This document provides guidance for assessors on conducting self-directed learning and reviewing key concepts from assessor training sessions. It discusses National Occupational Standards, the roles of various practitioners in assessment including assessors, internal quality assurers and external quality assurers. It also covers important assessor skills, how people learn, learning styles, communication barriers to learning, evidence requirements, types of assessment including initial, formative and summative, assessment methods, and considerations for making valid, fair and objective assessment decisions. The document is intended to refresh or recap the information presented in assessor training.

1. • This set of slides has been amended from the one used in
the training sessions, so that you can use it for self directed
learning and recap/refresh.
• Consider the answers, and gapped exercises before moving
on to the answer slide, don’t cheat!
• If you are not yet practicing as an Assessor – consider the
questions hypothetically i.e.. what you would do....
• Links are given to other resources on Learner Zone and One
File, including video clips
• Remember that this information covers those assessing
using paper and electronic portfolios
• If you have any questions or problems – just contact any
member of the Learning and Development Team
Using this presentation

2. Aim
To refresh or re-cap the presentation
shown in the training sessions, or for
those who have prior knowledge of
the subject

3. Historically……..
NVQs have been around since
1986, they are based on
National Occupational
Standards (NOS) . They are
work-related, competence-
based qualifications, and go up
to degree level and beyond.
NVQ's are achieved through assessment and
training. Assessment is normally through on the
job observation and questioning. Candidates
produce evidence to prove they have the
competence to meet the standards. Assessors
sign off units when the candidates are ready.
The assessor tests candidates’ knowledge,
understanding and work-based performance to
make sure they can demonstrate competence
in the workplace.

4. These standards are statements of
performance that describe what
competent people in a particular
occupation are expected to be able
to do. They cover all the main
aspects of an occupation, and are
re-visited regularly to make sure
they are up to date with changes in
technology, for example.
National Occupational Standards

5. • Good Communication skills
• Empathy
• Persistence
• Knowledge
• Listening and questioning
• Observation
• Fairness
• Organisation
Assessor Skills

6. • Why is it important for an Assessor
to demonstrate these skills?
• Honestly reflect on your own
abilities in these areas
• How can you improve?
Question ?

7. • In the learner/assessor relationship YOU are the
learning professional, you must set an good
example, and give the learner (who may be nervous
and anxious) confidence.
• One way to improve, is to reflect after you have met
your learner and ask your self some questions –
– What was I pleased with?
– What would I do differently next time?
– Some people are naturally reflective and some
are not!
– There are models to help you with this process
(See Learner Zone)
Answer

8. How do we learn?
Electrical impulses act like switches in our brains, as we
practice or repeat practical or thought processes, the
pathways become more established and result in the
learning becoming ‘second nature’

9. We all learn by moving through the processes illustrated
below, although we may not be aware of it! Think of
something you have learned recently, and see if you can
recognise the steps.
As Assessors we will be supporting our candidates as they
learn, therefore it is vital that we understand how they like
to do this.
We can identify learning styles in several ways.....
The Learning Cycle

10. • There are many ways to classify learning
styles, the 2 most common are ;
• Honey and Mumford –
Activist/Reflector/Theorist/Pragmatist
(Learning Styles Inventory in Resources)
• VARK Visual/Auditory/Read/Kinaesthetic
( www.vark-learn.com)
Learning Styles

11. Questions?
• Why is it important to take into account
how people like to learn?
• How could your own learning preferences
impact on the assessment process?
• How can you find out your learner’s
preferences?

12. • Understanding how people learn best will allow
you to plan the best approach for them, and get
the best results.
• We tend to assume that our way is the best way !
but this may not suit your learner
• You could carry out an on-line or written test, and
discuss the results together.
Answer

13. With re-cap, practice, and repetition, learning
progresses from a hesitant faint path through
the grass , to a clear, broad thoroughfare!

14. Research has shown that this is the way the whole
communication message is broken down
Surprised?
Communication

15. • What are the implications for the assessment
process?
• What non-verbal clues could you pick up from
your learners?
Question?

16. • Understanding the communication message will
allow you to pick up non-verbal clues, such as
nervousness, and alter your approach
accordingly.
• Many – fear/confusion/stress, the list is
endless.... you can then react accordingly, and
may be able to eliminate these barriers to
learning.
Answer

17. Behaviour
What we observe of an individual is behaviour – this is just
the tip of the iceberg, behaviour is driven by a whole raft of
issues going on underneath the waterline – they are invisible.
Watch for verbal and non-verbal clues to identify and then
address such issues. For example your learner may be
distracted by worries about child care – discussing this and
altering meeting times may help the learner to concentrate
and therefore learn and progress quicker.

18. Barriers to Learning
• Assumptions
• Stereotypes
• First Impressions
• Jargon (NVQ and your
industry)
• Disability
• Past experience – bad
memories of learning in
the past
• Time , for meetings and
completing work
• Shift work
• Any learning need such
as : access to a PC or a
printer, literacy issues
• Learner not interested
in getting a qualification
• Lack of confidence
• No opportunity to
practice skills

19. • List 5 assumptions a Learner may make
• List 5 assumptions an Assessor may make
• How can we make sure we do not jump to
conclusions?
• How can such barriers impact on the assessment
process?
Question?

20. • There are numerous assumptions that may be
made, on both sides, so any that you have thought
of will be relevant!
• Make sure you keep an open mind, build rapport
with the learner, carry out an effective initial
assessment (more later on this )
• Barriers on either side will impact on
learning/progress and an effective working
relationship.
Answer

21. Unconscious incompetence
We discussed this model in the training
session, using learning to drive as an example.
Research the web to learn more.

22. Ok , we have looked at the skills and behaviour
that underpin an Assessor’s performance, we
will now move on to look at the ‘nuts and bolts’
of the Assessor role....
First a re-cap ( Remember those electrical
impulses and the path through the grass!)

23. Re-Cap, we have looked at....
• NOS
• Assessor Skills
• How we learn
• Learning cycle
• Learning styles
• Communication
• Barriers to learning
• Unconscious incompetence
Check that you have understood these key areas
before you move on

24. Qualifications are
evidence based, so
what is evidence?
Learners provide sufficient evidence to a qualified assessor
that they have the skills, knowledge and understanding
in a real work environment in each unit.
Qualifications are broken down in this imaginary
qualification as follows....

25. Structure of qualifications
All qualifications follow this basic structure....

26. It would be impossible to check every decision made
with learners across the country, so quality is
managed through a system of checks and balances.
We will look at the quality process in detail later , but
everyone involved in delivering qualifications has a
role to play, let’s look at these roles....
Quality Control

27. • The Trainer - often involved prior to
assessment, providing knowledge and skills to the
learner.
• The Assessor
• The Internal Quality Assurer
• The External Quality Assurer
Roles of practitioners

28. Note down 3 key activities carried out by the
Assessor
IQA
EQA
Check your answers by referring to;
• The Assessor’s Workbook
• Ann Gravell’s reference book
• Key source documents
• Centre Guidance
Roles

29. We refer to the learner’s time working on their qualification as
the “Learner Journey”.
As the Assessor you have a key role in this process, we will look
at all these areas as we progress through the presentation.

30. • Initial – at the beginning of the qualification
• Formative - Assessment, looking at pieces of
evidence as they come along, throughout the
qualification.
• Summative – at the end, deciding if a particular
unit or whole award is complete.
Types of Assessment

31. Types of assessment
Initial Assessment - all learners are individuals! This
will allow the identification of;
•Any learning needs
•The appropriate level, both for the qualification
and any functional skills requirements
•Learning style preferences
•Barriers
•Anything else!
You can refer to the Total People
Initial Assessment guidance document,
found on Learner Zone
or your centre's own information.

32. Initial Assessment
Effective IA leads to better planning......

33. Planning is an unnatural process; it
is much more fun to do something.
The nicest thing about not planning
is that failure comes as a complete
surprise, rather than being preceded
by a period of worry and
depression. (Sir John Harvey-Jones
Management Guru)
Remember the old saying ? “ To fail to
prepare is to prepare to fail”
Not only will planning make your life as
an assessor easier , it is a requirement
of your centre and awarding
organisation, and is not optional!

34. Planning is a joint process between
the learner and the assessor, the
more involved the learner is, the
more likely they are to remember
what they have to do, and produce
evidence for your next visit.
It should be documented clearly,
however your centre specifies.
Unless you have an exceptional
memory, good planning and
recording will benefit you
immensely, and mean that you
comply with centre and awarding
organisation requirements – “The
Rules”.
Follow the simple process above and
you won’t go wrong.
Planning

35. • What planning documents does your centre or
awarding organisation use?
• What impact may learning styles have on the
planning process?
• What common issues might you identify when you
review ?
Question

36. • Check strategies, websites and guidance
documents to find this out, if unsure and already
linked to a centre , speak to your counter signer
or IQA
• Some learning styles like small, short targets and
activities, others like lots of detail. Remember
that your own preference will pay a significant
role here too!
• Lack of detail/specifics, barriers (such as
time/shift work/holidays) have got in the way.
The learner, or you, forgot, or did not
understand what was required – (and many
others!)
Answer

37. • Are planned to take into account and minimise
any issues identified at IA
• There are a range of methods to use( you may
utilise only a few in your vocational area)
• Must be recorded, and your judgement must be
fedback to the learner.
• Must be clearly documented – remember
plan/do/review
Formative and Summative
Assessment

38. Understand different assessment
methods
How do you decide which is appropriate ?
• The Standards and log books give clear guidance
• Select the best method for the learner
• Match to the task – some methods are better
suited to certain types of activity and job roles
• Consider cost and time effectiveness

39. Assessment Methods
Formal
• Assignments
• Learner Statements
• Case Study
• Projects
• Recognition of Prior
Learning
• Skills Tests
• Simulation
• Witness Testimonies
Informal
• Observation
• Oral Questioning
• Product evidence
• Professional
Discussion
Check your awarding organisation guidance to see what
methods are considered appropriate for your vocational area

40. • There is a range of guidance on this area of
practice on Learner Zone
• Outcome 2 Unit 301 focuses on this area, this can
be covered by completion of a Strengths and
Limitations table ( document available on Learner
Zone or One File resource area)
Assessment methods

41. How could you effectively document this task?

42. • Why are these assessment methods appropriate
for this task?
• Why would you not use, for example, an
assignment for this task?
• How might any needs the learner has impact on
your choice?
Good choices?

43. • The methods match the type of task being
performed i.e. practical and a skill
• An assignment would not be a reliable test of a
practical skill, more of writing and research ability,
it would not be evidence that the learner can
demonstrate this skill.
• If the learner had poor literacy skills, you would
not select a written method of assessment as this
would be unfair.
• All assessment decisions using any method must
be VACS..... What does VACS mean?
Answers

44. Making assessment
decisions - VACS
• Valid
• Authentic
• Current
• Sufficient
They also require to be;
• Reliable and safe
Refer to the Assessor’s Workbook or the Ann
Gravell’s TAQA reference book for further
information

45. • Evidence
• Quality Assurance
• Role of practitioners
• Types of assessment
– Initial
– Formative
– Summative
• Assessment methods
• VACS
Re-cap - we have looked at...

46. Assessors must also consider at all times...
• Transparency
• Fairness
• Objectivity
• Working holistically
Other considerations

47. Transparency
“Transparency is operating in such a way that it is easy
for others to see what actions are performed.”
We do this by;
• Keeping good, clear records so that all involved with the
qualification can see exactly what has happened.
•Ensuring that the Learner understands exactly what is
planned and involved – no surprises!
•Communicating with any others, such as Managers
•Carrying out an effective Initial Assessment so that the
learner is working on the correct qualification and level ,
and is assessed using appropriate methods.
•Any support that is identified is given.

48. • What would be the effect on the learner if all
was not transparent?
• What would be the effect on the Centre?
• Can you think of an occasion where it might be
very important to have good records?
• Who is interested in the learner’s progress
• What may be the positive effect of transparency
on the learner?
Questions

49. • They may not know what is happening and be
confused. Not feel involved in their qualification, so
be less motivated.
• Planning of quality checks and monitoring of
progress would be very difficult. If an Assessor left
or was ill, it would be very difficult for another to
support the learner effectively.
• In the event of an appeal or grievance
• Manager/Parent/centre/funding provider
• Transparency helps the learner to ‘buy in’, and be
more proactive and involved, resulting in better
learning and faster progression.
Answers

50. This is a difficult quality to explain ... a few
definitions may help....
Fairness
“the state, condition, or quality of being fair, or free from bias or
injustice; even handedness”
“the quality of treating people equally or
in a way that is right or reasonable”
“Fairness is the quality of making
judgements that are free from
discrimination, Judges and
Umpires and Assessors should all
practice this”
Your awarding organisation and centre will have
guidance and policies around fairness, it is also checked
by the IQA when sampling and observing assessors.
Good initial assessment, planning, feedback and
decisions that are VACS will ensure fairness.

51. The term holistic assessment means looking at all the units of a
qualification at once, rather than individually, sometimes referred
to as ‘multi-assessing’
Many methods of assessment can capture evidence for several units,
and as you become more familiar with your standards you will be
able to do this.
For example observing someone simply working at their pc may
provide evidence to cover;
• Health and safety criteria – work station risk assessment/good
posture/ complying with organisational rules for breaks
• Working with others- passing on information, working as part of a
team, being part of a rota system, mentoring new staff
• Developing their own performance- working towards performance
targets, up-selling, cross-selling
• Customer service, dealing with phone calls, giving information etc
etc
Holistic Assessment

52. The opposite of objectivity is subjectivity, as illustrated above.
As an Assessor you must not allow your own feelings and
opinions to affect your judgement, examples may be;
• The level the learner is working at – your standards may be
lower or higher than the national standard
• You favour your own methods and techniques
• You lack knowledge and experience in some areas
Subjectivity may lead to unfair judgements
Objectivity

53. • Why is fairness to all important?
• How can holistic assessment benefit the
learner?
• How can holistic assessment benefit the
assessor?
• Give 4 examples of reasons why you may lose
your objectivity and the effect this would have
on the assessment process.
Questions

54. • It is not only a moral requirement but is part of
the awarding organisation's requirements and
will be checked through quality processes.
• Faster progression through the qualification, less
repetition.
• Faster progression, less recording, better
matching of skill and knowledge to work tasks
therefore VACS, more interesting and satisfying.
• There are many ; the learner is your friend/you
dislike the learner/ the manager may put
pressure on you to complete the qualification
quickly/ you feel sorry for the learner etc etc
Answers

55. Providing feedback after assessment
It may be helpful to think of a burger
to remind you of this process....
Bun =praise
Burger =development
Bun =praise

56. Feedback – good practice
• Right time and place - in
private
• Immediately after the
assessment
• Comments brief, factual
and objective
• Consider the learner’s
level of confidence
• Ask learner to self-
assess...
“what were you pleased
with?” “what would do
differently another
time?”
• Constructive – stress what has
been achieved
• Be positive, give
encouragement to motivate
• Offer alternatives and
development rather than
criticism
• Make sure the learner
understands the feedback
• Summarise and record
feedback plus any actions
using correct documentation
(your centre or awarding body
will give guidance)

57. • After summative assessment; record decision, move on to
next unit or document achievement of the qualification and
pass for summative IQA sampling and certification
• After formative assessment; identify gaps and plan activities
to meet these.
• Clear and detailed recording of these activities will ensure
transparency.
• Make your objectives SMART –”What can’t be measured ,
can’t be managed.”
After feedback, what comes next?

58. • Specific
• Measurable
• Achievable
• Relevant
• Time-based
Setting Objectives – see Learner Zone for more
information, or research on the web
S
M
A
R
T

59. “Try to collect a witness
testimony about the
recent incident...”
Is this a SMART objective?
Consider how you could re-write this to
be more effective
Examples...

60. “Request a short (1 A4
page)Witness Testimony from
your manager about how you
dealt with the customer
complaint last Friday. Look at
Unit 031 outcome 5 to see what
needs to be covered. For our next
meeting on the 23/7/13 @ 9.30
am”
This is much more likely to happen – for more examples
see the assessor’s Workbook

61. Setting objectives
It is good practice to set targets and goals which are SMART, it is then
much easier to check if they have been accomplished at the next
meeting.
•Record a narrative of the current meeting – gives a clear audit trail, aids
transparency and helps to jog memories! Record any issues e.g. “Jenny did not
have her portfolio with her today”.
•Set a range of target dates (This is particularly useful for some learning styles)
•If at all possible, get the learner to set and record their own targets – this aids
transparency and motivation, and they are more likely to remember them!
•Identify activities for all e.g. “Photocopy resources” for yourself
•Identify any barriers – e.g. holidays that are coming up, discuss how to minimise
the impact of this.
•Always plan at least the next meeting – in detail, and finish with a re-cap of what
each of you are doing before the next meeting.

62. • If effective feedback is given what will be the
effect on the learners motivation and progress?
• How can confidence be improved?
• Why is it important that the learner understands
the targets?
• How can good feedback records help the centre
to monitor progress?
• When may effective and comprehensive records
be particularly helpful?
Questions?

63. • Transparency will motivate the learner, if they know and
understand what they need to do, they are more likely to do
it!
• Confidence can be greatly improved by giving praise for
achievements even if they are small, this can be built upon
during the assessor/learner relationship.
• Time pressures and jargon may mean that it is not really clear
what has to be done, and that there are barriers that have
not been discussed or taken into account.
• The centre can monitor progression and give support if they
can see it has slowed down . Changing assessor or covering
sick leave is much more easily done.
• In the event of an appeal or grievance
Answers

64. Managing Assessments
Prepare;
Yourself
• Documentation/resources/reference material
• Directions/contact numbers/parking money and
information
• Hardware – digital recorder/phone/laptop/memory stick
• Planning and feedback records
• Any activities you agreed to carry out e.g. mark questions
The learner
Preparation for observation or a suitable place to meet, sufficient
time for the meeting, and manager’s permission if required.
(Some learners need to be reminded a few days before the
meeting.)

65. • Standardisation Meetings or activity, Assessors and IQAs have a
meeting to share good practice, and address any issues or problems
• External Quality Assurance feedback following visits and sampling
• Completing your centre’s paperwork correctly and keeping good
records
• Submitting your learner’s work (In a portfolio or via an electronic
portfolio) for sampling
– Formative sampling, as you are working on the qualification
– Summative sampling at the end, to check quality before
claiming the certificate.
• Direct Observation and Learner/Employer Questionnaire – carried
out by your IQA to check your skills
• Completing an Assessor Training Needs Analysis to identify if you
have any development or training needs. Even an experienced
Assessor may have such requirements, if for example new
standards or documentation have been introduced.
Generic Quality Assurance Procedures – centres may vary,
so check your key source documents for guidance and
information

66. Policies /Procedures/Legislation
referred to as the Key Source
Documents
• Complaints
• Appeals
• Health and Safety
• Equal Opportunities
• Data Protection/confidentiality
If you are linked to a centre as a practicing assessor you will
know where to find these documents. If you are not yet
practicing refer to the generic documents in One File
Resources area, or those found within Learner Zone.

67. Non-Compliance
Tariff/Level of
transgression
Sanction Rationale
1 Entry in action plan Non-compliance with centre approval
criteria
2 Removal of Direct Claims status Close scrutiny of the assessment
decisions required
3 Suspension of registration
Suspension of certification
Threat to candidates
Loss of the integrity of assessment
decisions, risk of invalid claims for
certification
4 Withdrawal of centre approval for
specific NVQs
Irretrievable breakdown in management
and QA of specific NVQs
5 Withdrawal of centre approval for
all NVQs
Irretrievable breakdown in management
and QA of all NVQs
In the event that policies and strategies are not followed, the External
Quality Assurer on behalf of the awarding organisation may impose the
following sanctions;

68. • On the learner
– No learning/qualification takes place, or slow progress
– Damage to confidence
– Loss of job!
• On the Assessor
– Damage to confidence and credibility, repeating
assessments, bad habits may be hard to eradicate,
redundancy.
• The Centre
– Loss of income stream, reputation and credibility
• Stakeholders - qualifications not achieved as expected,
may choose to not use the centre in future
Effects of poor practice?

69. • Assessment considerations;
– Transparency
– Fairness
– Holistic assessment
– Objectivity
• Feedback
• Setting Objectives
• Managing Assessments
• Key Source documents
• Non-Compliance
• The effects of poor practice
Re-cap

70. • If you are linked to a Centre you will get information,
documentation and support from your Counter signer
and Internal Quality Assurer.
• If you are not yet practicing as an Assessor you can use
the key source documents within One File or Learner
Zone to refer to, or research through accessing the
Awarding Organisation website for your vocational
area.
Finding out.....

71. Once you are familiar with the basics of One File, there are a
choice of ways to produce evidence to demonstrate your
knowledge:
• Complete log sheets , which cover each outcome, performance
criteria and range , these are found on the resource area in One
File. (Remember that they must be saved away from a web
environment to be worked on)
• Create reflective accounts, either as a word document or directly
into the supporting evidence box in an assessment. Reference to
where you feel you have covered.
• Create an assignment in a word document and upload/reference
within One File. The briefs are available in the resource area
• Prepare for a professional discussion with your assessor, by making
notes/researching around a topic.
Meeting the criteria for Unit 301

72. This unit is covered mainly by product or performance
evidence, this comes from a range of sources:
• Observations by your assessor and your IQA, relating to the units
and learners below. Questionnaires carried out by the IQA with
your learner and their employer.
• Examples of your learner’s work, (2 learners x 2 units – 4 units in
total) this is not uploaded until it has been countersigned and
passed through summative IQA sampling. If using a paper portfolio
we will photocopy and scan in the documents, if using an electronic
portfolio, we will create screen shots to document the process.
• Assessment documentation i.e. Planning/feedback/log sheets to
match the learners and units above.
• Centre documentation – sampling reports/counter signer reports
and a testimony from your IQA to state that you have complied
with all centre requirements and procedures, also a Training Needs
Analysis identifying any development needs you may have.
• There is a document which lists all the evidence requirements for
unit 302 on Learner Zone – Evidence requirements
Meeting the criteria for Unit 302

73. This unit is covered mainly by product or performance
evidence, this comes from a range of sources:
• Observations by your assessor and your IQA, relating to the units
and learners below. Questionnaires carried out by the IQA with
your learner and their employer.
• Examples of your learner’s work, (2 learners x 2 units – 4 units in
total) this is not uploaded until it has been countersigned and
passed through summative IQA sampling. This needs to illustrate
resources you have used e.g. Worksheets/tests
• Assessment documentation i.e. Planning/feedback/log sheets to
match the learners and units above.
• Centre documentation – sampling reports/counter signer reports
and a testimony from your IQA to state that you have complied
with all centre requirements and procedures, also a Training Needs
Analysis identifying any development needs you may have.
• There is a document which lists all the evidence requirements for
unit 303 on Learner Zone – Evidence requirements
Meeting the criteria for Unit 303