1. Assessing Occupational Competence in the work environment

2. Aims and Objectives of the Day To enable you to review the delivery and assessment of QCF qualifications and share good practice To share some opportunities to help standardise assessment To provide you with the opportunity to network with other Centres who are running the qualification To provide you with the opportunity to share feedback and concerns and work towards solutions

3. Housekeeping and Ground Rules Housekeeping Fire, toilets, phones, timetable Confidentiality Handouts from today can be shared outside the group. Discussions should remain confidential and only shared with prior agreement. Respect for others We welcome views being shared however, be mindful to listen to other ideas and opinions as well. Positive Challenge It is OK to challenge remarks or actions that could cause offence but please avoid making it personal.

4. Understand QCF? Qualification and levels IQA? Standardisation Checklist where are we now? Familiar with mandatory units? Familiar with common option units? RoC? Assessment methods? Competence in skills and knowledge Efficient assessment of learners?

5. Entry 1-3 Level 1 Level 2 Level 3 Award 1-12 credits Certificate 13-36 credits Diploma 37+ credits Up to Level 8 Difficulty / challenge Foundation Learning 1 Credit = 10 Learning Hours i.e. Guided Learning Hours (GLH) plus any other learning time required to achieve learning outcomes Size QCF: The Structure

6. Unit Structure Each unit will have a level e.g. L3, L4 a credit value an aim learning outcomes assessment criteria GLH - for funding purposes only QCF: Unit Terminology / Principles

7. Summary: the Components of Assessing Occupationally competent – can do the job

8. Assess learner to meet qualification specification learning outcomes several High expectations - meeting assessment criteria Recording evidence and making judgement Rigorous in checking the evidence Role of the Assessor Planning assessment and giving feedback Safeguard the integrity of the qualification Assessors should be properly resourced with allocated time Supporting learners

9. Level 2 CYPW Certificate Structure

10. Level 3 CYPW Diploma Structure

11. Level 2 STL qualifications CACHE Level 2 Certificate in Supporting the Wider Curriculum in Schools 6 mandatory units + 2 option units Total 20 credits CACHE Level 2 Certificate in Supporting Teaching and Learning in Schools 9 mandatory units + 2/3 option units Total 30 credits CACHE Level 2 Award in Support Work in Schools 4 mandatory units and 1 option unit Total 12 credits

12. Level 3 STL qualifications CACHE Level 3 Award in Supporting Teaching and Learning in Schools 4 mandatory units: Total 12 credits CACHE Level 3 Certificate in Cover Supervision of Pupils in Schools 11 mandatory units: Total 30 credits CACHE Level 3 Certificate in Supporting Teaching and Learning in Schools 11 mandatory units: Total 32 credits CACHE Level 3 Diploma in Specialist Support for Teaching and Learning in Schools 11 mandatory units – 32 credits + 12 credits from Option Units : Total 44 credits

13. Level 3 Awards and Certificate in Assessing and Assuring the Quality of Assessment Level 3 Award in Understanding the Principles and Practice of Assessment Level 3 Award in Assessing Competence in the Work Environment Level 3 Award in Assessing Vocationally Related Achievement L3 Certificate in Assessing Vocational Achievement Understand the Principles & Practices of Assessment Assess Occupational Competence in the Work Environment Assess Vocational Skills, Knowledge and Understanding Understand the Principles & Practices of Assessment Assess Vocational Skills, Knowledge and Understanding Assess Occupational Competence in the Work Environment Understand the Principles & Practices of Assessment

14. Understand the principles & requirements of assessment Understand legal and good practice requirements in relation to assessment Understand quality assurance of the assessment process Understand how to manage information relating to assessment Understand how to make assessment decisions Understand how to involve learners and others in assessment Understand how to plan assessment Understand the different types of assessment methods QCF Assessors

15. What’s going well? ? Even better if.…? ?

16. Assessing using different types of assessment methods RefAssessment Method Assessing Skills / Competence Assessing Knowledge / Understanding ADirect observation of learner by assessorYes BProfessional discussionYes CExpert Witness evidenceYes DLearner’s own work productsYes ELearner log or reflective diaryYes FActivity plan or planned activityYes G Observation of children, young people or adults by the learner Yes HPortfolio of evidenceYes IRecognition of prior learningYes JReflection on own practice in real work environmentYes KWritten and pictorial informationNoYes LScenario or case studyNoYes MTask set by CACHE (for knowledge learning outcomes)NoYes NOral questions and answersYes O Assessment method devised by Centre and approved by CACHE NoYes

17. Exploring Assessment As with delivery, assessment methods can vary according to needs, experience and preferences of learners. Refer to Assessment Guidance in Section 4 of the Specification. Some methods are: suitable for assessing knowledge only outcomes Others are: suitable for assessing competence/skills and knowledge outcomes A wide range of methods can be used. CACHE approval is required if using an assessment method not listed.

18. Exploring Assessment - Purpose Assessment activities need to be fit for purpose and sufficiently robust to enable the learner to meet the assessment criteria. does the learner ‘know’ can the learner ‘do’ All criteria must be met to achieve these vocational qualifications – judgements will therefore be summative. Formative assessment will be on-going i.e. as part of the assessment process Refer to cachezone/resource centre/forms/forms category: Centre for Record of Assessment cycle and other documents

19. Assessment Expectations at Level 2 Knowledge and understanding use understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems interpret relevant information and ideas be aware of the types of information that are relevant to the area of study or work. Application and action complete well-defined, generally routine tasks and address straightforward problems select and use relevant skills and procedures identify, gather and use relevant information to inform actions identify how effective actions have been. Autonomy and accountability take responsibility for completing tasks and procedures exercise autonomy and judgement subject to overall direction or guidance. Summary Level 2 Achievement at Level 2 reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete well-defined tasks and address straightforward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgement, subject to overall direction or guidance. For each Learning Outcome the learner must demonstrate the following

20. Assessment Expectations at Level 3 For each Learning Outcome the learner must demonstrate the following Knowledge and understanding use factual, procedural and theoretical understanding to complete tasks and address problems that, while well defined, may be complex and non-routine interpret and evaluate relevant information and ideas be aware of the nature of the area of study or work have awareness of different perspectives/approaches in the area of study/work Application and action complete well-defined, generally routine tasks and address straightforward problems select and use relevant skills and procedures identify, gather and use relevant information to inform actions identify how effective actions have been. Autonomy and accountability take responsibility for initiating and completing tasks and procedures, including, where relevant, responsibility for supervising or guiding others exercise autonomy and judgement within limited parameters Summary Level 3 Achievement at Level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work.

21. Planning Assessments In pairs –plan an assessment - one of you is the assessor and one the learner Consider: Ensuring it is holistic What is your focus? What areas of work might you cover? How efficient is it? What also could you squeeze in to maximise the assessment opportunity? What units might be covered? What other methods are you going to use to cover the other learning outcomes?

22. Looking at Direct observations....... Either on your own or in pairs reference the sample direct observation, (using your qualification specs if you need them!) to as many of the mandatory units as you can. If you are familiar with options, then you can add those too. When you have finished, compare your ideas with another person/pair. There is no right or wrong way of doing this – this is an opportunity to share your ideas and good practice. As you do this exercise, use the post it notes to raise any issues that occur to you

23. Activity 1- Referencing an observation Either on your own or in pairs reference the sample direct observation to assessment criteria in your vocational area, (using your qualification specs if you need them) do as many of the mandatory units as you can. If you are familiar with options in your vocational area, then you can add those too. When you have finished, compare your ideas with another person/pair. There is no right or wrong way of doing this – this is an opportunity to share your ideas and good practice. As you do this exercise, use the post it notes to raise any issues that occur to you.

24. Activity 2 – Gathering other evidence Looking at assessment methods Choose a unit from the previous activity where there is quite a lot referenced. In pairs, decide how you are going to gather evidence for the remaining learning outcomes. Note how this may vary with: the experience of the learner the setting any time constraints

25. Activity 3 - Recognising prior learning Recognition of Prior Learning “A method of assessment that considers whether a learner can demonstrate that they can meet the assessment requirements for a unit through knowledge, understanding or skills they already possess and do not need to develop through a course of learning.” Regulatory Arrangements for the Qualifications and Credit Framework, Ofqual Aug-08 Discuss in small groups how you are using RPL Consider: What sort of learning? How do you recognise it? How do you check it? How do you record and reference it?

26. Activity 4 – Looking at the written tasks Things to remember when assessing written tasks: Purpose of the task Will supporting evidence be gathered elsewhere? What does the completed task tell you about the learners knowledge? How can you check it? Bearing this in mind: Look at the tasks you have on your table and choose one to work on either individually or in pairs Assess the tasks making a judgement regarding whether the assessment criteria and learning outcome(s) have been met

27. Recording Assessment Judgments  Methods of recording evidence paper based; technically recorded evidence E-portfolios  Evidence must be shown that every assessment criterion has been met.  Holistic approach  Recording documents Record of assessment cycle Evidence record Unit Assessment Record Internal quality assurance records

28. Examples of IQA Process IQA IQA plans Systematic approach to sampling Standardisation records IQA reports with feedback to assessors

29. Standardisation activity Aim/Rationale To standardise the use of the planning/feedback cycle to ensure sufficient information is given to show an auditable trail providing a ‘lost learner evidence’ safeguard, particularly in giving feedback Who is involved? All individuals making assessment judgements and all individuals involved in internal quality assurance processes for CACHE QCF units What is required? A blank planning/feedback sheet

30. Standardisation activity What to do? Ensure that there is a common understanding of completing a planning and feedback cycle Each assessor to write a feedback sheet for a holistic assessment which included some direct observation of practice and professional discussion including work products. Discuss feedback sheets in groups commenting on sufficiency of information; competence stated; future planning; Feedback the findings Agree outcomes and / or actions Record including: Date of standardisation; Names of assessors and internal quality assurers attending; Outline of activities undertaken; Outcomes and /or actions

31. What next? All assessors to complete the Unit 1 learner worksheet to be reviewed at the next assessor meeting(?) Trainee assessors Assess at least 2 learner using a variety of assessment methods. (Try and assess a learner near the end of their programme and one at the start if possible, but not necessary) You need to be observed by a qualified assessor at least once. Here we are in November!!! How are you getting on?

32. Standardisation of Assessment What is it? “A process to ensure that assessment leading to the award of credits and qualifications is applied consistently by individuals, centres and awarding organisations.” [Regulatory Arrangements for the Qualifications and Credit Framework, Ofqual Aug-08]

33. Standardisation activities 1 Enable assessors and internal quality assurers to refine their practice Develop confidence in confirming assessment judgements with the knowledge that their assessment decision will be consistent with those of their colleagues. These activities will confirm good practice and identify areas that are lacking and need to be addressed. In addition, they are a forum for assessor and internal quality assurers to be able to raise concerns and agree the way forward with any issue which may arise in the assessment process of learners.

34. Standardisation activities should be, in the main, pre-planned sessions which are designated to focus explicitly on the monitoring of assessment judgements to ensure the continued integrity of CACHE qualifications is maintained. A clear aim for the activity Work covering all unit levels and assessment methods Appropriate and varied material to support the activity Participation from all assessors and internal quality assurers There should be agreed actions for participants. The rationale behind the agreement of any outcomes from the Standardisation should be recorded and reviewed Standardisation activities 2

35. Standardisation Ideas Discuss in groups some ideas for standardising assessment List them on the flip chart paper and be prepared to briefly share one of your suggestions in the feedback session

36. Some Standardisation Ideas Look at different assessment methods and agree how they are to be used (CIP p 47) Do a Direct Observation using a video and compare notes and references (CIP p 47) Look at a professional discussion and reference it (CIP p48) Look at the planning/feedback cycle to ensure sufficient detail and competence stated (in case of lost portfolio) and all the others you have suggested....... (CIP = Centre Information Pack)

37. Plenary OK with QCF and reviewed “www and ebi” Reviewed assessment methods and efficient assessing – sharing good practice and standardising assessment. Considered Standardisation of assessment Understand QCF? www / ebi Standardisati on Activity 5/6 Checklist where are we now? Familiar with mandatory units? Activity 1 Familiar with common option units? RoC? Activity 1/3 Assessment methods? Activity 2/3 Efficient assessment of learners? Activity 2/3/4

38. Resources Resource Centre on cachezone includes: Qualification Specification CACHE series of ‘How to… A Guide to Assessing CACHE QCF Qualifications’ A Guide To……..Requirements of Assessors and Internal Quality Assurers for CACHE QCF Qualifications Qualification ‘Key Facts’ QCF Centre Information Packs Centre Forms

40. Resources continued…… CACHE website CACHE customer support: 0845 347 2123 or email: info@cache.org.uk Centre Advisors Sector Skills Council websites Publications – Hodder Education, Heinemann, etc

41. Evaluation Identify 3 things you have learned today Have we met the learning outcomes including your requests? Please can you complete the evaluation forms Have a safe journey home!