This document provides an overview of Unit C: Understanding assessment in education and training for the Level 3 Award in Education and Training. It covers key topics such as the definition and types of assessment, including initial, formative, and summative assessment. Various assessment methods are described such as assignments, exams, observations and more. The importance of involving learners and others in the assessment process is explained, as well as the roles of peer and self-assessment. Constructive feedback is also outlined including key features and benefits. Finally, the need to keep accurate records of assessment for both teachers and organizations is summarized.

1. Level 3 Award in Education and Training
Unit C

2. Support
Phone: 01737 237590
Email: tom.casserley@train-aid.co.uk
Youtube: Train Aid Channel
Textbook: Ann Gravell’s Award in Education and Training
*page numbers for each topic highlighted in red throughout presentation

3. Unit C: Understanding assessment in education and training
Objectives:
• Understand types and methods of assessment used in education and
training
• Understand how to involve learners and others in the assessment
process
• Understand the role and use of constructive feedback in the
assessment process
• Understand requirements for keeping records of assessment in
education and training

4. Assessment Definition p.143
‘Assessment is a way of finding out if learning has taken
place. It enables you to ascertain if your learner has
gained the required skills, knowledge, understanding
and/or attitudes needed at a given point in time,
towards their programme of learning.’
(Gravells, 2014)

5. Assessment Types p.152-153
1. Initial (beginning)
2. Formative (ongoing)
3. Summative (at the end)
Video 1

6. 1.1 Explain the purposes of types of assessment used in education and training
For this criteria you need to explain the purpose of the three main
types of assessment:
1) Initial – gather entry information from learners; experience;
qualifications; additional support requirements, etc.
2) Formative – check learners understanding throughout the learning
process.
3) Summative – final knowledge check

7. Initial Assessments p.55-56
• Application forms
• Interviews
• Telephone conversations
• Diagnostic tests
• Opening activities

8. Formative Assessments p.153
• Verbal questions
• Written questions
• Worksheets
• Observations
• Practical activities
• Quiz
• Fill in the blanks
• Cross words

9. Summative Assessments p.154
• Written examinations
• Verbal examinations
• Assignments/coursework
• Presentations
• Micro-teaches
• Multiple choice test
• Observations
• Role play/practical scenarios

10. 1.2 Describe the characteristics of different methods of assessment in
education and training
For this criteria you need to give examples of the different assessment
methods for the three main types of assessment:
1) Initial
2) Formative
3) Summative

11. Assessment Methods p.158-169
• Assignments
• Exams
• Discussions
• Group Work
• Presentations
• Observations
• Questions
• Homework
Video 2

12. 1.3 Compare the strengths and limitations of assessment methods in
relation to meeting individual learner needs
For this criteria you need compare the strengths and limitations of
different assessment methods.
Choose five different assessment methods that you currently use/plan
to use and explain the strengths and possible limitations of each.

13. Adapted Assessments p.152
Video 3
● More time
● Scribe
● Written vs. Verbal
● Exam vs. Coursework
● Exam phobia

14. 1.4 Explain how different assessment methods can be adapted to
meet individual learning needs
For this criteria you need to explain how assessments can be adapted
to meet individual needs.
Give five different examples of adapted assessments.
Explain the importance of designing and maintaining a fair and reliable
assessment process.

15. Involving learners and others p.170-171
• Clarity
• Fairness
• Transparency
• Questions
• Reliability
Video 4

16. 2.1 Explain why it is important to involve learners and others in
the assessment process
For this criteria you need to:
Firstly, explain why it is important to involve learners in the assessment
process.
Secondly, who else might be involved in the learning process and how
might they support you.

17. Peer and Self Assessment p.172-173
● Promote learner responsibility
● Understand assessment
process
● Learn to give constructive
feedback
Video 5

18. 2.2 Explain the role and use of peer and self-assessment in the
assessment process
For this criteria you need explain:
1) The benefits of self assessment – encouraging self
reflection/evaluation
2) The benefits of peer assessment – link to the micro-teach day on
this course

19. Sources of Information
Video 6
● Criteria
● Deadlines
● Reading list
● Grade boundaries
● Results

20. 2.3 Identify sources of information that should be made available to
learners and others involved in the assessment process
For this criteria you need to describe the information that should be
made available to learners in the assessment process.
Explain the importance of clear guidance when assessments are set.
Give a minimum of five different sources of information that should be
made available to learners.

21. Constructive Feedback p.175-176
Three layers:
1) Positive elements
2) Areas for development
3) Reinforce and finish on the
positives
Video 7

22. 3.1 Describe key features of constructive feedback
For this criteria you need to explain the importance of layered
feedback.
Explain the three layers on the previous slide.

23. Benefits of good feedback
• Motivator
• Targets
• Direction
• Rapport/respect
• Confidence

24. 3.2 Explain how constructive feedback contributes to the
assessment process
For this criteria you need to explain the benefits of constructive
feedback.
Explain how good feedback will make the learner feel.

25. Ways to give feedback
● Verbally
● Written
● Group discussion
● Immediately after assessment where possible

26. 3.3 Explain ways to give constructive feedback to learners
For this criteria you need to explain the different techniques for giving
feedback.
Explain the need for early verbal feedback and detailed written
feedback.
Use the micro-teach day as an example of effective feedback.

27. Record Keeping p.13-14
Teacher
• Track progress
• Evidence
• Predict grades
• Professional discussions
Video 8
Organisation
• Internal verification
• External verification
• Legislations
• Appeals

28. 4.1 Explain the need to keep records of assessment of learning
For this criteria you need to explain why the teacher needs to keep
records of assessment.
Stress the importance of monitoring individual learners progress and
documenting the evidence.
Explain the need to discuss learners progress with colleagues and
others.

29. 4.2 Summarise the requirements for keeping records of
assessment in an organisation
For this criteria you need to describe why organisations need to keep records of
assessment.
Explain the process of internal and external verification of learners work.
Explain the need for quality control and standardisation with assessment decisions.

30. Unit C Draft
Once you have completed a written answer for all Unit B criteria using
the assessment template, please send it to:
tom.casserley@train-aid.co.uk
You will then receive written feedback within 5 working days.
Good Luck 