Learner name:

Learner number:

R/503/1241

VRQ

UV40763

Principles of assessment in lifelong learning

VTCT is the specialist awarding body for the Hairdressing, Beauty Therapy, Complementary Therapy and Sport and Active Leisure sectors, with over 45 years of experience.

VTCT is an awarding body regulated by national organisations including Ofqual, SQA, DCELLS and CCEA.

VTCT is a registered charity investing in education and skills but also giving to good causes in the area of facial disfigurement.

By signing this statement of unit achievement you are confirming that all learning outcomes, assessment criteria and range statements have been achieved under specified conditions and that the evidence gathered is authentic.

This statement of unit achievement table must be completed prior to claiming certification.

Unit code Date achieved Learner signature Assessor initials

IV signature (if sampled)

Assessor name Assessor signature Assessors initials

Assessor number (optional)

Assessor tracking table

Statement of unit achievement

All assessors using this Record of Assessment book must complete this table. This is required for verification purposes.

UV40763Principles of assessment in lifelong learning

The aim of this unit is to enable you to understand the different types and methods of assessment used in lifelong learning, ways to involve learners in the assessment process and the requirement to keep assessment records.

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GLH

Credit value

Level

Observation(s)

External paper(s)

12

3

4

0

0

On completion of this unit you will:

Learning outcomes Evidence requirements

Principles of assessment in lifelong learning

1. Understand how types and methods of assessment are used in lifelong learning

2. Understand how to involve learners in the assessment process

3. Understand requirements for keeping records of assessment in lifelong learning

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1. Working environment There is no requirement for you to be observed/assessed in a work environment.

2. Teaching practice There is no requirement for you to undertake teaching practice.

3. Achieving assessment criteria There must be valid, authentic and sufficient evidence for all assessment criteria. Holistic assessment is encouraged and one piece of evidence may be used to meet the requirements of more than one assessment criterion.

4. Knowledge outcomes There must be evidence that you possess all the knowledge and understanding listed in the ‘Knowledge’ section of this unit. This evidence may include projects, assignments, case studies, reflective accounts, oral/written questioning and/or other forms of evidence.

5. Tutor/Assessor guidance You will be guided by your tutor/assessor on how to achieve learning outcomes in this unit. All outcomes must be achieved.

6. External paper There is no external paper requirement for this unit.

Achieving knowledge outcomes

Developing knowledge

You will be guided by your tutor and assessor on the evidence that needs to be produced. Your knowledge and understanding will be assessed using the assessment methods listed below:

• Observed work• Witness statements• Audio-visual media • Evidence of prior learning or attainment• Written questions• Oral questions• Assignments• Case studies

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Knowledge

Outcome 1

Understand how types and methods of assessment are used in lifelong learning

You can: Portfolio reference / Assessor initials*

a. Analyse how types of assessment are used in lifelong learning

b. Analyse how assessment methods are used in lifelong learning

c. Evaluate strengths and limitations of assessment methods to meet individual learner needs

*Assessor initials to be inserted if orally questioned.

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Outcome 2

Understand how to involve learners in the assessment process

You can: Portfolio reference / Assessor initials*

a. Evaluate how to involve the learner in the assessment process

b. Analyse the role of peer and self-assessment in the assessment process

*Assessor initials to be inserted if orally questioned.

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Outcome 3

Understand requirements for keeping records of assessment in lifelong learning

You can: Portfolio reference / Assessor initials*

a. Explain the need to keep records of assessment of learning

b. Summarise requirements for keeping records of assessment in an organisation

*Assessor initials to be inserted if orally questioned.

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Outcome 1: Understand how types and methods of assessment are used in lifelong learning

Unit content

This section provides guidance on the recommended knowledge and skills required to enable you to achieve each of the learning outcomes in this unit. Your tutor/assessor will ensure you have the opportunity to cover all of the unit content.

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Analysing use of assessment in lifelong learning: The learning journey, assessment planning involving the learner, different stages of assessment (screening, initial assessment, diagnostic assessment, formative, summative), different forms of assessment (self, peer, ipsative, criterion referenced, normative referenced, assessment for learning, assessment as learning, assessment of learning).

Analysing assessment methods used in lifelong learning: Different methods of assessment (e.g. observation, oral questioning, written questions, project-based assignments, examinations, product

evidence), formal and informal, paper-based and non-paper based, awarding body requirements, combinations of different methods on the learning journey.

Evaluating strengths and limitations of assessment methods: Considering issues that impact upon selection of assessment methods (validity, reliability, fairness, sufficiency, currency, authenticity), strengths and limitations of different assessment methods, adaption of assessment strategies to meet individual needs, awarding body specification with reference to specific assessment requirements, differentiation.

Outcome 2: Understand how to involve learners in the assessment process

Involving the learner in the assessment process: Assessment planning involving the learner, self-assessment, peer group assessment, using assessment outcomes as a basis of improvement/target setting, use of feedback to the learner from a range of appropriate sources (e.g. tutor, work-based assessor, timely reviews, peers, learner self-reflection), feedback from learner, action planning, SMART objectives (specific, measurable, achievable, relevant, timely).

Role of peer and self-assessment in the process: Learner empowerment, learner autonomy, reflective skills, strengths and

limitations of self-assessment, strengths and limitations of peer group assessment, triadic assessment (self, peer and tutor assessments working together).

Outcome 3: Understand requirements for keeping records of assessment in lifelong learning

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Managing confidentiality: Data protection, freedom of information, types of records generated (e.g. application form, enrolment form, individual learning plan (ILP), assessment plans, reviews/tutorials, feedback reports, tracking sheets, registers), awarding body requirements, safeguarding (e.g. duty of care), auditable, organisational policy and practice, impact of legislation on own practice.

Maintaining records in accordance with organisational procedure: Accuracy, legibility, data protection act, feedback to learner, quality assurance (QA), internal verification (IV) monitoring, external verification (EV) monitoring, organisational self-assessment report (SAR), regulatory and funding agencies, appeals and complaints procedures, organisational policy and practice.

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Notes Use this area for making notes and drawing diagrams