Concepts of Assessment
Concepts of assessment are the various aspects involved throughout the assessment process. These include any ideas put into place to make the process run more smoothly. Looking more deeper than just a set of assessment methods, which can help qualified assessors reflect on their own role and drive better results out of learners.
Assessors will need to be accountable to various groups including the learners themselves. Learners should understand why they are being assessed and receive clear guidance. The assessor in his / her role may be accountable to the company / organisation they are working for, and any awarding bodies procedures.
There may be a requirement to record achievement data throughout the assessment process which could be compared on an organisational / national level. Extra considerations could include any funding requirements based on learner performance, whereby assessors will need to share information.
Statistics based on learners who started the program, met the criteria and finished may also be collected.
This involves comparing the progress of current learners against a national / organisational standard to help monitor performance. Where standards are not met a review can take place with an action plan potentially implemented.
Benchmarking can also be used internally at an organisational level to monitor performance across different locations.
It is important to consider the learner's own progression at the end of the assessment cycle. The assessor's role could be to have an informal discussion with the learner. Ending one unit may open up a new pathway or the learner may have progressed sufficiently to need guidance on future job roles.
Progression can play a pivotal role in a learners motivation and should therefore be reinforced at various stages to keep the learner on track.
Transparency can be achieved if everyone within the assessment process can clearly see what is going on. The assessor should have a correct interpretation of the guidelines and what is expected of themselves. They should also be honest with their learners and limit overuse of positive feedback if the criteria is not being met.
Transparency when achieved ensures that no one is suspicious of the overall process which can ease anxiety and lead to better results.