An introduction to the principles of assessing OTHM Qualifications

1. Assessing OTHM Qualifications

2. www.othm.org.uk
Aim
This resource is intended to help centres
understand the marking and assessment
requirements of OTHM Qualifications
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3. Basic Structure of OTHM
Qualifications
• Each Qualification consists of units which are levelled
from Entry level up to Level 8
• OTHM qualifications are from level 3 upwards.
• Each unit and qualification has its own credit value which
is an approximate indication of how long an average
learner takes to complete the unit/qualification.
• One credit represents approximately 10 hours of learning
time
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4. Learning Outcomes
A clear statement of what the learner is expected
to do / know about / understand
as a result of the process of learning
Assessment Criteria
Description of the requirements a learner is expected to
meet, to demonstrate that a learning outcome has been
achieved.
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5. Criterion Based Assessment
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To achieve the unit the
learner must provide
evidence to meet all of the
assessment
Descriptions of
the requirements
a learner is
expected to meet
to demonstrate
that a learning
outcome has
been achieved
A statement of what
a learner can be
expected to know,
understand or do
as a result of a
process of learning
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6. Assessment Approach
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• Assessment methods identified in the qualification
specification
• Learners must be registered on the qualification before
assessment commences
• Each Learner must meet all the assessment criteria in the unit
• Competency based units / assessment criteria must be
observed in the relevant area
Assessors must be appropriately qualified in that subject area to
at least one level higher than the level being assessed
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7. Carrying out the Assessment
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Questions to Consider:
• Is the most up to date assessment brief being
used?
• Are the assessment criteria clearly mapped to the
learner’s work?
• Is the evidence provided sufficient to meet the
standards?
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8. Command Verbs
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Consider the Command Verb – has it been met? i.e.
• Explain – is there an explanation?
• Analyse – is there clear breakdown of all the
elements?
• Evaluate – is there a clear judgement of the value of
the information or ideas?
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9. www.othm.org.uk Quality in Learning

10. www.othm.org.uk Quality in Learning

11. www.othm.org.uk
Supporting Learners to Meet
Assessment Criteria
The learner should read each question/criteria carefully and then:
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• Identify the main subject matter
• Focus on the command word for example:
list, describe, explain, discuss, examine, analyse, reflect,
evaluate
• Identify how to use the command word for example:
describe how, describe ways, explain how, explain why, discuss
why, evaluate how
• Identify other key words or phrases which may support the main
subject, for example:
the age range, the importance of, the benefits of, the value of…

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13. www.othm.org.uk
Feedback
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14. Feedback
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• Must refer to the assessment criteria and assignment
requirements
• Must provide constructive detail
• Must state what has been done well
• Must give detail about what can be done to improve
• Must record feedback on the mark sheet
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15. Reflection
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Further Guidance