award in assessing vocationally related achievement · award in assessing vocationally related...

Qualification Specification

Award in AssessingVocationally RelatedAchievement

SA

F E T Y T R A I N I N G A W

A RD

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SA

FE T Y T R A I N I N G A W

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Version 17.1 ©2017

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Award in Assessing Vocational Related Achievement Qualification Specification V17.1 ©STA 2017

Qualification Number: 600/7077/8

This qualification consists of 2 mandatory units

Credit Value: 9 Credits

STA Level 3 Award in Assessing VocationallyRelated Achievement

Unit Structure

Unit Title Code Credit Value

Unit Level

GLH

Understanding the principles and practices of assessment

D/601/5313 3 3 24

Assess vocational skills, knowledge and understanding

F/601/5319 6 3 30

Total Qualification Time: 90 Hours

Guided Learning Hours: 54 Hours

This qualification is regulated by Ofqual (England), Qualifications Wales (QW) and CCEA (Northern Ireland)

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Target Learners

Progression

This qualification aims to develop competence in the assessment of vocational skills, knowledge and understanding in environments other than the work environment (for example a workshop, classroom or other training environment).

As an assessor in a vocational area you’ll be responsible for making sure that learners meet the requirements to be awarded the qualification they are working towards. Your role could include planning the assessment of vocational skills, assessing learners in a training or classroom environment, providing feedback to learners and keeping records of their progress. You will also work closely with trainers and quality assurers to ensure that training and assessment is of a consistent standard.

This qualification is suitable for learners aged 19 and over who are currently involved in assessing learners in training environments, for a variety of occupational areas.

Learners who have completed the STA Level 3 Award in Assessing Vocational Related Achievement may wish to develop their assessment practice by completing the Level 3 Certificate in Assessing Vocational Achievement, enabling them to assess learners in a wider variety of situations. They may also wish to progress into a teaching role through completing Education and Training qualifications, or progress into a quality assurance role through completing the level 4 Internal Quality Assurance Qualification.

Qualification Objective:

Introduction:

Industry Standards

This qualification is underpinned by the Learning and Development National Occupational Standard 9, assess learner achievement, and is assessed in line with the Education and Training Foundation Assessment Strategy.

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Entry Requirements

This qualification is suitable for learners aged 19 and over

Any Other Requirements

Trainee assessors must have access to a minimum of four learners in total to complete the practical elements of this qualification, simulation is not permitted.

Grading Format

Pass / Fail

Assessment Methods

The principles and practices of assessment unit is purely theoretical and is assessed through the completion of learner assignments.

The assess vocational skills, knowledge and understanding is assessed through practical completion of two assessments of a minimum of two learners knowledge, skills and understanding.

Tutor / Assessor Requirements

Requirements:• Already hold the qualification they are assessing, or a recognised

equivalent• Hold a recognised assessing qualification• Have experience of carrying out quality assurance for a minimum of

two assessors.• Have up to date working knowledge and experience of best practice

in assessment and quality assurance. • Show current evidence of continuing professional development in

assessment and quality assurance.

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IQA Requirements

Resource Requirements

No further resource requirements

All those responsible for Internal Quality Assurance of this qualification must:• Have up to date working knowledge and experience of best practice in

assessment and quality assurance• Hold a recognised assessor qualification• Hold a recognised internal quality assurance qualification.

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Unit Specification

Unit Title Understanding the principles and practices of assessment

Unit Aim The aim of this unit is to assess the competence of a practitioner to reflect on, evaluate and improve their learning and development practice.

Learning Outcomes Assessment Criteria

1. Understand the principles and requirements of assessment

1.11.21.31.4

Explain the function of assessment in learning and developmentDefine the key concepts and principles of assessmentExplain the responsibilities of the assessorIdentify the regulations and requirements relevant to the assessment in own area of practice

2. Understand different types of assessment method

2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners

3. Understand how to plan assessment

3.13.23.33.4

3.5

Summarise key factors to consider when planning assessmentEvaluate the benefits of using a holistic approach to assessmentExplain how to plan a holistic approach to assessmentSummarise the types of risks that may be involved in assessment in own area of responsibilityExplain how to minimise risks through the planning process

4. Understand how to involve learners and others in assessment

4.1

4.2

4.3

4.4

Explain the importance of involving the learner and others in the assessment processSummarise types of information that should be made available to learners and others involved in the assessment processExplain how poor and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learningExplain how assessment arrangements can be adapted to meet the needs of individual learners.

5. Understand how to make assessment decisions

5.1

5.2

Explain how to judge whether evidence is:• Sufficient• Authentic; and• CurrentExplain how to ensure that assessment decisions are:• Made against specified criteria• Valid• Reliable; and• Fair

6. Understand quality assurance of the assessment process

6.16.2

6.3

Evaluate the importance of quality assurance in the assessment processSummarise quality assurance and standardisation procedures in own area of practiceSummarise the procedures to follow when there are disputes concerning assessment in own area of practice.

7. Understand how to manage information relating to assessment

7.1

7.2

Explain the importance of following procedures for the management of information relating to assessmentExplain how feedback and questioning contribute to the assessment process.

8. Understand the legal and good practice requirements in relation to assessment

8.1

8.2

8.3

8.4

Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare. Explain the contribution that technology can make to the assessment processEvaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessmentExplain the value of reflective practice and continuing professional development in the assessment process.

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Unit Specification

Unit Title Assess vocational skills, knowledge and understanding

Unit Aim

The aim of this unit is to assess a learning and development practitioner’s performance in carrying out the assessment of vocational skills, knowledge and understanding outside of the work environment. Assessment methods include: Assessment of the learner in simulated environments, skills tests, oral and written questions, assignments, projects, case studies and recognising prior learning. This unit does not require the design of assessments. Practitioner means anyone with a learning and development responsibility as the whole or part of their role.

Learning Outcomes Assessment Criteria

1. Be able to prepare assessments of vocational skills, knowledge and understanding

1.1

1.2

1.3

Select methods to assess vocational skills, knowledge and understanding which address learner needs and meet assessment requirements, including:• Assessments of the learn in simulated environments• Skills tests• Oral and written questions• Assignments• Projects• Case studies• Recognising prior learningPrepare resources and conditions for the assessment of vocational skills, knowledge and understandingCommunicate the purpose, requirements and processes of assessment of vocational skills, knowledge and understanding to learners

2. Be able to carry out assessments of vocational skills, knowledge and understanding

2.1

2.22.32.4

2.52.6

Manage assessments of vocational skills, knowledge and understanding to meet assessment requirementsProvide support to learners within agreed limitationsAnalyse evidence of learner achievementMake assessment decisions relating to vocational skills, knowledge and understanding against specified criteriaFollow standardisation proceduresProvide feedback to the learner that affirms achievement and identifies any further implications for learning, assessment and progression.

3. Understand how to make assessment decisions

3.1

3.2

3.3

Maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner progressMake assessment information available to authorised colleagues as requiredFollow procedures to maintain the confidentiality of assessment information

4. Be able to maintain legal and good practice requirements when assessing vocational skills, knowledge and understanding

4.1

4.2

4.3

4.4

Follow relevant policies, procedures and legislation relating to the assessment of vocational skills, knowledge and understanding, including those for health, safety and welfareApply requirements for equality and diversity and, where appropriate, bilingualismEvaluate own work in carrying out assessments of vocational skills, knowledge and understandingTake part in continuing professional development to ensure current expertise and competence in assessing vocational skills, knowledge and understanding

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