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Concept and principles of importance of planning Essay Sample

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Concept and principles of importance of planning Essay Sample

Evaluate the concept and principles of assessment taken into account the importance of planning, Reviewing and feedback. To evaluate (to judge the quality of something based on its adequacy, value, logic or use) the concept of Integrating the Learner, as a foci of the assessment which will aid in articulating shared expectations of learning and understanding the standards.

The concept of the “Learner” being KING develops the confidence of the learners and assessor in the assessor’s judgement, in the transparency of the system as the learner(s) are involved in the evidences selection, and help in achieving and maintaining higher consistency and quality of assessment. These will enable the Assessor introduce (reasonable adjustment where applicable), learner engage in both self and peer assessment, flexibility of the concept will help many learners achieve the standard of qualification at their best possible time, place and using the best-suited or applicable method.

The Principles of the Assessment of evidences being fair, reliable, Valid and flexible to accommodate the different methods of assessment and still be able to come out with same results that are measurable, clear, fit for purpose with minimal risks of Appeals, misunderstanding or misconceiving the judgement or results. The feedback process must constructive and supportive to the learner in every way that the quality of the process is intact.

An assessment system includes not only the actual materials used directly in conducting assessment, but also policies, procedures and other supporting documents that inform the way assessment is conducted to guarantee the integrity of the qualification. As the assessment, formative/summative/diagnostic/holistic takes place during the progress of time the Quality of the deliverables are continuously been checked so as to keep expectations at appropriate levels and to provide clear and measurable standard for both assessors and learner.

In addition, the approach is organised such way that they are fair and transparent to the learner(s) with guidelines and a best practise method(s), which ends producing measurable and verifiable methods of tracking the learner(s) progress. The professional boundaries and limits must be taken seriously to avoid questions, Appeals and complains by the learners. The legal standards and requirement in respect to Data and information collection, keeping and dissemination is all important to the quality of the assessment.

The Concepts of Assessment are such that Quality of the process and Outcomes are guaranteed as this goes a long way in acquiring, maintaining and continually possess the confidence of the learners, Industry and General populace in the process and results achieved. Noting that the learners that is COMPETENT will perform consistently and under varying condition and place. The Concepts of Assessment are Accountability: one will need to be accountable to the learners in planning for the assessment putting in to practise the necessary effort to ensure the learners performs the tasks required to achieve by themselves, with fear or favour.

In addition, that the communication between you as the assessor is clear, fit for purpose and developmental. You will be expected to furnish the learners with name of the qualification, level of the qualification, required units therein, how the training will be delivered (form and method via either video, lecture, notes etc). Who the awarding body is assessors, internal and external assessors are with contact details made available, you are accountable to your organisation in carrying out your role as an assessor correctly with the approved centre procedure and code of practise.

All reasonable adjustment to special need learners like access, movement, age and exposure to harassment or manipulation must be taken care of. The learners must be carried along by giving them always and when demanded sufficient information, time that suit them and every available support from the assessor, other assessors and the centre. Also, accountable to the Awarding body, Regulatory Body in discharging your duties in conformity to the standards and benchmark that has ensured the Quality of the achieved Level of the learners which builds confidence in the process.

You will required to continuously improving yourself through attendance of professional conference and standardization meetings with the centre and awarding body structure. Your learners should know why they are being assessed in as the go and mission of the assessment is for the learner to Achieve, and what they have to do to meet the assessment criteria. You might be accountable to employers if you are assessing their staff in the work environment.

Lastly, you will accountable legally for all decisions you make, how you made the decisions, what you assessed, the risks, language and form of feedback to the learner, more so the learners have the right to appealing or filing any complaint against you if any of the activity is not clear or ambiguous to them. All records of assessment obtained for records and processing and taking decisions from the learners must be kept safe, and not divulged to 3rd party and used for the purpose of obtaining them according data and privacy act .

( Nigerian Constitution Amended Chapter C23 2004, NITDA guidelines Version 3. 1 2013, NCC RTS Regulation Section 35( 1-7)). The storage and retrieval of information is password protected when online/ digital, and under lock and key when physical.

The confidentiality of the data is paramount and the use of technology to share information with relevant parties and within the centre must abide by our protocol . Every other regulations and Acts that protects the Quality and Value of the Assessment must be taken into Account (National Factories Act Cap. 126 1990 and the Occupational Safety and Health Bill 2012).

Globally accepted and rules that projects best practise should be enforce Discrimination can occur on the basis of the sex, sexual orientation, gender identity, or pregnancy, childbirth, or a related medical condition( Equality Acts UK… 2010) Achievement: Data is collected continuously to measure them against to national or organisational targets in this case National Occupational Standard as approved by the Skill Sector Centre.

Each learners’ need must be the focus of the assessment, as this is to ensure that such goals are adapted in the planning for individuals in the group. For maximum impact and result, flexibility of approach as opposed to fixed list of options should be used. The evaluation of such collected data to be valid, Sufficient enough to meet the standard authentic, current (not outdated or too old), collected fairly and reliable as it will be checked thoroughly internally within the centre and externally by the awarding body through the External Assessor.

Also, you as the Assessor will have to be sure that you are not overloaded or working under any pressure. All the achievement must be within approved period (time frame). Every achievement must be fit and robust, as the process of measurement is QUALITATIVE and not quantitative. There processes set in place that guarantees that after every assessment the same outcome would be achieve by different assessors nationally.

Therefore, the expectations are measurable, clear, and tangible and the approach is organised to be fair and transparent to the learners with guidelines in measuring their outcome to standards and track their progress and the feedback given to motivate them to continue the process. It is important for learners to be shown and encouraged to imbibe the comprehensive approach of Preparation, planning and measurement of expectation outcome. Every outcome decision can be appealed on grounds of fairness, validity, reliability, bias, competence of assessor, ethics, and breach of centre policies.

Assessment strategy: You will required to use an approved format to be sure Learning is taking place, the journey from concept with principles must assure all that developmental needs of the learner is achieve and that the set goals for every unit to assure Competence is taken and embedded, which will ensure you are carrying out your role correctly. This is derived from basic Standardization meetings with the Centre, self and peer assessment within the assessors and continuous improvement in line to making sure performance is achieved by the learners consistently.

The centre are to establish various policies one of which is the policy on dispute resolution which is set to resolve all complaints in a non-discriminatory and confidential matter of re-evaluating the prior assessment decisions and evidence of evidences paper trail of the assessor. Benchmarking: Involves comparing what is the accepted standard for a particular subject area against how well your learners’ are performing. This could be internally within the centre, or through discussion/working with other organisations.

Benchmarking is not important to the learners as it also takes place within the assessors as a way of self and peer assessment that helps develop better understanding of the intended learning outcome and assessment criteria. Every aspect of the process must be adaptive in nature taking in account the individual learners needs, approaches to drives learning. Information gathered can help inform target setting for individuals, or groups. Evaluation of the assessment process should always take place to inform current and future practice.

All aspects of the assessment cycle from induction, through initial assessment, diagnostic, formative, summative, holistic and should be evaluated on an ongoing basis and motivational and constructive feedback obtained. The process of evaluation of data or information gathered form induction to summative assessment must comply with established regulatory body, sector skill council and awarding bosy standards. Regular use of the practise of planning review0, assessment and feedback keeps the assessor in focus to any changing standards and maintaining quality and standard through sharing good practice and help improve centre development.

Internally/Externally devised assessments: Assessment methods of gathering information to be evaluated and compared to the national occupational standard must have been constructively adapted to every task and individual learner as to make sure diversity and equality is guaranteed. Every work done by you as the assessor is to be cleared against standard with the centre and externally by the awarding body that would have devised approved methods to achieving specific tasks and qualification.

The Awarding body regularly check the consistency of approach, methods and decisions by the internal and external verification procedure and further advice to help and support centres. Where an appeal is lodged, the evidence of previous procedures will be r-evaluated to check and validate or overturn any earlier decision. The procedures must be follow to the letter during any such appeals as the assessor must not be seen to hold any informal chats with the learner, and all correspondence must be written and kept always. Progression: care must be taken into account that progress is obvious always to keep the drive of the learners.

The element of Progress on every units, qualification must be such that there is continuation that is best achieved by planning and expecting more from the learners- continual improvement. Progression opportunities should be discussed with your learner to ensure they are on the right route and that they are capable of achieving them. Transparency: you need to ensure that everyone who is involved in the assessment process clearly understands what is expected, and can see there is best practise under the condition of openness and genuine notion of interest in the achievement of success by the learners is taking place.

This includes your own interpretation and understanding of the assessment requirements, as well as that of your learners. You should be honest with your learners and not let them feel they have achieved more than they are capable of. All records must always be secure, backed up and copies kept properly within the centre and not kept for longer than necessary, used for obtaining it throughout the assessment process. (The freedom of Information (FOI) Act signed into law on May 28, 2011) gives every Nigerian a legal right of access to information, records, and documents held by government bodies and private bodies carrying out public functions

The assessor is charge with the responsibility of feedback the learner on their performance or achieve/success which is geared toward constructive, support and positive under the National Skills Qualification. The feedback contributes greatly to assessment as it is a shows progress and builds the confidence of the learner while maintaining their focus and drive. Types of Feedback Evaluative assessment feedback makes a judgment about the other person, evaluating worth or goodness. A personal evaluation judges the whole person and implies that this is a personal and unchangeable attribute.

Negative personal evaluation can be very uncomfortable for the other person. Positive personal evaluation, on the other hand, is very flattering. Interpretive assessment feedback:you seek to test your understanding of what has been said by interpreting and paraphrasing back to the other person what you think has been said. This is followed by a question to allow the other person to agree with your interpretation or offer a correction. Supportive assessment feedback, you seek to support the other person in some way. You support the other person\’s ego by telling them they are good in some way (whether or not this is true).

With developmental supportive feedback, you seek to help the other person change in some way. Probing Assessment Feedback seeks to find more information by asking deeper questions that seek specific information. Understanding Assessment Feedback: At the \’understanding\’ level, you are seeking to understand not just, what was said, but also the whole person underneath. This asks questions that shows you truly understand. No matter what assessment pathway or methods the assessor use, the principles of fairness, flexibility, validity and reliability must be retained.

The selection of instructional strategies and activities should be guided by knowledge of learners and should recognize and build on individual differences in learners’ interests, understandings, abilities, and experiences. Instruction should take into account common naive concepts held by learners, as well as the effects of their cultural and experiential backgrounds on their achieving success of the process. Activities and strategies should be continually adapted and refined to address topics arising from learners inquiries and experiences.

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