This standard is about assessing learning and development against agreed criteria. , It covers a range of different assessments including competence, knowledge and understanding and skills.
Performance criteria
You must be able to:
P1 ensure learners understand the purpose, requirements and processes of assessment
P2 plan assessment to meet requirements and learner needs
P3 use valid, fair, reliable and safe assessment methods
P4 identify and collect evidence that is:
P4.1 valid
P4.2 authentic
P4.3 sufficient
P5 make assessment decisions against specified criteria
P6 provide feedback to the learner that affirms achievement and identifies any additional requirements
P7 maintain required records of the assessment process, its outcomes and learner progress
P8 work with others to ensure the standardisation of assessment practice and outcomes
Knowledge and understanding
You need to know and understand:
K1 the key concepts and principles of assessment
K2 the range of information that should be made available to learners
K3 the current criteria against which assessments are made and the current regulations and requirements relating to their assessment
K4 guidelines for assessment planning as appropriate to own area of responsibility
K5 how to involve learners in the planning of assessments
K6 how assessment arrangements can be adapted to meet the needs of individual learners
K7 the uses, benefits and drawbacks of different assessment methods, including the use of simulation and those that involve the use of technology
K8 the types of risks that may be involved in the assessment process and how to manage these
K9 issues related to equality, diversity and, where relevant, bilingualism, that may affect the assessment process and how to address these
K10 how to make sure that assessment decisions are made against specified criteria and are valid, reliable and fair
K11 how to determine when evidence is sufficient to make an assessment decision
K12 how to judge the authenticity and currency of evidence and what to do when there is doubt
K13 how to record and store assessment decisions, who they should be made available to and the data protection and confidentiality guidelines that should be followed
K14 factors to consider when providing feedback to learners
K15 the relevant procedures when there are disputes concerning assessment
K16 standardisation processes and how to contribute to these
K17 how to co-operate and work effectively with others involved in the assessment process
K18 the value and purpose of continuing professional development for assessment practitioners
Additional Information
Please visit the website link to access the NOS suite including the Introduction, which contains valuable context and background information for this suite of NOS.
For example, observation, questioning, checking products of work, setting assignments
Authentic
The candidate’s own work
Equality
A state of fair treatment that is the right of all people regardless of differences in, for example, culture, ability, gender race, religion, wealth, sexual orientation, or any other group characteristic
Diversity
Acknowledging that each individual is unique, and recognizing our individual differences in, for example, culture, ability, gender, race, religion, wealth, sexual orientation, or any other individual characteristic
Identify and collect evidence
This is done through the assessment process, for example by assessor observations, checking products of work, asking questions, setting assignments etc.
Reliable
Consistently achieves the same results with the same (or similar) group of learners
Requirements
These could be the requirements of the practitioner’s own organisation or those of an external organisation, such as awarding organisation
Risk assessment
This could be a formal and written risk assessment but could be informal and dynamic – monitoring and controlling risk on an ongoing basis. Risk includes health and safety but may also cover other types of risk, for example the risk of problems arising which interfere with the assessment process, or the risk of using inappropriate assessment methods
Sufficient
Enough evidence as specified in Evidence Requirements or Assessment Strategy
Valid
Relevant to the criteria against which the candidate is being assessed
Fair
Ensuring that everyone has an equal chance of getting an accurate assessment
Safe
This covers both physical and psychological safety. It also includes ensuring that assessment evidence is safe in the sense that is sufficiently robust to make a reliable judgement that the learner does meet the assessment standard
Key words assess competence, assess knowledge and understanding, assess skills, assessment, assessment decisions, assessment evidence, assessment processes, assessment records, continuing professional development, feedback to learners, learner assessment, learning
LSILADD09 Assess learner achievement
Overview
This standard is about assessing learning and development against agreed criteria. , It covers a range of different assessments including competence, knowledge and understanding and skills.
Performance criteria
You must be able to:
P1 ensure learners understand the purpose, requirements and processes of assessment
P2 plan assessment to meet requirements and learner needs
P3 use valid, fair, reliable and safe assessment methods
P4 identify and collect evidence that is:
P4.1 valid
P4.2 authentic
P4.3 sufficient
P5 make assessment decisions against specified criteria
P6 provide feedback to the learner that affirms achievement and identifies any additional requirements
P7 maintain required records of the assessment process, its outcomes and learner progress
P8 work with others to ensure the standardisation of assessment practice and outcomes
Knowledge and understanding
You need to know and understand:
K1 the key concepts and principles of assessment
K2 the range of information that should be made available to learners
K3 the current criteria against which assessments are made and the current regulations and requirements relating to their assessment
K4 guidelines for assessment planning as appropriate to own area of responsibility
K5 how to involve learners in the planning of assessments
K6 how assessment arrangements can be adapted to meet the needs of individual learners
K7 the uses, benefits and drawbacks of different assessment methods, including the use of simulation and those that involve the use of technology
K8 the types of risks that may be involved in the assessment process and how to manage these
K9 issues related to equality, diversity and, where relevant, bilingualism, that may affect the assessment process and how to address these
K10 how to make sure that assessment decisions are made against specified criteria and are valid, reliable and fair
K11 how to determine when evidence is sufficient to make an assessment decision
K12 how to judge the authenticity and currency of evidence and what to do when there is doubt
K13 how to record and store assessment decisions, who they should be made available to and the data protection and confidentiality guidelines that should be followed
K14 factors to consider when providing feedback to learners
K15 the relevant procedures when there are disputes concerning assessment
K16 standardisation processes and how to contribute to these
K17 how to co-operate and work effectively with others involved in the assessment process
K18 the value and purpose of continuing professional development for assessment practitioners
Additional Information
Please visit the website link to access the NOS suite including the Introduction, which contains valuable context and background information for this suite of NOS.
http://webarchive.nationalarchives.gov.uk/20110414152025/http://www.lluk.org/standards- and-qualifications/standards/learning-and-development-national-occupational-standards/
Glossary
Assessment method
For example, observation, questioning, checking products of work, setting assignments
Authentic
The candidate’s own work
Equality
A state of fair treatment that is the right of all people regardless of differences in, for example, culture, ability, gender race, religion, wealth, sexual orientation, or any other group characteristic
Diversity
Acknowledging that each individual is unique, and recognizing our individual differences in, for example, culture, ability, gender, race, religion, wealth, sexual orientation, or any other individual characteristic
Identify and collect evidence
This is done through the assessment process, for example by assessor observations, checking products of work, asking questions, setting assignments etc.
Reliable
Consistently achieves the same results with the same (or similar) group of learners
Requirements
These could be the requirements of the practitioner’s own organisation or those of an external organisation, such as awarding organisation
Risk assessment
This could be a formal and written risk assessment but could be informal and dynamic – monitoring and controlling risk on an ongoing basis. Risk includes health and safety but may also cover other types of risk, for example the risk of problems arising which interfere with the assessment process, or the risk of using inappropriate assessment methods
Sufficient
Enough evidence as specified in Evidence Requirements or Assessment Strategy
Valid
Relevant to the criteria against which the candidate is being assessed
Fair
Ensuring that everyone has an equal chance of getting an accurate assessment
Safe
This covers both physical and psychological safety. It also includes ensuring that assessment evidence is safe in the sense that is sufficiently robust to make a reliable judgement that the learner does meet the assessment standard
Key words assess competence, assess knowledge and understanding, assess skills, assessment, assessment decisions, assessment evidence, assessment processes, assessment records, continuing professional development, feedback to learners, learner assessment, learning