The vocational assessor handbook : including a guide to the QCF units for assessment and internal quality assurance (IQA)

296 Pages·2012·2.409 MB·English

by  Ros Ollin, Jenny Tucker

i
The
Vocational
Assessor
Handbook
ii
THIS PAGE IS INTENTIONALLY LEFT BLANK
iii
FiFth edition
The Vocational
Assessor
Handbook
Including a guide
to the QCF units for
assessment and
internal quality
assurance (IQA)
Ros Ollin and Jenny Tucker
KoganPage
iv
Publisher’s note
Every possible effort has been made to ensure that the information contained in this book
is accurate at the time of going to press, and the publishers and authors cannot accept
responsibility for any errors or omissions, however caused. No responsibility for loss or
damage occasioned to any person acting, or refraining from action, as a result of the mate-
rial in this publication can be accepted by the editor, the publisher or either of the authors.
First published in Great Britain in 1994 as The NVQ and GNVQ Assessor Handbook
Second edition 1997
Third edition 2004 as The NVQ Assessor and Verifier Handbook
Reprinted 2005, 2006
Fourth edition 2008 as The NVQ Assessor, Verifier and Candidate Handbook
Fifth Edition 2012 as The Vocational Assessor Handbook: Including a guide to the QCF units for
assessment and internal quality assurance (IQA)
Apart from any fair dealing for the purposes of research or private study, or criticism or review,
as permitted under the Copyright, Designs and Patents Act 1988, this publication may only be
reproduced, stored or transmitted, in any form or by any means, with the prior permission in
writing of the publishers, or in the case of reprographic reproduction in accordance with the terms
and licences issued by the CLA. Enquiries concerning reproduction outside these terms should
be sent to the publishers at the undermentioned addresses:
120 Pentonville Road 1518 Walnut Street, Suite 1100 4737/23 Ansari Road
London N1 9JN Philadelphia PA 19102 Daryaganj
United Kingdom USA New Delhi 110002
www.koganpage.com India
© Ros Ollin and Jenny Tucker, 1994, 1997, 2004, 2008, 2012
The right of Ros Ollin and Jenny Tucker to be identified as the authors of this work has been asserted
by them in accordance with the Copyright, Designs and Patents Act 1988.
ISBN 978 0 7494 6165 2
E-ISBN 978 0 7494 6166 9
British Library Cataloguing-in-Publication Data
A CIP record for this book is available from the British Library.
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Print production managed by Jellyfish
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ConTenTs
ConTenTs V
LIsT oF FIgures And TAbLes x
Figure x
Tables x
Foreword xII
PreFACe xIV
Introduction to using this book 1
setting
the scene 5
Introduction 5
The drive for
a skilled workforce 6
education and the skills gap 6
A brief history of vocational education
and training 7
Policy affecting vocational education since 2007: addressing the skills gap 8
Addressing the skills gap in compulsory education 9
Addressing the skills gap in post-compulsory vocational education 9
The lifelong-learning sector (LLs): education and training providers 11
overview of vocational qualifications
and the QCF 13
Qualifications and Credit Framework 13
national Vocational Qualifications and
the new QCF 14
national occupational standards (nos) 15
Apprenticeships 16
Funding for qualifications: learners and candidates 17
v QCF assessment standards for assessors, quality-assurance staff, teachers and trainers: the assessment of vocational and work-based qualifications 17
QCF assessor qualifications and post-16 teacher training 18
national
standards and qualifications development, delivery and regulation 19
standards development 19
Awarding organizations 20
Approved centres 21
regulation of qualifications 21
ConTenTs Monitoring of qualifications through inspection 21
Preparing to do
the units: being a candidate 23
Introduction 23
Making
a good start 24
The candidate as an active participant 24
starting your course or qualification 25
Pre-course/qualification information, guidance and advice 25
Initial assessment 26
enrolment, registration and induction 26
using a mentor 27
Assessment planning 29
Candidates assessed in the work environment 30
being questioned 30
receiving feedback 33
sources and purposes of evidence 33
List of figures and tables x Prreecsoerndtiningg y yoouurr s wouorrcke s and avoidi3n6g plagiarism 36
organizing your evidence 37
Foreword xii eClheecctkroinngic y eovui daerne coen a tnrda cpko frotfro cleiorsti fication 3480
If things go wrong 42
Preface xiv Cgounidcalunscieo no n 4 3
units for assessment and quality
Acknowledgements xv aInstsruordauncctei on:4 o5verview of the units 45
understanding the principles and practices of assessment 51
1.1 explain the functions of assessment in learning and development 52
1.2 define the key concepts and principles of assessment 58
1.3 explain the responsibilities of the assessor 71
1.4 Identify the regulations and requirements relevant to assessment in own area of practice 72
2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners 73
Introduction to using this book 1 33..12 s euvmalmuaatrei zteh ek ebye nfaecfittosr so ft ou scionngs iad hero lwishtiecn a pplparnonaicnhg taos saessssemssemnet nt 110153
3.3 explain how to plan a holistic approach to assessment 116
3.4 summarize the types of risks that may be involved in assessment in own area of responsibility 118
3.5 explain how to minimize risks through the planning process 119
4.1 explain the importance of involving the learner and others in the assessment process 122
4.2 summarize types of information that should be made available to learners and others involved in the assessment process 125
4.3 explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning 126
PARt one Setting the scene 5 455...124 e e exxxpppllalaaiininn h hhooowww t taoos jseuendssgsumer ewe nthhte aattrh raeasrns egevesismdmeeennnctets dcisae nscui sbffiieo cnaised naatpr,et ae udt thoe mnteice ta nthde c nuerreednst of individual learne1r2s9 127
made against specified criteria and are valid, reliable
and fair 131
6.1 evaluate the importance of quality assurance in
the assessment process 133
6.2 summarize quality assurance and standardization procedures in own area of practice 135
6.3 summarize the procedures to follow when there are disputes concerning assessment in own area of practice 136
Introduction 5 7.1 ethxep lmaiann tahgee immepnotr otaf nincefo orfm faotliloonw irnegla ptirnogc etdou arsesse fsosmr ent 138
7.2 explain how feedback and questioning contribute to
the assessment process 140
8.1 explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare 144
8.2 explain the contribution that technology can make to
the assessment process 145
01 The drive for a skilled workforce 6 88..34 e evxaplluaainte t hreeq vuairlueem oefn rtes flfoecr teivqeu aplriatyc taicned adnivde crosnittyi naunidn,g w phroefrees aspiopnraolp drieavteel,o bpimlinegnuta ilnis tmhe i na srseelastsimone ntto parsosceessssm ent 114468
Assess occupational competence in the work environment 150
1.1 Plan assessment of occupational competence based on
Education and the skills gap 6 1.2 t Choem fmolluonwiciantge m theeth poudrsp 1o5s1e, requirements and processes of assessing occupational competence to the learner 153
1.3 Plan the assessment of occupational competence to address learner needs and current achievements 154
A brief history of vocational education and training 7 12..41 u Idseen vtaiflyid o, pfapior ratunnd irteielisa fboler haossliesstsicm aesnste smsmetehnotd s inclu15d5ing: observation of performance; examining products of work; questioning the learner; discussing with the learner; use of others (witness testimony);
looking at learner statements; recognizing prior learning 156
Policy affecting vocational education since 2007: 22..23 F Moallkoew a sstsaenssdmarednizt adteiocnis ipornosc eodf uorcecsu pational compet1e6n0ce against specified criteria 158
2.4 Provide feedback to learners that affirms achievement and identifies any further implications for learning, assessment and progression 160
addressing the skills gap 8 33..12 M Maaiknet aaisns erescsomredns to ifn tfhoerm aassteiosnsm aveanitl aobfl eo ctcou apuatthioonraizl ecdo mcoplleetaegnucees, its outc1o6m4es and learner progress 163
3.3 Follow procedures to maintain the confidentiality of assessment information 164
Addressing the skills gap in compulsory education 9 4.1 Fthoell oawss eresslemveanntt opfo loicciceusp, aptrioocneadl ucroems paentde nlecgei,s ilnatcilound ifnogr those for health, safety and welfare 165
4.2 Apply requirements for equality and diversity and, where appropriate, bilingualism, when assessing occupational competence 166
Addressing the skills gap in post-compulsory vocational 44..34 e Mvaailnutaatien o twhen cwuorrrekn icny c oafr roywinng eoxupte arstissees samnde nctosm opf eotcecnucpea taiso nrealle cvoamntp teot eonwcen role in assessing 1o6c7cupational competence 167
Assess vocational skills, knowledge and understanding 169
education 9 1.1 saenlde cutn mdeertshtoadnsd itnog a wssheiscsh v aodcdatrieosnsa lle sakrnillesr, nkeneodwsl eadngde m eet assessment requirements, including: assessments of
the learner in simulated environments, skills tests, oral and written questions, assignments, projects, case studies and recognizing prior learning 170
The lifelong-learning sector (LLS): education and training 11..23 C Porempmaruen riecsaoteu rtchees paunrdp coosned, riteiqounisr efomre tnhtes aasnsde spsrmoceensts oefs voof caastsieosnsaml esknitl los,f kvnoocwatlieodngael saknidll su, nkdneorwstlaenddgien agn d understa1n72ding to learners 175
2.1 Manage assessments of vocational skills, knowledge and understanding to meet assessment requirements 176
providers 11 22..23 A Prnoavlyidsee seuvpidpeonrct et oo fle laeranrenresr wacithhieinv eamgreenetd limitation17s 8 177
2.4 Make assessment decisions relating to vocational skills, knowledge and understanding against specified criteria 180
2.5 Follow standardization procedures 181
2.6 Provide feedback to the learner that affirms achievement and identifies any further implications for learning, assessment and progression 181
3.1 Maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner progress 182
3.2 Make assessment information available to authorized colleagues as required 183
3.3 Follow procedures to maintain the confidentiality of assessment information 184
02 overview of vocational qualifications and the QCF 13 44..12 F Aopllpolwy rreeqleuviraenmt epnotlisc fieosr, epqruoacleidtyu raensd a dnidv elersgiitsyla atniodn, wrehlaetrien gap tpor tohper iaastsee, sbsimlinegnut aolfis vmo cational s1k8il6ls, knowledge and understanding, including those for health, safety and welfare 185
4.3 evaluate own work in carrying out assessments of vocational skills, knowledge and understanding 187
4.4 Take part in continuing professional development to ensure current expertise and competence in assessing vocational skills, knowledge and understanding 187
understanding
Qualifications and Credit Framework (QCF) 13 tahned pprriancctiipcleess o f internally assuring the quality of assessment 189
1.1 explain the functions of internal quality assurance in learning and development 191
National Vocational Qualifications and the new QCF 14 11..23 e exxppllaaiinn tthhee rkoelye sc oonf cperpatcst iatinodn eprrsin icnivpolelvse odf itnh eth ien tienrtnearnl aqlu aanlidty e axstseurnraanl cqeu ainli tleya-arsnsiunrga annced pdreovceelossp ment 119923
1.4 explain the regulations and requirements for internal quality assurance in own area of practice 198
National Occupational Standards (NOS) 15 22..12 e evxaplluaainte w thhaet i manp oinrttearnncael oqfu pallaitnyn-ainssgu arnandc per epplaanr isnhgo iunltde crnoanlt aqiuna lity-assur2a0n2ce activities 200
2.3 summarize the preparations that need to be made for internal quality assurance, including: information collection, communications, administrative arrangements, resources 203
Apprenticeships 16 33..12 e evxaplluaainte t hdeiff aeprepnrot ptreicahten icqruiteesr ifao rt os aumsep lfionrg j euvdigdienngc e of assessment, including the use of technology 205
the quality of the assessment process 207
Funding for qualifications: learners and candidates 17 44..12 s euxmplmaianr siztea ntdhaer tdyizpaetsi oonf freeeqdubiraecmk,e snutps pino rrte alantdio and tvoi caes sthesastm asesnets sors may2 1n2eed to maintain and improve the quality of assessment 209
4.3 explain relevant procedures regarding disputes about
QCF assessment standards for assessors, quality-assurance staff, 5.1 etvhael uqautael irteyq oufi raesmseesnstms efnort information man2a1g3ement, data protection and confidentiality in relation to the internal quality assurance of assessment 214
6.1 evaluate legal issues, policies and procedures relevant to
teachers and trainers: the assessment of vocational and 6.2 t ehvea ilnutaetren dali ffqeuraelintty wasasyusr ainn cweh oicf ha stseecshsnmoelongty, icnacnlu cdoinntgr itbhuotsee tfoo rt hhee ainltthe,r nsaafl eqtuya alintdy waseslufararen ce of assessmen2t1 8 219
6.3 explain the value of reflective practice and continuing professional development in relation to internal quality assurance 220
work-based qualifications 17 6In.4te ernvaallulya ates sruerqeu tihreem qeunatlsit fyo or fe aqsusaelsitsym aenndt diversity an2d2,2 where appropriate, bilingualism, in relation to the internal quality assurance of assessment 221
1.1 Plan monitoring activities according to the requirements of own role 223
QCF assessor qualifications and post-16 teacher training 18 12..21 M Caarkrye oaurrta inngteemrneanl tms ofonrit ionrtienrgn aacl tmivoitniietso rtion gq uaacltiitvyi trieeqsu tior eamsseunrtes quality 222245
2.2 evaluate assessor expertise and competence in relation to the requirements of their role 227
2.3 evaluate the planning and preparation of assessment processes 228
2.4 determine whether assessment methods are safe, fair, valid and reliable 228
2.5 determine whether assessment decisions are made using the specified criteria 229
2.6 Compare assessors’ decisions to ensure they are consistent 229
3.1 Provide assessors with feedback, advice and support, including professional development opportunities, that help them to maintain and improve the quality of assessment 231
3.2 Apply procedures to standardize assessment practices and outcomes 232
4.1 Apply procedures for recording, storing and reporting information relating to internal quality assurance 233
4.2 Follow procedures to maintain confidentiality of internal quality-assurance information 234
5.1 Apply relevant policies, procedures and legislation in relation to internal quality assurance, including those for health, safety and welfare 235
5.2 Apply requirements for equality and diversity and, where appropriate, bilingualism, in relation to internal quality assurance 236
5.3 Critically reflect on own practice in internally assuring
the quality of assessment 236
5.4 Maintain the currency of own expertise and competence in internally assuring the quality of assessment 237
Coordinating internal quality assurance 239
Plan, allocate and monitor work in own area of responsibility 240
1.1 explain the context in which work is to be undertaken 241
1.2 Identify the skills base and the resources available 242
1.3 examine priorities and success criteria needed for the team 244
1.4 Produce a work plan for own area of responsibility 245
2.1 Identify team members’ responsibilities for identified work activities 247
2.2 Agree responsibilities and sMArT (specific, measurable, achievable, realistic and time-bound) objectives with team members 248
3.1 Identify ways to monitor progress and quality of work 250
3.2 Monitor and evaluate progress against agreed standards and provide feedback to team members 251
4.1 review and amend work plan where changes are needed 252
4.2 Communicate changes to team members 253
Health and safety legislation 261
equality and diversity legislation 261
The equality Act 2010 261
safeguarding children, young people and vulnerable adults 262
Children’s Act (2004) 262
education Act (2002) 262
Terms and abbreviations connected with Assessment and Quality Assurance qualifications 266
suPPorTIng MATerIALs 268
reports 268
useful websites (england) 269
websites (wales, scotland, northern Ireland) 269
Index 271
vi Contents
03 national standards and qualifications development,
delivery and regulation 19
Standards development 19
Awarding organizations 20
Approved centres 21
Regulation of qualifications 21
Monitoring of qualifications through inspection 21
PARt two Preparing to do the units:
being a candidate
23
Introduction 23
04 Making a good start 24
The candidate as an active participant 24
05 starting your course or qualification 25
Pre-course/qualification information, guidance and advice 25
Initial assessment 26
Enrolment, registration and induction 26
Using a mentor 27
06 Assessment planning 29
Candidates assessed in the work environment 30
Being questioned 30
Receiving feedback 33
Sources and purposes of evidence 33
07 Presenting your work 36
Recording your sources and avoiding plagiarism 36
Organizing your evidence 37
Electronic evidence and portfolios 38
08 Checking you are on track for certification 40
If things go wrong 42
Conclusion 43
Contents vii
PARt thRee Guidance on units for assessment
and quality assurance
45
Introduction: overview of the units 45
Section one Units for assessors 51
unit 1 understanding the principles and practices of
assessment 51
Learning outcomes:
1. Understand the principles and requirements of assessment 52
2. Understand different types of assessment method 73
3. Understand how to plan assessment 103
4. Understand how to involve learners and others in
assessment 122
5. Understand how to make assessment decisions 129
6. Understand quality assurance of the assessment process 133
7. Understand how to manage information relating to
assessment 138
8. Understand the legal and good practice requirements in relation
to assessment 144
unit 2 Assess occupational competence in the work
environment 150
Learning outcomes:
1. Be able to plan the assessment of occupational competence 151
2. Be able to make assessment decisions about occupational
competence 156
3. Be able to provide required information following the
assessment of occupational competence 163
4. Be able to maintain legal and good practice requirements when
assessing occupational competence 165
unit 3 Assess vocational skills, knowledge and
understanding 169
Learning outcomes:
1. Be able to prepare assessments of vocational skills, knowledge
and understanding 170
viii Contents
2. Be able to carry out assessments of vocational skills, knowledge
and understanding 176
3. Be able to provide required information following
the assessment of vocational skills, knowledge and
understanding 182
4. Be able to maintain legal and good practice requirements when
assessing vocational skills, knowledge and understanding 185
Section two Units for internal quality
assurers
189
unit 4 understanding the principles and practices of internally
assuring the quality of assessment 189
Learning outcomes
1. Understand the context and principles of internal quality
assurance 191
2. Understand how to plan the internal quality assurance of
assessment 200
3. Understand techniques and criteria for monitoring the quality
of assessment internally 205
4. Understand how to internally maintain and improve the quality
of assessment 209
5. Understand how to manage information relevant to the internal
quality assurance of assessment 214
6. Understand the legal and good practice requirements for
the internal quality assurance of assessment 218
unit 5 Internally assure the quality of assessment 222
Learning outcomes
1. Be able to plan the internal quality assurance of assessment 223
2. Be able to internally evaluate the quality of assessment 225
3. Be able to internally maintain and improve the quality of
assessment 231
4. Be able to manage information relevant to the internal quality
assurance of assessment 233
5. Be able to maintain legal and good practice requirements when
internally monitoring and maintaining the quality of
assessment 235
Contents ix
PARt FouR Coordinating internal quality
assurance
239
unit 8 Plan, allocate and monitor work in own area of
responsibility 240
Learning outcomes
1. Be able to produce a work plan for own area of
responsibility 241
2. Be able to allocate and agree responsibilities with team
members 247
3. Be able to monitor the progress and quality of work in own
area of responsibility and provide feedback 250
4. Be able to review and amend plans of work for own area of
responsibility and communicate changes 252
A final word 254
Appendix 1: M ajor changes affecting vocational education and its
assessment over the last 30 years 255
Appendix 2: Relevant legislation 261
Appendix 3: Official bodies concerned with quality assurance 264
Abbreviations for departments and organizations 265
Supporting materials 268
Index 271
x
LIsT oF FIgures And
TAbLes
Figure
figure 3.1 Performance distribution curve 70
Tables
Table 0.1 Roles of those involved in work-based learning, vocational
education, training and assessment 2
Table 1.1 The structure for post-16 vocational education
(September 2011) 10
Table 2.1 Sample questions for use with observations in
the workplace 32
Table 2.2 Types of evidence and their purpose 34
Table 2.3 Examples of who to see if you need help 42
Table 3.1 The qualifications for assessment and quality assurance 46
Table 3.2 Learning outcomes for all units 47
Table 3.3 Three categories of assessment 54
Table 3.4 Stages of teaching/learning/assessment cycle 59
Table 3.5 Different types of validity 62
Table 3.6 Learning domains and assessment 68
Table 3.7 The specific methods of assessment identified in
the QCF assessor units 74
Table 3.8 Comparison of different types of assessment method 76
Table 3.9 Different functions of questions 90
Table 3.10 Levels of difficulty of questions 92
Table 3.11 Factors to consider when planning for assessment 104
Table 3.12 Timings of assessment 108
Table 3.13 Problems of learner-candidates and ways to help 110
Table 3.14 Example of holistic planning 117