Chapter
Part One Setting the scene
01 The drive for a skilled workforce
Education and the skills gap
A brief history of vocational education and training
Policy affecting vocational education since 2007: addressing the skills gap
Addressing the skills gap in compulsory education
Addressing the skills gap in post-compulsory vocational education
The further education and skills sector: education and training providers
02 Overview of vocational qualifications and the QCF
Qualifications and Credit Framework
National Vocational Qualifications and the QCF
National Occupational Standards (NOS)
Funding for qualifications: learners and candidates
QCF assessment standards for assessors, quality-assurance staff, teachers and trainers: the ssessment of vocational and work-based qualifications
QCF assessor qualifications and post-16 teacher training
03 National standards and qualifications development, delivery and regulation
Regulation of qualifications
Monitoring of qualifications through inspection
Part Two Preparing to do the units: being a candidate
The candidate as an active participant
05 Starting your course or qualification
Pre-course/qualification information, guidance and advice
Enrolment, registration and induction
Candidates assessed in the work environment
Sources and purposes of evidence
Recording your sources and avoiding plagiarism
Electronic evidence and portfolios
08 Checking you are on track for certification
Part Three Guidance on units for assessment and quality assurance
Introduction: overview of the units
Section one: Units for assessors
Unit 1 Understanding the principles and practices of assessment
1.1 Explain the functions of assessment in learning and development
1.2 Define the key concepts and principles of assessment
1.3 Explain the responsibilities of the assessor
1.4 Identify the regulations and requirements relevant to assessment in own area of practice
2.1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners
3.1 Summarize key factors to consider when planning assessment
3.2 Evaluate the benefits of using a holistic approach to assessment
3.3 Explain how to plan a holistic approach to assessment
3.4 Summarize the types of risks that may be involved in assessment in own area of responsibility
3.5 Explain how to minimize risks through the planning process
4.1 Explain the importance of involving the learner and others in the assessment process
4.2 Summarize types of information that should be made available to learners and others involved in the assessment process
4.3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning
4.4 Explain how assessment arrangements can be adapted to meet the needs of individual learners
5.1 Explain how to judge whether evidence is sufficient, authentic and current
5.2 Explain how to ensure that assessment decisions are made against specified criteria and are valid, reliable and fair
6.1 Evaluate the importance of quality assurance in the assessment process
6.2 Summarize quality assurance and standardization procedures in own area of practice
6.3 Summarize the procedures to follow when there are disputes concerning assessment in own area of practice
7.1 Explain the importance of following procedures for the management of information relating to assessment
7.2 Explain how feedback and questioning contribute to the assessment process
8.1 Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare
8.2 Explain the contribution that technology can make to the assessment process
8.3 Evaluate requirements for equality and diversity and, where appropriate, bilingualism in relation to assessment
8.4 Explain the value of reflective practice and continuing professional development in the assessment process
Unit 2 Assess occupational competence in the work environment
1.1 Plan assessment of occupational competence based on the following methods
1.2 Communicate the purpose, requirements and processes of assessing occupational competence to the learner
1.3 Plan the assessment of occupational competence to address learner needs and current achievements
1.4 Identify opportunities for holistic assessment
2.1 Use valid, fair and reliable assessment methods including: observation of performance; examining products of work; questioning the learner; discussing with the learner; use of others (witness testimony); looking at learner statements; recognizing pri
2.2 Make assessment decisions of occupational competence against specified criteria
2.3 Follow standardization procedures
2.4 Provide feedback to learners that affirms achievement and identifies any further implications for learning, assessment and progression
3.1 Maintain records of the assessment of occupational competence, its outcomes and learner progress
3.2 Make assessment information available to authorized colleagues
3.3 Follow procedures to maintain the confidentiality of assessment information
4.1 Follow relevant policies, procedures and legislation for the assessment of occupational competence, including those for health, safety and welfare
4.2 Apply requirements for equality and diversity and, where appropriate, bilingualism, when assessing occupational competence
4.3 Evaluate own work in carrying out assessments of occupational competence
4.4 Maintain the currency of own expertise and competence as relevant to own role in assessing occupational competence
Unit 3 Assess vocational skills, knowledge and understanding
1.1 Select methods to assess vocational skills, knowledge and understanding which address learner needs and meet assessment requirements, including: ssessments of the learner in simulated environments, skills tests, oral and written questions, assignm
1.2 Prepare resources and conditions for the assessment of vocational skills, knowledge and understanding
1.3 Communicate the purpose, requirements and processes of assessment of vocational skills, knowledge and understanding to learners
2.1 Manage assessments of vocational skills, knowledge and understanding to meet assessment requirements
2.2 Provide support to learners within agreed limitations
2.3 Analyse evidence of learner achievement
2.4 Make assessment decisions relating to vocational skills, knowledge and understanding against specified criteria
2.5 Follow standardization procedures
2.6 Provide feedback to the learner that affirms achievement and identifies any further implications for learning, assessment and progression
3.1 Maintain records of the assessment of vocational skills, knowledge and understanding, its outcomes and learner progress
3.2 Make assessment information available to authorized colleagues as required
3.3 Follow procedures to maintain the confidentiality of assessment information
4.1 Follow relevant policies, procedures and legislation relating to the assessment of vocational skills, knowledge and understanding, including those for health, safety and welfare
4.2 Apply requirements for equality and diversity and, where appropriate, bilingualism
4.3 Evaluate own work in carrying out assessments of vocational skills, knowledge and understanding
4.4 Take part in continuing professional development to ensure current expertise and competence in assessing vocational skills, knowledge and understanding
Section two: Units for internal quality assurers
Unit 4 Understanding the principles and practices of internally assuring the quality of assessment
1.1 Explain the functions of internal quality assurance in learning and development
1.2 Explain the key concepts and principles of the internal quality assurance in learning and development
1.3 Explain the roles of practitioners involved in the internal and external quality-assurance process
1.4 Explain the regulations and requirements for internal quality assurance in own area of practice
2.1 Evaluate the importance of planning and preparing internal quality-assurance activities
2.2 Explain what an internal quality-assurance plan should contain
2.3 Summarize the preparations that need to be made for internal quality assurance, including: information collection, communications, administrative arrangements, resources
3.1 Evaluate different techniques for sampling evidence of assessment, including the use of technology
3.2 Explain the appropriate criteria to use for judging the quality of the assessment process
4.1 Summarize the types of feedback, support and advice that assessors may need to maintain and improve the quality of assessment
4.2 Explain standardization requirements in relation to assessment
4.3 Explain relevant procedures regarding disputes about
the quality of assessment
5.1 Evaluate requirements for information management, data protection and confidentiality in relation to the internal quality assurance of assessment
6.1 Evaluate legal issues, policies and procedures relevant to
the internal quality assurance of assessment, including those for health, safety and welfare
6.2 Evaluate different ways in which technology can contribute to the internal quality assurance of assessment
6.3 Explain the value of reflective practice and continuing professional development in relation to internal quality assurance
6.4 Evaluate requirements for equality and diversity and, where appropriate, bilingualism, in relation to the internal quality assurance of assessment
Unit 5 Internally assure the quality of assessment
1.1 Plan monitoring activities according to the requirements of own role
1.2 Make arrangements for internal monitoring activities to assure quality
2.1 Carry out internal monitoring activities to quality requirements
2.2 Evaluate assessor expertise and competence in relation to the requirements of their role
2.3 Evaluate the planning and preparation of assessment processes
2.4 Determine whether assessment methods are safe, fair, valid and reliable
2.5 Determine whether assessment decisions are made using the specified criteria
2.6 Compare assessors’ decisions to ensure they are consistent
3.1 Provide assessors with feedback, advice and support, including professional development opportunities, that help them to maintain and improve the quality of assessment
3.2 Apply procedures to standardize assessment practices and outcomes
4.1 Apply procedures for recording, storing and reporting information relating to internal quality assurance
4.2 Follow procedures to maintain confidentiality of internal quality-assurance information
5.1 Apply relevant policies, procedures and legislation in relation to internal quality assurance, including those for health, safety and welfare
5.2 Apply requirements for equality and diversity and, where appropriate, bilingualism, in relation to internal quality assurance
5.3 Critically reflect on own practice in internally assuring the quality of assessment
5.4 Maintain the currency of own expertise and competence in internally assuring the quality of assessment
Part Four Coordinating internal quality assurance
Unit 8 Plan, allocate and monitor work in own area of responsibility
1.1 Explain the context in which work is to be undertaken
1.2 Identify the skills base and the resources available
1.3 Examine priorities and success criteria needed for the team
1.4 Produce a work plan for own area of responsibility
2.1 Identify team members’ responsibilities for identified work activities
2.2 Agree responsibilities and SMART (specific, measurable, achievable, realistic and time-bound) objectives with team members
3.1 Identify ways to monitor progress and quality of work
3.2 Monitor and evaluate progress against agreed standards and provide feedback to team members
4.1 Review and amend work plan where changes are needed
4.2 Communicate changes to team members
Abbreviations for departments and organizations
The Vocational Assessor Handbook
：Including a Guide to the QCF Units for Assessment and Internal Quality Assurance (IQA)
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