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Design, use and Analyse an Assessment Procedure.

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Introduction

Design, use and Analyse an Assessment Procedure. For the purpose of this assignment the assessment procedure for the Key Skills course will be looked at and evaluated. The tutor/assessors, who are taking learners through the Key Skills qualifications of Information Technology (IT), Communications and Application of Number work in a single room resource centre, which accommodates all three skills. The team of assessors rotate the teaching of these subjects and are all dedicated to help the learners increase their knowledge and understanding within each skill. It is through this teaching that the learners will build their portfolio of evidence and gain the skills which will take them on to the examination stage. This examination process is overseen by another team. These courses are very rigid in regard to the course materials, as these have to be standardised throughout the Learning Resource Centres which are spread across the country and abroad. This is to assist in the internal and external verification process which takes place on this site. The courses are fast track to accommodate the high turnover of personnel through the school; this means there is little or no room for experimentation. The Application of Number skill is tutor led, as is the Communication skill but to a much lesser degree. ...read more.

Middle

This is known as Formative assessment, which will correct and prevent mistakes and will help the learning process. The assessor should oversee the learning progress and step in when asked, if the learner is not able to continue, (they will not always ask for assistance) or if the learner is becoming disruptive, prompt assistance and advice at times will speed the learning. This will lead to a calm and productive session for the whole group. This Formative assessment is the type of assessment used as the course progresses, the learners find this useful, motivational and it forms a trust between the learner and the assessor if done with care and understanding. This last point is supported when; tutors rotate from skill to skill with all three Key Skills working in the same room at the same time. A learner on IT who requires support will sometimes target a specific tutor whom they have worked with before, over the assessor in charge of the IT skill at that time. This is seen less with the other skills as learner contact is only one day. Whilst this shows a good working relationship it highlights another failing in the system, as there are no standardization meetings where the methods could be compared, with the best practice agreed and adopted by all. ...read more.

Conclusion

The rigid time limit set regardless of the lack of knowledge of the learner and the total disregard of prior learning, to the point of not assessing the IT skills at all, fail the program and do not promote healthy exam results. Possible ways of improving the assessment process would be; the assessors could hold standardization meetings to improve and develop the assessment task which will benefit the learner as much as the process. The rigid time allowed could be continuous instead of the existing broken training periods, which do not allow for progressive or complete development of the learner or programme. The structuring of the course could be changed to allow a better selection of ability and length of time on the course, to avoid knowledge loss between days on, off and back on again, this would increase the motivation of the learner. Separate training rooms would allow better concentration and learning. The communication network throughout could be strengthened which would help those in need of support. This critical review may have concentrated on the faults which require some change and the assessment procedures do have imperfections and indeed fail in there own respect, however they do have a positive effect and are in place to prevent failure, the success of the Key Skills programme shows that the system is in the main working very well indeed. ...read more.

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