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Assessor Professional Development

Assessor Professional Development. ACVO Assessment Centre for Voluntary Organisations ICEYE Internet College for Early Years Education. Purpose of APD.

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Assessor Professional Development

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  1. Assessor Professional Development ACVO Assessment Centre for Voluntary Organisations ICEYE Internet College for Early Years Education

  2. Purpose of APD To provide a structured development programme to explore how assessment practice can improve the quality of the learning experience for the candidate

  3. Outcomes of APD • Improved assessment practice • Individual learning plans meet the needs of the learners and their organisations • Confident and knowledgeable assessors • Contribute to the level of skills, knowledge and competence of the voluntary and community sector workforce

  4. The APD Journey • 6 one day inter active workshops • Common ACVO approach to assessment • Recognise associated roles and responsibilities • Opportunity for personal development • Recognition of current practice • Support an ACVO team approach

  5. Expectations • That we will have a good time learning from each other • That we will work collectively and support each others learning and development • That as ‘ACVO Associates’ we can provide a sustainable income

  6. NVQ Recap Characteristics of a competence based learning and assessment model

  7. Characteristics • Provision of a general educational experience of intrinsic worth in its own right • Assessed in the workplace against nationally recognised industry-led standard

  8. Characteristics - continued • Preparation for entry in to specific job roles or further professional development • Assessment of existing competence, formally interrogated • The two approach dilemma of development or/and recognition

  9. Advantages to the Candidates • Self paced • Can do, have done, will do work related • Identify personal development needs linked to organisational needs • Ownership of the process • Proof of competence • In a range of skills, in a variety of circumstances, with different groups in the workplace

  10. Advantages - continued • Accreditation of prior learning and experience • Process is empowering and transparent

  11. Competence Based • Responsibility of the candidate to identify , gather, collate and present evidence • Assessment is a formal examination of the evidence supplied • Across a range, with underpinning knowledge and understanding

  12. Competence Based • Not a pass/fail system but a credit towards further development • Links to the training and development cycle

  13. Disadvantages to the Candidate • Not a traditional course • Less opportunity for group interaction (other than through planned activity) • Can take longer than a traditional course • Candidates see more work than in a traditional course

  14. Disadvantages • Candidate needs lots of support throughout, particularly • Understanding the language • Retaining a holistic view of the Award • Design and administration of the portfolio

  15. Demands of Assessors • New skills have to be learned • New demands from candidates experience • Increase in individual tracking • More knowledge of individual work roles • APL expertise • Interpretation of standards • Assessment skills

  16. ENTO Guardians of the standards ALI Inspection reports – of all organisations offering adult learning 46% inadequate ‘uniformally getting a raw deal’ –BBC 2004 Success rates for all WB Learning 36% For FMA’s 29%

  17. Work Based Assessment ‘Work-based assessors present the best option for both employers and candidates. Peripatetic assessors can do an excellent job but it can be difficult to arrange assessment opportunities particularly when dealing with unpredictable situations in the workplace’.

  18. Work Based Assessment ‘Although I agree with this in theory - in practice we have found that employers do not always recognise the need to give work-based assessors the TIME and resources to do the job effectively. This is when external providers offer the best solution, as they are there solely for the benefit of the candidates involved’.

  19. Work Based Assessment ‘As an External Verifier I can safely say that work based assessors only work if the company is the training provider. If students are learning via a college or private training provider, work based assessors are not the best option. Employers in the main do not support the candidates or work based assessors as it is not normally a priority and consider the college responsible for everything. Also there is a danger of a conflict of interest with the workplace pressurising the assessor to get the candidates through’.

  20. Work Based Assessment ‘Work based assessors are often pushed into the role of the assessor by their employers, who are often of the opinion that "there’s nothing to it". Full time assessors are able to support candidates in a far more focused way, which can only be good for the candidates and the NVQ process generally’.

  21. Work Based Assessment I find the work based assessors are not as prudent as they could be, they miss opportunities for observation and they are not always committed as they might be in helping the candidate. Peripatetic assessor however seem to have a better understanding of what is required with the NOS, documentation is clearer and shows a better audit trail. They also help the candidate more readily and show commitment to them gaining their award. On the whole work based assessors sound great in theory but in practice I certainly feel they are not always the best option.

  22. ‘Arguments can be forwarded to support both types of assessor, but I personally feel that both are vital, especially for larger organisations where they could be used together. What does need to be addressed is the level of support and understanding from senior management within organisations to ensure their assessors get the recognition and assistance they deserve and allow the assessment process to work to the benefit of all’.

  23. Supportive information and resources can be found on www.acvo.co.uk/resources/apd.php

  24. EDICT – a Process for Managing Change

  25. EntryDiagnosisInterventionContractingTransition

  26. Personal StylesTough battlerFriendly helperLogical thinker

  27. Organisational CulturePerformance drivenValues drivenSystems driven

  28. The 7P Model Purpose: Aims Goals,Mission and Vision Positioning: Context, environment, niche, image, advertising Plans: Structure, blueprint, policies, strategy Power: Resources, energy, drive, commitment Processes: Systems,procedures, communication People: Human resource issues Product: Services, Outputs, Deliverables

  29. 3LT –The 3 Level Technique Model for Questioning and Listening

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