Mr Steve Ellis

Steve Ellis

CU3049 Part 2

4 Understand how to involve learners and others in assessment.

Question 4.1 Explain the importance of involving the learner and others in the assessment process.
Question 4.2 Summarise types of information that should be made available to learners and others involved in the assessment process.
Question 4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning.
Question 4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners.

4.1 When involving the learner in the assessment process the aim is to have the learner become independent. This can be achieved by making sure the assessor and the learner will have a plan set in place of what you want the learner to learn by the end of the session and how he/she is going to do it. The learner will need to understand the assessment requirements and ask for help when needed, be involved in all aspects of assessment planning, take ownership themselves to produce evidence, understand the terminology and involve their managers, colleagues and customers.
4.2 Types of information that should be available to the learners and others involved in the assessment progress are the appeals procedure (which should be shown first), awarding body, paperwork he/she will be provided with and grading criteria, Centre or college for all times and places for assessments and for complaints procedures, costs and dates for any award ceremonies, The learner should also have access to information from the assessor such as assessment plans which have been agreed, evidence required, assessment schemes, results of their assessments and any feedback from the assessor. The learner should also be aware and inform the assessor of any special learning requirements before the assessor comes on site and should have already taken a functional skills test unless they have GCSE grades...