Understand How to Involve Learners and Others in Assessment
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- Date Submitted: 01/29/2016 02:15 AM
- Pages: 3
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4 Understand how to involve learners and others in assessment
4.1 Explain the importance of involving the learner and others in the assessment process
•
The learner has to look at the assessment and the evidence/documentation required
•
The
learner/assessor
agree
on
an
assessment
plan
to
include
content/evidence
required/method of assessment/any other evidence such as witness statements
•
The assessment may require evidence from peers. The assessor ensure that this evidence is
reliable and valid
•
The learner may be able to provide evidence from a previous job/experience
•
The testimony/evidence will show the details such as contact details and explanation of the
activity
•
The learner will agree with the assessor when witness statements can be used and when they
suitable/valid
4.2 Summarize the types of information that should be made available to learners and others involved in
the assessment process
•
The standards of the assessment units, their levels, the appeals procedure and the I.V. process
•
How other units can map over and cover the same requirements
•
The agreed assessment plan
•
Help that is available for candidates with particular assessment requirements
•
e.g. Word processor for candidate with writing and learning difficulties, sign language for
hearing impaired and Braille for the visually impaired
•
Feedback from the assessor
•
Flexibility with the assessments - shift working/permanent nights
•
The range of assessment opportunities
•
Past experience and experience
4.3
Explain how peer pressure and self-assessment can be used effectively to promote learner
involvement and personal responsibility in the assessment of learning
•
This encourages the learner to motivate themselves and prepare for an assessment. They will
collect and be aware of evidence that will be required for the assessor.
•
Peer pressure is created by your fellow workmates, they will create different ideas and
thoughts
•
The collection...
4.1 Explain the importance of involving the learner and others in the assessment process
•
The learner has to look at the assessment and the evidence/documentation required
•
The
learner/assessor
agree
on
an
assessment
plan
to
include
content/evidence
required/method of assessment/any other evidence such as witness statements
•
The assessment may require evidence from peers. The assessor ensure that this evidence is
reliable and valid
•
The learner may be able to provide evidence from a previous job/experience
•
The testimony/evidence will show the details such as contact details and explanation of the
activity
•
The learner will agree with the assessor when witness statements can be used and when they
suitable/valid
4.2 Summarize the types of information that should be made available to learners and others involved in
the assessment process
•
The standards of the assessment units, their levels, the appeals procedure and the I.V. process
•
How other units can map over and cover the same requirements
•
The agreed assessment plan
•
Help that is available for candidates with particular assessment requirements
•
e.g. Word processor for candidate with writing and learning difficulties, sign language for
hearing impaired and Braille for the visually impaired
•
Feedback from the assessor
•
Flexibility with the assessments - shift working/permanent nights
•
The range of assessment opportunities
•
Past experience and experience
4.3
Explain how peer pressure and self-assessment can be used effectively to promote learner
involvement and personal responsibility in the assessment of learning
•
This encourages the learner to motivate themselves and prepare for an assessment. They will
collect and be aware of evidence that will be required for the assessor.
•
Peer pressure is created by your fellow workmates, they will create different ideas and
thoughts
•
The collection...