1 ) 1 Explain the function of evaluation in learning and development □ Functions, e. g. way of measuring and documenting of achievement, Identification of person student requires, formative or summative Assessment, fit pertaining to purpose, analysis against standards and Performance/assessment criteria, monitoring development, evidence For functionality review/targets/benchmarking, contributing to Quality assurance, development of best practice.
1 . two Define the key concepts and principles of assessment
□ Purpose, elizabeth. g. who is it pertaining to – spanish student, trainer, assessor, organisation, Workplace? assessment within the learning or perhaps training routine, e. g. To recognise prior learning, to spot specific assessment Requirements; evaluation of certain learning domains, e. g. Bundler And Grinder's psychomotor/cognitive/affective–skills, knowledge or Understanding.
1 ) 3 Make clear the responsibilities of the assessor
□ Array of responsibilities, electronic. g. for the student, the employer, the Business, occupational requirements, awarding enterprise; Practical responsibilities, e. g. planning, taking care of and delivering Assessment; preserving the honesty of the qualification; student centered Assessment
1 Understand the principles and requirements of evaluation
1 . 5 Identify the regulations and
Requirements highly relevant to
Assessment in own part of
□ Regulatory systems of standards, e. g. Equal, Sector Skills Councils, Awarding organisations, Institute intended for Learning; various other regulations, e. g. Into the safety, equality and diversity/disability act, data Protection, shielding students during assessment;
Recording/tracking and signing assessment decisions, communicating Decisions with students, standardisation, moderation and quality Assurance of examination.
BA033613 – Specification – Edexcel Level 3 Accolades and Qualification in Evaluating the Quality of Assessment (QCF) – Issue a couple of – Nov 2012 © Pearson Education Limited 2012 26
Learning outcomes Examination criteria Product amplification
two Understand various kinds of assessment technique
2 . one particular Compare the strengths and limitations of your range of analysis methods with regards to the needs of individual learners □ Range of evaluation methods for performance-based assessment of Skills or perhaps knowledge-based assessment of understanding, individual or Group assessment; fit intended for purpose, at the. g. college student needs, context; Measures of achievement, e. g. performance standards, assessment Criteria, levels specifications; practical limitations, e. g. numbers included, Range, option, reliability, time constraints, assets, staffing. 3. 1 Summarise key things to consider when planning examination □ Formal, e. g. addressing regulations or requirements, student, workplace, Business needs; time of assessment, e. g. initial/pre-course, Formative, summative, recognising prior learning; range of
Methods/activities to meet scholar needs, e. g. remark,
Performance proof, discussion, witness/student statement, tests, Multiple-choice questions, written activity, reflective diary, verbal Questioning; naturally occurring facts; specific requirements.
3. a couple of Evaluate the advantages of using a all natural approach to analysis □ Benefits, e. g. cost and time effectiveness, motivational for young students, E. g. promoting pupil responsibility and student involvement, use of Naturally occurring evidence, experiential learning, relating different Aspects of learning through assessment, transference of skills, work structured Opportunities, rationalising collection of assessment evidence, Getting together with number of learning outcomes/assessment conditions, linked Knowledge-based and performance-based assessment options. 3 Realize how to plan examination
3. 3 Explain how to plan a holistic approach to examination
□ Array of assessment requirements and options, e. g. Comprehensive way, logical progression and sequencing,
Related to certain context, scholar needs, choices, workplace– For you to use entrave particularly among knowledge and...