Good Assessment Practice

ntroducing assessment as early as possible in the training programme, helping develop confidence in learners so that they develop a ‘can-do’ attitude and want to be assessed as soon as is practically possible.
Explaining the principles of assessment at induction so that learners are familiar with the assessment process, types of evidence and the appeals procedure. A good understanding by learners helps to promote assessment.
Assessment becoming learner-led. Learners develop the confidence to know when they are ready for assessment and what they need to do in order to be successful (particularly with level 3 work).
Encouraging learners to collect evidence for their portfolio at an early stage. Even if it does not yet demonstrate competence, it can be replaced with alternative evidence later and can help demonstrate progress.
Developing the assessment plan over the duration of the programme, incorporating details of the activity being assessed, for example the units, elements, performance criteria and range, along with likely sources of evidence and the method of assessment. It is important however to be aware that opportunities for assessment may arise unexpectedly so some flexibility should be built into the plan.
Varying the methods of assessment used, for example using direct observation, professional discussion, authorised witness testimony and evidence of products and documents from the workplace.
Making use of technology where it helps to facilitate assessment, not for the sake of using it. For example, in work-based learning in rural areas some providers have use live web cam links in order to observe assessment and to question learners. Others have made digital recordings of discussions or videoed practical work being completed.
Assessors setting up enough assessment opportunities to ensure that the learner is practised and more likely to prove competence during an assessment. The best assessors prepare learners to succeed.
Grouping assessments to...