Level 3 Certificate in assessing candidates using a range of methods (7317)

Level 3 Certificate in assessing candidates

using a range of methods (7317)

Candidate guide

A1 – Assess candidates using a range of methods

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Level 3 Certificate in assessing candidates

using a range of methods (7317)

Candidate Guide

A1 – Assess candidates using a range of methods

November 2004

05 Record of achievement 7317 07 Contact details

09 Who will be involved? 09 You the candidate

09 The assessor

09 The independent assessor

09 The internal verifier

09 The external verifier

09 The role of the centre

09 The awarding body

10 Where do you begin? 10 Devising a personal action plan

11 How is your competence assessed? 11 Different types of assessment evidence

11 Assessor observation reports

11 Questioning

11 Professional discussion

12 Standards, evidence and assessment guide 12 A1 Assess candidates using a range of methods

12 This unit is appropriate for you if your role involves:

12 The activities you are likely to be involved in:

12 What the unit covers:

12 Scope

22 Knowledge requirements Assessment documents 27 Personal action plan

29 Observation checklist for A1.3

31 Assessment declaration

33 Independent assessment report for A1

35 Glossary of terms

Contents

Record of achievement 7317

Record of achievement 7317 05

Candidate name Candidate enrolment number

Centre name Centre number

Registration date Start date on programme

Assessor making the assessment decision (please print) Internal Verifier responsible (please print)

Element Date of completion Signature of assessor Signature of internal verifier

A1.1

A1.2

A1.3

Centre details

Centre Name Centre number

Address

Postcode Telephone number

Fax E-mail

Co-ordinator’s name

Assessor details

Assessor name

Position Signature

Second Assessor name (if appropriate)

Position Signature

Independent assessor details

Independent assessor name

Position Signature

Internal Verifier details

Internal verifier name

Position Signature

Contact details

You the candidate

With your assessor’s help and guidance, you should take

responsibility for collecting and indexing your evidence in support of your claim to competence. (You may have more than one assessor, particularly if the assessors in your centre also act as your trainers or tutors.) In addition, some of your work for this award must be assessed independently, this means by an assessor who is not your primary assessor and is, therefore, independent from you.

The assessor

Your assessor is responsible for helping you identify opportunities to prove your competence and produce evidence that your work matches the appropriate standards. Your assessor, who is qualified as an assessor and has experience in this area of work, will also judge your performance and other evidence to check that it meets the national standards.

The independent assessor

Part of the assessment for your award will be carried out by a second fully qualified assessor, who is independent from you and who is experienced as an assessor of these awards.

An independent assessor, who is not your primary assessor, must assess a substantive component of your evidence. An independent assessment report form is provided on page 33 of this pack for use by the person selected to be your independent assessor.

Your centre will select a suitable person to act as your independent assessor.

The internal verifier

This person is responsible for ensuring quality and consistency of assessment decisions throughout the centre.

The external verifier

This person is appointed by the awarding body to monitor the quality of assessment decisions and verification processes within a centre, ensuring that the centre meets national standards. There will be an external verifier from the City & Guilds group (your awarding body) for the award for which you are a candidate, but you may also occasionally meet external verifiers from other awarding bodies who are monitoring the awards that your candidates are taking.

The role of the centre

The centre plays a lead role in your award by ensuring the whole process meets the City & Guilds group requirements through its systems and through the activities of its assessors and internal verifiers. The centre may be the company where you work or the place that organises your training. The centre is responsible for sending the details of your registration and achievements to the City & Guilds group for processing.

The awarding body

The City & Guilds group is responsible for checking that you have all the necessary practical skills and knowledge to do the job. When your centre is satisfied that you are competent then it will apply to the awarding body for your award. This will be sent to you through your centre.

Who will be involved?

You will probably begin working for your award by going through an

‘induction’ programme arranged by the training and assessment centre you register with. This programme is likely to involve your assessor(s) and/or trainer(s) and it will enable you to get to know the documentation and help you understand the actual standards to be achieved.

It should be made clear to you that the award is based on actual work-based performance, so your activity will be judged, as well as the products you produce, from your work. Performance of real work activities in the real working environment is what is required; this means that NONE of your performance against the standards may be simulated.

You and your assessor should then consider any experience you may already have in relation to the relevant units to help you determine your start-point. At this initial assessment, your assessor will help you draw up your first action plan.

Devising a personal action plan

Your assessor and/or trainer will support you in devising a personal action plan. Go through each element of the unit and compare it with your experience to date. Decide what degree of competence you already have. Next, determine whether or not you have evidence to present, and whether or not you need training. Prepare two lists – one for areas where you can start to identify evidence, and one for areas where you have identified training needs.

A pro-forma for a personal action plan for you to copy and use can be found on page 27 of your pack. Use this to identify the types of evidence you can already present for each element/unit, and show the type and source. Also negotiate with your assessor the future action and evidence requirements, and record these with agreed target completion dates. Agree and record suitable review dates with your assessor.

You may find the following questions useful as a checklist when completing the ‘action required’ column:

• can my performance be observed by the assessor? • can I include any records, documents, etc?

• are there any aspects for which I cannot easily produce evidence? • are there any elements/units for which I need training?

• are there any elements/units for which I need to build up experience?

When completing the ‘evidence required’ column, work out with your assessor:

• what can be assessed through observing you at work • what can be assessed through your work products • how your knowledge will be assessed, e.g. by questions or

discussions (these must be recorded for verification). Note: the assessment of knowledge should be integrated with the assessment of performance wherever possible and appropriate.

Then set about building up your experience, knowledge and skills and gathering supporting evidence in the process. Your ‘personal action plan’ should help you to understand fully what is expected of you and what is to be covered in the assessments.

Where do you begin?

Formal assessment will take place when you and your assessor feel that you are ready. Assessments should occur at frequent intervals, and during an assessment your assessor may ask you questions to confirm your knowledge and understanding of certain points. The independent assessment is likely to take place towards the end of your programme.

What you do in your everyday work in a learning and development environment will provide most of your evidence. Although there are different sources of evidence (described below), performance evidence is seen as the primary source for making a judgement of your competence against the standards. However, it is required that a variety of assessment methods should be used to confirm your competence.

It is important that all of your assessment evidence comes from your performance in your workplace, i.e. when you are carrying out ‘real work-based activities’. You are not allowed to use materials you create during your training as evidence of competence and you are not allowed to use simulation.

You have to produce performance evidence to meet all the criteria in an element.

Your performance evidence will show your assessor that you have some of the required knowledge, but you may also provide evidence of some of the required knowledge by reporting on your evaluations of systems and processes.Evidence must be provided for all the knowledge items listed for the unit as a whole. Different types of assessment evidence

There are different ways of judging competence, different methods of assessing and different forms of evidence that can be presented as follows:

Assessor observation reports

Observations by your assessor should take place as you carry out activities in your everyday working situations. During an

observation, you should work normally and your assessor should observe you without being too obtrusive. Your assessor should watch and listen for any evidence of your skills, knowledge and understanding. Your assessor should discuss the assessment with you immediately afterwards so that you get feedback on your performance and are clear about what you should do next. The observation report created by your assessor is an important assessment document and is needed as evidence for your portfolio.

Questioning

You may be asked oral and/or written questions by your assessor(s) to confirm that you possess the necessary knowledge and understanding associated with competent performance. For oral questions, you or your assessor should record the questions and the answers you give, and this record should be included in your portfolio as evidence.

Professional discussion

You and your assessor will engage in a professional discussion session where you will describe, explain and evaluate aspects of your work for which evidence may not be able to be provided in any other way. Your assessor will be able to ask for clarification and ask questions. Ideally this discussion should take place at your workplace so that you will be able to show your assessor work products which could not be taken out of the work environment because of complexity, security or confidentiality. The purpose and process of each professional discussion should be planned and agreed in advance, and there must be a clear and full record of the discussion which will be available for verification purposes – this may be in a written from or as a video or audio recording.

How is your competence assessed?

A1 Assess candidates using a range

of methods

This unit been developed by the Employment NTO. It replaces the previous D32/D33 units.

This unit is appropriate for you if your role involves:

• assessing candidates against agreed standards of competence using a range of assessment methods

• giving candidates feedback on your assessment decisions • contributing to the internal quality assurance processes

The activities you are likely to be involved in are:

• developing realistic plans for learning and assessment with candidates

• understanding assessment requirements

• planning the assessment process with candidates and the other people involved

• helping candidates to meet the agreed assessment requirements • reviewing the candidates’ level of competence and identifying

what they need to do to be fully competent • supporting candidates with different needs during

your assessment

• using a variety of assessment methods • making a record of your assessment decisions

• giving candidates feedback on their performance and reviewing their progress throughout the assessment process

• using different types of evidence to give an overall assessment of competence

• working with the other people involved in the assessment process, such as workplace supervisors and other teachers or trainers

What the unit covers:

1 developing plans for assessing competence with candidates

2 judging evidence against agreed standards to make assessment decisions

3 giving candidates feedback and support on your assessment decisions

4 contributing to the internal quality assurance process

Scope:

This unit covers assessing of candidates by using different assessment methods. These include:

• watching candidates perform in the workplace • asking candidates questions

• taking account of past experiences and achievements • setting tests

• setting projects and tasks • arranging simulations

• assessing the candidate’s report of their work

• using evidence from other people, including peers and witnesses.

Assessment can include using material from awarding bodies and from within your own organisation. It can also include assessing the competence of those who assess candidates as a major part of their role.

Observation may take place in person or using appropriate

technology such as videotape. Evidence may also include examining products. All candidates must show they have agreed assessment requirements. You must also show you are aware of and understand the appeals and complaints procedures of your centre and the process for handling them.

Standards, evidence and assessment guide

A1 Unit overview – Evidence requirements

Standards, evidence and assessment guide 13 Evidence of knowledge requirements

a A record of a professional discussion between the assessor and the assessor-candidate during which the assessor reviews any method of the assessment not covered by performance evidence and:

i Indicates the validity and reliability of each method

ii Reviews any potential issues of fairness and access in relation to individual assessment methods

iii Covers all of the following methods if not covered by performance evidence: • questioning

• accreditation of prior experience and achievement

• formal testing

• projects and assignments • simulations

• candidate and peer reports • evidence from others

b A written or spoken explanation of the

following procedures used within the assessor-candidate’s centre:

• how to provide access to assessment for candidates with individual special needs and special assessment requirements

• how disputes and appeals about assessment decisions are handled • the internal standardisation and quality assurance arrangements • how assessments are recorded

• sources of information regarding assessment requirements and best practice

A1.1

Develop plans for assessing competence with candidates

Assessment plans (3)

Record of written or spoken explanation (1)

Written reviews (2)

Assessment decisions (3)

Record of professional discussion (1)

Record of observation of feedback (1)

Record of feedback (2)

Record of professional discussion (1)

Assessment records (2)

Written evidence of contribution to standardisation procedures (2 x 2)

Written statement from person responsible for internal quality monitoring (1)

A1.2

Judge evidence against criteria to make assessment decisions

A1.3

Provide feedback and support to candidates on assessment decisions

A1.4

Contribute to the internal quality assurance process

Performance Criteria

You must be able to do the following:

a Develop and agree an assessment plan with candidates.

b Check that all candidates understand the assessment process involved, the support available to them and the complaints and appeals procedure.

c Agree fair, safe, valid and reliable assessment methods.

d Identify appropriate and cost-effective opportunities for assessing performance.

e Plan for using different types of evidence.

f Identify how the past experiences and achievements of candidates will contribute to the assessment process.

g Identify and agree any special arrangements needed to make sure the assessment process is fair.

h Identify how other people will contribute to assessments and what support they may need.

i Identify how to protect confidentiality and agree arrangements to deal with sensitive issues.

j Agree how you will handle any difficulties or disputes during the assessment.

k Agree when assessment will take place with candidates and the other people involved.

l Agree arrangements with candidates for reviewing their progress against the assessment plan.

m Review and update assessment plans to take account of what the candidates have achieved.

A1.1 Develop plans for assessing competence with candidates

A1.1 Develop plans for assessing competence with candidates

Standards, evidence and assessment guide 15 Each assessment plan MUST:

Cover ONE full unit of competence which can be certificated

Indicate which assessment methods will be used

State how assessments will take place

Over the three plans you must cover a minimum of FOUR assessment methods to be used over the THREE assessment plans, including observation of the candidates

Provide ONE example across the THREE assessments which includes involving others making a contribution to the assessment process

(Total: 3 Plans) a THREE assessment plans for a minimum of

TWO different candidates

Which

States the assessment methods selected to assess specific aspects of competence

Indicates why they are valid, reliable, and fair indicators of competence

Covers a minimum of FOUR assessment methods reviewed

Shows how others have been involved in the assessment process and their precise contribution to the process

(Total: 1 record) b A record of a written or spoken explanation

Conducted:

With a minimum of TWO candidates, including evidence of having updated assessment plans

(Total: 2 written reviews) c Written outcomes from progress reviews

Performance Criteria

You must be able to do the following:

a Use the agreed assessment methods to assess competence in appropriate situations.

b Use the past experiences and achievements of candidates as part of the assessment of their current competence.

c Ensure that the evidence comes from the candidates’ own work.

d Make safe, fair, valid and reliable decisions about the competence of candidates, only on the agreed standard.

e Collect evidence from the other people involved in the assessment process.

f Apply any agreed special arrangements to make sure the assessment is fair.

g Base your decisions on all the relevant evidence of candidates’ performance and knowledge. Take this evidence from as many places as possible.

h Explain and resolve any inconsistencies in the evidence.

i Make a record of the outcomes of assessments by using the agreed recording system.

j Speak to the appropriate person if you and the candidate cannot agree on your assessment of their performance.

A1.2 Judge evidence against criteria to make assessment decisions

A1.2 Judge evidence against criteria to make assessment decisions

Standards, evidence and assessment guide 17 These decision records MUST:

be for a minimum of TWO different candidates for the THREE assessment plans generated for A 1.1

(Total: 3 plans) a THREE assessment decision records

The discussion must be between the assessor and the assessor-candidate

where the assessor-candidate presents how he/she has:

i Used THREE different types of evidence to demonstrate achievement of particular standards

ii Used observation of the candidate as an assessment method

iii Explained how the assessment methods were implemented

iv Evaluated the effectiveness of the assessment methods in the light of assessing candidates

v Demonstrated his/her competence in relation to criteria c, d and g for element A1.2 of the standards c Ensure that the evidence comes from the candidates’ own work

d Make safe, fair, valid and reliable decisions about the competence of candidates, only on the agreed standard g Base your decisions on all the relevant evidence of candidates’ performance and knowledge. Take this

evidence from as many places as possible

(Total: 1 record) b A record of a written or spoken explanation

Performance Criteria

You must be able to do the following:

a Give candidates feedback at an appropriate time and place.

b Give candidates feedback in a constructive and encouraging way which meets their needs and is appropriate to their level of confidence.

c Clearly explain your assessment decisions on whether candidates’ evidence of competence is good enough.

d Give candidates advice when they cannot prove their

competence and on how they can develop the necessary skills or provide more evidence.

e Encourage candidates to get advice on your assessment decisions.

f Identify and agree the next steps in the assessment process and how candidates will achieve these.

g Follow the agreed complaints and appeals procedures if candidates disagree with your assessment decisions.

A1.3 Provide feedback and support to candidates on assessment decisions

A1.3 Provide feedback and support to candidates on assessment decisions

Standards, evidence and assessment guide 19 The observation MUST:

Be by the assessor of the assessor-candidate providing feedback to a candidate.

This must be supported by evidence of feedback on TWO other occasions in the form of written records

Or endorsement by another recognised assessor from a registered centre.

(Total : 1 observation and TWO records, covering TWO different candidates) a A minimum of ONE observation

This discussion must be between the assessor and the assessor-candidate based on feedback to candidates where the assessor-candidate indicates how criteria a, d and f were addressed.

a give candidates feedback at an appropriate time and place

d give candidates advice when they cannot prove their competence and on how they can develop the necessary skills or provide more evidence

f identify and agree the next steps in the assessment process and how candidates will achieve these

(Total: 1 record) b A record of a professional discussion

Performance Criteria

You must be able to do the following:

a Ensure your assessment records are accurate and up to date, and provide an audit trail of evidence.

b Contribute to standardisation arrangements so that your assessment decisions are in line with others.

c Give accurate and timely information on assessments.

d Contribute to the agreed quality assurance process.

A1.4 Contribute to the internal quality assurance process

A1.4 Contribute to the internal quality assurance process

Standards, evidence and assessment guide 21 You need to produce

ONE assessment record each for TWO different candidates.

These records must have been used as part of the internal quality assurance process.

(Total: 2 records) a Assessment records

This written statement must be from the person responsible for internal quality assurance (e.g. an internal verifier for N/SVQs) and show that the assessor has contributed to agreed quality assurance procedures.

(Total: 1 statement) c Written statement

The evidence should involve

The review of at least TWO pieces of evidence for each of TWO different candidates.

This evidence must have contributed to internal standardisation procedures.

(Total: 4 reviews, one for each of the FOUR pieces of evidence) b Written evidence of having reviewed

You need the following knowledge to perform this Unit of

Competence. You will show this through the outcome of your work activities and through evaluations of systems and processes.

You need to demonstrate how you have met the knowledge requirements for this unit. You may like to use the following to indicate how you have met numbers 1 – 37 and where the evidence is located in your portfolio: performance evidence (PE), observation (OB), professional discussion (PD), responses to assessor questions (AQ), written evidence (WE), other (O).

You need to be able to show that you have general knowledge and understanding of the following:

The nature and role of assessments of competence

1 how to identify and use different types of evidence when carrying out assessments 2 how to identify and compare different types of evidence when making your

assessment decisions

3 how to collect evidence in ways that are cost-effective and timely

4 how to collect and use evidence from candidates’ prior experience and achievements within the current assessment process

5 how to develop and agree assessment plans with candidates and the other people involved 6 how to accurately assess performance against specific parts of a standard

7 how to take appropriate action and help candidates develop their competence 8 how to change assessment procedures to meet the individual needs of candidates

9 how to identify the difficulties in making safe, fair, valid and reliable assessments of evidence and who to involve in such cases

10 how to follow standardisation and internal quality assurance procedures

Candidate signature Date

Assessor signature Date

Portfolio reference How met

Knowledge requirements

Knowledge requirements 23 Principles and concepts

11 how to measure existing levels of competence

12 how to make valid and reliable assessments of candidates’ knowledge 13 how to make valid and reliable assessments of candidates’ performance 14 how to make sure you have covered all the agreed criteria during an assessment 15 how to check that evidence is candidates’ own work

16 how to make sure that supporting evidence supplied by other people is reliable

17 how to encourage candidates to consider and use their past experience and achievements 18 how to give constructive feedback on existing levels of competence and what candidates

need to do to be fully competent

19 how to involve candidates in planning assessments 20 how to keep to the Data Protection Act

Candidate signature Date

Assessor signature Date

Portfolio reference How met

Level 3 Certificate in assessing candidates using a range of methods (7317) 24

21 how to encourage candidates who have different levels of confidence and experience to take an active part in their assessment

22 how to use language and behaviour which does not discriminate against any candidate 23 how to meet the different needs of candidates

24 how to give feedback to candidates with different levels of confidence and experience 25 how to encourage candidates to ask questions and get advice

26 how to monitor and review progress with candidates

27 how to identify changes in levels of candidates’ competence and assess how this affects your own competence

28 how to use opportunities to update your skills and experience

29 how to identify and use information on current assessment best practice

30 how to use personal development opportunities to improve your assessment skills

Candidate signature Date

Assessor signature Date

Portfolio reference How met

Knowledge requirements 25 External factors influencing the assessment of national standards

31 how to meet candidates’ needs for access to safe, fair, valid and reliable assessment, in line with relevant legislation

32 how to recognise and challenge unfair discrimination in assessments

33 who to get advice from about meeting candidates’ special assessment requirements 34 how to identify and plan for issues of confidentiality and data protection during the

assessment process

35 how to record, store and pass on assessment decisions to other people within an agreed system

36 how to identify and assess things that can influence your own competence 37 how to identify appropriate sources of support for your own development

Candidate signature Date

Assessor signature Date

Portfolio reference How met

Personal action plan

Personal action plan 27

Candidate name Candidate no Date

Assessor name

Review date(s)

Signed by assessor Signed by candidate

Unit/element no

Details of current

achievement Work experience Lear Action required Evidence required Completion date

ning/

tr

aining

Observation checklist for A1.3

Observation Checklist for A1.3 29

Assessor-candidate

Assessor

Date

Background

The assessor-candidate (name)

was giving feedback to (name)

on his/her assessment decisions for

(please give full details of the award/level/unit).

This took place at (venue)

Level 3 Certificate in assessing candidates using a range of methods (7317) 30

Did the assessor Comments

a Give candidate feedback at an appropriate\ • time

• place b i

Give candidate feedback in a constructive and encouraging way. b ii

Give feedback to the candidate which met his/her needs and was appropriate to his/her level of confidence.

(Knowledge requirement 24)

c Clearly explain his/her assessment decisions when evidence of competence is good enough.

d Give the candidate advice when he/she did not prove his/her competence and on how they can develop the necessary skills or provide more evidence.

e Encourage his/her candidate to get advice on the assessment decisions.

f Identify and agree the next steps in the assessment process and how the candidate can achieve these.

(Knowledge requirement 35)

g Follow the agreed complaints and appeals procedures when the candidate disagreed with the assessment decisions.

Note

a, d and f will also be covered by the professional discussion. Any other areas not covered by observation should also be included in the professional discussion.

Candidate declaration

I confirm that the evidence listed for this unit is a true representation of my own work.

Print candidate name

Candidate signature Date

Assessor declaration

I confirm that this candidate has achieved all the requirements of this unit with the evidence detailed.

Feedback/ comments to candidate

Print assessor name

Assessor signature Date

Assessment declaration

Candidate name Candidate no I have assessed the required substantive component of this candidate’s evidence

Evidence

This evidence comprises: (please state the evidence you have assessed, using evidence reference numbers supplied by the candidate where possible)

Assessment decision

(please state the outcome of your assessment, bearing in mind the requirements for validity, authenticity, currency and sufficiency of evidence)

Feedback to candidate

(please record your comments to the candidate as a result of the assessment)

Print independent assessor name

Independent assessor signature Date

Independent assessment report for A1

The following is a glossary of terms as defined by Employment NTO.

Action plan

An agreed set of learning and training activities for an individual candidate based on a review of the requirements of the standards contained within a recognised award. It should contain a structured programme of learning experiences within an agreed timeframe.

Assessment plan

A detailed statement of how and when specific outcomes in the standards will be assessed and by which method(s). It must also provide a clear set of actions to be carried out by the candidate, assessor(s) and any others involved in the process with a timescale attached to each activity. This will be agreed between the

candidates and their assessor.

Assessment record

A record of which outcomes have been assessed with an indication of the success or otherwise of the outcome. The record must provide details of the candidate and the assessor and the outcomes assessed and by which method. The record may be a standardised pro-forma issued by an awarding body, an internal record devised by an organisation, or an individual assessor’s record system.

Element/Component of an award

A discrete assessable outcome or group of outcomes drawn from a set of national standards within the national qualifications framework. In NVQs and SVQs this is usually a unit of

competence. It must represent a substantive outcome rather than a set of sub-activities and relate to a primary function within the qualification.

Endorsed assessment plan

A candidate assessment plan which has been counter-signed and approved by a recognised assessor. The endorsement can relate to both the initial agreed plan and to all/any subsequent modifications to the plan in the light of progress and assessment activities. There should be a clear indication of how and why the original plan has been altered and a new set of agreed actions with a timescale produced.

External auditing and sampling

An agreed set of activities by which internal assessment decisions are monitored and checked for intra-assessor and inter-assessor accuracy and consistency. It also includes the review of internal standardisation processes to ensure the quality of assessment decision and support provided to assessors and others. It is normally a formalised process defined by an awarding body recognised by the Regulatory Authorities or other appropriate agencies. It will contain procedures for identifying the frequency, level and coverage of the sampling of assessment decisions within and between recognised centres.

Internal quality assurance and standardisation of assessment

An agreed set of activities by which internal assessment decisions by different assessors are monitored and reviewed. This includes specific arrangements for ensuring the selection of suitable assessors, their induction and training in relation to specific standards and their use of appropriate assessment methods which are valid in relation to the standards being assessed. It will also include specific arrangements for the standardisation of

assessment decisions between different assessors, and monitoring the consistency of a single assessor’s judgements over time and with a number of candidates (if applicable). The overall quality assurance system must be endorsed by the organisation and be acceptable to the body responsible for external quality assurance of the assessment process.

Professional discussion

A structured review of practice conducted between an assessor or verifier and a person making a judgement on their competence which identifies and explores key aspects of competence not readily manifested by product evidence. The specific areas of activity to be explored must be clearly identified and agreed in advance, as must the methods by which the discussion will be conducted. This could be via a presentation followed by questioning, ‘what-if’ questioning to cover contingencies, or the use of scenarios to explore practice (or other forms of mutually agreed processes). The common evidence requirements clearly state which aspects of competence are to be covered by each professional discussion and these must form the basis of the exchange. The purpose of the discussion is to probe the level of competence of the individual and to be certain that his/her actions are based on a firm understanding of principles which support practice. Thus the questioning will normally centre on the reasons for selecting specific actions, the alternatives considered and the factors taken into consideration, as well as an evaluation of successes and failures and learning points for the future. The outcomes of the professional discussion should be captured by means of audio/videotape, written summaries and evidence of structured questioning (e.g. question checklist or structured interview schedule).

Progress reviews:

Formal or semi-formal meetings between assessors and candidates to identify progress within an agreed action plan and achievements against an agreed assessment plan. They should identify areas of success and identify where additional learning and training opportunities are needed and how they will be provided, by whom and when. They also provide opportunities to identify the next stages in the assessment process and the re-development of an assessment plan for the completion of the qualification.

Glossary of terms

Sampling framework/Strategy

The methods to be used by external verifiers to monitor the quality of assessment decisions and internal quality assurance within a recognised centre, using agreed procedures set down by an external awarding body. It will provide details of the level, nature and frequency of external reviews of assessment decision, by assessor, by type of evidence, by numbers of candidates and by type of centre, depending upon the requirements of the

qualification. It will meet the requirements for sampling imposed by appropriate external agencies and the specific monitoring regimes set down by a recognised awarding body.

Systems documentation

The documents used by an assessment centre for recording all appropriate assessment decisions and internal quality assurance auditing processes. This will include records of candidates, their action plans, their assessment plans and the outcomes of progress reviews. It will also include details of assessor selection, induction, standardisation and support as well as the written outcomes of internal quality auditing and reviews. The documents used within the system can be designed by the recognised assessment centre or be those required and produced by recognised awarding bodies.

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