeting you have attended

• a conversation with a colleague

• comments or feedback from any key person concerning assessment

• your observations and discussions with another assessor and/or IQA

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