Candidate Assessor Explanation : Katy Ward : TAQA Unit 301
1.1 Explain the functions of assessment in learning and development:
In my role as a lecturer it is important that I assess each of my learners before they commence any learning and development. At the beginning of a course the following intitial assessments take place in order that I can identify a learner’s needs with regard to planning (e.g previous knowledge, current skills, learning difficulties, literacy ability, preferred learning styles
From the beginning at interview stage, I assess previous qualifications/knowledge in order to judge the level of the learner to make sure they are suitable for the course. When the course starts I create an ISLP (Individual Skills Learner Plan) for each learner. This helps to identify the needs of the learner including learning difficulties and any disabilities I need to be aware of. I also use a VARK questionnaire to identify the learners’ preferred learning style which will help me incorporate their needs into the planning of my lessons.
There are many ways in which I use formative assessment in my lessons. Some examples include showing examples of work to make it clearer to learners what they are aiming for. I will indicate what ways they were successful in meeting the assessment criteria. I also provide verbal feedback in lessons regarding specific tasks on a regular and constructive basis. In my massage lessons in particular I observe the learners massaging and provid verbal feedback regarding their progress. When assignments are given back to the learners I will give them time to look over their work and the comments that I have made. I encourage peer assessment and for them to give feedback to each other. From the feedback I give, learners will then set themselves individual targets on how they can improve. From this formative assessment I will use to plan and/or adjust my next lessons with the learner.
I use a few summative assessment methods to test my learners. For the Btec courses I teach on, all learners will produce 2 assignments they need to pass to finish the unit which I mark against set criteria. This provides me with information about individual students (identifying those who failed to meet objectives) as well as providing an overall indication of classroom instruction. All of the assignments together make up the learners overall course grade based on specific criteria. This provides me with information on how well a learner has met the overall expectations for a particular course. On the Level 3 Sports Therapy course that I teach on, as well as the above learners also have to provide a portfolio to provide evidence which supports attainment of the learning objectives.

1.2 Define the key concepts and principles of assessment

The key concepts and principles of the assessments are to
• Make judgments based on learners’ performance and knowledge against the criteria. I achieve this through marking of assignments the learners produce in accordance with the Btec criteria set and what was agreed in standardisation meetings
• Accept evidence in different forms, such as written work, verbal explanation, work product and witness testimony. This is achieved when I write assignments for the learners to complete. They are asked to produce their work in different formats which enables me to assess their learning on different levels to gauge a true understanding of their capabilities.
• Ensure the evidence assessed is valid, authentic, reliable, current and sufficient. When I am constructing assignments there are key principles to look at to make sure the assessment is reliable and valid. I need to make sure the assignments have clear objectives that meet the criteria set by Btec. This will need to be checked by the Internal Verification team at the college. Once this has been approved the assignment can then be issued to learners. This process ensures the reliability of the assignment. Through standardisation