Answer the following 15 questions, making reference in your responses to your actual or anticipated:
• specialist subject
• assessment practice
You may be able to give verbal responses rather than written responses if this is agreed in advance with your assessor. If so, they will need to document and/or record your responses.
The assessment criteria (AC) for Unit 301 which are not covered by this assignment can be met by a professional discussion with your TAQA assessor, written statements or responses to oral questions.
There is no word count for your responses; however, you might like to refer to the evidence guidelines for Unit 301 in the qualification handbook. You are not required to use an academic style of writing or Harvard referencing. However, if you are using quotes from text books, journals, websites etc, it is good practice to reference these within your work.
Question 1 (AC 1.2)
Define the key concepts and principles of assessment
You could research these via text books, the internet and your own organisation’s requirements. You could then state how they would impact upon your role as an assessor.
Assessments identify and confirm the knowledge and competencies gained by a learner when undertaking a qualification.
The functions and purpose of assessment are to measure a learner’s knowledge, understanding, skills and standard of learning. The aim of assessment is to confirm that a learner has gained knowledge and can prove their competencies and skills.
The principles of assessment are that assessment is Valid, Authentic, Current, Sufficient and Reliable – known as VACSR.
Valid- the assessment process is appropriate to the subject or qualification, assesses only what is meant to be assessed and the learner’s work is relevant to the assessment criteria
Authentic – the work has been produced by the learner only
Current- the work is relevant at the time of assessment (usually within three to six months)
Sufficient – the work covers all of the assessment criteria and learning outcomes
Reliable- the work is consistent across all learners, over time and at the required level.
http://www.educatinguk.com/function-key-concepts-and-principles-of-assessment/ 8/11/17 10.27
As an assessor you need to make sure that the learner fully understands what the need to do and have a pre-assessment plan in place so that both the assessor and the learner know what needs to be achieved to be competent in the unit. Having this in place will show that. The assessor will be accountable to the awarding body and to employers to award the correct qualification to the learner.
It is important to motivate the learners to achieve the best of their ability in the course. Also, to have targets in place so that they know what to work towards. This could be done using SMART plan- specific, measurable, achievable, realistic, targets.
Question 2 (AC 1.3)
Explain the responsibilities of the assessor
If you are already an assessor, you could relate these to your current role and job description. If you are not currently assessing, you should answer hypothetically. You could relate these to the aspects of the assessment cycle.
An assessor has numerous roles and responsibilities. These include planning assessment, assessing learner knowledge and competencies, giving feedback to learners and planning for future assessment activities.
It is an Assessor’s responsibility to ensure a learner is given a detailed and robust induction onto a qualification. At the induction stage an assessor must ensure a learner completes initial assessment activities so any individual learner needs are identified and can be met.
It is also an assessor’s responsibility to ensure that all assessments are planned and organised and a learner is fully aware of the assessment activities that will take place and when and where they will happen.
An assessor must record assessment judgements and give detailed and informative feedback to a learner. Assessors are responsible for following the correct procedures set by a training provider and awarding organisation, as well as adhering to relevant legislation and maintaining learner confidentiality.
An assessor is responsible for promoting equality and valuing diversity with their learners. They must also ensure they maintain their own competencies and knowledge in their specialist area and continue to undertake CPD activities on a regular basis.
http://www.educatinguk.com/function-key-concepts-and-principles-of-assessment/ 8/11/17 10.28
Question 3 (AC 1.4)
Identify the regulations and requirements relevant to assessment in your own area of practice
You need to research what is relevant and applicable to the specialist subject you are, or would like to assess, for example Awarding Organisation requirements.
The Equality Act 2010: This act consolidated much of the pre-existing equality and discrimination legislation in England and Wales to protects people from discrimination in the workplace and in wider society. This was important as an assessor to avoid discrimination. Flexibility, and avoiding assumptions about learner stereotypes is a key factor when planning and delivering a qualification to meet the needs of the wide variety of learners e.g. preventing disadvantage to disabled students
Health and Safety at Work Act 1974 often referred to as HASAW or HSW. This act laid down wide-ranging duties on employers. Employers must protect the ‘health, safety and welfare’ at work of all their employees, as well as others on their premises, including temps, casual workers, the self-employed, clients, visitors and the general public. These regulations also set out detailed responsibilities for your employer in every aspect of workplace health and safety, from working safely with computers, to stress and hazardous chemicals. When assessing in a workplace venue, this act had to be observed at all times for learners, others, as well as the assessors’ safety themselves.
The Data Protection Act (1998) and internal Privacy policies and procedures. This act was introduced to give individuals the right to know what information is held about them, and provides a framework to ensure that personal information is handled properly. The Act came into force on 1 March 2000 and covers personal data held on computer and in manual files. It also imposes restrictions on the transfer of data outside the European Economic Area, which has particular implications for placing material on the web. An assessors’ training centre must comply with eight data protection principles, which make sure that personal information is:
1. Fairly and lawfully processed;
2. Processed for limited purposes;
3. Adequate, relevant and not excessive;
4. Accurate and up to date;
5. Not kept for longer than is necessary;
6. Processed in line with the rights of individuals;
7. Secure; and
8. Not transferred to other countries without adequate protection.
In our industry the data protection ACT is also in place for the clients has we need to store their personal information on the sytsem.
It was also followed to ensure learners understood that their information was passed to the Learning Record Service for the purpose of allocating them with a Unique Learner Number (ULN) so they could at a later date confirm to others, what they have learned, where and when.
The Children Act 2004 that was designed with guiding principles in mind for the care and support of children and the Children and Young Person Act 2008 to make sure the children in care in England and Wales receive care that is well supported, of high quality and tailored to their needs.
Internal Safeguarding, policies and procedures: To safeguard the interests of children, young people and vulnerable adults participating in assessment and ensure their learning is both safe and enjoyable, all assessors must be trained in safeguarding so they can respond to safeguarding concerns, whilst actively seeing to protect them, respect confidentiality (whilst sharing information about concerns with agencies who need to know), valuing contributions and listening to them.
Quality Assurance policies and procedures: These needed to be followed to promote quality, consistency, accuracy and fairness in the awarding of all our qualifications.
https://trainingandassessing.wordpress.com/2015/04/13/1-4-identify-the-regulations-and-requirements-relevant-to-assessment-in-your-own-area-of-practice/ 8/11/17 18.38
Question 4 (AC 2.1)
Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners
You could answer this question by creating a table listing at least four different assessment methods, with columns for strengths and limitations. You should give examples of the needs of individual learners and how these can be met through the various methods.
Method Strengths Limitation
Observation • It enables skills to be seen live
• To enables mistakes to be easily spotted when made so learners can learn more
• The method of assessment is reliable since evidence has been seen
• It is a fair method as the learner is within his or her own environment • Timing has to be arranged to suit all learners
• No permanent records unless visually taken
• Assessor might not be objectives with decisions
Questions • Can easily promote and challenge the learner
• Some learners tend to prefer this style of learning
• Can be long or short essay style of questions
• Can be closed or open questions which doesn’t really demonstrate knowledge
• Written work might be plagiarized
Work products • The final work can be seen by the assessor
• It gives ownership to the learner who is responsible for putting together their own evidence • They are never sufficient in isolation and has to be used in conjunction with other evidence.
Witness testimony • The statement can confirm competence and knowledge for situations which might not normally occur and/or when the assessor cannot be present • The learner must confirm the suitability of the person giving the statement and also the authenticity of the written statement.
https://pensbyterry.com/the-strength-and-limitations-of-4-different-assessment-methods/ 13/12/17 10.56
All four of these methods are used in the hairdressing salon when assessing as the course is hands on so the observation is the best way in my opinion to see how the student is progressing.
Question 5 (AC 3.1)
Summarise key factors to consider when planning assessment
You should consider all the factors you would take into account when planning assessment. You could design suitable assessment planning documents or obtain examples of the documents you will be expected to use.
When planning an assessment, I the tutor will make sure the learner is prepared, having all paper work up to date, example of this would-be assessment papers has their portfolio set out and to see what outcome they will be covering also having a full consultation done for the client and recording it on a record card.
Before any practical assessments the tutor will look around the salon to make sure everything is ok and no risks are in the salon. Health and safety must be considered always. The students will have a full understanding of this and will know how to deal with any risks that could occur during salon times, example of this would be; spillage (wet floor) the stylist would know to mop up the area that is wet and put a sign up so clients and staff member no that it will be damp, this will avoid someone from falling and hurting themselves.
The assessor and student will also have a ore assessment plan in place so that both know what the student is going to carry out and to ensure that all outcomes are followed to be competent in the assessment.
Timing off assessment are very important, the awarding body for NVQ level 2 have set timing that each learner must adhere to, this will allow the learner to be a real-life salon, and stick to correcting timings, this therefore will make it easier for them when they get a hairdressing job as they will not be running behind with clients. Therefore formative assessments are important as this can give a better understanding of the time need to pass the assessment. This allows the learner and the tutor to sit down and see if the student is ready for the summative assessment, they can plan a time that would suit the student and the tutor. A tutor must ensure that assessing is done fairly and correctly. To ensure this is the case you could set out a rota so that the student were getting the relevant attention needed on the day. This will give everyone a fair chance at their assessment and online tests.
Question 6 (AC 3.4)
Summarise the types of risks that may be involved in assessment in your own area of responsibility
Consider what risks might arise in different situations with different learners. Remember to think broadly about ‘risk’ and not just those related to health, safety and welfare, for example, work and time pressures.
In the hair salon where the students will be being assessed can be very busy and students can rush as they are under pressure with time. Something as simple as washing hair and not drying your hands after. These can lead to water dripping on the floor which could then cause a slip or fall in the salon which would be students, clients and tutors at risk of falling. Also, not drying your hands could lead to dermatitis and very sensitive hands. As the tutor I would be recommending that all students dry their hands thoroughly and recommend that they us e a moisturising cream after each practical session.
Hair colouring whilst in the practical class can cause risks if the students don’t follow procedure correctly as a path test needs to be done on every client 48 hours before a service takes place. If this is not done this could cause a reaction on the client and further action can be taken against the college. Also, I as the tutor would ensure that each student is provide with the correct PPE to avoid any risks to the student when using the colour chemicals and when they are applying it.
As the tutor to prevent work time pressures on the students I will have the classroom set up ready for the lesson planned for that day. I will have the correct equipment available to students which would be PAT tested to ensure the safety of the students and the clients while the equipment is being used e.g. hairdryer or straighteners.
I would give deadline dates for assignments so the students have time and know what they must work towards. I will allow the students to work at the assignments whilst in the classroom to help minimise the risk of stress and pressure on the students. This will also give the students to ask for help if they are struggling with any questions where I am able to help.
Question 7 (AC 3.5)
Explain how to minimise risks through the planning process
For example, health and safety issues, potential for inauthentic evidence or plagiarism.
When planning an assessment the assessor must treat each student individually as every student is different and may have different learner paces or abilities. As the assessor I would need to ensure that I had planned out with each individual student what they need to do and what is expected to complete the assessment. This would need to be done in advance to give the student time to prepare for the assessment so that they are at any risk of unnecessary stress. This way it will be fair on all students.
It is also important as an assessor to know a students work and if the assessor feels that the work produced does not match previous work, this should be discussed with the student and if need reported do so to Head of School.
Also Minimising the risks throughout the planning process, I again make sure all the equipment is in safe working order example Pat test, if this occurs where something is not pat tested I would not allow staff or my students to use the equipment, I would label and report it to senior management. I would ensure it is labelled reported, and removed from the practical classroom before I leave to ensure no one would be hurt.
I would run a risk assessment to identify risks that could occur, I would give handouts and put leaflets up over the classroom to ensure students understand what to do and who to report this to if this occurs. I would also again make sure room is set up students have the correct equipment and materials e.g.
• Gloves if mixing colours
• Apron to protect the student clothing
• Check students hand for dermatitis
• Ensure student has protected the client with a gown, towels and barrier cream if needed.
Question 8 (AC 4.2)
Summarise the types of information that should be made available to learners and others involved in the assessment process
You need to consider the types of evidence required and the practical arrangements for communicating with learners and others.
When assessing a hairdressing student, I must follow the correct procedure. I must ensure that they fully understand all the correct paper work and are fully confident before doing an assignment/ assessment. I must ensure that they fully understand how to carry out the consultation, and ensure the stock room and practical room have all the correct equipment and paper work that the student will need.
The students will each have a portfolio, this is where I will mark up the assessment which they have passed, I will mark this up after each assignment or online exams and this will allow an examiner to see how far the student is on. There is will be online exams e3a and e4.
E3a is where it is opened booked and students can bring in books or notes this is again recorded in the portfolio and also, I will keep a record of this, the e4 is multi choose and you or allowed no books or notes, I would be allowed to tell students what a word is but I wouldn’t be allowed to tell them he answer. I would record this in a notebook and print papers and record it in their portfolios.
I will give constructive feedback if you the tutor feels that they haven’t passed this will allow u to communicate with the students and see where they think they have went wrong.
Question 9 (AC 4.3)
Explain how peer and self assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning
You could review the strengths and limitations of each.
Peer assignments is extremely important as it allows students to practice on each other and get their confidence up, it allows them to learn from one and other. It prepares them for the real assessment and gives the learner a lot more confidence and the ability to ask questions if they are still unsure. It lets them work in a real-life hairdressing environment which builds their confidence and also prepares them for their assessments.
Peer and self-assessment, where students assess each other and themselves, can encourage students to take greater responsibility for their learning, for example, by encouraging engagement with assessment criteria and reflection of their own performance and that of their peers. Through this, students can learn from their previous mistakes, identify their strengths and weaknesses and learn to target their learning accordingly. Getting students to become more active in their learning in this way can help to alter the perception of learning as being a passive process whereby students listen to you and absorb the information in order to regurgitate during a subsequent assignment. If students are participants rather than ‘spectators’, they are more likely to engage with their learning.
Peer and self-assessment also give students a sense of all the things you have to consider when setting and marking work, thus helping them to more effectively ‘internalise’ academic standards and assessment criteria. This enables students to better understand assessment expectations and work towards improving their own performance. Getting students more actively involved in their assessment can make assessment itself a means by which they can learn and develop. To achieve this it’s essential that your assessment criteria are clearly and fully described so that your students are able to understand exactly what is expected of them. Taking this a step further and allowing your students to contribute to the assessment criteria can serve to transfer ownership to the students, fostering deeper engagement with the assessment and their learning.
Peer and self-assessment can be used formatively and/or summative. Their use in formative assessment is more common, perhaps due to concerns surrounding validity and reliability of students having responsibility for awarding summative grades to their peers. However, even when not used directly in summative assessment, peer and self-assessment can inform your summative marking, especially with regard to assessing group work where it can be helpful in gauging individual contributions to a group task.
https://www.reading.ac.uk/engageinassessment/peer-and-self-assessment/eia-peer-and-self-assessment-main.aspx 12/12/17 17..55
Question 10 (AC 4.4)
Explain how assessment arrangements can be adapted to meet the needs of individual learners
You could give hypothetical examples of what you would do if you had learners with physical disabilities, cultural or religious requirements, language requirements, learners working shifts etc.
Assessment can be adopted to meet the learner’s individual needs; examples of this would be if a student with a foreign background and their English wasn’t great you could bring in a translator, this would allow the student to fully understand the topic, I could also provide or recommend different language books this again would help them fully understand.
If a learner had a disability I could show them different techniques and take extra time to explain different topic to give them a better understanding.
The purpose of assessment arrangements is to provide candidates with an equal
opportunity to demonstrate their attainment without compromising the integrity of the
assessment. Candidates are individuals with a diverse range of needs and it is
important that you consider the individual assessment needs of your candidates
when considering the most appropriate assessment arrangements.
• a candidate who is profoundly deaf, and who uses sign language, may need sign language support to access an assessment task
• a candidate experiencing mental health difficulties, who is very lethargic first thing in the morning due to medication, may need the start time of an assessment adjusted
• a candidate with dyslexia, who experiences difficulties with reading, may need to use a coloured overlay and may also need extra time to complete an assessment
• a candidate with ADHD (attention deficit hyperactivity disorder), who has
persistent difficulties with concentrating, may need to undertake an examination
in a separate room, or in a room with only a small number of candidates.
Not all candidates with assessment needs will be disabled and, conversely, not all
disabled candidates will necessarily require assessment arrangements to enable
them to access an assessment and demonstrate their attainment. In all cases, it is
the individual assessment needs of candidates that must be the basis for the
provision of an assessment arrangement. This means that you have a critical role in ensuring that the process of providing assessment arrangements is fair and operates with integrity.
https://www.sqa.org.uk/files_ccc/AA_AssessmentArrangementsExplained.pdf 13/12/17 5.46
Question 11 (AC 7.1)
Explain the importance of following procedures for the management of information relating to assessment
You need to find out what the procedures are in your organisation regarding the records you need to keep and how they contribute to quality assurance and standardisation processes. If you are working as an assessor you could consider the procedures required by City & Guilds as outlined in the ‘Providing City ; Guilds Qualifications’ document and explain why it is important to follow these requirements.
In SRC there are a number of procedures that I must follow as the tutor, data protection Act 1998, is extremely important in the classroom and whilst in the hairdressing salon,
All information about the students and the clients should not be shared with anyone, record card should be kept in a secure and lock away place where only the stylist or tutor in charge should see this, no one should pass on anyone information as this is the law.
Assessment appeals should be followed by the governing body example of this would be NVQ or VTCT each body would have guidance on how to do this, the tutor and the learner would have to follow this. In some cases, an external verifier would be brought in, in this case the tutor would have to assess the student and see if the tutor has been too hard on the student, if this is the case the tutor would be brought in for meetings. Assessments and Iv policy (IV = internal verification) this is done as a peer review progress this is done twice a year to ensure each staff member if following the correct procedures, and assessing according the awarding body. Every awarding body will have rules and guidance and this must be followed always when you are assessment students. This allows everyone to be treated fairly at all times.
Question 12 (AC 7.2)
Explain how feedback and questioning contributes to the assessment process. You could research different feedback methods such as descriptive, evaluative, objective and subjective and state the advantages and limitations of each.
Feedback and questioning are two key aspects of communication, particularly those involved in a conversation between learner and assessor. These can be used to evaluate a learner’s knowledge and provide a two-way information channel that enables all parties involved in the communication to potentially benefit from the feedback and responses provided.
For each of these to be effective, each must be investigated and discussed to identify the optimum benefit that can be gained from their utilisation, particularly where this is by design rather than consequential.
http://www.teessidesilversmith.com/index.php?act=resources;res=questioning 13/12/17 17.58
feedback allows the assessor to tell the student how they have done and if they feel the could improve on any specific area and questioning allows the assessor to see that student understands what they have done. This would be carried out after every assessment the student carries out or exam. This will be done on a one to one basis with just the assessor and the student. All feedback and questioning will be recorded for the students portfolio.
Question 13 (AC 8.1)
Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare
You could research these via text books, the internet and your own organisation’s policies and procedures, stating how they impact on the assessment process.
Data protection act 1989 is up to date with all changes, this controls how the client’s information is dealt with, record cards must be stored away and not be giving any information out to anyone. The tutor and stylist must adhere to this to abide by the law.
Equality act 2010 states that age and discrimination should be followed at all times, the tutor should never be discriminated against anyone become of their race, colour of skin or their age, this again will lead to treating everyone fairly and occurring to NVQ procedures.
Question 14 (AC 8.3)
Evaluate requirements for equality and diversity and where appropriate bilingualism in relation to assessment
You could research these via text books, the internet and your own organisation’s policies and procedures, stating how they impact on the assessment process.
Equality and diversity act shows that everyone should be treated the same no matter what race, colour, religion, sex they are.
The Equality and diversity act must be adhered to whilst assessing students, city and guilds state that;
For the purpose of this policy, we want to ensure we do not discriminate against learners because of age, disability, gender reassignment, marriage and civil partnership, pregnancy and maternity, race, religion or belief, sex, sexual orientation and/or political opinion.
Aims To meet our commitment we will: • develop and offer products and services that are based only on occupational, technical, professional or statutory requirements and do not unnecessarily discriminate against anyone on the basis of the particular characteristics mentioned in this policy • ensure equality principles are embedded in the development process and training of internal staff and consultants • consult with relevant individuals and organisations that we consider appropriate to ensure there are no unnecessary barriers to prevent access in relation to our products and services • facilitate access to assessment by having in place clear arrangements for making reasonable adjustments which will reflect the needs of individual learners and ensure the assessment remains valid, reliable and consistent where adjustments are approved • ensure our centres have their own equal opportunities policy that work together with ours, and that they have systems and procedures in place to implement and monitor policy effectively • ensure our centres have an appeals and complaints procedure and take steps to ensure that candidates understand this, and how or when to appeal or complain to City & Guilds.
This shows that city and guilds have giving out their policy and we must work with it and follow it. It is against the law for us not to follow these procedures as in any work place or college.
Question 15 (AC 8.4)
Explain the value of reflective practice and continuing professional development (CPD) in the assessment process. You could use a diary or learning journal to reflect upon your current role and create an action plan for yourself listing areas for development. You could also maintain a CPD log (check if your organisation has a standard pro-forma for you to use).
CPD (Continues professional development) this is extremely important in any organisation as it keeps the stylist up to date with different trends and up to date with different services that are newly discovered.
Examples of my CPD would be; Barbering August 2017.
Colouring course Feb 2016
Hair Up course March 2015
Matrix Training Sept 2015