1. CERTIFICATE IN ASSESSING VOCATIONAL ACHIEVEMENT (CAVA) Unit 1: Understanding the principles and practices of assessment.

2. THE ROLE OF THE ASSESSOR As the assessor, you are responsible for deciding whether or not your learners have achieved the relevant standards. The following are the main areas of your responsibility, and the points you need to understand.

3. YOU ARE RESPONSIBLE FOR: Assessing learners’ knowledge, understanding and skills against assessment criteria in a real work environment and/or under simulated conditions (if allowed) or in a classroom or workshop. Choosing and using appropriate assessment methods at the right time and in the right combinations to suit learner and evidence gathering. Giving feedback to learners Recording assessment decisions Carrying out best practice with regard to assessment Contributing to the quality assurance of assessment

4. YOU NEED TO UNDERSTAND The subject or occupation you are assessing and how to reach assessment decisions that are valid, fair and reliable Different assessment methods and when to use them, how to plan assessments Holistic approaches to assessing based on learner’s activities How you involve the learner (and others, such as the employer or the learner’s supervisor) in the assessment process How to manage information relating to assessment How to use activity based, cost-effective, non-bureaucratic, holistic assessment, where appropriate Centre polices such as dealing with disputes and appeals, confidentiality, health and safety, equality and diversity, and safeguarding, standardisation procedures Knowing the value of reflective practice and CPD within your own practice

5. PLANNING A HOLISTIC ASSESSMENT The concept of ‘holistic assessment’ is easier to implement if learners are aware of how this approach works. They need to understand the ideology of this. It could be best explained by describing how someone performs now compared to when they first preformed that skill. You could use the analogy of driving. ‘When you first started you were less competent due to a lack of knowledge and skills. But years on when you drive so effortlessly it is due to many skills and experiences (knowledge) taking place.’

6. HOLISTIC ASSESSEMENTS... It is the skill of a good assessor to recognise these seemingly hidden talents and competencies taking place; then matching these to criteria across a range of unit outcomes. When you’re doing an observation, don’t just focus on one criteria of a unit, think about all the other units and how that particular observation may provide you with evidence to satisfy them too. The same can be said for most differing forms of evidence as they interconnect and over lap to create a competent and consistent level of skills. An hour of mapping across units can save many hours (days) of individual assessment. This is also cost effective without reducing the standard of assessment and support.

7. MAKING ASSESSMENT DECISIONS If you have used a range of differing forms of assessment, and have chosen the most appropriate one in each case, you will be in a strong position to make clear decisions and judgements of the learner’s competencies in accordance to the standards. Don’t forget your VAS. Valid, Authentic and Sufficient. Some assessors still like to use VACSR meaning they add Current and Reliable to the acronym. It is recommended that you follow the guidelines from your awarding body.

8. MAKING ASSESSMENT DECISIONS… Valid? Does it meet the learning outcomes and assessment criteria within the standards? Authentic? Has the learner produced this evidence? Sufficient? Is there enough evidence to prove that the learner has demonstrated competence over time and under different conditions? Current? When was the evidence produced, is it still relevant? Reliable? Is it safe, dependable, would stand the test of scrutiny?

9. ALSO KEEP IN MIND Equality: A state of fair treatment that is the right of all the people regardless of differences in, for example, culture, ability, gender race, religion, wealth, sexual orientation, or any other group characteristic Diversity: Acknowledging that each individual is unique and recognising our individual differences in, for example culture, ability, gender, race, religion, wealth, sexual orientation, or any other individual characteristic Fairness: Ensuring that everyone has an equal chance of getting an objective and accurate assessment.

10. NOW COMPLETE THE FOLLOWING ACTIVITIES 3, 4, & 5….GREAT EFFORT….