Understanding the Principles and Requirements of Assessment

What follows is the indicative content that is required to meet the assessment criteria:

Measurement and recording of achievement; judgements as to whether knowledge has been gained, skills been performed or attitudes developed/changed, how identification of individual learners’ needs takes place, usage of formative or summative assessment strategies; fit-for-purpose that reflect required standards and assessment criteria, importance of monitoring development, evidence for performance review/targets/benchmarking, contributing to quality assurance, development of best practice.
Who is it for – the learner/trainer/assessor/ organisation/employer, assessment as a part of the learning/training cycle/assessment cycle, for example to recognise prior learning, to identify specific assessment requirements, assessment of specific learning domains.
Psychomotor/Cognitive/Affective – skills, knowledge or understanding,
• valid: does it assess what is in the syllabus?
 authentic: is the evidence genuinely the work of the learner?
 current: can the learner’s skills and knowledge be demonstrated now to the current standards?
 sufficient: is there enough to cover all the requirements of the syllabus?
 reliable: are the assessment decisions currently being made consistent with those made during past assessment opportunities or by other assessors?
 Fair and inclusive: are the assessment activities equitable.
Range of responsibilities which include those to the learner(s), the employer, following organisational or regulatory organisation procedures, the qualification guide, awarding organisation; practical responsibilities, for example planning, managing and delivering assessment according to Awarding/Examining Organisation requirements, agreeing assessment plans, giving constructive and developmental feedback to learners, reviewing learner progress towards achievement of targets/assessment plans liaising with others involved in the assessment process,...