Competence in the Work Environment Essay

2.1Compargon the strengths and impuissancees of judgment methods. Assessment lot give birth name in a garland of mise en scenes, such(prenominal)(prenominal) as classrooms, lecture rooms, action proposes (or in a simulation of lay downplace conditions), association and prep atomic number 18 establishments or examination h completelys. No matter where it announce aparts place or what take shape it takes, sound judgement always requests observation, rating, or wondering(a) or a combination of just ab stunned or every(prenominal) of the three. There ar mevery several(predicate) methods of opinion, a a couple of(prenominal) regularly give argon-observation, evaluation or inquiring. Whether they be used spirtatively or summatively, the most authoritative issue is whether the discernment is take away for the intended verbotencome. sever completelyy scholarly person is ab initio disposed a culture styles questionnaire to complete. From this questionnaire the tax tax surveyor stick out establish which from judicial decision whitethorn suit the scholarly person beat. observanceThe assessor observes the assimilators as they birth out designates defined in the standards for the qualification. This observation much takes place in the subject araplace, or the conditions of the act asplace, just it muckle also be carried out in either other place where the student is to a lower placetaking functional activities which is a absolute. Assessors should ideally political platform observations to take reward of every sciences or activities that occur of course in the learning environment, and to claim the best use of the acquirable resources. There argon durations however when an assessor whitethorn spontaneously observe a student carry out a t consider which can be compose up as an observation. One of the weaknesses of observations is that some students amy beome self concious or shy/embarresed and feel they a rgon cosmos watched and graded. The residents or clients whitethorn also act differently if they atomic number 18 aw atomic number 18 that an observation is taking place and can lead to a misrepresented picture of the true nature of the students fibre. valuationIn some lands, as pupils work towards achieving their qualifications they get out generate narrate in the form of products of their work. This is the case in qualifications in Health and Social get by for exemplification which is primarily a work- ground or practicable qualification. Learners whitethorn produce CVs, diet plans, angle charts, inventive accounts which can all be used to assess their sockledge in a chosen subject bea. These can be incredibly posistive and allow the savant to reflect and be proud of his/her institutionalises and positives. The weakness with evalution is that it has to be done correctly, with enough clip to explore areas that may need supererogatory work and encourage the appr entice in a positive way.Questioning and discussions with the pupilQuestioning can be used whenever an assessor wants to assess knowledge and intellectual and the various different applications of knowledge such as reasoning, prep, analysing and evaluating.Questioning can be used to* confirm knowledge and taste where it is non apparent from operation * reference track record gaps in knowledge and understanding in performance based units * Au consequentlyticate evidence by asking scholars to explain get out of the evidence and/or describe the swear out of producing it * Assess contingencies where it would non be practical or safe to wait until the skill or activity can be observed *You can use viva voce or written questions, depending on the requirements of the outlets of units world assessed and the circumstances of the sound judgement. Your choice of method should reflect any special sagaciousness requirements your learners may allow. For example, some learners do not serve wholesome to written questions in any case, you should always intend that the appropriate class period level is usedDiscussions give the assessor the opportunity to gauge the learners knowledge and highlight areas lacking which can be taught at a later(prenominal) view. A weakness in discussions and questioning is that the assessor has to be careful not to lead or make or give the answer to the learner as it may not be valid. burden 3Understand how to plan perspicacity3.1Key factors when planning assessmentWhen planning an assessment thither are a number of factors to be considered. Who are you assessing? What do you want them to achieve? Where result the assessment take place? How languish do you work? Once you hand answered these you then need to reflexion at applying a holistic approach. bankruptment a holistic approach means that legion(predicate) areas of work and outcomes can be cover at the same time. The assessment wreak isnt just about cere mony a learner complete a task it is about, discussion, planning, implementing and reflection.Areas of guess that may be involved when I assess a learner in the care setting are minimal but may still arise. An example of this would be assessing a learner carrying out a manual handling task. Has the learner had the appropriate training to carry out the task? Is thither a piece of equipment involved and has it been tried for use. Is the learner competent and confident to carry out the task? Do I feel that I have assessed any guess involved and am I happy for my learner to proceed? If I am not happy at anytime then the assessment volition be stopped and a further assay assessment carried out. During the initial meeting the learner pass on have completed a Learning Styles Questionnaire, this should have highlighted any areas such as travel learning of necessity or dyslexia and the planning of an assessment should take this into consideration.3.2 Benefits of using holistic assess mentUsing a holistic assessment enables the assessor to cover a large persona of outcomes in a number of parchment units with one piece of evidence. Holistic assessment may for example cover contagion control and manual handling. By referencing outcomes well the learner will ascertain that bulky bestride is being make and opportunities area taken. It saves time from both the learners and the assessors point of view.3.3 How to apply holistic assessment when planning assessmentAs the assessor meets with the learner and plans each technical security or unit of work they should be thinking about how best a holistic assessment would fit into the plan and how it can be cross referenced. The learner must(prenominal) then be in agreement and sign the plan.3.4Summarise the types of risk that may be involved in assessmentWhen addressing about risk there are a number of different kinds. There is physical/environmental risk to learner, client and assessor and there is ruttish/psycholo gical risk. Environmental issues in care setting such as fire, health and safety, trip hazards, the clients themselves. Emotionally learners could feel they are being pushed if too much work is given at once or they may not feel they are being challenged enough. This creates unrealistic and unnecessary risk stress on the learner and is further from beneficial and conducive to good work being produced.3.5.1 How to minimise risks through the planning transit.Plan number one that is produced with the learner will have reassured that the learner is working in safe conditions and if needed any risk assessments have been done, i.e. if the learner is under 18 years old. The plan will also check that the employers restitution liability is up to date. The assessor will discuss with the learner how best to custody their work load to cause stripped stress. Some learners cull large assignments whilst others prefer small chunks at a time. By knowing your learner you will know whether the ir work is authentic and justifiable, it is important that they are told about not copying and pasting articles as their own work and explain to them what buccaneering is.Outcome 4Understand how to involve learners and others in assessment 4.1 Explain the importance of involving the learner and others in the assessment processThere are a large number of reasons wherefore its so important to involve the learner in assessment. The diploma is for the candidate, its their work, and there goals and they need to feel as if they own it. By clear pursuit the learner will know what is evaluate from them and clearly understand the standards and criteria. By involving others in the planning such as fourth-year colleagues and managers then witness statements can be provided, time allocated for learning and support.4.2 Types of instruction available to learners.In order for a learner to complete their diploma they should be given any necessary teaching and resources. This may include hando uts, oral exam teaching sessions and websites to look at. Other types of information are items such as standards and the criteria they need to meet. The learner will be told how the evidence is gathered an in what format such as written accounts, reflective accounts, observations.4.3 How can peer and self-assessment be used to promote learner pastime and responsibility?4.4How can assessment arrangements be adapted to meet the needs of the idiosyncratic learner? Each candidates assessment needs must be considered in telling to the assessment being undertaken. Most candidates will require more than than one assessment arrangement. For example, candidates who have a visual impairment, hearing imparient or forward-looking learning needs .Outcome 5Understand how to make assessment decisions5.1When judging evidence we use the complying terms-Valid, authentic, current and sufficient.When assessing a learners evidence as an assessor I have to be satisfied that the work submitted is t he learners own work and not plagiarised from a book or the internet. It is often easy to tell when this chances as the terms used and work of the writing changes. Within the realms of health and hearty care the standards, policies and procedures are continually updated to ensure national standards are met, with this in point it is important that the learners work is current and up to date with knowledge that his relevant and not historical. I also have to consider whether the work submitted is sufficient, has it covered the entire outcome required and does it show an understanding of the subject.5.2In order for assessment decisions to be bona fide and fair between learners there are a set of learning outcomes and criteria that have to be achieved. Each learner is make aware of these outcomes and criteria and their work should demonstrate this. Each learner is assessed against the criteria and outcomes.Outcome 6Understand how your assessments contribute to the note self-asser tion of assessment6.1 6.2 6.3There is great importance of quality assurance in the assessment process as it shows whether the performance targets are being met against national standards that are in place. Within my workplace all work is quality assured by an Internal voucher (IV). The IV is qualify and occupationally competent in the subject that they roll. The role of the IV is to provide support, advice and guidance to the assessing team. The IV holds regular standardisation meetings with the assessors and also gives matched support and feedback on learners portfolios.When the portfolios of learners have been assessed and internally verified, and all the assessment criteria have been met, the IV should arrange for the amount to apply for certification for those learners. This will prompt a visit from the External Verifier to confirm the assessment and confirmation decisions made at the nitty-gritty. The IV is responsible for ensuring that the inside information of the learne rs applying for certification, the assessor(s) involved, and the IV activity in relation to those assessors. The EV will visit the centre to verify the assessment and internal verification decisions made by centre staff. Where there are large numbers of learners this is unremarkably done on a ingest basis. The sample is selected by the EV, to allow them to verify the work of all assessors across a range of evidence types and performance criteria and is based on the IVs take in plan. It may be necessary for the EV to sample more portfolios than was originally planned, or all the portfolios in the group, so all portfolios should be available on the twenty-four hours of the EVs visit. If a learner feels .Outcome 7Understand how to manage information relating to assessment of occupational competence7.1 7.2It is important to follow procedures for the management of information relating to assessment for a number of reasons. The assessor should regularly update learning records to prov ide accurate information on the learners achievement. At my place of work we use a com designateer system called Zylab which tracks each learners progress through a colour chart system. The up to date information contributes to evidence of quality assurance and standardisation, pointing out learners that need extra table service or who are falling behind. I use the Zylab forms to show my learners how they are progressing, to bring in a visual representation of progress and can be extremely honour and increases willingness to learn and achieve.The use of feedback and questioning during the assessment process allows me as an assessor to finish up and judge the learners understanding and knowledge in certain areas. Giving critical feedback to mortal is a delicate process. It is very important to assure that you approach the task with sensibility to the persons feelings to avoid the third estate problem of a very defensive attitude reaction. An example of giving positive, negativ e and positive feedback is- You in truth did an excellent job with that talk essay everybody has been very impressed In the future, it would be better to avoid date people that havent received all the methods you out blood line. Its great that you put so much thought into this and a lot of people are tone ending to benefit from it This is often referred to as a feedback sandwich.Outcome 8Understand the wakeless and good practice requirements in relation to assessment8.1The organization that I work for has legal requirements, polices and procedures in relation to assessment. Each visit to see a learner I ask whether there have been any incidents that have occurred, either emotionally or from a health and safety perspective. If there has been then I check an incident form has been completed (if appropriate), what measures have been put in place to ensure it doesnt happen again and I take time to listen to the learner express themselves. completely work undertaken is dealt wit h in a hugger-mugger manner. No names of places, clients, service users or staff are used in portfolio evidence and the learner knows that they can talk to me in a confidential manner. reform records of learning are kept for all learners as mentioned before we use Zylab sheets which must be updated every Fri sidereal day. The organisation has a responsibility to ensure that all learners are given equal opportunity to develop and learn and the organisation recognises the diversity in each one.8.2The use of technology can make in the assessment process is invaluable. I have a learner with advanced learning needs who really struggles with writing and spelling. To overcome this we use a Dictaphone and use the recording as oral evidence. The organisation now offers on line training which for many learners is ideal as the use of calculators within day to day lives and workplaces becomes far more common. It has to be remembered though that there are older learners that we assess that do nt have the computer skills and would rather use a penning portfolio. Each learner needs to be assessed as an individual.8.3There are legal and best practice requirements that have to be met in relation to assessment with regards to gender, disability, laundry/culture/religion and language. Each learner that enrols on a course is initially assessed as to any factors which could lead to advanced learning needs. These needs may be due to language barriers, religion or culture. For every learning need identify the organisation has a duty to ensure each one is recognised and the appropriate support is given.