5 assessment decisions are fair eg

5 Understand how to make assessment decisions Judging evidence: understanding rules of evidence eg meeting outcomes and objectives identified in assessment plan, evidence is coherent, accessible, realistic, relevant, attributable, achieved within time constraints; credible and compatible with learning programme and required assessment outcomes, context, adhering to organisation, industry, awarding body and government requirements and standards Ensuring assessment decisions are made against specified criteria, valid, reliable and fair: range of evidence eg clearly identified, current, appropriate criteria, valid currency, level, attributable; reliable and can be repeated or learning transferred; assessment decisions are fair eg without bias and relate to the identified criteria, complying with organisation and or industry, awarding body and government requirements, addressing specific learner needs 6 Understand quality assurance of the assessment process Importance of quality assurance in the assessment process: ensuring organisation, occupational, awarding organisation and government requirements eg standardisation, quality assurance of practice, consistency, across learners, assessors, contexts, units; comprehensive approach to assessment from preparation, planning ie process to assessment outcomes ie product; benchmarking and measures of achievement; identifying development and continuing professional development needs for quality improvement Quality assurance and standardisation procedures: organisation assessment policies and procedures eg complying with Sector Skills Council, national occupational standards requirements; team, assessor standardisation eg observations of practice, standardisation meetings, sharing good practice, observation of peers, work shadowing, feedback, comparisons of process and product; internal/external quality assurance reviews, evaluation procedures Procedures to follow when there are disputes concerning assessment: organisation policies and procedures eg clearly written appeals, grievance procedures, accessible systems for appeals eg documents for appeals, appropriate staffing for management of appeals, confidentiality, nondiscriminatory policy, application in practice, recording of outcomes, clear paper trail BA026798 – Specification – Edexcel Level 3 and 4 Awards, Certificate and Diploma in Learning and Development (QCF) – Issue 1 – September 2011 © Pearson Education Limited 1197 Understand how to manage information relating to assessment Procedures for the management of information: policies for management of assessment evidence eg portfolios, assessment records, observation records, physical evidence, learner and witness statements; management of assessment records eg storage and retrieval, confidentiality, data protection, use of technology; sharing information with relevant parties eg learners, other assessors, employer, colleagues, organisation; regulations covering sharing information eg Ofqual, awarding organisation, Sector Skills Council, data protection Contribution of feedback and questioning to assessment: supporting range of evidence; confirming learning eg knowledge, understanding, skills, reward, motivation, linking learning of product and process, transferability of learning, identifying further learning requirements, target setting and action planning, recording distance travelled, value-added, progression; corroboration of assessor decision-making process, judgement; identifying specific needs or need for support 8 Understand the legal and good practice requirements in relation to assessment Legal issues, policies and procedures relevant to assessment: organisation policies and procedures eg associated with Ofqual, awarding organisation requirements, Sector Skills Council/national occupational standards, specific requirements eg confidentiality; health, safety and welfare; inclusion, equality and diversity; staff development needs eg standardisation, sharing good practice, work shadowing, peer observation, in-service training, cascading training, continuing professional development Technology in assessment process: appropriate technology eg initial assessments, online testing, recording of evidence including audio or visual, submission of assignments electronically, electronic feedback to learners, emailing feedback, discussion forums, web-based learning including distance or blended learning, issues of authenticity; technology for recording and storing assessment evidence eg software, awarding organisation online provision, learners managing own electronic records; security Equality and diversity in relation to assessment: forms of inequality and discrimination and their impact on individuals, the relevant legislation, employment regulations and policies and codes of practice relevant to the promotion of equality and valuing of diversity eg visual auditory impairment, physical disability, bilingualism; flexibility in approach to planning of assessment and quality assurance eg negotiating timing, context, providing additional resources where appropriate, recognising additional support needs, alternative approaches, evidence BA026798 – Specification – Edexcel Level 3 and 4 Awards, Certificate and Diploma in Learning and Development (QCF) – Issue 1 – September 2011 © Pearson Education Limited 120Reflective practice and CPD in assessment process: reflective practice eg selfassessment, SWOT analysis ie strengths, weaknesses, opportunities, threats, realistic targets for own development, use feedback from learners, colleagues, managers, external evaluators, other individuals and professionals, self and team reviews, observation reports, outcome from appraisal, monitoring and modifications, updating knowledge, occupational expertise, skills and selfconfidence, modifications to assessment plans, developing technologies to extend and enhance assessment process, contributing to curriculum development