The document discusses a training day for standardizing electric vehicle qualifications. It promotes a holistic assessment approach where evidence is gathered efficiently from practical activities, avoiding repetition. Trainees are encouraged to incorporate theory into practice and identify real-world evidence from imminent events, turning the assessment process on its head. Active verbs are defined to clarify assessment criteria, and it is noted that observation criteria can sometimes require producing a product through one's own work rather than being directly observed.

2. TIME FOR CHANGE
EV Standardisation Training Day
27th October 2011 York
28th October 2011 Hockley Heath
October 2011

3. Centre workshops
 The development officers
will be doing a series of
workshops across the
country
 This presentation forms the
basis of what we will be
doing
 Opportunity to present to
the EV’s first
 All signing from same
‘Hymn book’

4. Impact of QCF on Awarding Organisations
 Commercially viable
 Meet regulatory requirements
 Attractive (less work) for centres
 Enjoyable, relevant learning
experience for the student

5. Vocational qualifications
 Move away from traditional style
of evidence (large portfolios,
exams etc)
 This is the ethos of the QCF
 Link between practical and
knowledge and understanding
 Students need to see link
(relevance of what they are doing)

6. Holistic Assessment
• “Assessment should be
delivered efficiently... “
• NOS for learning and
development No:
9, 10, 11, 12 (an Assessor
working to these standards
should be assessing
holisticly)
• Conditions of
recognition, Page
44, Condition E4.2:
http://www.ofqual.gov.uk/file
s/2011-05-16-general-
conditions-of-
recognition.pdf?Itemid=111

7. Holistic new buzz word in education
 Not just a punchy title
 Actually an advanced
assessment practice
 More efficient and effective
 Avoids repetition
 Speeder completion
 Makes sense to candidates
 Less work for assessors

8. Lets make it easy!!
 Move away from writing
assignments
 Duplication !!!
 Over assessment
 Incorporating theory into
practical
 Move away from end
loading
 Competence

9. Evidence should come easily

10. Different way of thinking!
 Turns assessment process on head
 Identify activity that will provide evidence
 Look at imminent practical event and draw
out evidence from that
 Opportunity to use one piece of evidence
numerous times
 No fabrication – real!!!

11. Assessment criteria

12. Active verbs
 Definition of describe
 Definition of explain
 Describe how to identify PPE?
 Explain how to complete a
client record card
 Explain why it is important to
wear PPE

13. Knowledge or observation
 Not straightforward
 Often observation may be
asking for the production of a
product – for example a
project.
 This does not mean that the
putting together of the
product has to be observed