1. Assessor Professional Development
ACVO
Assessment Centre for Voluntary Organisations
ICEYE
Internet College for Early Years Education

2. Purpose of APD
To provide a structured development programme to explore how assessment practice can improve the quality of the learning experience for the candidate

3. Outcomes of APD Improved assessment practice
Individual learning plans meet the needs of the learners and their organisations
Confident and knowledgeable assessors
Contribute to the level of skills, knowledge and competence of the voluntary and community sector workforce

4. The APD Journey 6 one day inter active workshops
Common ACVO approach to assessment
Recognise associated roles and responsibilities
Opportunity for personal development
Recognition of current practice
Support an ACVO team approach

5. Expectations That we will have a good time learning from each other
That we will work collectively and support each others learning and development
That as ‘ACVO Associates’ we can provide a sustainable income

6. Characteristics of a competence based learning and assessment model
NVQ Recap
Characteristics of a competence based learning and assessment model

7. Characteristics
Provision of a general educational experience of intrinsic worth in its own right
Assessed in the workplace against nationally recognised industry-led standard

8. Characteristics - continued
Preparation for entry in to specific job roles or further professional development
Assessment of existing competence, formally interrogated
The two approach dilemma of development or/and recognition

9. Advantages to the Candidates
Self paced
Can do, have done, will do work related
Identify personal development needs linked to organisational needs
Ownership of the process
Proof of competence
In a range of skills, in a variety of circumstances, with different groups in the workplace

10. Advantages - continued
Accreditation of prior learning and experience
Process is empowering and transparent

11. Competence Based
Responsibility of the candidate to identify , gather, collate and present evidence
Assessment is a formal examination of the evidence supplied
Across a range, with underpinning knowledge and understanding

12. Competence Based
Not a pass/fail system but a credit towards further development
Links to the training and development cycle

13. Disadvantages to the Candidate
Not a traditional course
Less opportunity for group interaction (other than through planned activity)
Can take longer than a traditional course
Candidates see more work than in a traditional course

14. Disadvantages Candidate needs lots of support throughout, particularly
Understanding the language
Retaining a holistic view of the Award
Design and administration of the portfolio

15. Demands of Assessors New skills have to be learned
New demands from candidates experience
Increase in individual tracking
More knowledge of individual work roles
APL expertise
Interpretation of standards
Assessment skills

16. ENTO Guardians of the standards
ALI Inspection reports – of all organisations offering adult learning 46% inadequate
‘uniformally getting a raw deal’ –BBC 2004
Success rates for all WB Learning 36%
For FMA’s 29%

17. Work Based Assessment
‘Work-based assessors present the best option for both employers and candidates. Peripatetic assessors can do an excellent job but it can be difficult to arrange assessment opportunities particularly when dealing with unpredictable situations in the workplace’.

18. Work Based Assessment
‘Although I agree with this in theory - in practice we have found that employers do not always recognise the need to give work-based assessors the TIME and resources to do the job effectively. This is when external providers offer the best solution, as they are there solely for the benefit of the candidates involved’.

19. Work Based Assessment
‘As an External Verifier I can safely say that work based assessors only work if the company is the training provider. If students are learning via a college or private training provider, work based assessors are not the best option. Employers in the main do not support the candidates or work based assessors as it is not normally a priority and consider the college responsible for everything. Also there is a danger of a conflict of interest with the workplace pressurising the assessor to get the candidates through’.

20. Work Based Assessment
‘Work based assessors are often pushed into the role of the assessor by their employers, who are often of the opinion that "there’s nothing to it".
Full time assessors are able to support candidates in a far more focused way, which can only be good for the candidates and the NVQ process generally’.

21. Work Based Assessment
I find the work based assessors are not as prudent as they could be, they miss opportunities for observation and they are not always committed as they might be in helping the candidate. Peripatetic assessor however seem to have a better understanding of what is required with the NOS, documentation is clearer and shows a better audit trail. They also help the candidate more readily and show commitment to them gaining their award.
On the whole work based assessors sound great in theory but in practice I certainly feel they are not always the best option.

22. ‘Arguments can be forwarded to support both types of assessor, but I personally feel that both are vital, especially for larger organisations where they could be used together. What does need to be addressed is the level of support and understanding from senior management within organisations to ensure their assessors get the recognition and assistance they deserve and allow the assessment process to work to the benefit of all’.

23. Supportive information and resources can be found on

24. EDICT – a Process for Managing Change

25. Entry Diagnosis Intervention Contracting Transition

26. Personal Styles Tough battler Friendly helper Logical thinker

27. Organisational Culture Performance driven Values driven Systems driven

28. The 7P Model Purpose: Aims Goals,Mission and Vision
Positioning: Context, environment, niche, image, advertising
Plans: Structure, blueprint, policies, strategy
Power: Resources, energy, drive, commitment
Processes: Systems,procedures, communication
People: Human resource issues
Product: Services, Outputs, Deliverables

29. 3LT – The 3 Level Technique Model for Questioning and Listening