1. Introduction to Assessment in Credit-based Learning Presentation to: Presentation by @agored.org.uk Date:

2. Housekeeping toilets fire alarm fire exits mobile phones

3. Formalities attendance register & email addresses on line registration Introductions

4. Aim to introduce the principles of assessment for Credit Based Learning (CBL)

5. Regulation / Quality Assurance GVET Pillar HE Pillar QALL Pillar Joint regulation for regulated qualifications Access is reviewed & monitored The Quality Assurance Agency for Higher Education Welsh Assembly Government

6. The quality assurance trail Regulators DCELLS – Monitoring activity Agored Cymru Standardisation External verification (typically annual) Quality review (annual) Centres Internal verification (ongoing & planned) Delivery

7. the centre designs the course Agored Cymru confirms quality standards quality reviewers approve curriculum sectors Agored Cymru approves units in a framework Courses

8. Units in CBL learning is measured in UNITS each unit represents a COHERENT group of learning outcomes that can be assessed each unit has only one level each unit is assigned a credit value units are periodically reviewed –unit review http://www.agored.org.uk/default.aspx?id=244& http://www.agored.org.uk/default.aspx?id=244&

9. Skills levels in CBL level is the indicator of the complexity, depth of study and learner autonomy required to achieve attainment at a specified level levels on the CQFW are from Entry (1, 2 &3) to Level 8.

10. Learning and progression within the framework (CQFW)

11. entry level: for developing basic skills level one: for acquiring abilities and knowledge in a particular area level two: for acquiring a broader range of abilities and knowledge and independent learning techniques level three: for acquiring a more complex range of competencies, knowledge and understanding level four – level 8: for acquiring higher education learning Skills levels

12. Levels Comparisons Illustration of QCF qualification levels Entry Level Preparation for Foundation Level, Basic Literacy and Numeracy, Preparation for Vocational programmes. Level 1GCSE D-G, NVQ 1, GNVQ Foundation Level 2GCSE A-C, NVQ 2, GNVQ Intermediate Level 3A Level, NVQ 3, Vocation A Level, Access to HE

13. Credit in CBL credit value = the time it takes a typical learner to achieve all the learning outcomes. –this includes all learning methods. 1 credit = 10 hours of learning time.

14. Delivery in CBL delivery method is flexible and non prescriptive tailored to meet the interest and capability of the student. should be fit for purpose and allow embedded assessment ITA WB Exercise 1

15. Assessment judgement of evidence showing that learning has taken place - confirming that a learning outcome, or part of a learning outcome, has been achieved. allows discrimination between levels. reasonable adjustment

16. Assessment should be: open and transparent continuous and supportive fit for purpose - for the unit, the level, the learning and the needs of the learners. inclusive and equitable - allowing all learners to achieve regardless of their history or differences

17. 3 stages of assessment pre-course - diagnostic during the course - formative end of course – summative ITA WB Exercise 2

18. Assessment strategy this must be: VALID Directly related to learning outcomes and assessment criteria SUFFICIENT Enough to enable an assessor to make consistent and reliable judgment about achievement AUTHENTICAs a result of the learners own work CURRENT Up-to-date within curriculum area and must demonstrate that the learner is still competent Evidence suitability will vary according to unit level and assessment criteria: ITA WB Exercise 3

19. Feedback systematic regular not negative linked to tasks linked to assessment criteria verbal (must be recorded) or written consistent (particularly referencing to grammar, spelling & punctuation) should include consequence(s) –what they should continue to do –what they should do more of –What they should stop doing ITA WB Exercise 4

20. Documenting assessment evidence independent tutor records separate learner records –practical learning should have practical outcomes and practical assessments –for non-tangible or transitory evidence tutor records are ESSENTIAL - additional to learner portfolios ITA WB Annex 1

21. All evidence should be cross referenced to units learning outcomes assessment criteria. –plagiarism policies must be in place –authenticity statements should be signed. Documenting assessment evidence

22. Tutor files should contain (as a minimun) register/learner details copy of unit(s) delivered lesson plans/scheme of work assessment strategy assessment tracking records - ITA WB Annex 2, 3 & 4 internal verification plan internal verification reports and feedback copies of course/team meetings

23. Good Practice Guides good practice guides can be obtained from the Agored Cymru website - centre handbook www.agored.org.uk http://www.agored.org.uk/CentreHandbook/

24. Any questions? http://www.agored.org.uk/CentreHandbook/ Lead contact for assessment Alison Creed alison.creed@agored.org.uk 029 20 74 1070

25. Evaluation sheet Please complete this before you leave Registration form

26. Website structure http://www.agored.org.uk/CentreHandbook http://www.agored.org.uk/CentreHandbook